Students that are working at the Syllables and Affixes Stage
are manipulating multi syllabic words and focus on word meanings. ...
According to research, students learn in this progression almost as a
stair-step towards word knowledge.
Suggestions for parents: practice these with you child. point them out as you read and see them around as you go through out the day.
1. Students will learn how to effectively add suffixes including
-ing, -ed, -s, and -es. Students learn how to identify the base words,
double the consonant, drop the e, and change the y to i before adding suffixes.
- Example sort could be when to double, e-drop, or nothing when adding -ing.
- double ~ setting, cutting, stopping, begging
- e-drop ~ hiking, moving, living, coming
- nothing ~ reading, adding, spelling, floating
2. Students working at this stage are truly beginning their study of
multisyllabic words. The students are focusing on the patterns within
the words and the stressed or unstressed syllables within a word.
- Example
sort could be focusing on VCV (Vowel - Consonant - Vowel) and VCCV
(Vowel - Consonant - Consonant - Vowel) in multisyllabic words. This
specific sort shows the difference between an open syllable (long vowel)
and a closed syllable (short vowel). The / below represents the divide between syllables.
- VCV ~ super or su/per, diner or di/ner, tiget or ti/ger, later or la/ter
- VCCV ~ supper or sup/per, dinner or din/ner, happy or hap/py, pretty or pret/ty
https://sites.google.com/a/apps.fluco.org/carysbrook-literacy-partners/word-study/syllables-and-affixes-stage
3.
- Students begin to study the stressed, or long vowel, in multiple syllable words. For example, the ai pattern in rain is also in painter and complain. This revisits the different long vowel patterns and their use in multisyllabic words.
- Example sort could be identifying which syllable contains the stressed syllable.
- 1st syllable ~ rainbow, painter, raisin, crayon, mayor
- 2nd syllable ~ awake, contain, decay, mistake, amaze
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