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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 $<\text{i}>$ 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 $<\text{i}>$. For example:

$\text{cry} + \text{ed} = \text{cr}\cancel{\text{y}}+ \text{i} + \text{ed} & = \text{cried}\\ \text{easy} + \text{est} = \text{eas}\cancel{\text{y}} + \text{i} + \text{est} & = \text{easiest}$

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

$\text{accompany} + \text{ing} = \text{accompan}\cancel{\text{y}} + \text{i} + \text{ing} = ^*\text{accompaniing}$

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

$\text{accompany} + \text{ing} & = \text{accompanying} \\ \text{toy} + \text{ing} & = \text{toying}$

2. When you add a suffix that starts with an $<\text{i}>$ 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 $<\text{i}>$, and assimilation. Watch for cases where the <y> does not change to $<\text{i}>$:

Elements = Word
a$\cancel{d}$ + 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:

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

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 $<\text{i}>$. Into circle B put only words that contain the sound [t]. Into circle C put only words that contain the sound [d]:

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

## Subjects:

1 , 2 , 3 , 4 , 5

Feb 23, 2012

Jan 16, 2015