Design and Illustration: Hyru Gau
Editor: Nancy Tune
■
©2003 Primary Concepts®
P.O. Box 10043
Berkeley, CA 94709
www.primaryconcepts.com
Catalog no. 7008
■
All rights reserved.
■
Primary Concepts grants teachers permission
to photocopy the reproducible pages from this eBook
for classroom use only. Permission is limited to the teacher
for whom the eBook was purchased. No other use of
this product is allowed without prior written
consent of the publisher.
■
ISBN 978-1-60184-178-0
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TABLE OF CONTENTS
Teaching Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Word-Building Activities
clean
7
miss
28
press
49
slow
8
sweet
29
sign
50
play
9
short
30
use
51
turn
10
hard
31
act
52
cover
11
agree
32
sad
53
help
12
view
33
stop
54
act
13
test
34
run
55
mark
14
care
35
rob
56
clear
15
place
36
port
57
member
16
move
37
vent
58
form
17
like
38
tract
59
light
18
close
39
tend
60
joy
19
use
40
pend
61
play
20
carry
41
ject
62
count
21
happy
42
struct
63
friend
22
cover
43
spect
64
appear
23
part
44
rupt
65
dress
24
bake
45
tract
66
rich
25
sleep
46
vise
67
fresh
26
dress
47
tend
68
press
27
form
48
Answers and Lesson Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Prefix Tiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Suffix Tiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
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TEACHING NOTES
With Building Bigger Words, children build and read
hundreds of big words by adding common prefixes and
suffixes to easy-to-read root words. In the 62 engaging
hands-on activity lessons, transparent tiles are used to
turn a printed word such as play into bigger words
such as plays, playing, playful, replay, displaying,
and playfully. Once children learn to construct
bigger words like these, they will be better able
to deconstruct big words they see in their
reading into manageable word parts. If they
encounter the word department, for example,
they know to look for familiar word parts de +
part + ment to decode the word. Thus the ultimate goal
of Building Bigger Words is to help children recognize word parts in
their reading and use those word parts to decode big words.
play
ing
ful
READING BIGGER WORDS
dis
ed
s
When young children learn to read, they may reach a point where they can
read most one-syllable words but still have trouble reading age-appropriate text
because they cannot transfer their skills to the increasing number of multisyllabic
words they encounter. One problem is simply that big words can be intimidating.
Another problem is that children are often not taught specific strategies for decoding
these longer words.
re
Sounding out big words letter by letter (p-e-r-f-o-r-m-a-n-c-e) is almost always an inefficient
decoding strategy. A more effective strategy is to look for familiar word parts (per form ance) and
then string together the parts. Prefixes and suffixes are word parts students will encounter again
and again in their reading. While root words typically follow rules children have learned for decoding
one-syllable words, prefixes and suffixes (de and tion, for example) sometimes follow different and
unique pronunciation rules. As students become familiar with common prefixes and suffixes and
use them to build words, they become fluent in reading these important word parts.
SCOPE AND SEQUENCE
The activities in this resource book are intended for young readers who can decode one-syllable
words and are developing strategies to decode multisyllabic words. Breaking down multisyllabic
words into recognizable word parts is one of the most efficient strategies students can use.
The order of the lessons is carefully sequenced from easier to gradually more complex word
building. In the first lesson, students add only inflectional endings (s, ed, ing, er, est) to the root
words and produce words such as cleans, cleaned, cleaning, cleaner, and cleanest. No prefixes
are provided; a word-building line is shown only after the root word. In later lessons, both prefixes
and suffixes can be used, either alone or in combination. Still later, students are exposed to word
building in which the root word changes when affixes are added. The final consonant may be
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doubled, a final e dropped, or y changed to i as in running, liking, and carried. The pronunciation of
the root word may also change, as it does when al is added to the root word sign to produce the
word signal. In the final lessons, children build much more complex and difficult-to-read words such
as super in tend ent and at tract ive ly. Where you start and end in the lesson sequence will depend
on the needs, skills, and vocabulary of your students.
For the most part, the words the children build on these pages should be a part of their speaking
vocabulary. Later in their school years, students will learn how prefixes and suffixes can help them
make sense of words that are not in their oral vocabularies. That is not a goal of these activities.
For these exercises, students do not need to have special knowledge of the meaning of the affixes
because the words should be familiar to them.
USING THE PAGES
Each child will need a set of 22 prefix and 30 suffix tiles to use with the activity lessons. You can
use transparent plastic tiles available from the publisher, or you can make your own prefix and suffix
cards using the blackline masters on pages 79 and 80. It is a good idea to print the prefixes and
suffixes on different-colored paper in order to help children distinguish between the two. Copy the
activity pages you intend to use, one for each child. You may want to make a transparency for the
overhead projector as well, for class demonstration purposes.
Hand out an activity page to each child and tell the
children what root word they will be working with.
Next, have the children gather the prefixes and
suffixes shown on the page. Explain that the prefixes
(green tiles) go before the root word, and the
suffixes (purple tiles) go after the root word. Have
the children try putting one or more tiles on the
lines before and after the root word and reading
the result. For example, they might place the
prefix re before the root word mark to create
the word remark. Then they can try other tiles.
In this case, they might add the suffix able to
get remarkable. Some combinations of prefixes and
suffixes will make real words, and some will not. The suffix er does
not produce a real word with remark (remarker), although it does with just the root
word mark (marker). Words can have multiple suffixes or prefixes, as in play ful ly or re dis cover.
Students should experiment with different combinations, writing each word they create in the
numbered lines at the bottom of the activity sheet.
On pages 69 –78, you will find answers and lesson notes that include a list of the prefixes and
suffixes in each lesson. Prefixes and suffixes that are appearing for the first time are asterisked.
You might want to make sure students can read these new word parts before they begin to do the
word building. Also included is a list of possible words that can be built with the root word in each
lesson. Note that some children may have difficulty coming up with all the words listed. If this
happens, you might want to read off the list of words and have the children build and write any
words they did not discover on their own. Conversely, students may build words such as remarker
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that are not real words. Encourage them to define the words they build and to use them in
sentences to help them determine which are real words.
Children often enjoy the fun of discovering words on their own. It can be
an exciting surprise to see familiar word parts come together to form a
word (for example, dis cover y) that
children have heard often but may
never have been able to read. That
said, you may wish to alter the
lesson plan for the activities and,
at least some of the time, read aloud the list of words for a given lesson
rather than have children build words on their own. Each time you
say a word, have the children build it and then write it on a
numbered writing line. As you say each listed word, it is a good
idea to use the word in a sentence to make sure children hear you
correctly. This also helps them understand the meaning of the word.
dis cover y
INVOLVING PARENTS
Building Bigger Words pages are a convenient at-home activity. After introducing the activities in
the classroom, you may wish to set up a routine of sending one or more pages home with students
to do as homework. Parents could keep a supply of tiles to use for the activities. They can use
plastic tiles or make their own from a copy of pages 79 and 80.
OTHER RESOURCES
These word-building activity books follow a format similar to that of Building Bigger Words.
d
B
iles
t
m
bl
sk
®
Prr
ptts
Rime Time: Building Word Families with Letter Tiles
Time to Rhyme: Building Words with Rimes that Rhyme
Vowel Power: Building Words with Vowel Patterns
For these and other language arts resources for teachers, consult a Primary Concepts catalog.
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cover
4
5
6
1
2
3
Write the words you build.
11
7
s ed ing un
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Name: _______________
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clear
4
5
6
1
2
3
Write the words you build.
15
s ed ing er est ly
9
8
7
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Name: _______________
Build bigger words.
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?
?
5
6
2
3
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1
Write the words you build.
31
9
8
7
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er est ly en s ed ness ship
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Name: _______________
Build bigger words.
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vise
5
6
7
8
1
2
3
4
Write the words you build.
67
12
11
10
9
or ion re ing ad super
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ANSWERS AND LESSON NOTES
clean __
Page 7
Use:
*s
*ed
*ing
*er
*est
Build: cleans, cleaned, cleaning, cleaner , cleanest
slow __
Page 8
Use:
er
est
s
ed
ing
*ly
Build: slower, slowest, slows, slowed, slowing, slowly
Page 9
Use:
s
play __
(See also page 20.)
ed
er
ing
*ful
ly
Build: plays, played, playing, player, players, playful, playfully
Page 10
Use:
s
Note: Two suffixes are
added in play + er + s and
play + ful + ly.
__ turn __
ed
ing
*re
Build: turns, turned, turning, return, returns, returned, returning
Page 11
Use:
s
__ cover __
ed
ing
(See also page 43.)
*un
Build: covers, covered, covering, uncover, uncovers, uncovered,
uncovering
Page 12
Use:
s
__ help __
ed
ing
er
*less
ful
un
Build: helps, helped, helping, helpings, helper, helpers, helpless,
helpful, unhelpful
Page 13
Use:
s
__ act __
ed
ing
(See also page 52.)
*or
*ex
ly
Build: acts, acted, acting, actor, actors, exact, exactly
* New prefix or suffix
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Page 14
Use:
s
Page 70
__ mark __
ed
ing
er
re
*able
Build: marks, marked, marking, marker, remark, remarks,
remarked, remarking, remarkable
Page 15
Use:
s
__ clear __
ed
ing
er
est
ly
un
*ance
Build: clears, cleared, clearing, clearer, clearest, clearly, unclear,
unclearly, clearance
Page 16
Use:
s
__ member __
*ship
re
ed
ing
Build: members, membership, memberships, remember,
remembers, remembered, remembering
Page 17
Use:
s
__ form __
ed
ing
*per
(See also page 48.)
er
ance
Build: forms, formed, forming, perform, performs, performed,
performing, performer, performers, performance,
performances
Page 18
Use:
s
__ light __
ed
ing
er
est
ly
*de
ful
Build: lights, lighted, lighting, lighter, lightest, lightly, delight,
delights, delighted, delighting, delightful, delightfully
Page 19
__ joy __
Use:
ly
ful
*en
ed
ing
able
*ment
*over
Build: joyful, joyfully, enjoy, enjoyed, enjoying, enjoyment,
overjoyed, enjoyable
* New prefix or suffix
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Page 20
__ play __
Use:
ing
ed
(See also page 9.)
*dis
re
*mis
Build: played, playing, display, displayed, displaying, replay,
replayed, replaying, misplay, misplayed
Page 21
__ count __
Use:
ing
ed
er
less
dis
re
mis
Build: counted, counting, counter, countless, discount,
discounted, discounting, recount, recounted, recounting,
miscount, miscounted
Page 22
Use:
s
__ friend __
ly
less
ship
un
Build: friends, friendly, friendless, friendship, friendships,
unfriendly
Page 23
__ appear __
Use:
ing
ed
ance
dis
re
Build: appeared, appearing, appearance, disappear,
disappeared, disappearing, disappearance, reappear,
reappeared, reappearing, reappearance
Page 24
__ dress __
Use:
*es
ed
(See also page 47.)
un
*ad
over
Build: dresses, dressed, undress, undresses, undressed,
address, addresses, addressed, overdress, overdresses,
overdressed
Page 25
__ rich __
Use:
est
er
es
ly
*ness
en
ed
ing
Note: On pages 24–28,
students add es to the root
word rather than s.
ment
Build: richer, richest, riches, richly, richness, enrich, enriches,
enriched, enriching, enrichment
* New prefix or suffix
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Page 26
__ fresh __
Use:
est
er
ness
re
es
ed
ing
ment
s
Build: fresher, freshest, freshness, refresh, refreshes, refreshed,
refreshing, refreshment, refreshments
Page 27
__ press __
Use:
ed
es
ing
(See also page 49.)
*ure
ex
Build: presses, pressed, pressing, pressure, express, expresses,
expressed, expressing
Page 28
__ miss __
Use:
ed
es
ing
*ion
dis
*al
per
*inter
ad
Build: misses, missed, missing, mission, dismiss, dismisses,
dismissed, dismissing, dismissal, permission,
intermission, admission
Page 29
Use:
s
sweet __
er
est
ly
ness
*en
ed
ing
Build: sweets, sweeter, sweetest, sweetly, sweetness,
sweeten, sweetens, sweetener, sweeteners, sweetened,
sweetening
Page 30
Use:
s
short __
er
est
ness
en
ed
Note: Three suffixes are
added in sweet + en + er
+ s.
Note: The word part en is
new here as a suffix. It was
introduced as a prefix with
joy and rich.
ing
Build: shorts, shorter, shortest, shortness, shorten, shortens,
shortened, shortening
Page 31
hard __
Use:
est
er
ly
en
s
ed
ness
ship
Build: harder, hardest, hardly, harden, hardens, hardened,
hardness, hardship, hardships
* New prefix or suffix
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Page 63
Use:
Page 78
__ struct __
ure
con
ion
ive
in
or
de
ob
Build: structure, construct, construction, constructive,
instruct, instruction, instructive, instructor, destruction,
destructive, obstruct, obstruction
Page 64
__ spect __
Use:
ing
in
or
ion
re
ful
ly
able
dis
Build: inspect, inspecting, inspector, inspection, respect,
respecting, respectful, respectfully, respectable,
disrespect, disrespectful, disrespectfully
Page 65
Use:
__ rupt __
inter
ion
ed
un
dis
ive
Build: interrupt, interruption, interrupted, uninterrupted,
disrupt, disrupted, disruption, disruptive
Page 66
__ tract __
Use:
ion
or
dis
(See also page 59.)
con
sub
Build: tractor, traction, distract, distraction, subtract,
subtraction, contract, contractor, contraction
Page 67
__ vise __
Use:
ion
or
re
ing
ad
*super
Build: visor, vision, revise, revising, revision, advise, advising,
advisor, supervise, supervising, supervisor, supervision
Page 68
Use:
s
__ tend __
ed
in
un
(See also page 60.)
ex
super
ent
Build: tends, tended, intend, intends, intended, unintended,
extend, extends, extended, superintendent,
superintendents
* New prefix or suffix
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re dis un de com
con pre pro per im
in sub over ad at
inter trans ob en super
ex mis
Prefix Tiles
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ed ing
es ied
ily ful
ship y
ation ive
or al
Suffix Tiles
s
ly
iest
iness
ion
en
Building Bigger Words
er est
ies ier
less ness
ment able
ant ure
ance ent
80
© Primary Concepts