The Syllables and Affixes Stage:

Most students are in this stage beginning in the 2nd, 3rd, or 4th grade[1] .

Affixes: both prefixes (re-, un-, dis-) and suffixes (-ing, -ly).

 

Literacy Development of Students in the Syllables and Affixes Stage:

-Students in this stage are known as intermediate readers

-Reading skill during this stage can span six reading levels, from the 3rd grade to the 8th grade level.

 

Reading in the Syllables and Affixes Stage:

-Background knowledge and vocabulary become critical elements in comprehension as students explore new genres and topics

-Students are learning to look at words as two or more units of sound and meaning.

-Students operate within Ehri’s consolidated alphabetic phase where they use larger chunks to decode, spell, and store words in memory. For example, unhappy can be analyzed as three syllabic chunks, un-hap-py, or two morphemic chunks, un-happy.

-Students at this stage read with greater fluency

-Students are able to use syllabic and morphemic chunks in order to quickly and accurately figure out unfamiliar words.

-By the end of this stage, students may be reading up to 140 words per minute in narrative texts and even quicker when reading silently.

 

Writing in the Syllables and Affixes Stage:

-Writers in this stage become more confident and are able to work on longer pieces of writing over many days.

-Students focus more on the meaning they are trying to convey with their writing.

-The students’ voices become clearer in their writing, and they are more aware of their audience.

-These students are able to revise and edit their writing.

 

Vocabulary Learning in the Syllables and Affixes Stage:

-Students’ reading becomes the primary source of new vocabulary as they encounter more and more words in text whose meanings they do not know.

-Teachers must take an active role in making sure students’ vocabularies are steadily growing[2] .

 

Different types of academic vocabulary:

• General Academic vocabulary:

  • Tier 2 words

  • Language that is used across all disciplines

  • Words such as analyze, summarize, define, comparison, etc.

  • Teachers must help students understand what functions these words serve and what they are asking readers to do.

• Domain Specific Vocabulary

  • Tier 3 words

  • Includes specialized vocabulary that has a specific meaning

  • Words such as square root, perpendicular, metaphor, solar energy, etc.

 

Word consciousness: a favorable attitude towards words and curiosity about words and word learning.

Morphemic Analysis: A powerful tool for vocabulary development and figuring out unfamiliar words during reading/

1. Examine a word for meaningful parts (base word, prefixes, and suffixes).

   1. If there is a prefix or suffix, take it off so you can find the base

   2. Look at the base to determine the meaning of the word

   3. Reassemble the word, considering the meaning of the prefix or suffix.

2. Try out the meaning in a sentence; use context clues.

3. If the word still does not make sense, look it up in the dictionary.

4. Record the new word on a chart in order to review it and study it over time.

*Teachers must model how to approach and handle unfamiliar words in text.

Dictionaries: crucial for distinguishing alternative meaning of words and then determining the appropriate one in context.

• Dictionaries can provide the history of a word.

• Students can be placed in charge of looking up one word and sharing the word’s multiple meanings with their group.

• Avoid assigning students to looks up long lists of words.

 

How do you determine which words to teach?

1. Which words are critical to address in depth before moving into the unit/selection?

2. Which words are critical to address only briefly before moving into the unit/selection?

3. Which words are critical but might lend themselves to students’ problem solving during their reading?

 

 

Orthographic Development in the Syllables and Affixes Stage:

Early Syllables and Affixes Stage:

What students do correctly:

• Blends, digraphs, short vowels

  • Vowel patterns in one-syllable words

  • Complex consonant units in one-syllable words

  • Spell high Frequency Words correctly

What students use but confuse:

• Ambiguous vowels

• Consonant doubling and e-drop

• Syllable juncture: open-and closed syllable patterns

What is absent:

• Few things are completely missing

• Occasional deletion of reduced syllables

 

Middle Syllable and Affixes

What students do correctly:

• All of the above plus:

• Doubling and e-drop with inflectional endings

• Syllable juncture: open- and closed- syllable patterns

What students use but confuse:

• Vowel patterns in accented syllables

• Unaccented final syllables

What is absent:

• Few things are completely missing

• Doubled consonant for absorbed prefixes

 

Late Syllables and Affixes

What students do correctly:

• All of the above plus:

• Vowel patterns in accented syllables

• Unaccented final syllables

What students use but confuse:

• Some prefixes and suffixes

• Reduced vowels in unaccented syllables

What is absent:

• Few things are completely missing

• Doubled consonant for absorbed prefixes

 

Base Words and Inflectional Endings/Suffixes:

Inflectional endings- One category of suffixes: such as -s, -ed, -and ing → Changes the number and tense of the base word but do not change its meaning or part of speech.

• Add -es when words end in ch, sh, ss, s, and x

  • Students can usually hear the difference because it adds another syllable to the word

  • Ex: dish → dishes , unlike spoon→ spoons

• Change the y at the end of a word to i before adding -es when the word ends in a consonant + y (baby → babies) but not when it ends in a vowel +y (monkeys)

• Words may change spelling and pronunciation in plural form

  • Some words with final f or fe change the f to a v and add es (wife → wives, wolf→ wolves)

• One of the major challenges students face when adding -ed or -ing is whether to double the final letter of the base word. (shop→ shopping→ shopped)

 

Compound Words:

Students learn:

1. How words can combine in different ways to form new words

2. Lays the foundation for explicit attention to syllables: compound words often comprise two smaller words, each with a single syllable

3. Students reinforce their knowledge of spelling high frequency words

Open and Closed Syllables and Syllable Patterns

Open Syllables (CV)- End with a long vowel sound:

• Example: Tiger, Katy, reason

Closed Syllables (CVC) - contain a short vowel sound that is usually closed by two consonants:

• Example: Tigger, Caddie, Racket.

Syllable juncture patterns

-Hopping, Tigger, and Stripping are VCCV syllable juncture pattern for closed syllables

-Hoping, Tiger, Striping are V/CV syllable juncture pattern for open syllables.

-VC/V- single consonant at the juncture after a short vowel: nev-er, pan-ic

-Closed VCCCV- consonant digraph or blend at the syllable juncture that cannot be separated (ath-lete, hun-dred)

 

Review Vowel Patterns in Two-Syllable Words

Ambiguous vowels- Represent a range of sounds and spellings;

• Example: cause, lawn, false all have the same vowel sound but is spelled in three different ways (au, aw, al)

• The ou spelling pattern has four different sounds in shout, touch, through, and thought.

 

Accent or Stress

In most words of two or more syllables, one syllable is emphasized – stressed or accented more than others.

Dictionaries often use apostrophes to show accented syllables

• Sorting students’ names is a good way to introduce accented syllables

  •   When students grasp the concept of an accented syllable, they also learn about the other side of this concept à unaccented syllables

  •  Unaccented Syllables: The spelling of the vowel is not clearly long or short, so the students need to play close attention to it.

 

Consonants

In this stage, consonants continue to be revisited in more difficult words.

Example: Circus, Garbage à C and G represent two different sounds

Studying silent consonants foreshadows the in-depth study of spelling-meaning connections explored in the next stage

 

Base Words and Simple Derivational Affixes

Derivational affixes (both prefixes and suffixes)

Derivational affixes often do affect the meanings and grammatical functions of the bases to which they are attached

Example: Adding derivational affixes such as –ful, -ly, -or –ness to the baseword help changes it from a verb to an adjective.

Students benefit from learning about the meanings and grammatical functions of the bases to which they are attached.

Generative- Combining prefixes and bases by constructing different words through combining and recombining prefix and base word cards or tiles in various ways

 

Spelling Strategies:

By the syllables and affixes stage, expectations for correct spelling include a large percentage of the words students use when writing.

Help students develop a spelling conscience: We want to create a desire in students to improve their spelling.

1.     Talk with students about why good spelling matters and when it matters.

2.     Meet with students during and after independent writing time and talk about their spelling.

3.     Model independent editing and expect students to edit their written work for spelling errors

 

Does it look right?

1.     Look it up in the dictionary

2.     Spell Check using software

·      Encourage students to spell words they already know, spell check won’t work unless there is a good approximation of the word.

·      Encourage students to carefully study the suggestions to select the right word

·      Clarify the limitations of spell check

·      Remind students that spell check is a useful tool but it will not replace the careful rereading needed for a polished paper.

 

Word Study Instruction for the Syllables and Affixes Stage

• Teachers often give spelling words that are vocabulary words (i.e. amphibian, carnivore).

• Figure 7.4: Word study sequence.

• They are important for understanding concepts, but lack systematic spelling features.

  • Not appropriate for students at different spelling stages.

 

Intermediate and middle grades- this should guide instruction:

• Actively involve students so they develop a positive attitude/curiosity (word consciousness).

• Activate prior knowledge for domain specific terms.

• Ensure that students have many experiences with words (in and out of the connected text).

• Provide students with systematic instruction of structural elements/how they combine.

  • Syllables, affixes, effects of affixes on base words.

 

Guidelines for Creating Sorts in the Syllables and Affixes Stage

• Sorts are a starting point.

• Ultimate goal: understand meaning and function of spelling patterns (i.e. meaning of prefixes and suffixes).

• Sorts in this stage depend on making spelling-meaning connections.

• Apparent spelling-----> try meaning.

• Consider difficulty of vocab word sorts.

  • Intermediate students can read many words, but semantically difficult ones should be considered.

    • Do not overwhelm students with words they do not know.

 

Sequence and Pacing of Word Study in the Syllables and Affixes Stage

• Achieving students in intermediate grades will take two+ years to progress through stage.

• “The powerful role is that knowledge of processes of word combination plays in vocabulary development as well as spelling.”

• ESI (The Elementary Spelling Inventory): identifies students in the syllables and affixes stage.

• Students at the advanced spelling stage may level out.

 

Early, Middle, or Late Placement

• Early: Know how to spell the vowel patterns in most single-syllable words, but make errors when adding inflectional endings (i.e. shoping for shopping). Ready to explore “double, drop, or nothing.”

• Middle: Add inflectional endings correctly, but make mistakes with syllable junctures within words and add unaccented final syllables (i.e. rippin for ripen). Study open and closed syllables; vowel patterns; accented syllables; final unstressed syllable; two-syllable homophones and homographs.

• Late: Spell most words correctly. The focus is on the simple prefixes and derivational suffixes that affect the meaning.

 

Assess and Monitor Progress in the Syllable and Affixes Stage

• Involve students in progress monitoring.

 

Weekly Assessments and Spell Checks

• Monitor student progress.

• Call out 10 sorting words weekly/words that assess transfer/previous words (not just responsible for certain words).

• Errors= go back in word study notebook and review.

 

Monitoring Progress and Goal Setting

• To assess retention:

  • Assess sample words from the previous lessons.

  • Review the student notebooks once a week.

  • Student contract and grading form.

• Use results to determine met goals.

• Figure 7.9: Goal setting chart.

 

Word Study with English Learners in the Syllables and Affixes Stage

• Mastered many of the basic phonics and spelling generalizations of English and are ready to study more advanced features.

• Maybe new vocabulary.

• Make word study a language-learning event.

  • Use in conversation in every lesson.

• Difficulty: verb form, plurals, adverbs, adjectives, double letters,.

 

Word Study: Routines and Management:

• Establish routines in order to meet with every small group.

• Become responsible for completing work independently.

 

The Word Study Lesson Plan in the Syllables and Affixes Stage

• Basic word study lesson plans.

• Teacher directed sorts to introduce new features but open up thinking.

 1) Model a sort, have students sort, lead discussion of generalization.

2) Have students sort their own set of words and check their sorts.

3) Encourage students to clarify and summarize their understandings with oral and written reflections.

4) Use extension activities across the week to reinforce and broaden students’ understandings

(homework and working with partners).

 

Word Study Notebooks in the Syllables and Affixes Stage

• Manage routines.

• Recorded in columns of contrasting categories (drop e and do not drop e).

• Develop a list of additional word study notebook activities that allow students to select their work (can be done to review).

• Examples:

  • Find words that have base words and underline the base word.

  • Break words into syllables and underline the accented syllables.

  • Make appropriate words on your lists plural or add -ing or -ed.

• Increase emphasis on learning: divide word study notebooks into two sections (i.e. assigned sorts related to word hunts/written reflections in small groups and lists of words related to themes/units.

  • Third section: “Personal Dictionary”

• Notebook paper, handouts, worksheets can be added (making notebook more flexible).

 

Activities for the Syllable and Affixes Stage: Vocabulary

1)7.1 Semantic Maps:

• Active background knowledge on a topic.

• Brainstorm words related to a topic (idea about what students know).

• Organize terms into categories.

2) 7.2 Concept Mapping:

• Focus on a specific term and visually represent its place in a conceptual hierarchy of guided questions.

3)7.3 Vocabulary Jeopardy:

• After brainstorming terms related to a unit.

4) 7.4 Word Roots:

• Examining Greek and Latin roots combine with affixes helps students build their generative morphological knowledge.

• Builds on earlier investigation of how base words combine with affixes.

  • Day 1: Prediction and discuss word meanings.

  • Day 2: Display words from day 1, display new words and talk with partner about roots.

  • Day 3: Create a word using any of the prefixes and/or suffixes explored so far.

 

Dictionary Skills for Syllable and Affixes Spellers

Dictionaries and dictionary apps can help students explore words in a more engaging way.

• Online dictionaries and apps have speakers for pronunciation

• Some dictionaries show word origin

 7.5 Teaching the Dictionary:

• Model how to use a dictionary repeatedly during a lesson

• Walk through dictionary features

7.6 Weekly Word Study Notebook Dictionary Assignments:

• This allows students to practice using the dictionary

• Use weekly words and use assignments such as:

  • Write 10 of the week’s words using the syllable break up in the dictionary

  • Write 10 words and identify where the accent falls on the stressed syllable

  • List more words that begin with a certain prefix

  • Select 5 words and look up and record their definitions

7.7 Dictionary Bees:

Drills assigned to help students develop dictionary skills-keep them fast and fun!

Materials:

• Each student has their own elementary dictionary

Procedures:

• Announce a word for students to find using the least amount of page turns

• Announce a word they will probably not know how to spell and have students race to find it in the dictionary and write the correct spelling

• Write an unfamiliar word on the board and have students find the word and give the definition, part of speech, pronunciation, or origin

7.8 Compound Word Activities

• Compound words can be difficult for students

• focus on each part of the word individually and discuss their meanings

• use illustrations of each part of the compound word

• practice sorting compound words based on their structure

7.9 Double Scoop

• Board game used to review and master consonant doubling

• Picture and directions p.270-271

7.10 Freddy, the Hopping, Diving, Jumping Frog

• Board game used for reviewing generalizations for adding -ing

• create your own game board with students drawing cards and reading the words. If read correctly, move to nearest spot that matches that rule

  • e.g. read hopping correctly, proceed to space that says Double

7.11 Slap Jack

• 2 player card game to practice open and closed syllables

7.12 Double Crazy Eights

• 2-3 player card game much like Crazy Eight where students review word pattern, syllable structure, and accented syllable

7.13 Pair Them Up

• Matching game similar to Memory or Concentration where students match the word to its correct plural

7.14 The Apple and the Bushel

• This board game allows for students to paractice differentiating between -le and -el endings

• Picture and game play on pg. 273

7.15 Prefix Spin

• Practices the idea that prefixes and base words can be combined in different ways

• Displayed on pg. 274

7.16 Homophone Solitaire

• played similarly to Solitaire where the cards are word cards and can be matched by homophone, syllable pattern, or spelling changes at the stressed or unstressed syllable

 

 

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