EnglishSpelling & Word StudyAges 9–12

Spelling -able & -ible

Spell words ending in -able/-ible and the corresponding adverb forms -ably/-ibly, applying patterns to determine which suffix to use based on the root word

Lesson

Set out your lesson

Practise the bounded task in Spelling -able & -ible; see exact limits before inferring broader coverage.

Before teaching

Use this short check, then start teaching.

Activity

Distinguish adjectives/adverbs with support.

Policy

Exact directed source edges retained; earlier authorship is not learner attainment.

Printer, credit, and teaching notes

Exact directed source edges retained; earlier authorship is not learner attainment.

Materials

These supplied stage cards
Scrap paper and pencil; oral/pointing response where appropriate

Sequence

Read readiness and decide on support without treating prerequisite authoring as learner readiness.
Open Show first and explain its model.
Use Guided Try with support and its separate adult key.
Close Show and guided keys before Try, unless this Try is explicitly supported.
Reflect on an actual attempt, including help used.

No Printer

Use the supplied screen cards; copying the exact task to paper is optional, not required.

Privacy

Use only invented scenarios and optional anonymous local notes. Do not request names, photos, family finances, medical data, accounts or uploads. Stop uncomfortable physical activity.

Use the complete materials on screen or print only the current sheet. Keep adult guidance out of learner view.

Next: Show

Share teaching feedback

Continue learning

Share and support

Compare teaching approaches

Teaching approaches

Gakuva’s recommended starting approach is selected. You can still compare every option.

1 approach

Selected Default Gakuva

Practise the bounded task in Spelling -able & -ible; see exact limits before inferring broader coverage.

Family records and proof options

Keep a record of your learning

Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.

View learner plans ($12/mo per learner) See sample family archive

Learning resources

Extra practice links — they do not replace Gakuva’s teaching approach.

UF Literacy Institute · Practice link — not the full lesson

UFLI Foundations Toolbox

Open practice(new tab)

Before you open · source notes

UFLI Foundations Toolbox supports Spelling -able & -ible. An adult previews and guides; this is a learning page, not a scored quiz.

Free educational page, no sign-in required for the tested path.

Before you open

Ask the learner one fact they learned and one question they still have.

Opening this link does not save learning or assess mastery.

Source, access and review notes

Public UF Literacy Institute page. An anonymous GET on 2026-11-12 returned HTTP 200 with no login or payment prompt for this URL. Opening the link does not save practice or assess mastery. An adult should preview and guide the learner.

UF Literacy Institute. “UFLI Foundations Toolbox.” External page; Gakuva does not copy, host, embed, or redistribute materials.

Unknown — link only

Check understanding

Apply the guideline that -able is typically used with complete root words (enjoyable, comfortable) while -ible is used with incomplete roots (visible, possible), noting key exceptions
Convert -able/-ible adjectives into adverbs by changing the ending to -ably/-ibly, e.g. comfortable → comfortably, possible → possibly, terrible → terribly
Determine whether to drop or retain the final -e of the root when adding -able, e.g. adorable (drop e) vs changeable (keep e before soft g)

“When your child needs to spell a word ending in "-able" or "-ible" — like "comfortable" or "visible" — can they choose the right ending and spell it correctly?”

Curriculum record

Type: Procedural
Subject: English
Domain: Spelling & Word Study
Age range: Ages 9–12

Standards

acara-v9:AC9E5LY09acara-v9:AC9E6LY09the-ontario-curriculum-language-2023:ON-LANG-2023-G6-B2.1uk-nc-2013:Eng_App1_Sp_Y56_04uk-nc-2013:Eng_App1_Sp_Y56_05