Super Suffixes

Explicit Instruction/Teacher modeling

• Choose a root word index card and suffix index card that are compatible, then model the process of putting them together to make a new word. Explain the meaning of the new word in the same way that you explained the meaning of the word "colorful": state the meaning of the suffix, then show how it affects the root word.
• Repeat this process with two more sets of root words and suffixes.
• Go over some other common suffixes: -er (more or a doer of), -less (without), -ly (in this way), -y (characterized by), and -ness (the state of).
• Clarify that groups of letters like "-ful" and "-er" can be suffixes, but aren't always suffixes. For example, the "er" in "person" isn't a suffix.

Guided Practice

• Show students the rest of the root word index cards and suffix index cards.
• Display the lists of root words and suffixes.
• Tell the class that the following activity will involve working together to build new words.
• Have one student choose a suffix from the list, then have another student choose a root word.
• Hold the corresponding index cards together and ask the other students whether you've created a real word. If so, ask them to determine its meaning.

Independent working time

• Have students partner up. Distribute a list of root words, list of suffixes, and suffix addition sheet to each pair.
• Ask the pairs to build as many new words as they can using the items on the lists. They will record their new words using the suffix addition sheet.