Understanding Prefixes and Suffixes by zfz19897

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									                                                                    Understanding Prefixes
E D U C AT O R S P U B L I S H I N G S E R V I C E                  and Suffixes
                                                                    from Teaching and Assessing Phonics



                                                                     words using appropriate definitions to include all the
    S    tudents should be made ware that word parts called
         prefixes and suffixes can be added to words they already
    know. If students know the meanings of the prefixes and
                                                                     suffixes.

    suffixes, they will be able to read and understand, and also
                                                                     After students are comfortable with several prefixes and
    write, many additional words.                                    suffixes, present further activities that include both
                                                                     prefixes and suffixes.
    Print these sentences on the board:
                                                                     Ask students to assemble word parts that fit sentences
        Did you tie that package?                                    you read. Print help, pain, harm, less, and ful on five large
        Yes, but it came untied on the bus.                          word cards. Give the cards to five children, who should
        We better retie it before its contents fall out.             stand in front of the group in random order. Read aloud a
                                                                     sentence with a missing word (for examples, see below)
    Read the sentences aloud with students and ask if anyone         and ask a volunteer to give a word that makes sense made
    can figure out what un means in untied. Confirm that it          from any two of the five word parts in the sentence. Then
    means “not” or “the opposite of” tied. Ask for the               the two students with the words parts stand together, and
    meaning of re in retie. Confirm that it means “to do             the group decides if the correct word has been formed.
    something again.”                                                The two then stand back and you read the next sentence.
                                                                     There are many sentence possibilities, which might
    Explain that re and un are prefixes. When they are added
                                                                     include the following:
    to base words, we get a new word with a different
    meaning—rename means “to name again,” unclean means                  My brother can’t swim. He is _______ in the water.
    “not clean,” etc.                                                    A broken arm can be very _______.
    Print a sentence on the board, leaving a space to the left
    of a base word where a student is to fill in the prefix un
    or re to fit the definition you give. For example, write
    They __loaded the truck, and ask for the word that means         Jeanne S. Chall and Helen M. Popp, Teaching and Assessing Phonics:
                                                                     A Guide for Teachers, available from Educators Publishing Service.
    the truck was not loaded (unloaded). Or ask for the word
    that means they had to load the truck again (reloaded).
    Another example: Write The cat was __wise to chase that
    chipmunk up the tree. Ask for the word that means the cat
    was not wise (unwise).

    Similar activities should be undertaken for suffixes. For
    example, print base words on the chalkboard and have
    the students read them aloud: rest, quick, thank, forget.
    Then print the suffixes less, ly, ful, and ness on the board.
    Point to the base word rest and ask students to add a
    suffix to it to make a word that means “full of rest.”
    Students should then print the suffixed word on their
    papers (restful). Do the same with the remaining base




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