Arkansas State Personnel Development Grant

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Lesson One

 

 

Essential Element: Spelling

 

Common Core State Standards

• L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
          L.6.2.b; L.7.2.b; L.8.2.c: Spell correctly
• L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on reading and content, choosing flexibly from a range of                    strategies.
          L.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word. (This standard is the same for grades 6, 7, and                  8.)
• W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new              approach.
• W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new                  approach, focusing on how well purpose and audience have been addressed. (This standard is the same for grades 7 and 8.)

 

 

Rationale:

Students will gain a working knowledge of spelling, sounds and meaning for common affixes. Simple suffixes can be added without changing spelling if it follows three simple rules. These affixes have predictable meanings, spellings and pronunciations.

 

Materials:

  • Index card

  • Overhead projector/white board

  • Worksheets for guided practice

 

 

Direct Explanation:

 

  •  
    • First Lesson

Today we are going to learn a new rule for adding suffixes to words. We call this the ‘just add rule’. When we say ‘just add’, we do not change the spelling of the base word, we just add the suffix to the base word. There are 3 rules for just adding suffixes. Today we will talk about the first rule. Look, listen, and echo then tell me what you hear in common: bats, slips, charts, flats.”

 

You hear /s/, this is suffix ‘s’. Does suffix ‘s’ start with a vowel or a consonant? This is the first part of the just add rule. If the first letter of the suffix starts with a consonant, just add the suffix to the base word. Let’s look at this list of suffixes that start with consonants.”

 

  • -ness: sadness, richness, baldness

  • -less: homeless, worthless, listless

  • -ly: homely, lonely, worldly

 

Have the students give examples of words with these suffixes.

 

 

  •  
    • Second Lesson

Look, listen, echo, and tell me what you hear that is the same in each word:

heating, booking, fleeting, looking. You hear ‘ing’. Does this start with a vowel or consonant?” (Response from students) “Yes, it starts with a vowel.

The second part of our ‘just add rule’ is if the suffix starts with a vowel, look at the base word and if the word has two vowels together (look), then you just add the suffix. Let’s look at some suffixes that start with vowels.”

 

  • -ed: hooked, bleached, booked

  • -er: cleaner, beater, boater

 

Have the students give examples of words with these suffixes.

 

  •  
    • Third Lesson

Look, listen, echo, and tell me what you hear in common: hunted, planted, sifted, slanted. You hear /ed/. Listen again: slacked, talked, kicked, chalked. You hear /t/. Listen again: hanged, dinged, calmed. You hear /d/. Let’s look and see what makes the sound that we hear at the end of these words.” (Write the following words on the board: hunted, talked, calmed.)

That is suffix ‘ed’. The third part of the ‘just add rule’ is if the suffix starts with a vowel, look at the base word and if the last two letters are consonants then just add the suffix.”

 

  • -ed: planted

  • -ing: planting

  • -er: hunter

 

Have the students give examples of words with these suffixes.

 

 

Guided practice:

Have the student complete the worksheet by spelling the base word with suffix in the column for that rule.

 

Have the students read the assigned selection. When a key suffix is found, the student writes it on an index card. After the students have completed the assignment, the teacher will place the index cards under the appropriate rules posted on the wall.

 

 

Application/Assessment:

  • Have the students spell words with the suffixes from the list applying the ‘just add rules’.

  • Have the students write a story using at least 5 of the targeted suffixes.

 

 

Tier II Additions/Accommodations:

  • Let the student use a reference card for the just add rules

  • Have the student make a vocabulary tree for each affix family. A

vocabulary tree is a wall-mounted poster that shows the word family

with written meaning and examples of each.

 

Assessment:

  • Have the student use the just add rule card for reference.

  • Have the student spell words from 1 “just add rule”.

 

 

Tier III Modifications:

Have each student make a logograph card for each affix that is in a notebook at the student’s desk. Make sure that the correct spelling is available for the student. A logograph card is a student-drawn picture on an index card with a student-friendly definition.

 

Assessment:

Have the student identify which rule was used for adding suffixes.

 

Example:

 

Base word/suffix Consonant Vowel with VV Vowel with CC

raining x

boys x

kicked x

 

 

Tier IV Modifications:

  • Have each student make a logograph card for each affix that is in a notebook at the student’s desk. Make sure that the correct spelling is available for the student. A logograph card is a card with the key word and the student draws a picture for each key word. Use a 3x5 or 4x6 card.

  • Active discussion – have students talk about how word is spelled and what pattern it follows

  • Give opportunity for extra practice

  • Pre-teach spelling word vocabulary

 

Assessment:

Have student select the correctly spelled word from a choice of three.

 

 

Tier V Modifications;

  • Allow students to use electronic methods of writing

  • Have student build words utilizing magnetic letter (letter tiles) and have the students add prefixes and suffixes that are appropriate to the word.

 

Assessment:

Have student select the correctly spelled word form a choice of two.

 

 

 

References:

 

TPRI p.85, #7.24

 

Dyslexia Training Program Schedule II b

 

Copyright © 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce these materials for in-school student use only. No resale. Materials may not be reproduced, distributed or sold for Commercial use or profit. ADE employees are not authorized to waive these restrictions.

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