Plurals Spelling Worksheet: -s, -es and Changing y to i (Free KS2 Printable)

The three plural rules children need to know

There are three patterns to recognise. First, the default rule: most nouns form their plural by simply adding -s (cat → cats, book → books). Second, nouns ending in the hissing or shushing sounds s, x, ch and sh add -es so the extra syllable can be heard (fox → foxes, box → boxes, bus → buses, dish → dishes). Third, nouns ending in a consonant followed by y change the y to ies (berry → berries, cherry → cherries, baby → babies). It is worth pointing out the exception that helps the rule make sense: when a vowel comes before the y, the word just adds -s (day → days, key → keys), because the y is making a vowel sound rather than a consonant one.

How to use this worksheet

Begin with the picture. Ask the child to count each group of objects on the market stall and write the totals in the boxes — this gentle warm-up gets them noticing that we are dealing with more than one of something, which is exactly what a plural describes. Then move to the spelling task, where they write the plural of each singular noun. Encourage them to say the word aloud first: if the ending sounds like it adds an extra beat (fox-es, dish-es), it almost certainly takes -es. The colouring is best saved for the end as a calm reward, but it can also be a useful break for children who find sustained writing tiring.

Common mistakes and how to help

The most frequent error is adding -es when plain -s is correct, often because a child has over-applied a rule they have just learned (writing 'cates' for cats). Reading the plural back aloud usually fixes this, as the wrong version sounds clumsy. The y-to-ies rule causes confusion when children forget to remove the y first, producing 'berrys' or 'cherrys'. A helpful prompt is to ask: ‘Is there a consonant just before the y?’ If yes, the y goes and ies arrives. Finally, remind children that some everyday words are irregular and follow none of these rules (child → children, foot → feet, mouse → mice); these are best learned by sight rather than by rule.

Linking to the wider curriculum

Plural spelling sits within the National Curriculum's word-structure and spelling strand, and it connects naturally to grammar work on singular and plural nouns, and to subject-verb agreement ('the fox runs' versus 'the foxes run'). Once children are secure with these three rules, they are well placed to tackle related patterns later, such as plurals of words ending in -f or -fe (leaf → leaves, knife → knives) and the possessive apostrophe with plural nouns. Regular, low-stakes practice like this worksheet builds the automatic recall that frees up attention for composition and reading.

Frequently asked questions