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Syllables & Affixes

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Karyn Norwood

on 11 October 2012

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Transcript of Syllables & Affixes

Classroom Organization:
-Separate areas in classroom for specific word study activities.

-Colored boxes in cubbies for each individual student for his/her word study notebook and word sort folder. Syllables & Affixes Marcy, Karyn, and Kristen Effective Literacy Development And Instruction Emphasis on content area
Polysyllabic words
Syllable juncture
Morphemes - meaning units Orthographic Development Previous knowledge: vowel and consonant patterns for single-syllable words leading to understanding of polysyllabic word structures
Teaching ambiguous vowel patterns, syllable juncture, accenting, base words in conjunction with endings and affixes How is Spelling Instruction in the Syllables and Affixes Stage Organized & Managed? Guiding Principles for Word Study:
Active involvement of students
Prior knowledge should be activated
Multiple exposures to words
Syntactic instruction of structural elements Assessment Sequencing & Pacing
Stress importance of patterns
Use tests/assessments to place
2 years average in this stage Early Stage: Ready to explore "double, drop or nothing" principles. Middle Stage: Ready to extend understanding Late Stage: Starting to transition to derivational relations stage Word Study Routine: Basic Routine:
1. Model sorts or lead sorts; have a discussion.
2. Students sort words and check them.
3. Oral/written reflections
4. Extension activities Word Study Notebooks

Best way to organize and manage word study!

Can have several sections:

1. Word Study: Contains assigned sorts, weekly records, word hunts, lists, reflections, and writing sorts

2. Looking into Language: Lists of words related to themes/units, semantic webs

3. Personal Dictionary: Words that students need to practice or use with frequency

4. Additional Activities Process of Development Inflectional Endings Syllables and Accents Consonant Oddities and Derivational Affixes Different sounds and silent consonants Derivational affixes change meaning and grammatical functions Base words vs root words (bound morphemes) /-s/, /-ed/, /-ing/, plurals and irregular plurals To double the consonant or not to double Know the spelling for the base word Open (CV) and closed (CVC) syllables Ambiguous vowels (/ou/ has four different spellings) - determine with accent Emphasized syllable is accented (or stressed) - start with names move to homographs Patterns & Features: Plural Endings -s and -es
e.g., books/dishes Unusual Endings
e.g., goose/geese Inflectional Endings
e.g., stopping, cried, nailing Compound Words
e.g., pancake, sidewalk Patterns & Features Studied: Open and Closed Syllables
e.g., button, bacon, lazy, giant Vowel Patterns in Accented Syllables
e.g., lonely, owner, fountain Final, Unaccented Syllables
e.g., beggar, teacher, angel Spelling /j/
e.g., badger, major Two-syllable Homophones
e.g., pedal/petal/peddle Two-syllable Homographs
e.g., rebel, rebel Special Consonants in Two-Syllable Words
e.g., silent consonants (written, knuckle)
or hard and soft g and c (dolphin) Patterns & Features Studied: Simple Prefixes and Base Words
e.g., un- = not (unlock)
mis- = wrong (misfire)
bi- = two (bicycle) Simple Suffixes
e.g., ly- = like (adverb) (gladly)
-less = without (penniless) Examples of Activities: Semantic Maps Structural analysis strategies 1. Examine the word for meaningful parts - base word prefixes, or suffixes.
2. Try out the meaning in a sentence.
3. If the word does not make sense, look it up in the dictionary.
4. Record the new word in your word study notebook. Dictionaries Development at the Intermediate Stage Instruction Modeling Continuous assessment including: pretest, guided activity, beat the teacher game and post test
Begin with a teacher modeled presentation of one word, then a guided group creates a second word, lastly pair students into groups to independently create five words each and test each other. Double Scoop The Apple & the Bushel Need: Class space for different stations of word study activities. Our 5-Day Plan & Lesson for Unusual Plurals Now, you try! Activity: Word Flaps Organization & Management Familiar weekly routine
(20-25 minutes a day)

-teacher modeling
-word sorts

Homework: practice sorts Word Study Notebooks, including
-Daily word study activities
-Content specific words
-Additional activities
-Dictionary of words Word Sort Folders Students are grouped at "just the right level" (Zone of Proximal Development). 5-Day Plan: Unusual Plurals Syllables and Affixes – Sort 8: Unusual Plurals

Day 1: Pretest and Introduction - Pretest students then introduce the sort with a demonstration, sorting, checking, and reflecting. Use word flaps that show the singular form on the front and the plural inside the flap to exemplify the connection between the singular and the plural during the demonstration. Then students will cut out their sort and practice it.

Day 2: Practice the Sort and Write It – In partners, students will sort again and write the words into the categories (fe > ves, vowel change, no change). This activity is meant to give students more opportunities to think critically about the words and categories. If finished early, students can draw pictures showing the singular and plurals in the three categories.

Day 3: Word Flaps – Students will make their own word flaps that the teacher had shown during the introduction. When they finish work with a partner to test each other.

Day 4: Fill in the Blank and Beat the Teacher – Students fill in the blanks in the sentences below. If students finish early they can work in partners to complete blind writing sorts. Each student will take a turn calling out the words while the other writes, and then the partners switch roles. This will prepare for the assessment on Friday. Afterward, students will attempt to ‘beat the teacher’ by completing the sort faster than the teacher can.

1.) Three blind _________ stole two ___________ of bread and carried them back to their home.
2.) The ____________ fly south in the autumn when the _____________ on the trees change colors.
3.) The newly married ___________ enjoyed a long hike with her husband but her _________ hurt afterwards.
4.) The ___________ on the wool farm feared an attack by hungry __________.
5.) The ___________ of American ____________ have been improved since the nineteenth amendment was passed, granting them the right to vote.
6.) ___________ make it easier for our __________ because they don’t have to chew as much.

1.) Three blind mice stole two loaves of bread and carried them back to their home.
2.) The geese fly south in the autumn when the leaves on the trees change colors.
3.) The newly married wife enjoyed a long hike with her husband but her feet hurt afterwards.
4.) The sheep on the wool farm feared an attack by hungry wolves.
5.) The lives of women have improved since the nineteenth amendment was passed, granting them the right to vote.
6.) Knives make it easier for our teeth because they don’t have to chew as much.

Day 5: Games and Assessment – Go Fish can be played with all of the students working on the irregular plurals sort. They will have to match the singular to the irregular plural. Afterward, an assessment will be given to finish this sort. Characteristics of
syllables and Affixes
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