Blooming Prefixes and Suffixes
Developing Word Knowledge by Looking at Word Parts
Stage of Literacy Development:
Stage 2: Consolidation / FluencyStage 3: Literacy for Growth
Ages:
6-9
Grade Range:
2nd 3rdFood Groups:
Primary: Spelling and Word Study, Vocabulary
Activity Description
Preparation:
- Gather chart paper and markers
- Create a list of base words in the middle of a piece of chart paper
-
Create little cards with chosen prefixes in one color and suffixes in another
- See the Additional Comments section for suggestions on which prefixes and suffixes to include
- Print out Word Flower worksheets for each student and gather pencils
Implementation:
-
Review the meaning of the terms “prefix” and “suffix”
- These are small word parts that come before or after a base word and add meaning
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Review prefixes and suffixes you have learned, or ask students to help you generate some
- Define each one
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Introduce students to your chosen base words
- For example: view, clear, cook, help
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Have students choose prefixes or suffixes to add to the base words to create a new word
-
Define each affix and the new word
- For example, “We know that un means not. So unhappy means not happy!”
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Define each affix and the new word
-
Invite to students that they will create “word flowers”
- In the center of the flower, they will write a prefix or suffix
- In the petals of the flower, they will generate base words that go with their chosen affix to create new words
- Ask students to write sentences using the words they have created to demonstrate the words’ meaning
Adaptations For
English Language Learners/ESL:
- Encourage ELL to use their knowledge of affixes to "unlock" new words in English
LD/Reading & Writing Difficulties:
- Frequently review affixes and encourage students to use them in writing and spelling
Cultural Appropriateness & Diversity:
- Choose words that are familiar to students
Differentiated Instruction:
- Allow students to work in pairs to create word flowers
Related References
Evidence: White, T. G., Sowell, J., & Yangihara, A. (1989). Teaching elementary students to use word-part clues. The Reading Teacher, 42, 302-308.
Activity Objective
The goal of Blooming Prefixes and Suffixes: Developing Word Knowledge by Looking at Word Parts is to help students become aware of meaningful word parts and how these can help them to read, spell, and understand words.
What You Need
Prep Time:
15 minutes - Gather chart paper and markers
- Make a list of base words in the middle of chart paper
- Create affix cards
- Print out Word Flower worksheets
Task Time:
20-40 minutes - Teacher reviews concept of prefixes and suffixes
- Class reviews known prefixes and suffixes and what they mean
- Students practice adding affixes to base words to make new words
- Students create word flowers using an affix and root words that go with it
Materials Required:
Teacher:
- Chart paper
- Markers
Students:
- Word Flower worksheets
- Pencils
What You Do
Teacher Role:
Direct instruction:
- while explaining the concepts of prefixes and suffixes
Facilitator:
- while students are creating example words using affixes
Supporter:
- while students are creating their word flowers
Student Grouping:
Whole class:
- while reviewing the meaning of prefixes and suffixes and creating new words
Individual:
- while creating word flowers
Assessment Ideas:
- Make anecdotal notes about which students are able to define the affixes and to use them appropriately
- Note which students are having difficulty using the affixes to determine word meaning
Quick Tips
Activity Extensions:
- Have students create additional word flowers for other prefixes or suffixes
- Have students notice and write down words with prefixes and suffixes the class has learned to add to a class list
Additional Comments:
- This is a good activity to do after you have already introduced prefixes and suffixes.
- Create colorful flowers by printing out the worksheets on colored paper, making green or brown stems, and printing the vocabulary sentences on another color of paper that can be the "flower pot".
- White and colleagues (1989) suggest focusing on the following most common prefixes: "un-", "re-", "in-", and "dis-", and: "-s" or "-es", "-ed" and "-ing". They also list other high frequency affixes and some suggestions for teaching them.
- When combining affixes with base words, remember that there may be some specific rules you need to teach. For example, when adding ing to a word that ends in e, you drop the e first.
