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Syllables and Affixes

Here are some important ideas about word study!
by

Angela Wiseman

on 3 March 2014

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Transcript of Syllables and Affixes

Word Study
in Grades 3-5
Syllables and Affixes
2 key ideas about lessons:
1. should demonstrate how much students already know
2. students should learn some strategies for what to focus on when they look at a word
Critical elements of comprehension
background knowledge
vocabulary
Structural analysis with students
1. Examine words for meaningful parts
prefixes suffixes
what is the base?
Reassemble word
2. try out the meaning in a sentence
3. use the dictionary
4. Record your new word in word study notebook
It is critical to model strategies
students need guided practice!
students may be reading on
3rd-8th grade reading levels
About instruction for syllables and affixes...
students should be actively exploring words
engage prior knowledge
exposure to words in meaningful contexts
systematic instruction of structural elements and how they combine
for English Language Learners
oral discussion is important!
words should be connected to text and discussion
How do teachers select new vocabulary words?
words that emerge from their narrative reading and writing
words from content areas
Once you have selcted the words, then what???
activate background knowledge
explain concept as it relates to other concepts
use graphic organizers, charts, diagrams as needed
discuss examples and non examples

Some strategies:
semantic maps
concept/word maps
Frayer model

Frayer Model

Same principles for instruction (see p. 214)
emphasis on active exploration of words
application of word knowledge to spelling
analysis of unknown words
include the following components:
alternations (for instance long to short vowels in crime/criminal)
Greek and Latin word elements,
advanced suffix study - able/ible,
absorbed prefixes (in+moble = immoble),

Advanced Readers and Writers:
The Derivational Relations Stage

Idea of developing WORD CONSCIOUSNESS
curiosity about words
interest/enthusiasm about meanings
What are readers doing during this word stage?
increased ability to solve problems
reflect metacognitively on experiences
automatic word recognition
read to learn new ideas
learning about different genres and reading styles
read based on their interests
most new vocabulary comes from reading
Look at p. 22-23 for an overview of the Developmental
Stages, Characteristics, and Word Study Instruction
And see p. 78-79 for suggested Weekly Schedule
As Writers, students in this stage....
increased confidence and fluency
more voice
spelling errors such as vowel patterns and double consonants
As vocabulary users, students in this stage...
need to take an active role in constructing meaning
develop word consciousness
need context, background
Full transcript