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Direct Instruction Today, we are going to learn how breaking a complex, unfamiliar word into meaningful parts can

help you figure out what the word means.

Display the Word Form Chart, and write the word metallic in the Complex Word column.

Some words have smaller words inside them, called base words. This word has the base word metal.

Underline the base word in metallic. Write the base word metal in the Base Word column of the chart.

A suffix is a word part that can be added to the end of a base word. If you know the meaning of a suffix, you can figure out the meanings of many words that include that suffix.

Circle the suffix -ic in metal lic. Write the suffix -ic in the Suffix column of the chart.

This word has the suffix -ic, which changes a word to an adjective that means having or having the qualities of. When this suffix is added to the base word metal, the spelling changes according to the Doubling Rule

Ask students to provide a definition of metallic, and record their responses in the Meaning column of the chart (e.g., having the qualities of metal).

How might you use the word metallic in a sentence?

DescriptionThis lesson is designed to help students develop strategies for determining or clarifying the meanings of words with suffixes. Students break words into meaningful parts and use these word-part clues, in combination with context clues, to infer word meanings in texts. These strategies support learners’ vocabulary development and reading comprehension.

TEACHER TIPS

This lesson teaches vocabulary strategies using the suffix -ic. Students first learn how to break words into meaningful parts and then use morphology and context to infer word meaning in connected text. Use a similar sequence to give students practice with the meanings of other suffixes (listed at the end of the lesson).

Remind students that some groups of letters at the end of a word look like suffixes but are not. For example, the word picnic does not contain the suffix -ic. For this reason, encouraging students to use morphology as a word-learning strategy should be taught as one step in a series that includes checking inferred meaning against context.

Use the Lexia Lessons for Suffixes to further support students’ knowledge of how to read and spell words with suffixes.

PREPARATION/MATERIALS

• Copies of the Word Form Chart and the Vocabulary Strategies steps (for display and for students)

• Index cards and highlighters

• Copies of the informational passage, “Susan B. Anthony” (for students)

Script page 1

Lexia Lessons® LEVEL 21 | Structural Analysis

Vocabulary Strategies: Suffixes, Lesson 3Lexia Lessons® Structural Analysis

Vocabulary Strategies: Suffixes, Lesson 3

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Encourage students to provide sentences that include metallic. For example,

The metallic paint we used on my skateboard made the sunlight reflect off its surface.

Now, let’s try using what we know about suffixes and base words to help us figure out the meaning of another complex word in a sentence.

Display and read aloud the following sentence:

Ellie is more athletic than her brother. She enjoys running, playing basketball, and swimming, but he prefers reading and playing chess.

Let’s use the Vocabulary Strategies steps to figure out a word’s meaning in this sentence.

Display the following four steps shown below. Read and explain each step.

Step 1: Notice a word you are unsure of.

I’m going to look for a word with the suffix -ic. I see athletic. (Highlight the word.)

Step 2: Look for clues. Clues can be inside a word or around a word.

I see clues inside the word athletic: the base word athlete and the suffix -ic. (Circle the suffix and underline the base word).

I also see an example of the word athletic. (Highlight running, playing basketball, and swimming)

Step 3: Guess the word’s meaning.

I’ll use these clues to help me guess the word’s meaning. I remember that -ic changes a word to an adjective that describes having the qualities of, so athletic might mean having the qualities of an athlete, or sporty.

Step 4: Check if that meaning makes sense.

I’ll see if my guess makes sense. Let’s reread the sentence, replacing athletic with sporty: Ellie is more sporty than her brother. She enjoys running, playing basketball, and swimming, but he prefers reading and playing chess.

That makes sense. Running, playing basketball, and swimming are sports that an athlete would enjoy.

Add the word athletic to the Word Form Chart.

Guided Practice Let’s look at another complex word in a sentence and try to figure out its meaning.

Provide each student with a pencil, a highlighter, and the following sentences on an index card:

Candles are often symbolic. The candles on a birthday cake, for example, represent each year of a child’s life.

Let’s use the Vocabulary Strategies steps. First, read the sentences, and highlight the word with the suffix -ic. (Students should highlight the word symbolic.)

Second, Iook for clues. Circle the suffix. (Students should circle -ic.) Underline the base word. (Students should underline symbol.) Highlight any helpful context clues. (Students might highlight represent each year of a child’s life.)

LEVEL 21 | Structural Analysis


Script page 2

Lexia Lessons® Structural Analysis

Vocabulary Strategies: Suffixes, Lesson 3Lexia Lessons®

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Now, based on these clues, what do you think the word symbolic might mean? (having the qualities of a symbol or standing for something else)

Let’s see if our guess makes sense.

Reread the sentence, replacing symbolic with standing for something else: Candles are often standing for something else.

That does make sense. Each birthday candle stands for one year of a child’s life.

Add the word symbolic to the Word Form Chart.

Independent ApplicationDistribute copies of the informational passage, “Susan B. Anthony,” and the Word Form Chart.

Now, try using these steps to figure out the meanings of complex words in a passage. Follow the same steps. Focus on finding words that end with the suffix -ic.

Record the words, their parts, and the definitions you come up with on the Word Form Chart.

Have students complete the task, independently or in pairs. Circulate as students work, providing support as needed. When students have finished, review together.

Wrap-upCheck students’ understanding.

What is a suffix? (a meaningful word part that can be added to the end of a base word)

What can you do when you see a word you are not sure of when reading? (Students should describe the steps for figuring out word meanings.)

What about these steps for word-learning works well? What might you try differently? (Student responses will vary.)

Use students’ responses to guide your choice of activities in the Adaptations section on the following page.



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AdaptationsFOR STUDENTS WHO NEED MORE SUPPORT

Option 1: Have students sort words based on whether they contain suffixes and which suffixes they contain.

Option 2: Display or distribute the Suffix List at the end of this lesson. Have students make words (real or invented) by combining suffixes and base words. Students should write the suffixes and base words on separate index cards and build words by putting the cards together. Students can then discuss the meanings of their invented words.

Option 3: Facilitate a discussion about the passage read in the Independent Application activity. Pose open-ended questions and support students in using words with suffixes in their responses. Sentence starters or sentence frames can further scaffold the use of more sophisticated language.

FOR STUDENTS READY TO MOVE ON

Option 1: Have students practice using the Vocabulary Strategies steps in the context of new texts. Encourage students to describe their encounters with these complex words. Discuss students’ usage of the steps, reflecting on how they support comprehension. Then, add the words to the Word Form Chart.

Option 2: Add an Antonyms column to the Word Form Chart. After students figure out the meaning of a complex word, they should identify an antonym to support their understanding of the word’s meaning.

Option 3: Have students apply their understanding of suffixes when writing. Students should attempt to revise their word choices to include vocabulary with suffixes.

Students who complete this lesson should return to the online activities in Lexia® Core5® Reading.

For further practice with these skills, provide students with Lexia Skill Builders.®



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VOCABULARY STRATEGIES: STEPS TO FIGURE OUT WORD MEANINGS

Step 1: Notice a word you are unsure of.

Step 2: Look for clues. Clues can be inside a word or around a word.

Step 3: Guess the word’s meaning.

Step 4: Check if that meaning makes sense.

WORD FORM CHART

Complex Word(word with more

than one part)Suffix Base Word Meaning

Reproducible page 1


Vocabulary Strategies: Suffixes, Lesson 3Structural Analysis


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SUSAN B. ANTHONY

When Susan B. Anthony was born in Massachusetts in 1820, American women had few rights. They could not go to college or become lawyers or doctors. They were allowed to be schoolteachers, but only if they were unmarried. They also earned less than male teachers. When women married, whatever they owned was passed to their husbands. They had no say in changing these customs and laws because they were not allowed to vote. Susan B. Anthony devoted her life to the cause of equality for all people. She played a heroic role in the long fight for women’s suffrage, the right to vote.

Anthony spent years giving speeches across the United States. She published newspapers and books. She and other suffragists believed that, with publicity, more people would become aware of the issue of women’s rights and start talking about it. Exposure to new ideas would bring change. In 1872, Anthony took a daring step. She voted in the presidential election, even though she knew her vote would not be counted. Voting was a symbolic act that drew attention to the suffrage cause. She was arrested but refused to pay the fine of one hundred dollars.

Anthony died in 1906, fourteen years before women were finally able to vote. But the younger suffragists who followed her never forgot what she had told them: “Failure is impossible.” They kept up the pressure on lawmakers until the Nineteenth Amendment to the U.S. Constitution was finally passed, granting suffrage to women. It was known as the Susan B. Anthony amendment.

Reproducible page 2




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