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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.

Task students with explaining how to decode words with prefixes. Students can work collaboratively to create a visual representation that shows their knowledge of prefixes such as identifying the base word and the prefix and then showing how to pronounce the word. Presentations might include a slide presentation with the prefix and base word appearing on the slide separately or index cards with word parts on separate cards. As students share, assess whether students accurately decode the words. Be sure to monitor student groups to identify students who need additional support. 

 

Further Explanation 

This assessment requires students to demonstrate 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. This type of word work can occur in all modalities to support all learning styles.

the process of translating written language into verbal sounds by applying knowledge of letter-sound relationships (Note: In reading practice, the term is used primarily to refer to word identification rather than word comprehension.)
When students demonstrate phonetic knowledge, they are not creating written content that incorporates an understanding of phonetic principles, but rather reviewing content and determining how the principles have been applied. 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 added to the beginning of a word to change the word's 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 should 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 implement a balanced classroom approach that combines 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 is on building a strong vocabulary through teaching specific Latin roots and their English derivatives, affixes, prefixes, and suffixes.