Year 1 English · AC9E1LY15

Recognise and know how to use grammatical morphemes to create word families

Grammatical morphemes such as -s, -ed and -ing can be added to base words to make related words in a word family

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Learning goalsSay it simply

1. Outcome Overview & Core Concepts

Grammatical morphemes such as -s, -ed and -ing can be added to base words to make related words in a word family.

Learning target: recognise and know how to use grammatical morphemes to create word families

Big idea: Use meaningful word parts to build word families

Learning routine: Find base word → Add morpheme → Read new word → Explain meaning

Key conceptTeach from the board

2. Subject-Specific Content & Key Examples

Base word plus meaningful ending

playplaysplayedplayingplayer

Worked example

Question: What happens when -ed is added to jump? It becomes jumped, which shows the action happened before now.

Explain how the ending changes meaning

base word-s-ed-ingword family

Word family build

Start with a base word and add endings.

Guided practice

  1. Word family build — Start with a base word and add endings.
    jump → jumps/jumped/jumping
  2. Meaning match — Match an ending to its meaning.
    -ed → happened before
  3. Sentence test — Use two words from the same family in sentences.
    I play. I played.
Clean visual examplesOne-page board

Clean one-page examples

AC9E1LY15 - Recognise and know how to use grammatical morphemes to create word families
Example 1

Base word plus meaningful ending play plays played playing player

Example 2

Worked example Question: What happens when -ed is added to jump? It becomes jumped, which shows the action happened before now.

Example 3

Explain how the ending changes meaning base word -s -ed -ing word family

Example 4

Word family build Start with a base word and add endings.

Curriculum examplesCurriculum examples

Curriculum Coverage & Elaborations

The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.

  • E1: building word families from common morphemes; for example, “play”, “plays”, “playing”, “played”, “playground”
  • E2: using morphemes to read words; for example, by recognising the base word in words such as “walk-ed”
Questions and answersWith answers

Revision Notes

  • Remember: Use meaningful word parts to build word families
  • Use the routine: Find base word → Add morpheme → Read new word → Explain meaning
  • Before answering: point to the clue in the spoken words, written sentence, image, page layout or text purpose.
  • Self-check: change the example slightly and see whether the same reasoning still works.
Practice and reviewReady for practice

3. Common Student Misconceptions

  • Ending has no meaning: Explain what the morpheme changes.
  • Base word lost: Find the base word first.
  • Word family as rhymes: Word families here are about shared meaning parts.

Practice Thought & Formative Assessment

Use a fresh, code-aligned example. The student should show the exact word, sound, sentence, image feature, audience clue or text evidence that supports the answer.

Quick checks

  • What is the base word in jumping?
  • Add -ed to look.
  • What does -s do in runs?
  • Make a word family for play.

Mastery evidence

  • Find base words
  • Add morphemes
  • Explain meaning change
  • Build word families
Curriculum alignmentStart here

1. Outcome Overview & Core Concepts

Grammatical morphemes such as -s, -ed and -ing can be added to base words to make related words in a word family.

Learning target: recognise and know how to use grammatical morphemes to create word families

Big idea: Use meaningful word parts to build word families

Learning routine: Find base word → Add morpheme → Read new word → Explain meaning

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