SORTS FOR EARLY DERIVATIONAL RELATIONS SPELLERS

SORTS FOR EARLY DERIVATIONAL RELATIONS SPELLERS

DIRECTIONS FOR AFFIXES SORTS 1-13

These directions offer some basic guidelines for each sort and show what the final sort will look like. See Words Their Way: Word Study Phonics, Vocabulary and Spelling for complete instructions about how to place students, how to conduct sorts, and the follow-up activities that will assure students practice for mastery over the week. Chapter 2 describes assessment, Chapter 3 describes organizations and core activities and Chapter 8 describes the derivational relations stage in detail. Similar sorts, as well as additional sorts with more information, can be found in the supplemental book: Words Their Way Words Sorts for Derivational Spellers.

Pretest: To determine how much students already know about these features you may

want to administer Spell Checks 27, 28, and 29 using the Progress Monitoring/Goal Setting Forms available with other assessment resources at this website.

Notes: Sorts for more common prefixes such as in or mis can be found among the last sorts for the syllables and affixes stage. There are also lists of prefixes in the appendix of Words Their Way that you can use to create your own sorts Always have dictionaries (hardcopies or online) handy to look up the meanings of unknown words as well as their origins. For example, you can hear the word pronounced at , and find definitions, word origins, and links to other information. Engage students in activities across the week that address the meaning as well as the spelling of the words

DR Sort 1. Prefixes: anti (against), pro (for or forward), auto (self), trans(across)

Review the term "prefix" and remind students that a prefix has a meaning of its own and comes at the beginning of a word. Sometimes there is a clear base word as in antifreeze, but often the base word is not clear as in promote. Ask students to sort by the prefix and then try to figure out what the prefix might mean. Use the most familiar words (such as antifreeze and antiwar) to determine that anti means "against". The others are less obvious, but define a few to get started. For example, progress means to "move forward" and promote means to "put something forward". With those clues students should be able to see that the other words have similar meanings. Trans- means "across" (when we transmit a signal we sent it across a distance) and auto suggests "self" (as in "self- operating" for automatic and "self-propelled" for automobile). Talk about each word, use dictionaries as needed (students may need to look up autocrat for example) and draw conclusions about what the prefixes mean. To conclude, have students underline the prefixes on the key words and write their meanings to serve as headers.

antifreeze against

antiwar antidote antibiotic antiseptic antisocial antiacid

progress for/forward promote provide produce propose propel

transmit across

transportation transfer transmit transform transparent

automatic self

autograph autobiography autonomy autonomous automobile autocrat

DR Sort 2. Prefixes: semi (half, partly), multi (many), en (make into),

circum (around)

This sort can be done in a manner similar to the first sort. Sort before discussing the meaning of the prefix and ask students to look across all the words in the column to get an idea of what it might mean. With the students help, define a few words to get them started if they have trouble. After determining what the prefix might mean, test it on all the words in the column to establish the meaning connections.

semicircle half or part semifinals semiannual semisweet semicolon

multimedia many multipurpose multitask multimillion multicultural multicolored multiply multitude

enclose make into entangle endanger engulf envelope enroll envelop

circumference around circumnavigate circumvent circumstance

Posttest: Spell check 27 does not cover the prefixes in these first two sorts but you may

want to create a similar assessment with the 8 prefixes covered here.

DR Sort 3. Suffixes: -er, -or, -ian, -ist

Explain to students that in this sort they will be looking at the suffixes that come at the ends of the words. Show the key word employer and talk about the base word employ as a verb that describes something you do. Ask students what the ?er ending does to the word ? it changes it to a noun or a person who employs others. Repeat this with the other key words to establish that the suffixes all signal people who do things. Underline the suffixes and sort the rest of the words. Talk about the meanings of the other words. Note that a conductor might work on a train or conduct an orchestra. Which words are related to music? Which ones pay money?

employer reporter performer admirer

inventor operator governor instructor conductor

guardian electrician magician vegetarian comedian musician

artist bicyclist cartoonist specialist soloist biologist

DR Sort 4. Suffixes: -ary, -ery, -ory

Ask students what they notice about these words and ask them how they might sort them. They will probably suggest by the suffix. After sorting into three categories read the words in each column and listen to the sound. The words with ?ery have the same sound as three of the words that are spelled with ?ory. Separate these into a new column as shown below. Most of these words do not have obvious base words but examine a few that do such as bribe and bribery or observe and observatory. The endings signal nouns as well as a few adjectives. See if students can find the adjectives. Talk about or look up the meanings of the words.

solitary dictionary primary temporary library military vocabulary sanctuary

bribery grocery lottery discovery nursery

factory memory satisfactory

category territory mandatory observatory laboratory

DR Sort 5. Suffixes: -al, -ial, -ic

These endings turn a noun like fiction into an adjective that means "associated with or related to" the meaning of the base word. So fictional is related to fiction and is used to describe fiction. Sort these words in a manner similar to sort 4.

fictional classical critical herbal personal global tropical

tutorial beneficial financial official industrial trivial facial

scientific realistic graphic symbolic atomic specific organic

DR Sort 6. Suffixes: -ful, -ous, -ious

Students should be able to sort these independently and figure out that all these suffixes signal adjectives that suggest "full of". Bring students together to talk about the meanings of words and also the spelling changes in some of the base words. The ending -ful is added without dropping the e in spiteful since it is a suffix that starts with a consonant but note that the e in adventure is dropped before adding ous. Ask students to identify the base word in furious, harmonious, luxurious, studious, and glorious to see that the y changed to an i before adding ous. If they did not separate the ?ous words from the ?ious words see that they do that now.

doubtful wonderful respectful skillful youthful

poisonous joyous marvelous cancerous adventurous

gracious anxious furious harmonious luxurious

spiteful stressful

glamorous perilous

studious glorious

DR Sort 7. Suffixes: -en, -ize, -ify

These suffixes generally change a base word that is a noun to a verb that suggests "to be or cause to be". However, -en is a common ending that serves different purposes and in some of these words it signals an adjective. See if students can separate the verbs and adjectives that end in ?en. Note spelling changes in rotten (double) as well as sharpen and frozen (e-drop) before the suffix that begins with a vowel.

sweeten (v) lighten sharpen strengthen shorten

rotten (adj) broken frozen golden wooden

idolize memorize organize customize mobilize fertilize

terrify simplify clarify qualify identify

Posttest: Spell check 28 can be used at this point to assess these suffixes.

DR Sort 8. Suffix: -ion

The ?ion ending creates thousands of words in English, generally changing verbs to nouns and refers to an "action or process" or the result of an action or process". Students need not learn this, but can sense these changes as they use them in a sentence like: We will elect a new president in the upcoming election. Sort the words by the base words and note how ?ion is simply added in all cases without any spelling change. However, draw attention to the sound change as final /t/ and /s/ change to /sh/. Ask students to write the base words for each word to help them see the meaning connection.

election rejection attraction protection direction protection selection reflection

adoption desertion suggestion desertion digestion

confession impression compression procession possession discussion expression

DR Sort 9. Suffixes: -tion and ?sion (with spelling changes)

Here students will examine more words with the ?ion suffix. Challenge them to look for the spelling changes by thinking about the base word. While the e-drop is not surprising, it is interesting that words that end in de (explode) drop de and add -sion. Try saying explode-sion and they may see why this spelling change makes the word much easier to pronounce. Ask students to write the base word and the derived word to help them make the meaning connections as well as to highlight the spelling changes.

operation e-drop

decoration devotion

donation frustration

explosion de to s

division erosion

conclusion decision

education graduation migration

hibernation hesitation location

intrusion persuasion provision

suspension seclusion

DR Sort 10. Suffixes: -ation, -cation, -ition

In this final ?ion sort students will see that sometimes extra letters are added before the ending. They will need to think about the spelling change in the base word to sort these into the categories. Fortunately for the speller sound offers a good clue for spelling these words.

information add ation relaxation adaptation flotation presentation

organization e-drop + ation imagination capitalization observation conservation combination preparation

application Change y to i +cation qualification unification multiplication classification

competition e-drop + ition opposition imposition definition

DR Sort 11. Affixes with Vowel Alternations

This sort focuses attention on the sound changes that often occur when affixes are added to base words. In these words the feature will be vowels that alternate between long and short and long and schwa. Sometimes there is also a change in accent or stress. Match up the base words and derived words to start the sort. First compare child and children and ask students what they notice about the sound of the vowel. Then compare invite' to invita'tion. The long-i in invite changes to a schwa sound in invitation as the accent shifts to the next syllable. Unstressed vowels often end up with the schwa sound that can be spelled with any vowel making them a challenge for spellers. Point out to students that while it is hard to tell what the second vowel is in invitation, they can hear it clearly in the related word invite. Test this will all the words, noting how the accented vowel in the base word alternates with either a short vowel or a schwa sound in the derived word. Mark the vowels in the key words with a breve, macron or upside down e to designate the schwa sound. Look up some words in the dictionary to see how accent and the schwa sound are indicated.

child long produce type know revise episode

children short production typical knowledge revision episodic

invite long define reside compose combine relate narrate

Invitation schwa definition resident composition combination relative narrative

DR Sort 12. Alternations with Suffix -ity

This sort is similar to 11 with vowel alternations and accent changes when ?ity is added. Ask students to tell you what effect the suffix has on the base word (creating nouns from adjectives and verbs). Then examine the vowel alterations and accent changes in the pairs of words. Despite changes in sound the spelling of the vowel stays the same to preserve the meaning connections.

final human minor practical formal neutral

finality humanity minority practicality formality neutrality

active fertile senile diverse sensitive visible

activity fertility senility diversity sensitivity visibility

DR Sort 13. Adding Endings in Two Syllable Words (Doubling and Not)

This sort reviews the spelling changes to the base word and introduces the role of stress. The doubling rule only applies if the final syllable is accented as in admit'ted but not in the case of lim'ited. The two words that do not fit any category are not really oddballs in this case because there is no spelling change before prefixes that start with consonants. You might want to try this as a Guess My Category sort. Set up the key words and sort several words before asking students to help you. Read down each column emphasizing the stressed syllable to help them figure out the categories (This is not easy so offer clues as needed). Note that while both admit and limit end in a single vowel and a single consonant (-vc) , it is only when the final syllable is accented that you double the final consonant.

admitted -vc double beginner expelled propeller submitted equipped rebellion regretted

limited -vc nothing creditor exiting leveled traveled editor suffering

complained nothing repeated collector

preventing

regretful equipment

Posttest: Spell check 29 can be used at this point to assess words with the ?ion ending.

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download