Chapter 7
Word Study for Intermediate Readers and Writers:
The Syllables and Affixes Stage
Beginning in the second and third grade for some students, and in fourth grade for most, cognitive and language growth supports movement into the syllables and affixes stage of word knowledge. Although students have been reading, and even writing, words of more than one syllable for some time, it is during this stage that they systematically study the generalizations that govern how syllables are joined and how affixes affect the spelling, meaning, and use of base words. (Bear, Invernizzi, Templeton, & Johnston, 2012, p. 241).
This chapter and supporting material will help you facilitate students’ word explorations to help them discover the patterns of sound, spelling, and meaning that link thousands of words. This knowledge will help them read, write, and spell much more effectively.
Literacy Development of Students in the Syllables and Affixes Stage
Students in the syllables and affixes stage of word knowledge are what Henderson (1990) called
intermediate readers-students who are not yet mature or advanced readers. The range of reading levels within this stage could span from grade 3 to grade 8.
Reading - Students in this stage will be expected to read textbooks and other informational reading. Background knowledge and vocabulary become critical elements in comprehension as students explore new genres and topics.
Students will look at words in a new way, they will use larger chunks to decode, spell, and store words. They may look at the syllables of a word, or at the morphemic chunks.
They are also able to read with greater fluency than in the previous stage.
Writing - Intermediate writers have increased confidence and fluency in their writing and are able to work on longer pieces over many days.
They are able to spell the majority of words they need for writing which allows them to focus more attention on the meaning of the writing.
Vocabulary - In this stage students’ own reading becomes the primary source of new vocabulary. As they read they are exposed to more and more words that they do not know. This is especially true in the areas of Social Studies and Science as they read textbooks and books for information.
Teachers need to take an active role in making sure students’ vocabularies are growing. Be sure to point out, discuss, and encourage students to ask about unfamiliar words.
Morphemic Analysis - One critical way to examine unfamiliar words is to use morphemic analysis. This is the process of using the meanings of prefixes, suffixes, and base words to help determine the meaning of a word. It is critical to model and reinforce this strategy and to give your students plenty of practice with using this strategy.
It is also important to teach that this strategy does not work for all words and in some cases they will need to use a dictionary.
Dictionaries - It is important to have dictionaries available and to provide them with dictionaries that are written at their level.
It will be important to show students how to look up the base word and to look for changes in spelling when the affixes are added.
Word Sorts and Vocabulary - When introducing words for a word sort be sure to check for student understanding of word meanings. The meanings of unfamiliar words can be discussed or looked up in a dictionary.
Teaching Content Vocabulary - When introducing content vocabulary it is important to incorporate the following
activities:
1. Activate background knowledge.
2. Explain the concept as it relates to other concepts.
3. Use graphic organizers, charts, or diagrams to show relationships among concepts.
4. Discuss examples and non-examples.
It is important to remember that content vocabulary may not be developmentally appropriate to use as spelling vocabulary.
Concept Sorts and Content Learning - Concept sorts provide multiple exposure to new concepts and vocabulary and can help students form relationships between words and their ideas.
Orthographic Development in the Syllables and Affixes Stage
Table 7.1 provides a summary of what students know, what they use but confuse, and what is still missing in the early, middle, and late syllables and affixes stage.
Word Study for Intermediate Readers and Writers:
The Syllables and Affixes Stage
Beginning in the second and third grade for some students, and in fourth grade for most, cognitive and language growth supports movement into the syllables and affixes stage of word knowledge. Although students have been reading, and even writing, words of more than one syllable for some time, it is during this stage that they systematically study the generalizations that govern how syllables are joined and how affixes affect the spelling, meaning, and use of base words. (Bear, Invernizzi, Templeton, & Johnston, 2012, p. 241).
This chapter and supporting material will help you facilitate students’ word explorations to help them discover the patterns of sound, spelling, and meaning that link thousands of words. This knowledge will help them read, write, and spell much more effectively.
Literacy Development of Students in the Syllables and Affixes Stage
Students in the syllables and affixes stage of word knowledge are what Henderson (1990) called
intermediate readers-students who are not yet mature or advanced readers. The range of reading levels within this stage could span from grade 3 to grade 8.
Reading - Students in this stage will be expected to read textbooks and other informational reading. Background knowledge and vocabulary become critical elements in comprehension as students explore new genres and topics.
Students will look at words in a new way, they will use larger chunks to decode, spell, and store words. They may look at the syllables of a word, or at the morphemic chunks.
They are also able to read with greater fluency than in the previous stage.
Writing - Intermediate writers have increased confidence and fluency in their writing and are able to work on longer pieces over many days.
They are able to spell the majority of words they need for writing which allows them to focus more attention on the meaning of the writing.
Vocabulary - In this stage students’ own reading becomes the primary source of new vocabulary. As they read they are exposed to more and more words that they do not know. This is especially true in the areas of Social Studies and Science as they read textbooks and books for information.
Teachers need to take an active role in making sure students’ vocabularies are growing. Be sure to point out, discuss, and encourage students to ask about unfamiliar words.
Morphemic Analysis - One critical way to examine unfamiliar words is to use morphemic analysis. This is the process of using the meanings of prefixes, suffixes, and base words to help determine the meaning of a word. It is critical to model and reinforce this strategy and to give your students plenty of practice with using this strategy.
It is also important to teach that this strategy does not work for all words and in some cases they will need to use a dictionary.
Dictionaries - It is important to have dictionaries available and to provide them with dictionaries that are written at their level.
It will be important to show students how to look up the base word and to look for changes in spelling when the affixes are added.
Word Sorts and Vocabulary - When introducing words for a word sort be sure to check for student understanding of word meanings. The meanings of unfamiliar words can be discussed or looked up in a dictionary.
Teaching Content Vocabulary - When introducing content vocabulary it is important to incorporate the following
activities:
1. Activate background knowledge.
2. Explain the concept as it relates to other concepts.
3. Use graphic organizers, charts, or diagrams to show relationships among concepts.
4. Discuss examples and non-examples.
It is important to remember that content vocabulary may not be developmentally appropriate to use as spelling vocabulary.
Concept Sorts and Content Learning - Concept sorts provide multiple exposure to new concepts and vocabulary and can help students form relationships between words and their ideas.
Orthographic Development in the Syllables and Affixes Stage
Table 7.1 provides a summary of what students know, what they use but confuse, and what is still missing in the early, middle, and late syllables and affixes stage.
Word Study Instruction for the Syllables and Affixes Stage
It is important at this stage that spelling instruction target the students needs. Too often spelling instruction at the intermediate level gives students lists of spelling words from content areas that are really vocabulary words. Such words lack any common spelling features and may not be developmentally appropriate. At this level the following principles should guide instruction:
Word Study with English Learners in the Syllables and Affixes Stage
English learners in this stage have a good understanding of the basic phonics and spelling generalizations of English and are ready to study more advanced features. There are however, several features that may present some conceptual difficulties for English learners. The words used may be new vocabulary, verb forms may be constructed differently, plurals may be formed differently, compound words and the use of affixes and base words may be uncommon in other languages. For this reason it is important to help English learners learn the spelling and meaning of words as well as gaining an understanding of why words work the way they do in English.
It is important at this stage that spelling instruction target the students needs. Too often spelling instruction at the intermediate level gives students lists of spelling words from content areas that are really vocabulary words. Such words lack any common spelling features and may not be developmentally appropriate. At this level the following principles should guide instruction:
- Students should be actively involved in the exploration of words.
- Students' prior knowledge should be engaged.
- Students should have many exposures to words in meaningful context.
- Students need systematic instruction of structural elements and how these elements combine.
Word Study with English Learners in the Syllables and Affixes Stage
English learners in this stage have a good understanding of the basic phonics and spelling generalizations of English and are ready to study more advanced features. There are however, several features that may present some conceptual difficulties for English learners. The words used may be new vocabulary, verb forms may be constructed differently, plurals may be formed differently, compound words and the use of affixes and base words may be uncommon in other languages. For this reason it is important to help English learners learn the spelling and meaning of words as well as gaining an understanding of why words work the way they do in English.