© by Vista Higher Learning, Inc. All rights reserved. | TG P-54 | Connect to Phonics PLUS Teacher Guide always the same. The prefix re- means “again,” and the prefix un- means “not.” Show how reread means “read again” and unzip means “not zipped.” • Recognize words with common suffixes Write the suffixes -ment and -ness on the board. Say: A suffix is a word part that is added to the end of a word to change its meaning. Demonstrate how excite and -ment come together to make excitement. Then demonstrate how dark and -ness come together to make darkness. Say: Just like prefixes, recognizing suffixes can help you read longer words. Suffixes can also give you a clue to the meaning. The suffixes -ment and -ness both mean “a state or condition.” Show how excitement means “the state of being excited” and darkness means “the state of being dark.” Practice A • Decode words with common prefixes Model the example. Say: You will hear a word with a prefix. What prefix do you hear? Listen carefully. Play the audio or say undo aloud. Say: Now read the word. What prefix do you see at the beginning of the word? (un) How do you spell that prefix? (un) Write the prefix un on the line. Play the audio and have children finish the activity. Answers: 1. re 2. un 3. un 4. re 5. re 6. un Page P-80 B • Decode words with common suffixes Model the example. Say: You will hear a word with a suffix. What suffix do you hear? Listen carefully. Play the audio or say enjoyment aloud. Say: Now read the word. What suffix do you see at the end of the word? (ment) How do you spell that suffix? (ment) Write the suffix ment on the line. Play the audio and have children finish the activity. Answers: 1. ment 2. ness 3. ness 4. ment 5. ment 6. ness C • Spell words with common prefixes and suffixes Point to the Letters to Use box and model pronunciation of each word part as you point to it. Explain to children that they should listen to the audio, look at the picture, name what it shows, and then choose the word part to spell that word. Model the example. Say: The example shows someone reading. She is rereading. Play the audio or say reread aloud, segmenting it into syllables: re/read. Say: We see the word reread at the end. What’s missing? (re) Model writing re on the line to complete the word. Ask: What is the prefix in reread? (re) Then play the audio and have children complete the activity, naming the pictures, saying each word aloud, and writing the missing word part. Help children name the pictures if they are unclear. Answers: 1. ment (agreement) 2. re (rewrite) 3. un (unhappy) 4. ness (sickness) Differentiated Instruction • Scaffold If children have difficulty reading words with suffixes, write the base words and suffixes on sticky notes. Have children first blend and read the base word. Then provide the suffix and have them blend and read it. Then guide children to put the base word and the suffix together. • Amplify Have children say or write sentences with these sets of words: kind/kindness, agree/agreement. Show What You Know • Informal assessment Use an exit ticket activity to review prefixes and suffixes. Display the words sadness, rewrite, enjoyment, and unhappy. Have children decode and say the words aloud. Then have them identify the prefix or suffix in each. Pages 81–82 Read Connected Text Decodable Reader: “The New Toy” Help children follow the instructions for creating their decodable readers. You may want to have them color the pictures. • Preview: Use picture clues Tell children to look at the pictures in the story before they read. Say: First, look at the pictures. Can you guess what the story is about? • Recognize diphthongs Direct children’s attention to the decodable words list on the back cover of “The New Toy.” Read aloud the list of words. Children repeat the words. Ask: Which words have a vowel team that makes a special sound? (boys, coins, enjoy, how, Howard, new, now,
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