The Word Mapping Strategy-Suffixes

1. The Word Mapping Strategy-Suffixes

2. Lesson 1

3. The Word Mapping Strategy Suffix Lesson One Read the table below, give the meaning of each word part and pronounce the targeted words. Read the sample paragraph at the top of Lesson 1 Learning Sheet. Find the targeted suffixes (-s, -es, -’s, -s’, -ed, -ing)) and separate them from the rest of the words by underlining them. Discuss the meaning of the words within the context.Complete the practice activity for identifying targeted suffixes. Find the targeted suffixes and separate them from the rest of the words by using an “L.” Discuss the meaning of the words within the context. LANGUAGE STANDARD 4: VOCABULARY ACQUISITION AND USE Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

4. The Word Mapping Strategy death relating to plural Predict the meaning of the following words by filling in the blanks. You will be expected to memorize the definitions in red. more than one being who is subject to death instructor’s– (in “ ____” + struct “____________” + -or “__________” + -’s “ ____________”) = in build or form one who possessive belonging to one who builds knowledge; belonging to one who teaches distorts– (dis- “________________” + -tort “_______” +-s “____________”) = not or opposite of to twist present tense twist out of shape evoked– (e- “_____” + -vok “__________” +ed “___________”) = out to call past tense called out subverting– (sub- “ ______” + vert- “ _______” +-ing “_______________”) = under to turn present participle turning under; undermining; destroying advocating– (ad- “_________” + voc “_________” +-ate “______________” + -ing “________________” ) = to make to call having to do with present participle having to do with speaking in favor of

5. Lesson 2

6. The Word Mapping Strategy Suffix Lesson Two Read the table below, give the meaning of each word part and pronounce the targeted words. Read the sample paragraph at the top of Lesson 2Learning Sheet. Find the targeted suffixes (-s, -es, -’s, -s’, -ed, -ing)) and separate them from the rest of the words by underlining them. Discuss the meaning of the words within the context.Complete the practice activity for identifying targeted suffixes. Find the targeted suffixes and separate them from the rest of the words by using an “L.” Discuss the meaning of the words within the context. * An inflectional suffix that is also a derivational suffix LANGUAGE STANDARD 4: VOCABULARY ACQUISITION AND USE Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

7. The Word Mapping Strategy Read this table of targeted suffixes and potential “tricksters.” Contribute more words containing the targeted suffixes and the add some tricksters to the list.

8. The Word Mapping Strategy INFLECTIONAL SUFFIXES A morpheme that is placed at the end of a word, and that changes the formof the word, its number, its point of view, its tense, or shows possession, or shows comparison. They do not change the meaning of the word itself. These suffixes are easy to remember because you have been working with them all through your lives.

9. The Word Mapping Strategy The second type of suffix is the derivational suffix. Like other suffixes, derivational suffixes are morphemes, and they are placed at the end of a word. In addition, they also create a different form of the word so that the meaning of the word has changed. For example, if we add the suffix ‘-er’ to ‘quilt’ which is a type of blanket with many colorful pieces, we get ‘quilter’ or a person who makes quilts. The meaning of the word has changed from a blanket to a person.

10. The Word Mapping Strategy To review, we have two types of suffixes: inflectional and derivational. For the most part, the categories have different suffixes in them. However, three suffixes are both inflectional and derivational. Which ones do you think they are?

11. The Word Mapping Strategy offer past participle Predict the meaning of the following words by filling in the blanks. You will be expected to memorize the definitions in red. to have offered transformer– (trans “ ______” + form “_____________” + -er “_________”) = across form or change that which that which changes across something; something that changes electric current daintier– (dainty- “________________” + -er “_______”) = delicate more more delicate; more delicately beautiful or charming; more exquisite benefactor– (bene- “_______” + fact “____________” +or “___________”) = good to make or do one who one who does good; one who gives aid; especially financial conductor– (conduct- “ ___________” + -or “__________________”) = convey one who, that which that which carries or conveys; a substance or medium that conveys heat, light, sound, or especially an electric charge loveliest– (lovely- “_________” + -est “_________”) = enjoyable most most enjoyable; most delightful

12. Lesson 3

13. The Word Mapping Strategy Suffix Lesson Three Read the table below, give the meaning of each word part and pronounce the targeted words. Read the sample paragraph at the top of Lesson 3Learning Sheet. Find the targeted suffixes and separate them from the rest of the words by using an “L”. Highlight the targeted word. Discuss the meaning of the words within the context.Complete the practice activity for identifying targeted suffixes. Find the targeted suffixes and separate them from the rest of the words by using an “L.” Discuss the meaning of the words within the context. LANGUAGE STANDARD 4: VOCABULARY ACQUISITION AND USE Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

14. The Word Mapping Strategy Read this table of targeted suffixes and potential “tricksters.” Contribute more words containing the targeted suffixes and the add some tricksters to the list.

15. The Word Mapping Strategy good speak or say act, state, result of Predict the meaning of the following words by filling in the blanks. You will be expected to memorize the definitions in red. the act of saying good things; a blessing or prayer circumspection– (circum “ _______________” + spec “____________” + -tion “____________________”) = around to look act, state, result of the act of looking around excitement– (ex- “____” + cite “_____________” + --ment “_____________”) = out set in motion act, result of the act of setting into outward motion; stirred into activity amendment– (a- “_____” + mend “______________” +-ment “___________”) = with to repair or fix act, result of the act of repairing something; an alteration or addition to the law immortality– (im- “ ____” + mort “__________” +-al “____________”+ -ity “_______________”)= not death relating to state , quality related to the state of not dying; the state of living forever inventiveness– (invent- “________________________” + -ive “_________” +-ness “______________”) = to create something new making state of the state of making or creating something new; skillful at inventing

16. Lesson 4

17. The Word Mapping Strategy Suffix Lesson Four Read the table below, give the meaning of each word part and pronounce the targeted words. Read the sample paragraph at the top of Lesson 4 Learning Sheet. Find the targeted suffixes and separate them from the rest of the words by using an “L”. Highlight the targeted word. Discuss the meaning of the words within the context of the paragraph.Complete the practice activity for identifying targeted suffixes. Find the targeted suffixes and separate them from the rest of the words by using an “L.” Discuss the meaning of the words within the context. LANGUAGE STANDARD 4: VOCABULARY ACQUISITION AND USE Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

18. The Word Mapping Strategy Read this table of targeted suffixes and potential “tricksters.” Contribute more words containing the targeted suffixes and the add some tricksters to the list.

19. The Word Mapping Strategy large, impressive thing relating to Predict the meaning of the following words by filling in the blanks. You will be expected to memorize the definitions in red. relating to a large impressive thing scary– (scare “ _______________” + -y “____________________”) = frighten like, characterized by like or characterized as frightening pathetic– (path- “__________________” + -et +-ic “_____________”) = feeling or suffering like, nature of the nature of feeling or suffering hopelessly– (hope- “__________________” + -less “____________” +-y “___________________”) = wish, expect without like, characterized by characterized as without wishes or expectations commercial– (commerce “ _______________” + -ial “____________”) = business relating to relating to business familial– (famil “_________________” + -ial “____________________”) = family relating to relating to family

20. Lesson 5

21. The Word Mapping Strategy Suffix Lesson Five Read the table below, give the meaning of each word part and pronounce the targeted words. Read the sample paragraph at the top of Lesson 5Learning Sheet. Find the targeted suffixes and separate them from the rest of the words by using an “L”. Highlight the targeted word. Discuss the meaning of the words within the context of the paragraph.Complete the practice activity for identifying targeted suffixes. Find the targeted suffixes and separate them from the rest of the words by using an “L.” Discuss the meaning of the words within the context. LANGUAGE STANDARD 4: VOCABULARY ACQUISITION AND USE Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

22. The Word Mapping Strategy Read this table of targeted suffixes and potential “tricksters.” Contribute more words containing the targeted suffixes and the add some tricksters to the list.

23. The Word Mapping Strategy not believable full of, having Predict the meaning of the following words by filling in the blanks. You will be expected to memorize the definitions in red. full of not believing; full of disbelief; skeptical vivacious– (viva “ _______________” + -ious “____________________”) = life full of, having full of life; lively or spirited fanciful– (fancy- “__________________” + -ful “_____________”) = imagination full of full of imagination; whimsical; imaginative frightful– (fright “__________________” + -ful “____________”) = fear full of, having full of fear; terrifying, horrifying careless– (care “ _______________” + -less “____________”) = worry without without worry restless– (rest “_________________” + -less “____________________”) = peace without without peace; inability to remain still

24. Lesson 6

25. The Word Mapping Strategy Suffix Lesson Six Read the table below, give the meaning of each word part and pronounce the targeted words. Read the sample paragraph at the top of Lesson 6Learning Sheet. Find the targeted suffixes and separate them from the rest of the words by using an “L”. Highlight the targeted word. Discuss the meaning of the words within the context of the paragraph.Complete the practice activity for identifying targeted suffixes. Find the targeted suffixes and separate them from the rest of the words by using an “L.” Discuss the meaning of the words within the context. LANGUAGE STANDARD 4: VOCABULARY ACQUISITION AND USE Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

26. The Word Mapping Strategy Read this table of targeted suffixes and potential “tricksters.” Contribute more words containing the targeted suffixes and the add some tricksters to the list.

27. The Word Mapping Strategy not to hold, defend can be Predict the meaning of the following words by filling in the blanks. You will be expected to memorize the definitions in red. cannot be held; cannot be defended retractable– (re “ __________” + -tract “_______” + -able “______________”) = back, again pull able, can do can pull back; can be taken back intangible– (in- “_____” + -tang “___________” + -ible “_________________”) = not to touch can be done, able cannot touch; not touchable; not capable of being realized exhaustive– (exhaust “____________” + -ive “______________________”) = to drain causing, making causing to drain; comprehensive or thorough expatiate– (ex- “ ________” + pati “____________” + -ate “____________”) = out of spread cause cause to spread out; to go on and on; to speak or write at length dictate– (dict- “_________________” + --ate “____________________”) = say or speak cause, make Causing or making a speech; to command