English Language Arts and Reading.5.2.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.

Provide students with a three-column chart with columns titled Base Word, Suffix, and New Word that includes a list of base words and suffixes. Have students complete the new word column. A sample chart might look like this:

Base Word

Suffix

New Word

happy

-est

-er

-ness

  

empty

-ing

-ness

-ed

  

heavy

-ness

-er

-est

  

stop

-ing

-ed

  

control

-ed

-ing

  

flap

-ed

-ing

  

begin

-er

-ing

  

drop

-ed

-ing

  

 

Further Explanation

This assessment requires students to apply phonetic knowledge and knowledge of word parts (base word + suffix) in order to correctly spell words with suffixes, including words that require a spelling change when the suffix is added. This knowledge is acquired through practice and experience decoding and spelling words with suffixes.

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 these rules consistently instead of using invented spelling because they may unknowingly write a word that is real but 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)
a speech sound in which the flow of breath is constricted or stopped by the tongue, teeth, lips, or some combination of these; all alphabet letters except for a, e, i, o, and u
Students should be able to spell words with the knowledge that a suffix is added after a root or base word. They 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; dropping a final e when the suffix begins with a vowel; and changing y to i before a suffix, except those that begin with i. For example, drop the final e, as in sense/sensible; change y to i, as in happy/happiest; or double the final consonant, as in win/winning.

Research

Composition Writing Studio. Argumentative essay/commentary. University of Purdue’s Online Writing Lab. Retrieved from: https://owl.english.purdue.edu/owl/resource/685/05/

Summary: This online resource offers a complete overview of the writing processes and the components involved in each. The overview includes definition of terms, examples, graphs and charts as appropriate, and additional resources.