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Chapter 7: Syllable & Affixes
Transcript of Chapter 7: Syllable & Affixes
Affixes Stage Chapter 7 Chapter Summary: Examples of Activities
Used during the Syllables &
Affixes Stage Ideas for ELL learners: Useful Outside Resources Resources: Remember* .
*From this site there are 3 other options for websites with games and activities to play. The main games include word searches, matching, flash cards, and concentration.
(Another site is:
http://www.aft.org/pdfs/teachers/teach11materials/m215_vocabularypres.pdf ) http://www.powayusd.com/projects/edtechcentralnew/LanguageArts.htm#Word_Roots_
http://www.am.dodea.edu/bragg/devers/Elements of Literacy/Session 1/Articles and Questions/Word Study -
http://educationextras.com/SyllablesandAffixesSorts.html Students in the Syllable and Affixes stage: Laura Cahoon, Faison Powers, Abby Colley, Roberta Latin, and Allison Parker Video examples: This video shows a word sort! Technology is a great idea! This site focuses on the root words which is essential for English Language Learners. #2: Guess The Syllables
You need: a list of words/sentences, a set of numbers 1-10 for each team (per student if you teach small groups)
How to play: Divide the class into teams and give them each a set of numbers. Read out one of the words or sentences and give the students some time to think. (A timer with a ding may help. They have to hold those numbers up when the timer dings.)Have the students hold up the number of syllables they think is in the word you said and award points.
*Tip: Encourage the students to speak aloud and clap the
rhythm during the thinking time.
Extra tips for ELL: Review your example words in advance so students know their pronunciation! These activities are important to helping ELL because they are providing more information and focus on the root of the word. By allowing the student to play games that let them practice these skills, it will not seem like work, but rather allow them to practice the skills they need. The repetitive practice of reading, clicking, looking at, saying, will be helpful to ELL.
After letting students practice and strengthen their skills, the next activity will test their knowledge. It tests not only how quickly they can find it, but if they can identify the correct syllable. Rationale This video shows a 5th and 6th grade classroom. #1 Semantic Maps (Page 262)
Directions: A semantic map should be used at the beginning of a lesson in order to activate background knowledge and assess where your students are. When creating a semantic map the goal is for students to categorize words that are related to one general topic to a specific area or part of that topic. This activity can be done as a class, group, or individual.
Materials: Large chart paper or a white board and marker will be needed for this activity. The syllables and affixes stage begins for most students in the
fourth grade, however for some students it may begin as early as second or third grade. At this stage students can spell one-syllable words, short and long vowels, initial digraphs and blends correctly. Students are beginning to use silent letters correctly. The linguistic features that a student must learn are compound words, plurals, simple inflectional endings, stress and accent on syllables, and prefixes and suffixes.
Students at this stage are reading with greater fluency, have many words stored in memory for automatic retrieval, and they are learning how to use syllabic and morphemic chunks to sound out words with speed and accuracy. Students at this stage are more confident and fluent in their writing. They are writing longer pieces over a period of time. Students are able to focus more on the meaning they are trying to convey because they are spelling more words correctly. They are showing their "voice" in their writing. At this stage a students' primary source of new vocabulary is his/her own reading. This is especially true in science and social studies as students are beginning to read more information books and textbooks. This video shows a syllable and affixes word sort. #2 Compound Word Match (Page 263-264 &Word List is found in Appendix E on pg. 373)
Directions: Discuss with students compound words they may not be familiar with. Talk about the meanings, the words that make up the compound words and how to break them apart. After this introduce the word lists from page 373 and have the students cut apart the compound words. After they have cut the compound words, the students are to create as many compound words as they can using the broken compound words from the list. While creating the compound words the students should record the words on paper to keep track of the words they have made in order to compile a running class list.
Word list from page 373
Clear working space for sorting
Paper to record compound words on #3 Slap Jack #4 Pair them Up All rights reserved by stitching under oaks Syllables & Affixes Stage Chart
(This site supports the needs of learners at this stage because it provides activities for students to practice using root words, prefixes, and suffixes to decode words. It offers online activities that students can access at home or school.)
(This site supports the needs of learners at this stage because it offers words their way syllables and affixes sorts. The links on this site provide PowerPoints that can be used by teachers to model the word sorts or students can access the sorts themselves. are reading and writing with much more than in earlier stages. They have become "confident learners" as they read with fluency and express their individual "voice" while writing. #5 Vocabulary Jeopardy Rationale: This game for two people is used to contrast open- and closed-syllable words. Rationale: This game of Memory requires students to match two-syllable homophones. Rationale: This word sort activity allows students to not only learn where and how to break compound words apart but also how to create new words from the parts of the compound words. This will help them when they are writing and also in reading when trying to decode larger words they are unfamiliar with. Rationale: This activity allows the teacher to assess prior knowledge on a specific topic and learn how broad the students' vocabulary already is on the given topic. Directions: The cards are dealt out one at a time until the deck is gone. Each player turns one of their cards face-up. When 2 words with either open syllables or closed syllables are turned up together, the 1st player to slap the pile takes all the cards in the common pile and adds them to the bottom of his or her own personal pile. If a player slaps when they are not supposed to, they have to give both cards to the other player. Play continues until one player has all the cards. Materials: Words you want to be contrasted written on 52 small cards ( 26 following the open-syllable pattern, and the other 26 following the closed-syllable pattern). Can be found on: Page 266. Word List in Appendix E can be found on: Page 356 Can be found on: Page 267 Directions: Shuffle the cards and lay them face down. Each player turns over 2 cards at a time. If the cards match, the player keeps them and turns over 2 more. Materials: Cards with two-syllable homophones on them (each word has its own card). Can be found on: Page 262 Directions: Determine 4-5 categories and then have students write "answers" to facts and concepts studied for the categories on their cards. Correct responses are written on the back. Teams of students play as a whole-class vocabulary review. Rationale: This activity allows students to review vocabulary in a contextual way. Materials: Vocabulary cards for a unit of study. Starts with vocabulary students generate and then include vocabulary form texts and materials.
(This site supports the needs of learners at this stage because it offers activities that teachers can print off and implement in the classroom. It also offers online activities that students can work on in the classroom or at home.)
(This site supports the needs of learners at this stage because it provides a whole class/small group activity that teaches students a routine for spelling longer words. Students are clapping out and counting how many syllables they hear in words. They are also learning the rules for endings such as: ing, est, ly, ful, es, ness, and less.) Activities 3 & 4 CONFIDENCE