Growing Readers Together

Kids need to know how word meanings will change when you add prefixes and suffixes to a word.

Prefixes are added to the beginning of a word.

"un" means "not" or "release from"

"re" means "again"

"dis" means "not" or the "opposite"

Example words: unhappy, unable, unkind, replay, retell, refill, dislike, disagree, disappear

Suffixes are added to the end of a word.

"s" means more than one object or thing

"es" is added to the end of words that end in s, ch, sh, x or z

"ed" is added to the end of a word to show that it happened in the "past"

"ing" is added to the end of a word to show that it happens at the "present" time

Example words: Add "s": cat-cats, play-plays, book-books

Add "es": box-boxes, lunch-lunches, push-pushes

Add "ed": liked, played, pushed, looked

Add "ing": play-playing, run-running, drive-driving

Parent Tip:

As you are reading texts with your child, stop and find opportunities to discuss word meanings that have prefixes and suffixes in them. This will increase your child's understanding of "how words work" in our English language.

"Bossy r"

This letter pattern is known as “bossy r”.

“Bossy r” is bossy but polite. It lets the vowel go first, (ar,er, ir, or, ur) but it doesn’t let it say its sound.

Read the words listed below.

"ar": arch, bark, chart, hard, spark, ark, barn, dark, march

"er": her, mother, player, fern, person, hamster

"ir": bird, first, girl, stir, twirl, third, squirt

"or": for, more, store, core, born, storm

"ur": nurse, turtle, purse, turn, burn

Here are some websites and online games:

http://www.starfall.com/n/sorting/r-controlled/load.htm?f

Final "y"

When "y" is at the end of a word it makes the sound long "e" and long "i". Make a word sort using the following list and place each word on a notecard. Listen carefully for when you hear "y" making the long "e" and long "i" sound.

Word sort: baby, monkey, candy, daddy, windy, puppy, happy, my, fly, why, try, sky,

As students are reading it is important that they are making connections to the experiences they have had or other books they have read. The strategy of making connections is important to build their comprehension. When your child is finished reading their book, ask them: What does this book/story make you think of? Does this remind you of another book you have read? Does this remind you of anything that has happened in your life?

As students get older we begin to use the terms "fiction" or "non-fiction". Sometimes we use the terms "true" or "fantasy". We want students to understand the difference between books that are true (facts) and fantasy (make-believe). After reading a story, ask your child if this book was a "true" or "fantasy" story. Remind them that a fantasy book may have animals that talk and we know this is not real. Help them to distinguish between stories that are real and make-believe.