Introducing Suffixes

Activity 1
Introducing Suffixes

To become familiar with suffixes and understand how they change root words.

Toy sized farm tractor and trailer.
Prepared labels with root words written anthem in black. Examples: dream, find, wish, sing
Prepared labels with suffixes written on them, preferably in red: er, ing. (You may wish to have several copies of the same suffix, so that students can create several words of the same part of speech.)
Heading that read: Root (written in black). Suffix (preferably written in red).
Slips of white paper
Red coloring pencils
Language Arts journals and pencils

Most Montessori teachers introduce this topic in Year2 and review it in Year 3.

Invite a small group of students to gather around a mat.

Announce to the students that today they will learn another way to make new words.

Place the tractor on the mat and explain how, if it were a real tractor with a motor, it could go forward or back by itself. Push the tractor around the mat modeling a real tractor that can move by itself.

Place the trailer on the mat and ask, “Does a trailer have actor that will allow it to move around?” Explain that trailers have no power of their own so they can not move y themselves. They can only be pulled by something with power.

Attach the trailer to the tractor and demonstrate how the trailer can move around only if the tractor pulls it.

Repeat, tractors have their own power and can move alone. Leave the tractor and trailer at the top of the mat.

Pass a prepared root word to a student.

Invite the student to read the word aloud and place it on the left side of the mat.

Pass a different prepared root word to another student.

Invite the student to read the word aloud and place it on the mat, beneath the first root label.

Place the label “Root” above the words on the mat. Announce to the students that these words are root words. Root wordsfan for the basis for other words. Root words are like the tractor, they have power of their own.

Present the suffix labels to the students and explain that these corpus of letters, when added to root words, can make new words with different meanings.

Encourage the students to consider whether these groups of letters should go before or after the root words. The students will likely answer “after.”

Define and discuss the word “suffix” with the students. “Suffixes are like trailers. They have no internal power so. They can only be attached at the end of the word like the trailer is attached at the back of the tractor.” Suffixes like “er”, “ing”, or “s” are not words by themselves. They can only be attached to words.

Pass a student suffix label. Invite the student to add the suffix to one of the root words and read the new word aloud,

Invite the students to discuss the meaning of the new word.

Pass another student a suffix label. Invite the student to add the suffix to another root word and read the new word aloud.

Place the suffix title label above the suffix labels.

Invite the students to brainstorm and think of other words that contain suffixes.

Encourage the students t sprint their words on blank slips of paper (the root word in pencil and the suffix in red).

Ask the students to record their words in their journals.

In books and magazines, find examples of 10 subjects, and create a list

Choose a job that ends in a suffix. Examples: baker, singer, firefighter. Draw a picture of someone who has this job. Beneath the picture, write three sentences about the person. Example: A baker gets up very early each day to bake bread.

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