# data[].attributes.headline
Intermediate Readers - Syllables & Affixes Stage

# data[].attributes.subject
Intermediate Readers - Syllables & Affixes Stage

# data[].attributes.body
Raksha Doering

# data[].attributes.body
Column 1: Translations

Column 2: Reflections

Column 3: Rotations

# data[].attributes.body
Content:

Column 1. Translations: Students practice sliding shapes on a coordinate plane without changing orientation or size.

Column 2. Reflection: Students practice flipping shapes over a line of reflection.

Column 3. Rotation: Students learn to rotate shapes around a point (often the origin).

# data[].attributes.body
Prefixes & suffixes should first be explored in terms of vocabulary rather than spelling - focus on the morphological meaning of the additions, and how they change the base words' meanings.

# data[].attributes.body
Periodically, review tests should be given without asking students to study in advance, to test for retention. Students should be held accountable for features already mastered (ex: spelling, underlying skills) not just on those specific assessments, but throughout their other writing.

# data[].attributes.body
It's interesting to think about which vowel sounds / consonants "mispronunciations" are a function of a lack of phonemic awareness, and which ones might be a result of interference between L1 and L2s.

# data[].attributes.body
An example I saw in my classroom of this lately was when teaching the commutative property. More students are more familiar with the word community rather than commute, so that's the word they kept trying to relate it to. So that's one of the words that I decided that the spelling really does matter, because it impacts the meaning of the word.

Whereas, for example, I am trying to be a little less strict about spelling octagon with an a rather than an o in the middle - because it doesn't really impact meaning. And also, it might mean that my students are connecting it to "ocho," which is making different connections that will help them remember the material.

# data[].attributes.body
Emergent

1. student scribble as if writing or writes random letters based on their level in this stage

2. Student pretends to read often using pictures as a guide to tell the story

3. Student recognizes some letters and sounds

4. Student will sing Rhyming songs

Teacher can Use sorting games such as rhyming words toy/boy, day/play

Teacher uses sorting game with a picture (toy) that corresponds to a letter(t).

# data[].attributes.body
I’ve seen some kids put the first letter then the last letter when spelling the word “hat”(ht).

# data[].attributes.body
Students may spell words like coat or boat like (cot, bot).

# data[].attributes.headline
Every other week I used to put new prefix and suffixes my word wall and take five minutes or so to go around the room and have kids give examples of words that use the prefix or suffix and at any time if they wanted to add a sticky note with a new word up on the wall they could

# data[].attributes.subject
Every other week I used to put new prefix and suffixes my word wall and take five minutes or so to go around the room and have kids give examples of words that use the prefix or suffix and at any time if they wanted to add a sticky note with a new word up on the wall they could

# data[].attributes.body
At the Derivational Relations stage, students gain advanced control over word formation and meaning. They recognize relationships among word families, improving both reading comprehension and writing.

Some points would be:

1-understanding word structure

2-reading characteristics

3-writing development

This stage would focus on morphology, multisyllable words, and parts of speech.

# data[].attributes.body
1. Students move beyond sounding out every letter. They start noticing and experimenting with spelling patterns, especially with long vowels. For example, spelling boat as bote, bowt, or boot while figuring out the “long o” pattern. 2. They know many common vowel patterns but still mix up tricky ones. Long vowels are mostly right by this point, but r-controlled and ambiguous vowels can confuse them. Example: paid, faint, wait but then they get hit with that oddball said that doesn’t follow the rule. 3. Word study works best through sorting and comparing. Students learn when they group words by pattern and notice what’s the same or different. 4. Meaning starts to matter more. They use spelling patterns to read and write for understanding, not just accuracy.

# data[].attributes.body
1. students at this stage are learning to connect letters to sounds and decode simple words, for example, they begin reading short math terms and number words like one, two, add, sum, more, less. 2. students rely on pictures and hands-on materials to connect written words to real concepts. for example, they use number lines, base-ten blocks, or labeled shapes to help connect the math symbol or word to its meaning. 3.students repeated exposure to words, chants, and patterns strengthens memory and confidence.
for example, by repeat math language patterns such as: “__ plus __ equals” “The sum of ___ and ___ is ___." 4. Students can read and write short sentences and spell phonetically (e.g., too for two).
for example by use simple written problems like: “I have two apples. Add one more.”