The Rules of Regular and Irregular Plurals
For
most nouns, just add -s
|
For
nouns ending in s, x, z, ch or sh, add -es
|
|||
Singular
|
Plural
|
Singular
|
Plural
|
|
hand
|
hands
|
box
|
boxes
|
|
rabbit
|
rabbits
|
pitch
|
pitches
|
|
key
|
keys
|
wish
|
wishes
|
|
clock
|
clocks
|
boss
|
bosses
|
|
football
|
footballs
|
buzz
|
buzzes
|
|
door
|
doors
|
glass
|
glasses
|
|
For
some words ending in o, add -es
|
However,
for some words ending in o, just add -s
|
|||
Singular
|
Plural
|
Singular
|
Plural
|
|
potato
|
potatoes
|
cello
|
cellos
|
|
tomato
|
tomatoes
|
disco
|
discos
|
|
hero
|
heroes
|
hairdo
|
hairdos
|
|
echo
|
echoes
|
logo
|
logos
|
|
banjo
|
banjoes
|
patio
|
patios
|
|
The
plural of many words ending in o can be spelt with -s or -es.
|
photo
|
photos
|
||
piano
|
pianos
|
|||
radio
|
radios
|
|||
For
some words ending in f, change the f to a v and add -es
|
However,
for some words ending in f, just add -s
|
|||
Singular
|
Plural
|
Singular
|
Plural
|
|
half
|
halves
|
chef
|
chefs
|
|
loaf
|
loaves
|
cliff
|
cliffs
|
|
elf
|
elves
|
ref
|
refs
|
|
leaf
|
leaves
|
roof
|
roofs
|
|
self
|
selves
|
The
plural of some nouns ending in f can be spelt using either variation.
|
||
shelf
|
shelves
|
|||
thief
|
thieves
|
|||
wolf
|
wolves
|
|||
For
some nouns ending in ife, change the f to a v and then add -s
|
For
common nouns that end with consonant + y, change the y to an i and then add
-es
|
|||
Singular
|
Plural
|
Singular
|
Plural
|
|
wife
|
wives
|
poppy
|
poppies
|
|
life
|
lives
|
fly
|
flies
|
|
knife
|
knives
|
penny
|
pennies
|
|
spy
|
spies
|
|||
nappy
|
nappies
|
|||
sty
|
sties
|
|||
Some
nouns are the same in both singular and plural from
|
For
some nouns, change other letters or just change the word completely!
|
|||
Singular
|
Plural
|
Singular
|
Plural
|
|
fish
|
fish
|
person
|
people
|
|
sheep
|
sheep
|
child
|
children
|
|
deer
|
deer
|
ox
|
oxen
|
|
tuna
|
tuna
|
foot
|
feet
|
|
salmon
|
salmon
|
tooth
|
teeth
|
|
trout
|
trout
|
goose
|
geese
|
|
mouse
|
mice
|
|||
louse
|
lice
|
|||
man
|
men
|
|||
Common Accommodations for Students with Dyslexia
A
Checklist of Classroom Accommodations
From Eileen Bailey
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When a student with dyslexia is eligible for accommodations in the classroom through an IEP
or Section 504, they are individualized to fit the unique needs of the student.
The accommodations are discussed at an annual meeting and then the educational
team determines which accommodations will be implemented. Although these can
vary from student to student, there are some accommodations which are commonly
found to be helpful for students with dyslexia.
- Provide books on tape, CDs, or on an electronic reader or textbook that a child can listen to rather than read
- Create opportunities for oral reading on a one-on-one basis and only ask the student to read aloud in class if he feels comfortable doing so and volunteers to read
- Provide outlines, summaries of chapters, vocabulary words and preview questions before reading
- Allow students to use a highlighter to mark important parts of the text
- Used shared reading or reading buddies
- Allow the student to discuss, one-on-one, material after reading with a classroom aide, a partner student or the teacher
- Provide a set of books/textbooks for student to keep at home
- Reduce spelling tests
- Give spelling tests orally
- Don't take off points for spelling errors on written work
- Reduce spelling words
Writing
- Allow student to dictate work to a parent or aide
- Provide speech-to-text software
- Offer alternative projects instead of written reports
- Photocopy another child's notes or designate a note-taker who will share notes at the end of class
- Minimize the amount of copying from the board
- Allow student to use a keyboard to take notes
- Let student respond to questions orally rather than writing each answer
- Reduce written work
Testing
- Allow student to take tests orally
- Allow for extra time
- Review directions to test orally
- Provide alternatives to testing, such as projects, oral or video presentations
- Read test questions to student and write down answers as the student speaks the answer
- Allow tests to be taken outside of the classroom, in a quiet area with minimal distractions
- Have students state answers into a tape recorder
Homework
- Reduce homework, especially assignments requiring reading
- Allow student to dictate answers to homework to a parent, sibling or tutor
- Allow typewritten homework
- Use worksheets with minimal writing
- Limit time spent on homework
- Do not take off points for homework handed in late
Giving Instructions or Directions
- Break large tasks into steps
- Give directions in small steps
- Read written directions or instructions to the student
- Provide alternatives to writing assignments, use an online calendar, provide student with a written list of assignments each morning, have a buddy student write assignments, email list of assignments to student or parent
- Give examples or model behavior when giving instructions
- Make eye-contact with student when giving directions
Technology
- Provide computers that have speech recognition software
- Allow the use of electronic spell-checkers
- Provide software that enlarges images on a computer screen
- Provide student with a computer to complete class work
- Allow students to tape record lessons
Classroom
- Write schedules on board
- Write classroom rules on board
- Write homework assignments on the board in the morning and leave up throughout the day
- Have student sit near the teacher
- Use color-coding to organize desk, classroom and student's books
- Use multi-sensory activities to further understanding of topics
- Use a positive reinforcement program with rewards and consequences
- Create private signals for a student to indicate high frustration or for teacher to bring a child back on track
- Increase communication with parents, using daily or weekly emails or phone calls and increase meetings with parents
- Assign classroom jobs that will help to increase self-esteem
- Work with student to create achievable goals
This list is not complete and
because each student with dyslexia is different, their needs will be different.
Some students may only require minimal accommodations while others may require
more intense interventions and assistance. Use this list as a guideline to help
you think about what needs the student, or students, in your classroom have.
When attending IEP or Section 504 meetings, you can use this list as a
checklist; sharing with the educational team what you feel would best help the
student.
References:
Accommodations in the Classroom,
2011, Staff Writer, University of Michigan: Institute for Human Adjustment
Dyslexia, Date Unknown, Staff
Writer, Region 10 Education Service Center
Learning Disabilities, 2004, Staff
Writer, University of Washington, The Faculty Room
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