Knowledge and Skills Statement
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.
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.