English Language Arts and Reading.4.2.B.vi

The student is expected to

demonstrate and apply spelling knowledge by:

 

spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and

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.

Both decoding and encoding skills are needed to build a foundation in reading. Decoding is sounding words out according to letter-sound relationship conventions. Encoding is the process of using letter-sound knowledge to write or spell words. Students must understand the various spelling patterns and rules of the English language to correctly construct words in their written products. It is important that students apply or demonstrate these rules consistently instead of using invented spelling because they may unknowingly write a real word that they did not intend, causing confusion for their reader.
a linguistic unit, or word, that can stand on its own and have meaning; it can be modified by adding prefixes and/or suffixes to form related words (e.g., teach in teacher; mark in remarking)
Students should be able to spell words with the knowledge that a suffix is added after a root or base word. Students should understand that changes can occur to the spelling of the base word when endings are added. Changes that occur by spelling rules (orthographic changes in the base form) include doubling of the final consonant before a suffix that begins with a vowel as in win/winning; dropping a final e when the suffix begins with a vowel as in sense/sensible; and changing y to i before a suffix as in happy/happiest (The last rule does not apply to those that begin with i.)

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: This research focuses on the need for a strong vocabulary by fourth grade and the "fourth grade slump," the article looks at effective "word-attack" strategies. The authors break down morphology, explain why it matters, and state that understanding word structures, such as root words, prefixes, and suffixes, provide students with a powerful tool for decoding unfamiliar words. The authors identify four steps in the process of breaking a word down into morphemes and encourage teachers to model those steps. They also provide examples of how teachers can teach prefixes and suffixes.

2. Yurtbasi, Metin (2015). Building English Vocabulary through Roots, Prefixes and Suffixes, 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, affixes, prefixes, and suffixes.