© by Vista Higher Learning, Inc. All rights reserved. | TG P-72 | Connect to Phonics PLUS Teacher Guide together to make happiness. Point out how the y changes to an i before the suffix. Practice A • Isolate common suffixes Point to the Letters to Use box and review the pronunciation and meaning of the two suffixes. Say: Each word is missing letters. Those letters spell a suffix. Listen carefully. What word and suffix do you hear? Model the example. Play the audio or say: Sadness. What suffix is missing? (-ness) Write the suffix -ness on the line to complete the word. Say: The base word sad is an adjective. The word sadness is a noun. Play the audio and have children complete the activity. Answers: 1. ment 2. ness 3. ment 4. ment 5. ness 6. ment 7. ness 8. ness Page P-116 Communicate B • Demonstrate knowledge of words with common suffixes Write the suffixes -ment and -ness on the board. Ask: Can you say a word that has one of these suffixes? For example, punishment. What suffix does punishment have? (-ment) What is the base word? (punish) Repeat the process with the second example: laziness. Point out the spelling change in the base word lazy. Then have children say words and identify suffixes on their own. Practice C • Spell multisyllabic words using knowledge of suffixes Explain that children will combine the word parts to make a new word. Model the example. Say: Fresh is the base word. It is an adjective. The suffix is -ness. When we combine fresh and -ness, the new word is freshness. It is a noun. Write the word on the line. Have children complete the activity. Remind them that if a base word ends in y, they need to change the y to an i before adding the suffix. Answers: 1. quietness 2. closeness 3. noisiness 4. agreement 5. replacement 6. measurement D • Spell multisyllabic words using knowledge of suffixes and parts of speech Remind children that the suffix -ment is added to verbs and -ness is added to adjectives. Explain that children will add one of these suffixes to each base word to make a new word. Remind them that if a base word ends in y, they need to change the y to an i before adding the suffix. Model the example. Say: Bumpy is the base word. It is an adjective, so we should add the suffix -ness. Bumpy ends with y, so we need to change it to an i first. When we combine bumpy and -ness, the new word is bumpiness. It is a noun. Write the word on the line. Have children complete the activity, reading the base word, identifying its part of speech, and then adding a suffix and writing the new word. Answers: 1. fitness 2. excitement 3. sickness 4. improvement 5. treatment 6. windiness 7. goodness 8. attachment Differentiated Instruction • Scaffold The Spanish suffix -mente is similar to the English suffix -ly, changing adjectives to adverbs. Because -mente looks so similar to the English suffix -ment, spend extra time clarifying the differences between the suffixes, offering sample words and context sentences. • Amplify Have children say or write sentences using the words agree/agreement and happy/happiness. Show What You Know • Informal assessment Use an exit ticket activity to review the common suffixes -ment and -ness. Ask children to identify the suffix and base word in noisiness, sickness, improvement, and attachment before reading each word. Pages 117–118 Read Connected Text Decodable Reader: “Blake’s Big Game” 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?
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