1. Silent –e

Silent –e on the end of a word marks a long vowel sound when a single vowel and consonant immediately precede the final –e (e.g., bake, vote, state, vice, mute, revoke, demote, etc.)

NOTE: Final –ve may or may not mark a long vowel sound.
Live, gave, drove, save, and revive have long vowel sounds.
Have, give, love, and prove are listed among the non-phonetic words.

2. –ff, -ll, -ss, (-zz)

One syllable words ending in f, l, s, and sometimes z, immediately following a short vowel, must double the final consonant as in staff, still, dress, and jazz.

Common exceptions include if, clef, gas, this, us, bus, thus, yes, and quiz.
Note also that final –s as /z/ does not double as in as, is, was, has, his, etc.

3. –ck, -tch, and -dge

Spell the /k/ sound with –ck immediately following one short vowel at the end of a one syllable word as in stack, peck, stick, dock, and cluck.

Spell the /ch/ sound with –tch immediately following one short vowel at the end of a one syllable word as in patch, stretch, stitch, notch, and clutch.

Spell the /j/ sound with –dge immediately following one short vowel at the end of a one syllable word as in badge, pledge, bridge, dodge, and nudge.

4. Soft c and g

C and g have a “soft” sound when they come before e, i, and y as in cent, city, and cycle; and stage, gin, and gypsy.

Common exceptions include get and give.

5. Plurals

Nouns usually add –s to make the plural form as in cats, legs, boys, girls, and horses.

Nouns ending in –s, -x, -z, -ch, and –sh add -es for plurals as in dresses, boxes, topazes, lunches, and dishes.

Plurals, Continued

Nouns ending in –y require suffix addition rules when adding suffixes (See Session 6 Handout).

In nouns ending in f, the f often changes to v and -es is added as in wife – wives, leaf – leaves, and shelf – shelves.

Nouns ending in o sometimes add s as in altos and sopranos, and sometimes add es as in vetoes and potatoes. Check your dictionary to confirm if needed.

Some plurals are completely irregular. Sound clues will help in pluralizing words such as foot (feet), mouse (mice), man (men), and goose (geese).

NOTE: Teachers are also responsible for knowing if their students understand contractions and possessives.