- decode(skill) the unfamiliar words to pronounce them correctly using vowel sounds and any silent letters.
- know that sounds of the letter change as words are extended
- know that all text have an audience and a purpose.
Students will be able to…
- Use combined knowledge of letter-sound correspondences, syllabification patterns, and morphology (e.g. roots and affixes) to accurately read unfamiliar multisyllabic words in context and out of context.
- Identify, make and practise words with the prefix un-, re- and suffix -ed, -en, able
- Identify the main idea and audience of the text.
- recognize silent letters in words
- /k/ changed to /?/ (sh) (music/musician, magic/magician i.e. adding -ian)
- /t/ changed to /?/ (sh)(connect/connection, select, selection i.e. adding -ion)
- /k/changed to /s/ or /?/ (sh) (critic/ criticism, clinic/ clinician)
- /s/ changed to /?/ (sh) (office/ official, specific/ special)
silent letters e.g.
- c-fascinate, ascend, descend, scientist, scissors, scene, scent
- l-calm, psalm, balm, half, yolk
- t-isten, soften, often, moisten, whistle, glisten, thistle
- u-guess, guest
- w-wrinkle, wrong, who
- n-autumn, column, condemn, damn, hymn, solemn
- k-knife know knowledge
- identify parts of speech of the words and use them in sentences correctly.
- The teacher may use a piece of text to help students identify the words and decode them. Sample text has been given below to develop the knowledge and skills required to achieve the SLO. Identify the words with the prefix un-, re- and suffix -ed, -en, able, -ion
- break the word into parts: prefix-root word-suffix e.g. re-ject-ion.
- look for the meaning of root words and then the meaning of the whole word in the dictionary.
- read the text again and see if the meaning given in the dictionary is similar to what it is meant for in the text.
- Maintain vocabulary bank in the notebook to learn all new words with their meaning and practice them by making sentences of their own. Use the newly learnt words in writing tasks.
- the teacher must use brainstorming and discussion to identify the mood and feelings of the writer and why he felt rejected. This can be connected with how they feel if they are rejected.
- read the text aloud with them with clarity and correct pronunciation. give a little pause before the words with prefix un-, re- and suffix -ed, -en, able, -ion to emphasise correct pronunciation. students must repeat the words and practice them.
- Make questions to answer the text: simple knowledge and understanding based questions to those that show implied meaning to understand the writer’s perspective.
- students should also be encouraged to identify the parts of speech of the words and make sentences using the words correctly.
(This is a sample text which may be used by the teacher or she may select one of her own choices)
I sat by my bedroom window watching the raindrops tip off the broken window shade that was yet to be rebuilt. Father was too busy with his work, while my mother was helping my little sister with her homework. It was a gloomy day today which reminded me of the gloomy day from a week ago. I walked away from the window, reverting to my sleepy and sluggish mode. I was in no mood to talk to anyone.
One week ago, I was untouchable. I was unstoppable. My confidence was resounding. I returned home from the cricket trial matches for the school team. I thought I had played an excellent game, but the coach must have seen something else.
The following day, I read and reread the final names for the team. I was nowhere on the list. I had been rejected. Unfortunately, there were no further trials. The selection was final. There would be no retracting of the list that was posted.
“Hassan, dinner is ready. We are waiting for you” my mother called to me; something she’d been repeatedly doing for a few days. She knew how sad I had been for being rejected on the school team. She had been trying to calm me down, listen to my complaints and wipe away my tears. bringing me up reheated food after the family would eat. Today, I decided to go downstairs.
My little sister was reciting her math tables. “7x8 is 46,” she retorted confidently.
“Sana, that’s not the answer!” I responded immediately. Then, I walked over to help her review her answer.
Maybe it was the way I explained it or my polite attitude or the sense of accomplishment I got from helping her. She quickly learnt it and thanked me. I suddenly felt rejuvenated. I felt relieved and happy. This feeling of reinvigoration came over me.
I could join the peer tutoring club at school in place of cricket!
How did Hassan change from the beginning to the end of this story?
- Help students understand the origin of words. For instance: Latin Prefix: “re” meaning back or again
- Develop students Word Fluency by reading words and identifying the target prefix or suffix in each: e.g. retract, revert, rebuilt, reduce, rejuvenate, reheated, decided, explained, unstoppable.
Sort the words below based on their part of speech.
Word Bank: reduce, recede, retract, redemption, revert
(people, places, things, ideas) Verbs
(actions or states of being)
Pick one word from above and explain why you placed it where you did:
Make a sentence using the word.