Phonics Lessons - May 25 - May 29
In the next several lessons, we are going to start to expand our knowledge of morphemes. A morpheme is the smallest unit of meaning in a language. Morphemes are the word parts that change a word's meaning. A suffix is a morpheme we add to the end of a word. This week we are going to focus on the suffixes -s, -es, -er and -est.
Lesson 99: Suffix -s/-es
We already know a few suffixes: -s and -es. When we add -s/-es to nouns, the noun changes from a singular to plural (ie. cat - cats). Remember, nouns are words we use to identify people, animals, places and things. Dog, shirt and box are all nouns.
The suffixes -s/-es can also be added to verbs. Verbs are words we use to describe an action or something that is happening. Run, sing and bite are verbs. They describe actions. We change the endings of verbs depending on whether we are describing our own actions or other people's actions and whether we are describing actions in the past, present or future. This is called changing the verb's tense.
Usually, simple present tense verbs do not have an ending: I run, you run, we run, they run. When we use a person's name or the pronouns he, she or it, we change the verb ending to -s or -es: He runs. She runs. It runs.
The rule for adding -es is the same for verbs as it is for nouns. We add -es to the verbs that end in ch, sh, s, x, or z: wishes, fixes, passes.
In this week's text called, Trip to the Baseball Park, students are looking for words that have the -s or -es suffix on nouns and verbs. They are looking to highlight (the whole word that has that spelling pattern). Students are also asked to illustrate the story to demonstrate their understanding of the text.
Lesson 100: Suffix -er/-est
Adjectives describe nouns (people, places and things). For example, in the sentences 'I see a res car. I see a blue car' the adjectives red and blue are used to describe the noun car. They give us more information. What kind of car? A red car. A blue car.
Morphemes are word parts that change a word's meaning. A suffix is a morpheme we add to the end of a word. We can add the suffixes -er and -est to adjectives when we are making comparisons.
-er: The suffix -er is pronounced /er/ like in the word taller. The -er means more than. So we can use it to compare one to another. Mae is taller than Fred. Taller describes Mae's height by comparing it to Fred's.
-est: The suffix -est is pronounced /ist/ with the e making a schwa sound, like in the word fastest. The suffix -est means the most. For example, in the sentence, 'Audrey is the fastest person on the team,' fastest is an adjective use to describe Audrey by comparing her to the rest of the team. It tells us nobody is faster than Audrey.
In this week's text called, Growth Spurt, students are looking for words that have the suffixes -er or -est. They are looking to highlight (the whole word that has that spelling pattern). Students are also asked to illustrate the story to demonstrate their understanding of the text.
Heart (Irregular) Words of the Week
Heart words are words that do not decode or follow the spelling rules that we have been learning. We have to know them by 'heart'. However, once we learn more spelling rules, they may be only temporary heart words and the rules will come along later! In the meantime, we have been focusing on reviewing and learning the words below with focused in class practice. These will eventually (if not already) be on spelling word lists or word rings.
This week we are reviewing:
Fluency Grids
With each lesson, there is a fluency grid with the lesson focus that is intended to help students recognize the phonics rule and assist in reading it with accuracy and automaticity. At home, challenge your young reader to read the word (aim is to decode/read each word within 3 seconds) and then recall it each time they see it within the grid of mixed up, repeated words. A couple minutes of practice is all they need. This acts as a warm up before reading the text that also applies the same skill while building on all the previous skills as well. Each week we are building on the previous week to become more fluent readers so we can focus on what the text is sharing rather than spending all the time decoding the words.
Homework Reminders
Students have been working on the story or stories in their Reading Practice book this week that will come home each weekend. At school, they work with a partner to complete their fluency grid, read with someone their story and highlight the focus words. Following, they are illustrating a picture for the text to show their understanding.
At home, students are to finish the above tasks and read to an expert the week's lesson(s). After completing, parents are to initial at the indicated spot at the top.
This week, we are have completed two lessons so there will be two stories to complete in their white Reading Practice booklet after the clip. Please see the information letter in the front of the book for more, detailed information about this weekend practice book coming home. Please return on Monday (or Tuesday if there is a no school day on Monday).
Happy reading!
