Tara Anderson

Word Identification Strategy

Word Parts

Word Identification Strategy: Word Parts

Purpose/Student Learning Goals:
Students will be able to associate letter groups such as prefixes (un-, re-, in-), suffixes (ful, -ness, est), and inflectional endings (-ed, -ing, --s/ -es) and infer meaning from
identification. The focus will be on inflectional endings.
Materials Needed: sentences created with inflectional ending words on slips
Grade Level: Primary grades 2-4
Instructional Time: 25 minutes
Texts: Can be used with any type of text, narrative, expository, video, audio, pictures; the texts
can be conflicting, complementary, or a single text broken into sections. Virtually any text can be
used to teach a Comprehensive Health and Physical Education topic/standard.
Overview: Teach students parts of words and meanings. The focus will be on inflectional
endings.
Guidelines:
1. Students understand words are made up of parts.
2. Re-view meanings of inflectional endings
a. ed: past-tense verb, action has already been done
b. ing: present tense; action is being completed (unless it is with a helping verb; for
example, he was helping, was makes helping past tense)
c. es/-s: can make singular noun/verb/adjective plural
3. Teacher creates various sentences describing physical activities and skills that students
are working on. If it is a baseball unit some words might include throws, thowing, threw
(discuss how some words do not use ed for past tense), ran, running, bats, cheered,
etc.
4. Students use word identification to imply meaning from the word.
5. To demonstrate word identification, students act out the sentence in groups or as a
whole-class this activity can be done.
Modifications/Adaptations:
Word parts and structure clues are in the written and oral language of Physical Education
and Health. The tense of the words provide meaning that students need to be able to
identify to understand text or complete action.
Instead of creating sentences for students to practice word identification and acting out,
teachers can choose books that have inflectional endings and do a shared reading or
individual reading for students to use word identification strategy.
Teacher holds up a sign with a single action word and class performs skill. Running--students continue running, runstudents run to a certain point. Jumpstudents jump
once, jumpingstudents continue hopping up and down in place.
Differentiation:
ELL Students: Oral and visual aids to help students. Have word wall of inflectional
endings in place for students to refer to.
Gifted and Talented Students: Students create own sentences and practice word
identification. Students write and describe a baseball game using appropriate word parts.
Physical, emotional, cognitive challenge: Work with a partner, visual/audio supports
Sources:
http://www.eduplace.com/rdg/res/teach/rec.html