ALEX | Alabama Learning Exchange

Grammar Police

Classroom Resource Information

Title:

Grammar Police

URL:

https://www.roomrecess.com/mobile/GrammarPolice/play.html

Content Source:

Other
Room Recess

Type:

Interactive/Game

Overview:

Grammar Police is a beloved compound word and prefix game. Pick from three different vehicles and use your driving skills to uphold the law like any good cop! Stay alert and you'll find several bonuses while on your patrol. Use caution to avoid hazards on the road. Students will tag racers that have words with prefixes attached. If they tag a racer without a prefix, they will crash.

Students can utilize this game on computer or touchscreen devices to practice their demonstrate their knowledge of prefixes, suffixes, compound words, pronouns, adjectives, adverbs, and prepositions.

Content Standard(s):

English Language Arts ELA2021 (2021) Grade: 2	10. Apply knowledge of phoneme-grapheme correspondences, multisyllabic word construction, and syllable division principles to decode and encode (spell) words accurately in isolation and in context. a. Decode multisyllabic words with common syllable patterns, including open/closed, vowel-r, vowel-consonant-e, vowel teams, consonant-le, and schwa syllables. b. Apply knowledge of multisyllabic word construction and syllable division principles to decode grade-appropriate multisyllabic words. Examples: VC/CV, V/CV, VC/V, CV/VC; rab-bit, o-pen, cab-in, li-on c. Decode and encode words with three-consonant blends and blends containing digraphs. d. Decode and encode words with consonant digraphs, trigraphs, and combinations. Examples: qu, sh, ch, th, ph, wh, tch, dge e. Decode and encode words with variable vowel teams and vowel diphthongs. Examples: oi, oy; ou, ow; au, aw; oo, ew, ue; ee, ea; igh, ie; ai, ay f. Decode and encode words with vowel-r combinations. Examples: ar, air, are, ear, eer, er, ere, eir, ir, or, oar, ore, our, ur g. Decode and encode words that follow the -ild, -ost, -old, -olt, and -ind patterns. Examples: wild, most, cold, colt, mind h. Decode and encode words with a after w read /ä/ and a before l read /â/. Examples: wash, water, wasp; tall, all, talk, small, fall i. Decode and encode words with or after w read /er/. Examples: world, word, worm, worst, work j. Decode and encode words with the hard and soft sounds of c and g, in context and in isolation. Examples: c=/k/ before a, o, u, or any consonant and c= /s/ before i, e, or y g=/g/ before a, o, u, or any consonant and g=/j/ before i, e, or y k. Decode and encode words with vowel y in the final position of one and two syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound for these words. Examples: fly, my; baby, happy; myth, gym l. Decode words with silent letter combinations. Examples: kn, mb, gh m. Decode and encode words with prefixes and suffixes, including words with dropped e and y-to-i changes for suffix addition. Examples: pro-, trans-, non-, mid-; -ful, -less, -ness, -ed, ing, -es, -er, -est, -en, -y, -ly n. Decode and encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularity. Examples: decodable - number, way, my, than, word decodable except for one irregularity - other (o is schwa), from- (o is schwa) what - (a is schwa or short o depending on dialect) o. Decode and encode contractions with am, is, has, not, have, would, and will. Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll Unpacked Content Teacher Vocabulary: 10. Phoneme-grapheme correspondences Multisyllabic word construction Syllable division principles Decode Encode Isolation In context 10a. Decode Multisyllabic words Common syllable patterns Open syllable Closed syllable vowel-r syllable Vowel-consonant-e syllable Vowel team syllable Consonant-le syllable Schwa syllable 10b. Multisyllabic word construction Syllable division principles Decode Grade-appropriate multisyllabic words 10c. Decode Encode Three-consonant blends Digraphs 10d. Decode Encode Consonant digraphs Trigraphs Combinations 10e. Decode Encode Variable vowel teams Vowel diphthongs 10f. Decode Encode vowel-r combinations 10g. Encode Decode Letter patterns 10h. Decode Encode 10i. Decode Encode 10j. Decode Encode Hard sound Soft sound In context In isolation 10k. Decode Encode Vowel y Medial position Final position One-syllable words Two-syllable words Long /ī/ sound Long /ē/ sound Short /ĭ/ sound 10l. Decode Silent letter combinations 10m. Decode Encode Prefixes Suffixes Suffix addition 10n. Decode Encode Grade-appropriate high frequency words Predictable Decodable Phoneme-grapheme correspondences Irregularity 10o. Decode Encode Contractions Knowledge: 10. Student know: Spoken words can be represented in print by using letter symbols (graphemes) to represent sounds (phonemes). Printed words can be read by saying the sound (phoneme) that is represented by the letter symbols (graphemes). Multisyllabic words contain more than one syllable, and multisyllabic words can be constructed by combining individual syllables. Syllable division is breaking words apart by the syllables. Decode means to read, and encode means to spell. Decoding and encoding in isolation means reading or spelling a single word, while in context refers to these skills within a larger text. 10a. Accurately decoding multisyllabic words requires knowledge of common syllable types. Syllable patterns are principles that help divide words into parts with one vowel sound that can be easily decoded. 10b. Multisyllabic words can be constructed by combining syllables. Syllable division principles help divide words into parts with one vowel sound based on predictable patterns. 10c. Three-consonant blends are a combination of three consonants in which each represents a phoneme sound. Digraphs are two letter combination that represents a single phoneme sound in which neither letter represents its usual sound. 10d. Digraphs are two letter combination that represents a single phoneme sound in which neither letter represents its usual sound. Trigraphs are three letter combinations that represents a single phoneme sound. Combinations are two letters that frequently appear together and have an associated phoneme. 10e. Vowel teams are a combination of two, three, or four letters that represent for one vowel sound. Variable vowel teams are vowel teams that can make different sounds. Diphthongs are single vowel phonemes that glide in the middle. 10f. vowel-r combinations are a single vowel letter or vowel team followed by r that represents a unique vowel sound. 10g. Words that follow the -ild, -ost, -old, -olt, and -ind patterns. 10h. The sound a makes when it occurs after w. The sound a makes when it occurs before l. 10i. Words that are spelled with an or after w. When an r follows a vowel, the vowel can make a different sound. 10j. The hard sound of c is /k/. The soft sound of c is /s/. The hard sound of g is /g/. The soft sound of g is /j/. 10k. The letter y can make three vowel sounds depending on the number of syllables in the words and its position in a word. 10l. Silent letter combinations, such as kn, mb, gh. 10m. Prefixes are word parts that can be added to the beginning of a word to change the meaning of the word. Suffixes are word parts that can be added at the end of the word to change the meaning of the word. Some base words require changes in spelling before a suffix is added. 10n. Grade-appropriate high frequency words that follow predictable, decodable phoneme-grapheme correspondences as well as those with one irregularity. 10o. Contractions with am, is, has, not, have, would, and will, such as I'm, he's, she's, isn't, don't, I've, he'd, they'll. Skills: 10. Students are able to: Read and spell words accurately in isolation and in context based on their knowledge of phoneme-grapheme relationships, multisyllabic word construction, and syllable division principles. 10a. Decode words with more than one syllable using their knowledge of common syllable types: open, closed, vowel-r, vowel-consonant-e, vowel teams, consonant-le, and schwa. 10b. Decode grade-appropriate multisyllabic words using knowledge of multisyllabic word construction and syllable division principles; for example, VC/CV, rab-bit; V/CV, o-pen; VC/V, cab-in; CV/VC, li-on. 10c. Accurately decode and encode words with three-consonant blends and blends containing digraphs, such as lunch and shred. 10d. Accurately decode and encode words with consonant digraphs, such as sh, ch ,th, ph, wh. Accurately decode and encode words with consonant trigraphs, such as tch, dge. Accurately decode and encode words with combinations, such as qu. 10e. Accurately decode and encode words with variable vowel teams (examples: ea, ie, oo) and vowel diphthongs (examples: oi, ou). 10f. Accurately decode and encode words with vowel-r combinations, such as ar, air, ear, eer, er, eir, ir, or, our, ur. 10g. Accurately decode and encode words that follow the -ild, -ost, -old, -olt, and -ind patterns, such as wild, most, cold, colt, mind. 10h. Accurately decode and encode words with a after w, such as wash, water, wasp. Accurately decode and encode words with a before l, such as tall, all, talk, small, fall. 10i. Accurately decode and encode words with or after w pronounced /er/, such as world, word, worm, worst, work. 10j. Accurately decode and encode words with the hard and soft sounds of c and g, in context and in isolation. 10k. Accurately decode and encode words with vowel y in the final position of one and two syllable words. Distinguish the difference between the long /ī/ sound in one-syllable words (like fly and my) and the long /ē/ sound in two-syllable words (like baby and happy). Accurately decode and encode words with vowel y in medial position, such as myth and gym. 10l. Accurately decode words with silent letter combinations. 10m. Accurately decode and encode words using prefixes, suffixes, or both. Change the endings of words by dropping the e when adding suffixes or changing the y-to-i, when appropriate. 10n. Decode and encode grade-appropriate high frequency words that are spelled using predictable, decodable phoneme-grapheme correspondences, such as number, way, my, than, word. Decode and encode grade-appropriate high frequency words that are spelled with one irregularity, such as other, from, what. 10o. Accurately decode and encode contractions with am, is, has, not, have, would, and will, such as I'm, he's, she's, isn't, don't, I've, he'd, they'll. Understanding: 10. Students understand that: To read (decode), they must accurately say the sounds (phonemes) that are represented by the letter symbols (graphemes). To spell (encode), they must accurately represent the letter symbols (graphemes) that correspond to the spoken sounds (phonemes). They can use syllable division principles to accurately decode and encode words. They can use their knowledge of the six syllable types to accurately decode and encode words. They will sometimes use these skills in isolation, and other times in context when reading or writing a longer text. 10a. They can decode (read) multisyllabic words by dividing the words into syllables and applying their knowledge of syllable patterns. 10b. Multisyllabic words are composed of more than one syllable. They can create words that are multisyllabic by combining individual syllables. They can use the syllable division principles to help with decoding grade-appropriate words. 10c. When reading or spelling a word with a three-letter consonant blend each consonant produces a sound. When reading or spelling a word with a digraph and a blend, the digraph will be represented by two letters that make one sound, combined with a consonant that produces its sound. 10d. Some words have special combinations of letters that can be decoded and encoded using their knowledge of phoneme-grapheme correspondences. 10e. Variable vowel teams are also called unpredictable vowel teams because the graphemes make different sounds, such as in meat, head, steak. Vowel diphthongs are a type of vowel team where the mouth position shifts during the production of the single vowel phoneme, such as in boy and cow. 10f. When an r follows a vowel, the vowel sound frequently changes, and the spellings of these sounds are variable. 10g. Long-vowel sounds will be produced in words that have the patterns of -ild, -ost, -old, -olt, and -ind. 10h. Adjacent letters and letter position within a word can change the sound a letter produces. 10i. When or appears after a w in a word, it is pronounced as /er/. When they hear the /er/ sound after the /w/ sound, the word will be spelled with the orvowel combination. 10j. The letter that follows a c or g determines the sound that c or g will make in a word. C makes a hard sound when it comes before a, o, u, or any consonant, and it makes a soft sound when it comes before i, e, or y. G makes a hard sound when it comes before a, o, u, or any consonant, and it makes a soft sound when it comes before i, e, or y. 10k. Y can make three vowel sounds: long /ī/, long /ē/, and short /ĭ/. The number of syllables in a word and the position of the vowel y in the word determines how the y is pronounced. 10l. Some words they read will have silent letter combinations in which one or more letters are silent (doesn't represent a phoneme) but another letter in the combination does represent the phoneme. 10m. Prefixes are added to the beginning of a base word and some have predictable spelling patterns. Suffixes are added to the end of a base word and some have predictable spelling patterns. Words can be read and spelled by identifying the prefixes or suffixes within the word. Some base words require changes before a suffix is added. 10n. Some high frequency words have irregular spelling patterns that they must learn to be able to read and spell the words accurately. 10o. Contractions are made up of two words that are shortened by combining the two words and replacing the omitted letters with an apostrophe.
English Language Arts ELA2021 (2021) Grade: 2	17. Analyze meaningful parts of words and phrases in discussions and/or text. a. Identify possessives and plurals and use them as clues to the meaning of text. Example: girl's dress; boys' game; cats, cat's, cats'; houses, house's shutters b. Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unknown words, including base words, compound words, and frequently occurring affixes and inflections. Examples: -less, -ful, -est Note: Adding suffix -est changes an adjective to a superlative adjective; adding suffix -ful changes the part of speech. Unpacked Content Teacher Vocabulary: 17. Analyze Meaningful word parts Phrases 17a. Possessives Plurals 17b. Identify Meaningful parts of words Morphemes Base words Compound words Affixes Inflections Knowledge: 17. Students know: Words can be divided into parts to learn the meaning of the word. Phrases are groups of words that carry meaning. 17a. That possessives show ownership, and plural mean more than one. 17b. Words can be divided into smaller parts that carry meaning, which are called morphemes. Compound words are one word made of two independent, base words (example: hot dog is made of hot and dog). Affixes and inflections can be added to words to change their meaning. Skills: 17. Students are able to: Identify and analyze meaningful parts of words or phrases in discussions and/or text. 17a. Identify possessives by the apostrophe either before or after the s, such as girl's dress; boys' game. Identify plurals by the -s or -es at the end of singular words, such as cats; houses. Use possessives and plurals as clues to the meaning of the text, such as cats, cat's cats'; houses, house's shutters. 17b. Break words down into their smallest meaningful parts (morphemes) to determine the meaning of an unknown word. Identify suffixes like -less, -est, -ful to determine the meaning of an unknown word. Divide compound words into their smaller individual words to determine the meaning of unknown words. Understanding: 17. Students understand that: Words can be divided into smaller units that carry meaning. Phrases are groups of words that carry meaning. 17a. Possessives and plurals may change the meaning of text. 17b. They can break words into smaller parts to determine the meaning of words that they don't know. Knowing affixes and inflections can also help them determine the meaning of unknown words. Compound words are made of two base words, and they can divide the compound word into two parts.
English Language Arts ELA2021 (2021) Grade: 3	8. Apply knowledge of phoneme-grapheme correspondences, multisyllabic word construction, and syllable division principles to decode and encode (spell) words accurately in isolation and in context. a. Decode multisyllabic words with common syllable patterns, including open/closed, vowel-r, vowel-consonant-e, vowel teams, consonant-le, and odd or schwa syllables. b. Apply knowledge of multisyllabic word construction and syllable division principles to decode grade-appropriate multisyllabic words. Examples: VC/CV, V/CV, VC/V, CV/VC; com-mit-ment, e-vent, ev-er-y, po-et c. Decode and encode words with three-consonant blends, digraphs, trigraphs, quadrigraph eigh, combinations, diphthongs, and silent letter combinations. Examples: spl-, str-, scr-, squ-; th, sh, ch, ck, ph; tch, dge, igh; er, ir, ar, or; oi, oy, ou, ow; kn, gn, mb, wr, gh d. Decode and encode words with graphemes that represent multiple sound-symbol correspondences by applying knowledge of most common to least common frequency. Examples: y can be read /y/ in yet, /ē/ in candy, /ī/ in fly digraph ch can be read /ch/ in chair, /sh/ in chef, and /k/ in school diphthong ow is read /ou/ in cow, but digraph ow is read /ō/ in snow e. Decode and encode multisyllabic words using knowledge of stress or accent to pronounce a word correctly, including the schwa sound when appropriate. Examples: the noun con'/vict vs. the verb con/vict'; the noun pro'/duce vs. the verb pro/duce' f. Decode and encode words using knowledge of the morphological structure of a word, including prefixes, suffixes, and roots. Examples: fore-, anti-, post-, sub-; -ment, -hood, -er, -or; port, ject, form, dict g. Decode and encode contractions with am, is, has, not, have, would, and will. Examples: I'm, he's, she's, isn't, don't, I've, he'd, they'll h. Decode and encode frequently confused homophones accurately using knowledge of English and meaning to facilitate learning. Examples: hear/here; night/knight; tacks/tax i. Decode and encode words with hard and soft c and g. j. Decode and encode grade-appropriate high frequency words that follow regular and irregular phoneme-grapheme correspondences, using knowledge of the specific sound-symbol correspondences that are irregular. Unpacked Content Teacher Vocabulary: 8. Phoneme-grapheme correspondences Multisyllabic word construction Syllable division principles Decode Encode Isolation In context 8a. Decode Multisyllabic words Common syllable patterns Open syllable Closed syllable vowel-r syllable Vowel-consonant-e syllable Vowel team syllable Consonant-le syllable Odd syllable Schwa syllable 8b. Multisyllabic word construction Syllable division principles Decode Grade-appropriate multisyllabic words 8c. Decode Encode Three-Consonant blends Digraphs Trigraphs Quadrigraph Combinations Diphthongs Silent letter combinations 8d. Decode Encode Graphemes Sound-Symbol correspondences Apply Knowledge Most common frequency Least common frequency 8e. Decode Encode Multisyllabic words Stress Accent Pronounce Schwa sound 8f. Decode Encode Knowledge Morphological structure Prefixes Suffixes Roots 8g. Decode Encode Contractionse 8h. Decode Encode Frequently confused homophones Accurately Knowledge of English 8i. Decode Encode Hard c Soft c Hard g Soft g 8j. Decode Encode Grade-appropriate high frequency words Regular phoneme-grapheme correspondences Irregular phoneme-grapheme correspondences Sound-symbol correspondences Knowledge: 8. Student know: Spoken words can be represented in print by using letter symbols (graphemes) to represent sounds (phonemes). Printed words can be read by saying the sound (phoneme) that is represented by the letter symbols (graphemes). Multisyllabic words contain more than one syllable, and multisyllabic words can be constructed by combining individual syllables. Syllable division is breaking words apart by the syllables. Decode means to read, and encode means to spell. Decoding and encoding in isolation means reading or spelling a single word, while in context refers to these skills within a larger text. 8a. Accurately decoding multisyllabic words requires knowledge of common syllable types. Syllable patterns are principles that help divide words into parts with one vowel sound that can be easily decoded. 8b. Multisyllabic words can be constructed by combining syllables. Syllable division principles help divide words into parts with one vowel sound based on predictable patterns. 8c. Three-consonant blends are a combination of three consonants in which each represents a phoneme sound. Digraphs are two letter combination that represents a single phoneme sound in which neither letter represents its usual sound. Trigraphs are three letter combinations that represents a single phoneme sound. Quadrigraph eigh is a combination of four letters that represents a single phoneme sound. Combinations are two letters that frequently appear together and have an associated phoneme. Diphthongs are single vowel phonemes that glide in the middle. Silent letter combinations are letter combinations in which one or more letters is silent (does not represent a phoneme), but another letter does represent the phoneme. 8d. Graphemes can represent more than one sound. Graphemes represent some sounds more often than other sounds. 8e. Some sounds in words have a stronger emphasis or are heard more clearly and loudly than other sounds within the words. The schwa sound refers to an "empty" vowel in an unaccented syllable, meaning the spelling for the vowel sound is difficult to identify. 8f. Prefixes are word parts that can be added to the beginning of a word to change the meaning of the word. Suffixes are word parts that can be added at the end of the word to change the meaning of the word. The root word is the base word in which a prefix or suffix can be added. Morphology refers to the meaningful units of a word that are combined to make the whole word. 8g. Contractions are words that are combined, or shortened, and an apostrophe represents the omitted letters. 8h. Homophones have the same pronunciation, but different meanings, origins, and/or spellings. 8i. The hard sound of c is /k/. The soft sound of c is /s/. The hard sound of g is /g/. The soft sound of g is /j/. The spelling generalizations associated with hard and soft c and g. 8j. Grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences. Grade-appropriate high frequency words that do not follow regular phoneme-grapheme correspondences. The part of a word that does not follow the regular phoneme-grapheme correspondence. Skills: 8. Students are able to: Read and spell words accurately in isolation and in context based on their knowledge of phoneme-grapheme relationships, multisyllabic word construction, and syllable division principles. 8a. Decode words with more than one syllable using their knowledge of common syllable types: open, closed, vowel-r, vowel-consonant-e, vowel teams, consonant-le, odd, and schwa. 8b. Decode grade-appropriate multisyllabic words using knowledge of multisyllabic word construction and syllable division principles; for example, VC/CV, com-mit,ment; V/CV, e-vent; VC/V, ev-er-y; CV/VC, po-et. 8c. Accurately decode and encode words with three-consonant blends, such as spl-, str-, scr-, squ-. Accurately decode and encode words with consonant digraphs, such as th, sh, ch, ck, ph. Accurately decode and encode words with consonant trigraphs, such as tch, dge, igh. Accurately decode and encode words with combinations, such as er, ir, ar, or. Accurately decode and encode words with diphthongs, such as oi oy, ou, ow. Accurately decode and encode words with silent letter combinations, such as kn, gn, mb, wr, gh. 8d. Decode and encode words that contain graphemes that represent multiple sound-symbol correspondences, using their knowledge of the most common and least common sound-symbol correspondence; for example, y can be read /y/ in yet, /ē/ in candy, /ī/ in fly. 8e. Decode multisyllabic words using knowledge of stressed and unstressed syllables and the schwa sound, such as the noun con'/vict, vs. the verb con/vict'; the noun pro'/duce vs. the verb pro/duce'. Encode multisyllabic words using knowledge of the stressed and unstressed syllables and the schwa sound. 8f. Decode and encode words with prefixes, suffixes, or both, using their knowledge of the morphological structure of words. 8g. Decode and encode contractions with the words am, is, has, not, have, would, and will, such as I'm, he's, she's, isn't, don't, I've, he'd, they'll. 8h. Accurately decode and encode homophones using their understanding of the English language and word meaning; for example, hear/here, night/knight, tacks/tax. 8i. Decode and encode words with the hard and soft c. Decode and encode words with the hard and soft g. 8j. Decode and encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences. Decode and encode grade-appropriate high frequency words that follow irregular phoneme-grapheme correspondences, using knowledge of the sound-symbol correspondences that are irregular. Understanding: 8. Students understand that: To read (decode), they must accurately say the sounds (phonemes) that are represented by the letter symbols (graphemes). To spell (encode), they must accurately represent the letter symbols (graphemes) that correspond to the spoken sounds (phonemes). They can use syllable division principles to accurately decode and encode words. They can use their knowledge of the six syllable types to accurately decode and encode words. They will sometimes use these skills in isolation, and other times in context when reading or writing a longer text. 8a. They can decode (read) multisyllabic words by dividing the words into syllables and applying their knowledge of syllable patterns. 8b. Multisyllabic words are composed of more than one syllable. They can create words that are multisyllabic by combining individual syllables. They can use the syllable division principles to help with decoding grade-appropriate words. 8c. Some words have special combinations of letters that can be decoded and encoded using their knowledge of phoneme-grapheme correspondences. 8d. Knowing that some graphemes represent multiple sounds strengthens their phonics skills so they are able to readily read and spell words that are both common and not common. 8e. Knowing stresses and accents in words and how they are pronounced, can help them read and spell the correct word required by the context. 8f. Their knowledge of the different word parts (prefixes, suffixes, and roots) can help them read and spell most multisyllabic words if they break them apart into smaller morphemes. 8g. Contractions are combinations of more than one word and use an apostrophe in place of the omitted letters. 8h. Homophones are words that can be confused so it is important to pay attention to the word's meaning in context (whether in written text or oral conversation) to determine the correct spelling of the homophone. 8i. The letter that follows a c or g determines the sound that c or g will make in a word. C makes a hard sound when it comes before a, o, u, or any consonant, and it makes a soft sound when it comes before i, e, or y. G makes a hard sound when it comes before a, o, u, or any consonant, and it makes a soft sound when it comes before i, e, or y. 8j. Some high frequency words have regular phoneme-grapheme correspondences, while others have irregular spelling patterns that they must learn to be able to read and spell the words accurately.
English Language Arts ELA2021 (2021) Grade: 3	15. Analyze meaningful parts (morphemes) of words and phrases in discussions and/or text. a. Identify meaningful parts of words (morphemes) and use them as clues to the meaning of unfamiliar words, including base words, roots, and frequently occurring affixes and inflections. Examples: affixes -less, -ful, pro-, trans- ; roots aqua, cent, port, form, ject, spect, dict, tend, fer b. Apply knowledge of the changes in tense (-ed), number (-s), and degree (-er and -est) signified by inflected endings to determine the meaning of a word. c. Identify common and derivational prefixes and suffixes and use them as clues to a word's meaning. Examples: pre-, re-, mis-; -ly, -less, -ful, -able, -ment d. Identify common Latin and Greek roots and use them to determine the meaning of unfamiliar words. e. Sort words with shared and varied suffixes by parts of speech. Unpacked Content Teacher Vocabulary: 15. Analyze Meaningful parts Morphemes Words Phrases 15a. Meaningful parts of words Morphemes Clues Unfamiliar words Base words Roots Affixes Inflections 15b. Knowledge Tense Number Degree Inflected endings Determine 15c. Identify Common and derivational prefixes Common and derivational suffixes 15d. Identify Common Latin roots Common Greek roots Determine 15e. Sort Suffixes Parts of speech Knowledge: 15. Students know: Morphemes are the smallest unit in a word that carry meaning. Words and phrases can be divided into morphemes to identify the meaning of the word or phrase. 15a. Morphemes are the smallest unit in a word that carry meaning. Morphemes can be used to determine meanings of words. Affixes and inflections can be added to words to change their meaning. 15b. Inflected endings are added to words to show that a word's meaning has changed in tense, number, or degree. 15c. Prefixes and suffixes change a word's meaning. 15d. Many English words and English morphemes originated from ancient Latin and Greek languages. Understanding Latin and Greek roots can provide clues to meanings of unknown words. 15e. Suffixes are word parts that are added to the ends of words. Parts of speech are words that can be categorized by their function in a sentence. Different parts of speech require different types of suffixes. Skills: 15. Students are able to: Identify and analyze morphemes of words and phrases in discussions and/or text. 15a. Identify morphemes and use them as clues to determine word meaning, including affixes like -less, -ful, pro-, trans- and roots like aqua, cent, port, form, ject, spect, dict, tend, fer. 15b. Apply knowledge of inflectional endings to determine meaning of words. 15c. Identify common and derivational prefixes, such as pre-, re-, mis-, and use them as clues to learn a word's meaning. Identify common and derivational suffixes, such as -ly, -less, -ful, -able, -ment, and use them as clues to learn a word's meaning. 15d. Identify and use Latin and Greek roots as clues to the meaning of a word. 15e. Sort words with suffixes by parts of speech. Understanding: 15. Students understand that: Morphemes are meaningful word parts, and they can help find the meaning of unfamiliar words. 15a. Base words, roots, affixes, inflections and other morphemes can be used to help find the meaning of unfamiliar words. 15b. When a word has an inflected ending, the meaning of the base word has changed. When an -ed is added to a verb, it signifies the verb happened in the past. When an -s is added to a noun, it signifies the noun is plural (more than one). When an -er or -est is added to the end of an adjective it changes the degree of comparison. 15c. Prefixes and suffixes change a word's meaning. 15d. The meaning of an unknown word can be learned by knowing the orthography of the word, including its origin. 15e. When a suffix is added to the end of a word, it changes the meaning of the word. Each part of speech provides a different type of information. Words can be categorized by parts of speech. English orthography dictates that only particular suffixes can be added to each part of speech.

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