English Language Arts and Reading.3.2.A.v

The student is expected to

demonstrate and apply phonetic knowledge by:

 

decoding words using knowledge of prefixes;

beginning reading writing teks talk image

Knowledge and Skills Statement

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.

Create an anchor chart with three columns with the titles Prefix, Base Word, and New Word. Build the anchor chart with the class, and then ask students to read each new word aloud. Observe and note whether students accurately apply phonetic knowledge to decode words with prefixes.
 

Further Explanation

This assessment requires students to understand how the use of a prefix affects pronunciation of a base word. Students should have phonetic knowledge of and experience with examining word parts (prefix + base word) in order to correctly decode words with prefixes. This knowledge is acquired through practice and experience reading words with a variety of prefixes.

 

 

Decoding words means sounding them out according to letter-sound relationship conventions. In reading, this concept refers to word identification rather than word comprehension.
When students demonstrate phonetic knowledge, they are reviewing content and determining how principles of sound-symbol relations and sound patterns have been put into action. Students will do this when decoding words they encounter in various formats from activities in the classroom to stories they read for pleasure.
Prefixes are groups of letters that are added to the beginning of a word to change its meaning. Prefixes such as re- (again), un- (not; the opposite of), and dis- (not) each have different meanings. For example, the word appear means “to become visible.” When students add the prefix re- to the beginning of appear (base word), the meaning of reappear means “to become visible again.” Students must understand how the use of a prefix changes a base word.

Research

1. Kieffer, M. J., & Lesaux, N. K. (2007). Breaking down words to build meaning: morphology, vocabulary, and reading comprehension in the urban classroom: when it comes to teaching vocabulary, a little knowledge (of root words, prefixes, and suffixes) goes a long way. The Reading Teacher, 61(2), 134+. Retrieved from https://link.galegroup.com/apps/doc/A169960879/PROF?u=tea&sid=PROF&xid=1af4396d

Summary: The authors describe the challenges faced by students who have limited academic vocabulary. These students struggle with comprehension as texts increase in complexity. When teachers combine explicit instruction with decoding strategies, students will increase vocabulary skills. The authors break down the meaning of morphology and apply it to instruction.

2. Yurtbasi, M. (2015). Building English Vocabulary through Roots, Prefixes and Suffixes. Online Submission, Global Journal of Foreign Language Teaching, 5(1), 44–51. Retrieved from https://eric.ed.gov/?q=Nature+and+function+of+proposals+in+collaborative+writing&pr=on&ft=on&id=ED579889

Summary: Researchers consider that a strong vocabulary contributes to learner success, and consider this specifically for English learners. They focus on building a strong vocabulary through teaching specific Latin roots and their English derivatives, prefixes, and suffixes.