Links to the Victorian Curriculum – English
Reading and viewing, language: Phonics and word knowledge
Level 3:
- Recognise most high-frequency words, know how to use common prefixes and suffixes, and know some homophones and generalisations for adding a suffix to a base word (VCELA250)
Writing, language: Phonics and word knowledge
Level 4:
-
Understand how to use spelling patterns and generalisations including syllabification, letter combinations including double letters, and morphemic knowledge to build word families (VCELA295)
Links to the Victorian Curriculum – English as an Additional Language (EAL)
Pathway B
Speaking and listening
Level BL:
Level B1:
- Use a small range of basic verb forms accurately
(VCEALL255)
- Use a small range of descriptive language
(VCEALL256)
Level B2:
Level B3:
Reading and viewing
Level BL:
- Use simple present and past tense verb forms to talk about ongoing, current and past actions
(VCEALL204)
Level B1:
- Identify simple present and past tense verbs
(VCEALL284)
- Use knowledge of base words to read new forms
(VCEALL285)
Level B2:
- Use knowledge of simple tense and negation to interpret the meaning of written text
(VCEALL365)
- Use knowledge of sentence structure to predict words or self-correct
(VCEALL366)
Level B3:
- Interpret the meaning of written text that uses a range of tenses and negation
(VCEALL444)
- Use knowledge of sentence structure to predict words and self-correct
(VCEALL445)
Writing
Level BL:
Level B1:
- Use common verb forms correctly
(VCEALL311)
- Spell accurately common words encountered in the classroom
(VCEALL318)
Level B2:
- Use a range of verb forms correctly
(VCEALL391)
- Spell frequently used words with common patterns with increased accuracy
(VCEALL398)
Level B3:
- Maintain appropriate tense throughout a text
(VCEALL470)
- Spell most words accurately, drawing on a range of strategies but with some invented spelling still evident
(VCEALL477)
Theory/practice connections
Knowledge of morphemes is an important part of learning to spell. Morphological knowledge involves understanding the relationship between base words, for example, lay, and related words, for example, plays, players, played.
It also includes such understandings as adding -s to form many plural nouns, or adding -ed to mark past tense in most verbs. Some research shows that it is more efficient for writers to store spelling of words in their long-term memory by their morphemes rather than their whole-word forms as it is easier to make generalisations around morphemic relationships within words.
As this is a more advanced type of spelling knowledge, explicit teaching is important (Westwood, 2008:31).
Learning intentions
We are learning that the base word can change when adding suffixes.
Success criteria
I can find patterns when adding a suffix to base words.
I can make a generalisation about how the base word changes when adding a suffix.
Role of the writer
Text encoder – knowing and using base words, suffixes and prefixes to spell words.
Group Size
Whole class, or small group (4-6 students).
Lesson Sequence
- Reread the picture book for pleasure.
- Draw students’ attention to verbs in the text that end with the suffix -ing and list these on a chart or whiteboard, for example, bothering, planning, having.
- Next to each word, write the ‘word sum’ made up of the base word and the suffix -ing, for example, bother + ing.
- Discuss the different changes to the base word when the suffix -ing is added, for example, no change or final letter doubled or final letter deleted.
- In pairs or small groups, play “What’s my rule?" Give students time to talk, formulate and test some generalisations for the changes to the base verb, for example, when the verb ends in -e the final -e is dropped before adding the suffix -ing.
- Share students’ rules with the whole group and record ideas on a chart. Encourage students to look for other examples in subsequent reading and writing sessions. Test these rules with other verbs and modify as new learnings are made.
- Encourage students to use these understandings when writing.
Differentiation
Students can be selected to work in mixed ability groups to provide support at different levels. The teacher might decide to introduce only one type of change to the base verb in a single lesson.