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# 7.20: More About Changing <y> to <i> and Some Review of Rules and Sounds

Difficulty Level: At Grade Created by: CK-12

## More About Changing <y> to \begin{align*}<\text{i}>\end{align*} and Some Review of Rules and Sounds

1. Earlier you saw that sometimes when we add a suffix to a stem that ends in a <y> that has a consonant right in front of it, we change the <y> to \begin{align*}<\text{i}>\end{align*}. For example:

\begin{align*}\text{cry} + \text{ed} = \text{cr}\cancel{\text{y}}+ \text{i} + \text{ed} & = \text{cried}\\ \text{easy} + \text{est} = \text{eas}\cancel{\text{y}} + \text{i} + \text{est} & = \text{easiest}\end{align*}

But notice what would happen if we changed the <y> to \begin{align*}<\text{i}>\end{align*} when the suffix starts with an \begin{align*}<\text{i}>\end{align*}:

\begin{align*}\text{accompany} + \text{ing} = \text{accompan}\cancel{\text{y}} + \text{i} + \text{ing} = ^*\text{accompaniing}\end{align*}

We would get <ii>. In English we avoid <ii>. So when we add a suffix that starts with an \begin{align*}<\text{i}>\end{align*} to a stem that ends in <y>, we use simple addition:

\begin{align*}\text{accompany} + \text{ing} & = \text{accompanying} \\ \text{toy} + \text{ing} & = \text{toying}\end{align*}

2. When you add a suffix that starts with an \begin{align*}<\text{i}>\end{align*} to a stem that ends in a <y>, you use ________________________; when the suffix starts with any other vowel, and the <y> has a consonant right in front of it, you change the _____ to _____.

3. Combine the following prefixes, stems, and suffixes. Show any cases of twinning,silent final <e> deletion, changes of <y> to \begin{align*}<\text{i}>\end{align*}, and assimilation. Watch for cases where the <y> does not change to \begin{align*}<\text{i}>\end{align*}:

Elements = Word
a\begin{align*}\cancel{d}\end{align*} + p + ply + ing = applying
bathe + er + s =
un + ad + feet + ion + ate =
choose + y + est =
up + set + ing =
glimpse + ed =
un + re + serve + ed + ly =
ad + venture + ous =
re + ad + sure + ed =
re + gret + ing =
dis + solve + ing =
gauze + y =
early + est =
achieve + er + s =
soothe + ing + ly =
ad + company + ing =
re + ad + ply + ed =

4. You can hear the sound [t] at the beginning and end of the word toot.

You can hear the sound [d] at the beginning and end of the word dude.

5. Underline the letters that spell [t] and [d] in the following words:

\begin{align*}&\text{candidate} && \text{adventure} && \text{building} && \text{hospital} && \text{struggle}\\ &\text{address} && \text{stubborn} && \text{electric} && \text{succeed} && \text{vegetable}\\ &\text{include} && \text{biting} && \text{benefit} && \text{motor} && \text{ghetto}\end{align*}

6. Sort the fifteen words into these two groups. Some words will go into both groups:

7. Two ways to spell [t] are _____ and _____.

Two ways to spell [d] are _____ and _____.

Word Venn. Into circle A put only words in which a <y> has been changed to an \begin{align*}<\text{i}>\end{align*}. Into circle B put only words that contain the sound [t]. Into circle C put only words that contain the sound [d]:

\begin{align*}&\text{earlier} && \text{applied} && \text{bathers} && \text{accompanied}\\ &\text{reserved} && \text{earliest} && \text{gauzier} && \text{choosiest}\\ &\text{upsetting} && \text{candidate} && \text{hospital} && \text{ditties}\\ &\text{soothingly} && \text{friendliest} && \text{dissolve} && \text{affected}\end{align*}

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