1.RV.2.4

Recognize and use frequently occurring affixes, and roots and their inflections, as clues to the meaning of an unknown word.

Learning Outcome:

Use words, phrases, and strategies acquired through conversations, reading and being read to, and responding to literature and nonfiction texts to build and apply vocabulary.

I Can Statements Question Stems
-I can recognize affixes, roots, and word endings.
-I can use affixes, roots, and word endings as clues to the meaning of an unknown word.

-What word parts do you recognize?
-What is the root word of _________?
-What is the affix or inflectional ending of the root word?
-How does the affix or inflectional ending help you understand the unknown word?
-How does the prefix, suffix, or inflectional ending change the meaning of the root word?
-Can you use a word with the prefix, suffix, or inflectional ending of ____ in a sentence?
-What is another word we can make using the same prefix, suffix, or inflectional ending?

Academic Vocabulary

affix inflectional ending recognize
root

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-In large or small group, create an anchor chart of root words and add common word endings to each one in a different color.

-In large or small group, create an anchor chart of common prefixes and their meanings. Model how adding a prefix changes the meaning of the word.

-In the writing center, students choose a root word and add a suffix. They then add a prefix to the same word. Students write a sentence for each of the words.

-During independent reading, students make a list of words with a specified ending or root word.

-During independent reading students make a list of words with prefixes. Students write the root word and prefix.

Reading Standards Writing Standards Speaking and Listening Standards
1.RV.2.1 1.W.1
1.W.3 
Digital Resources

English Learner Considerations

The English Learner considerations, which were written by Indiana EL teachers, are meant to increase engagement and support growth for ELs.They are designed to support the standards and curriculum you are currently using. The following are recommendations of best practices to assist educators in making language more accessible for English Learners. Educators should adapt strategies based upon a student’s proficiency level and ensure that content is age-appropriate.

Additional strategies and the guiding principles regarding literacy instruction for English Learners.

Beginning Intermediate Advanced

-provide realia
-provide vocabulary picture sorts
-post word walls
-use visual representations
-pre teach matching strategies
-utilize pointing strategies
-use songs

-provide realia
-post word walls
-guide conversations
-use repetition
-pre teach matching strategies

-provide realia
-guide conversations
-post word walls as reference

Special Education Considerations

The special education considerations, which were written by Indiana special education teachers, are meant to increase engagement and support growth for students in special education. This is not an exhaustive list of strategies, but these supports will help you make literacy instruction more accessible for students. Remember to adapt these to the needs of your students and ensure that you are creating opportunities for all students to engage with rigorous content.

Guiding principles regarding literacy instruction for students in special education.

Strategy Examples

Introduce unknown words before students read text

Provide pictures of words and discuss meanings

Students draw pictures of vocabulary words

Act out the definition of the word

Provide a mnemonic device to remember the word and its meaning

Identify unknown words during independent reading

Model highlighting unknown words

Students use sticky notes or highlighters to identify unknown words

Model strategies of what good readers do when they encounter unknown words