Download Have student select the correctly spelled word from a choice of three.

Lesson One
Essential Element: Spelling
Framework(s):
Spell words by applying the correct spelling of roots, bases and affixes
 W.6.5.8
Spell words correctly in all writing
 W.6.7.7
 W.6.8.7
Rationale:
Students will gain a working knowledge of spelling, sounds and meaning for
common affixes. Simple suffixes can be added without changing spelling if it
follows three simple rules. These affixes have predictable meanings, spellings
and pronunciations.
Materials:
 Index card
 Overhead projector/white board
 Worksheets for guided practice
Direct Explanation:
 First Lesson
“Today we are going to learn a new rule for adding suffixes to words. We call
this the ‘just add rule’. When we say ‘just add’, we do not change the spelling of
the base word, we just add the suffix to the base word. There are 3 rules for just
adding suffixes. Today we will talk about the first rule. Look, listen, and echo
then tell me what you hear in common: bats, slips, charts, flats.”
“You hear /s/, this is suffix ‘s’. Does suffix ‘s’ start with a vowel or a consonant?
This is the first part of the just add rule. If the first letter of the suffix starts with a
consonant, just add the suffix to the base word. Let’s look at this list of suffixes
that start with consonants.”
 -ness: sadness, richness, baldness
 -less: homeless, worthless, listless
 -ly: homely, lonely, worldly
Have the students give examples of words with these suffixes.
 Second Lesson
“Look, listen, echo, and tell me what you hear that is the same in each word:
heating, booking, fleeting, looking. You hear ‘ing’. Does this start with a vowel or
consonant?” (Response from students) “Yes, it starts with a vowel.
The second part of our ‘just add rule’ is if the suffix starts with a vowel, look at the
base word and if the word has two vowels together (look), then you just add the
suffix. Let’s look at some suffixes that start with vowels.”
 -ed: hooked, bleached, booked
 -er: cleaner, beater, boater
Have the students give examples of words with these suffixes.
 Third Lesson
“Look, listen, echo, and tell me what you hear in common: hunted, planted, sifted,
slanted. You hear /ed/. Listen again: slacked, talked, kicked, chalked. You
hear /t/. Listen again: hanged, dinged, calmed. You hear /d/. Let’s look and
see what makes the sound that we hear at the end of these words.” (Write the
following words on the board: hunted, talked, calmed.)
“That is suffix ‘ed’. The third part of the ‘just add rule’ is if the suffix starts with a
vowel, look at the base word and if the last two letters are consonants then just
add the suffix.”
 -ed: planted
 -ing: planting
 -er: hunter
Have the students give examples of words with these suffixes.
Guided practice:
Have the student complete the worksheet by spelling the base word with suffix in
the column for that rule.
Have the students read the assigned selection. When a key suffix is found, the
student writes it on an index card. After the students have completed the
assignment, the teacher will place the index cards under the appropriate rules
posted on the wall.
Application/Assessment:
 Have the students spell words with the suffixes from the list applying the ‘just
add rules’.
 Have the students write a story using at least 5 of the targeted suffixes.
Tier II Additions/Accommodations:


Let the student use a reference card for the just add rules
Have the student make a vocabulary tree for each affix family. A
vocabulary tree is a wall-mounted poster that shows the word family
with written meaning and examples of each.
Assessment:
 Have the student use the just add rule card for reference.
 Have the student spell words from 1 “just add rule”.
Tier III Modifications:
Have each student make a logograph card for each affix that is in a notebook at
the student’s desk. Make sure that the correct spelling is available for the
student. A logograph card is a student-drawn picture on an index card with a
student-friendly definition.
Assessment:
Have the student identify which rule was used for adding suffixes.
Example:
Base word/suffix
raining
boys
kicked
Consonant Vowel with VV
x
Vowel with CC
x
x
Tier IV Modifications:




Have each student make a logograph card for each affix that is in a notebook
at the student’s desk. Make sure that the correct spelling is available for the
student. A logograph card is a card with the key word and the student
draws a picture for each key word. Use a 3x5 or 4x6 card.
Active discussion – have students talk about how word is spelled and what
pattern it follows
Give opportunity for extra practice
Pre-teach spelling word vocabulary
Assessment:
Have student select the correctly spelled word from a choice of three.
Tier V Modifications;


Allow students to use electronic methods of writing
Have student build words utilizing magnetic letter (letter tiles) and have the
students add prefixes and suffixes that are appropriate to the word.
Assessment:
Have student select the correctly spelled word form a choice of two.
References:
TPRI p.85, #7.24
Dyslexia Training Program Schedule II b
Copyright © 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce
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