You will learn
- Spell words with common patterns.
- Know the doubling rule.
- Know the y to i rule.
- Check spelling.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Spelling follows patterns.
- Double the last letter in short words with one vowel before adding an ending.
- Change y to i before adding an ending.
- Check by looking and sounding out.
Words to know
a way letters are often arranged
write the letter twice
a guide for spelling
look again to make sure
1. Discover: The hopping bunny
The bunny is hopping across the field. Yesterday it hopped far. Ayo tries to spell it: hoping? hopeing? His teacher says, “Hop has a short vowel, so double the p: hopping.” She also shows him happy and happier: “Change y to i.”
Think: What are the two rules?
2. Understand: Spelling rules
Idea 1: Doubling
For a short word with one vowel and one consonant at the end, double the last letter before adding -ing or -ed: hop, hopping, hopped; run, running.
Idea 2: Y to i
If a word ends in consonant + y, change y to i before adding -er, -est or -ed: happy, happier; cry, cried.
Idea 3: Check
Check by sounding out and by looking. Does it look right? Use a dictionary if you are not sure.
3. Worked examples
Example 1 (I show you): Double
hop + ing = ?
- Double the p.
Answer: hopping
Example 2 (We do it together): Y to i
happy + er = ?
- Change y to i.
Answer: happier
Example 3 (You try): Check
Which is right: running or runing?
Show the steps and answer
- Look at it.
Answer: running
Did you know?
English spelling comes from many languages, so it has many rules and exceptions.
Why this matters
Spelling rules help you write correctly and be understood.
4. Explore: Rule maker
Apply spelling rules.
- Take a base word.
- Decide which rule applies.
- Add the ending.
- Check it.
Think about it: what did you notice?
You can apply spelling rules.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- hop + ing = ___.
- happy + er = ___.
- The rule is ___.
- I check by ___.
Guided practice
Question 1. Add -ing to run.
running
Question 2. Add -er to happy.
happier
Question 3. What do you do if unsure?
check
Independent practice
Level 1: Start
- To write a letter twice is to ___ it.
- A guide for spelling is a ___.
- hop + ing = ___.
- happy + er = ___.
- We ___ our spelling.
Level 2: Grow
- Add -ing to sit.
- Add -ed to cry.
- Add -est to happy.
Level 3: Stretch
- Why double the letter?
- Why change y to i?
- How can you check spelling?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Spell 5 words using the rules and check them.
Show a sample answer
hopping, happier…
Another one. Write a sentence with three words using the rules.
Show a sample answer
The happy bunny is hopping.
7. Common mistakes
Fix: hopping not hoping.
Fix: happier.
8. Lesson summary and revision card
- I can spell words with common patterns.
- I can use the doubling rule.
- I can use the y to i rule.
- I can check spelling.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Double the last letter in short words.
- Change y to i before an ending.
- Check spelling.
- Practise often.
11. Next lesson
Next lesson: Dictionary introduction. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What does double mean in spelling? [1 mark]
- Add -ing: hop, run. [2 marks]
- Add -er: happy. [1 mark]
- How can you check spelling? [1 mark]
- Explain the y to i rule. [3 marks]
Total: 8 marks.
Marking guide and model answers
- write the letter twice [1]
- hopping [1]; running [1]
- happier [1]
- look/dictionary [1]
- word ends in consonant + y [1]; change y to i [1]; add the ending [1]
Score guide: 7 to 8 = secure. 5 to 6 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- To write twice is to ___.
- hop + ing =
- run + ing =
- happy + er =
- cry + ed =
- True or false: double the p in hop + ing.
- True or false: hoping means hopping.
- Spell sitting.
- Spell happiest.
- Check a word in a dictionary.
Homework
Spell 8 words using the rules and check them.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. To write twice is to ___. | double | 1 |
| 2. hop + ing = | hopping | 1 |
| 3. run + ing = | running | 1 |
| 4. happy + er = | happier | 1 |
| 5. cry + ed = | cried | 1 |
| 6. True or false: double the p in hop + ing. | true | 1 |
| 7. True or false: hoping means hopping. | false | 1 |
| 8. Spell sitting. | sitting | 1 |
| 9. Spell happiest. | happiest | 1 |
| 10. Check a word in a dictionary. | checked | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 double; 2 rule; 3 hopping; 4 happier; 5 check. Level 2: 1 sitting; 2 cried; 3 happiest. Level 3: 1 keeps the vowel short; 2 a spelling rule; 3 dictionary or looking.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Spell words with common patterns | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Know the doubling rule | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Know the y to i rule | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Check spelling | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Forgetting to double. hopping not hoping.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use rule cards.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns spelling rules. You do not need to be an expert to help.
- Play spelling games.
- Use rules.
- Praise accuracy.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: spell words with common patterns; know the doubling rule; know the y to i rule; check spelling.
Prerequisite knowledge. Context clues.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Review endings.
Explanation (10 min). Teach rules.
Guided activity (10 min). Practise.
Independent activity (10 min). Check.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Which rule applies? Does it look right?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use rule cards. Extension. Find more rules.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Forgetting to double. hopping not hoping.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 8-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use rule cards. Enrichment. Find more spelling rules. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 2 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core L.2.2 (demonstrate command of conventions of spelling) and L.2.2d–e; Cambridge Primary English Stage 2 (spelling). These sources informed the lesson.