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Chosen common core standard for this Padlet is CCSS.ELA-LITERACY.RF.2.3.D- Decode words with common prefixes and suffixes.

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English Language Arts Standards " Reading: Foundational Skills " Grade 2

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To assist ELL students, pairs or small groups may be beneficial to work on any of the activities or worksheets listed in this Padlet.

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Prefixes & Suffixes in Spanish & English

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Prefixes & Suffixes in Spanish & English

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This Youtube video is a supplemental tool that can be used to help ELL students who are new in a school setting and are maybe having a difficult time making the English to Spanish connections. The video explains Prefixes and Suffixes in both English and Spanish, along with the visual that is interactively highlighted so viewers can follow along. This video is also a great resource to send to parents of ELL students who speak English as a second language as well so that they can better help their student continue their learning at home.

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Prefixes and Suffixes in English | Explicados en Español-Inglés

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To reach target Special Needs students, teachers can adapt any of the worksheets in this Padlet to be partner or small group activities (which many of them state) so that students may be able to participate at a higher level. Other adaptations include explicit instructions, guided notes and creating visuals to assist lessons or assignments.

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This short animated video explains 4 commonly used suffixes in a colorful manner. This video can be used to introduce suffixes to students to engage them in the material.

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Suffixes ful, less, ly, able | English Grammar for Grade 2 | Kids Academy

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These are a fun activity that students can create for to review their knowledge of prefixes either individually or in small groups. These can be easily displayed around the room for students to reference as well, which will help them retain what they have learned.

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Step into 2nd Grade with Mrs. Lemons:prefix clouds | Prefixes and suffixes, Prefixes, Teaching prefixes

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May 6, 2015 - Step into 2nd Grade with Mrs. Lemons:prefix clouds

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This website offers free personalized recommendations based on what each student practices on their own profile.

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IXL | Prefixes and suffixes: review | 2nd grade language arts

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Improve your language arts knowledge with free questions in "Prefixes and suffixes: review" and thousands of other language arts skills.

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This site has an abundance of resources for ELL students that need to focus on their reading skills. Students can play games and complete activities that focus on improving their vocabulary and understanding of words.

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Do you like reading in English? Reading is a great way to improve your vocabulary and learn new things. We have lots of interesting texts for you to read. Read, play games, print activities and post comments too!

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Students will define words and show their understanding by using the words in sentences.

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Students can use this chart throughout the school year to sort words and define their meanings based on their prefixes.

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Effective Vocabulary Strategies for Special Needs Students

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Effective Vocabulary Strategies for Special Needs Students

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This research-based article discusses how teachers can support students with Special Needs with vocabulary and understanding word meanings. Strategies and classroom implementation are discussed, which will positively assist students when learning about prefixes and suffixes in order to understand the meaning of words they are working with.

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Effective Vocabulary Strategies for Students with Learning Disabilities - LD@school

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The earlier vocabulary strategies for students with learning disabilities (LDs) can be applied, the better. Foundational learning takes place in kindergarten through grade two. Research suggests that the adoption of one strategy alone is not a best practice, and that multiple modalities of strategic instructional approaches work best in unison.

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Printable puzzle that students can use to create words with various prefixes and suffixes. Students can also work on sentence structure by using the words they create in either vocal or written sentences.

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Epic! online provides thousands of books for all grades online, including Spanish versions of text and audio.

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Nurture a Love of Reading and Learning

Read and Learn on Epic! Anytime. Anywhere.

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See what your kids are reading and learning on Epic!

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Epic! is Free for Elementary School Teachers and Librarians!

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online access fun thousands children great kids ebooks books

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Instantly access 40,000 high-quality books for kids

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The leading digital library for kids offering unlimited access to 40,000 of the best children's books of all time. Sign up for a free 30 day trial to instantly access high-quality online books for kids, ebooks, audio books, quizzes, videos, and more.

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This game serves as a review that students can play with partners or in small groups to work with prefixes and how they impact word meaning.

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This test focuses on being able to decode words that include prefixes.

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This weblink provides 15 ways in which teachers can teach prefixes and suffixes to their students, such as using anchor charts, having a prefix and suffix of the week, and using task cards.

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As you well know, your students need to have a clear understanding of prefixes and suffixes, but often these concepts (especially suffixes!) can be tricky to teach. Of course your activities need to be related to the standard, but you also want them to be fun! But don't worry, we've got you covered. This post is your one-stop shop for effective and engaging lessons that will teach, reinforce, and review these concepts with your students.

Create a Word Tree Bulletin Board With Prefixes and Suffixes

After introducing or reviewing the concept, create a prefix/base/suffix word tree - basically a tree made from butcher paper with a large trunk and branches to the left and the right. This will provide a visual of the position that prefixes and suffixes have around a base word. First, the base words on the tree trunk to show that is the main part of the word.

Then, make a list of all of the prefixes that could go with that base word. Put those to the left of the base word to demonstrate the fact that prefixes come before the base word.

Finally, brainstorm a list of suffixes and place them to the right of the base word. The placement will remind students that suffixes go after the base word.

Students can always refer back to this tree if it is left in the room throughout the unit, and practice making words using the lists developed.

Use a Picture Book and Anchor Chart

A great way to introduce or review the concept of prefixes, suffixes, and base words is to read the class a picture book. Some recommended books are Pre- and Re-, Mis- and Dis- What is a Prefix by Brian P. Cleary. A book that focuses on suffixes is Happy Endings: A Story About Suffixes by Robin Pulver.

While reading the stories, stop and discuss the various prefixes and suffixes, and develop an anchor chart listing examples. Also, be sure to discuss how prefixes and suffixes change the base word. Please note that these are Amazon Affiliate links.

Anchor Charts

Make anchor charts with your students to show how prefixes and suffixes are used. If you are not sure where to begin or just need some tips on making anchor charts, check out Anchor Chart Intervention! Secrets to Making Effective AND Well-Designed Anchor Charts by Michael Friermood.

Use Boom Cards

If you haven't used the Boom Learning™ app in your class, you and your students are missing out! Boom cards allow you to integrate traditional task cards with technology. It feels like your students are playing the coolest new game, but they're taking part in high-quality educational activities. This is a low-prep app that allows you to assign cards and review student progress easily.

You can create your own Boom Cards or choose from a pre-created set. I developed a set of cards that will help your students review suffixes.

Prefix and Suffix of the Week

Throughout the school year, choose one prefix and suffix to review each week. Try to use it as much as possible in writing and speaking. Consider putting a tally in the corner of the board to track each time you or one of your students uses the word.

Sort on a Whiteboard or Pocket Chart

Provide students with a variety of words that have prefixes and suffixes. They can then sort the words into the "prefix" column, "suffix" column, or "both" column, and discuss how the meaning of the base word changes based on the prefixes and suffixes used.

This activity can be done via a high-tech SMART board program or with a simple pocket chart.

Scavenger Hunt

This activity can be completed whole group, small group, or individually.

Give the entire class one prefix/suffix to look for, or provide each group/person with their own.

Students will search for their prefix/suffix using text made available to them which can include books, magazines, posters, newspapers, etc. Students can make a list of the found words and then discuss them - what the words mean and how the prefix or suffix changed the meaning of the base word. Other activities include using the words in sentences or short stories, putting them in alphabetical order, finding synonyms and antonyms, and looking unknown words up in the dictionary.

Printables

While we certainly don't want our students doing worksheets constantly, they can be an excellent way to practice, and some types of learners really do prefer practicing skills with worksheets. I created these Prefix, Suffix, and Roots Printables to be a clear and effective way to reinforce these skills. The pages include definitions, examples, and plenty of practice.

BINGO

Provide students with bingo boards that feature words that have prefixes and/or suffixes. For example, one of their squares could say "reheat." Read clues out loud to go with each word. For the word "reheat" the clue could be "to heat again." If you laminate your BINGO boards, your students can circle the prefixes and suffixes with a dry-erase pen.

Prefix and Suffix Catch

Write various prefixes and suffixes on a beach ball. The students stand in a circle and throw the ball to their classmates. Wherever their hand lands, they have to say a word using that prefix/suffix. You can also have your students explain what the word they say means.

This activity can also be done in small groups or with partners, and you might opt for a large dry erase dice over a beach ball.

I Have Who Has

This classic game can be adapted to teach and review prefixes and suffixes. Provide each student with a card which should list the definition of a word with a prefix/suffix, along with a word that has a prefix or suffix.

For example, student A's card might say, "I have reheat. Who has "to spell a word incorrectly." Student B's card would say, "I have misspell." Who has... Continue to play the game until everyone has a chance.

Task Cards

You can use task cards in countless ways with your kiddos. Consider SCOOT, Quiz, Quiz, Trade, etc. Here is a post with 31 Great Ideas for Using Task Cards. You can also find a triple set of Suffix Task Cards here. Great for teaching those tricky suffix rules.

Build a Word With Clips

Write some base words on popsicle sticks and add prefixes and suffixes to clothespins. Students create variations of words by adding prefix and suffix clips. Then they can write the words they create. If you do this activity in partners, students can talk about what the words mean as the prefixes and suffixes change.

Build a Word With LEGOs

Similar to the previous activity, you can write base words, prefixes and suffixes on LEGOs. Students will then need to create words by putting the Legos together (on a LEGO base) and discuss the meaning of the words formed.

Prefix and Suffix Roll and Write

Provide students with dice and a master sheet that states which number correlates with the activity they will do and the prefix/suffix they will use.

For example, the number one could mean making a list of words using the prefix or suffix. Two could mean writing a sentence using the prefix or suffix. Three could mean writing a paragraph using the prefix and suffix.

The prefixes and suffixes used should vary based on what you have introduced to the class.

I hope these activities have sparked some great ideas that you'll take to the classroom with you. If they do, be sure to let me know. I'd love to hear about the great things happening in your room.

Here are a few engaging no-prep prefix and suffix activities your students will love.

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15 Engaging Ways to Teach Prefixes and Suffixes

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As you well know, your students need to have a clear understanding of prefixes and suffixes, but often these concepts (especially suffixes!) can be tricky to teach. Of course your activities need to be related to the standard, but you also want them to be fun! But don't worry, we've got you covered.

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Colorin Colorado is a site that provides resources for families and teachers to assist them with providing the best support for their ELL students. This specific article discusses 5 prominent challenges that teachers face with ELL students, and how they can meet these challenges. Suggestions include small group work, creating a positive and colorful classroom environment, and recognizing that students need time to acclimate to a new environment with support from those around them.

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In this article written for Colorín Colorado, Dr. Lindsey Moses Guccione shares five key challenges related to the oral language development of ELLs, as well as tips for addressing each of the challenges.

Dr. Moses Guccione is the co-author of Comprehension and English Language Learners: 25 Oral Reading Strategies That Cross Proficiency Levels ( Heinemann, 2009).

Getting Started

As a former elementary teacher in a bilingual school, I developed a love and passion for finding effective ways to support oral language and oral reading development of emerging English language learners (ELLs). I discovered this passion when I began my first year of teaching in a second-grade classroom, where I encountered a handful of challenges related to my students' oral language development.

Many students were transitioning from a classroom with Spanish instruction into my classroom with instruction provided in English. I had students ranging from monolingual English speakers to students who had just recently moved to the U.S. from a Spanish-speaking country. The range of language proficiency levels crossed the entire spectrum. Having minimal experience with this range of diverse students and needs, I began reading, researching, and implementing new instructional ideas into my classroom. With each challenge I encountered, I gained new information about my students and their parents. I also began learning more about my own methods of instruction, and I learned a great deal each year about new challenges and successes.

Currently, I am fortunate to work with many teachers who have the opportunity to impact the lives of children and families who speak more than one language. As I work with these teachers and families, I have found five common and reoccurring challenges that they seem to face in the area of oral language development that parallel my own experiences. I detail these challenges and questions below, as well as suggestions for addressing each challenges based on strategies I used in my classroom.

Questions and Classroom Scenarios

1. What do I do if they don't know ANY English?

Understanding the characteristics of language learners at different proficiency levels helps to think about how we can best support students in their oral language and reading development. Below is a chart that gives a description of the first two levels of language proficiency as well as implications for using oral reading. This is a nice place to start when thinking about how to interact with and support our Starting and Emerging English speakers.

Levels of Language Proficiency

Description

Implications For Using Oral Reading

Level 1: Starting
Students are in a silent period in which they listen, but do not speak in English. They may respond using nonverbal cues in attempt to communicate basic needs.

The teacher and other more advanced students should model oral reading. Students in the silent period should not be forced to speak, but should be given the opportunity to participate in a group activity where they won't be singled out.

Level 2: Emerging
Students are beginning to understand more oral language. They respond using one- or two-word phrases and start to produce simple sentences for basic social interactions and to meet basic needs.

Teacher and students should continue to model oral reading. Students should be encouraged to begin taking risks with simple, rehearsed oral reading in non-threatening situations.

Opitz & Guccione (2009). Comprehension and English Language Learners: 25 Oral Reading Strategies that Cross Proficiency Levels.

2. How do I provide instruction and support for the ELLs without holding back the students who are fluent in English?

Differentiation is the key to effective instruction for all students. Students of varying proficiency levels can learn the same content when the teacher provides a wide range of learning opportunities for students with different academic and linguistic needs. Three key strategies for this approach include differentiating or modifying the texts, creating grouping structures, and targeting the amount and nature of support based on students' needs (Opitz & Ford, 2008).

Modifying the text: Teachers can differentiate the text by selecting various levels of text difficulty on similar content, or they can also divide the text up into smaller portions appropriate for certain groups/individuals for a jigsaw activity. Another idea is to summarize text that might be too difficult and provide ways to make the text more accessible (such as vocabulary support, visual support, connecting to background knowledge, etc.).

Creating grouping structures that set students up for success: While some grouping structures can be established according to language or literacy skill levels and needs, it is also important to think about providing students exposure to interact with peers who demonstrate a wide range of different language and literacy skills. Additionally, teachers can improve engagement and motivation by creating choice/interest groups where students gather, read, discuss and work together on topics of common interest.

Targeting the amount and nature of student support: It is important to think about scaffolding the experience and using comprehensible input to make it accessible for all students. Comprehensible input means that students should be able to understand the gist of what is being said or presented. There are many ways to do this, such as selecting key vocabulary, using context or visual cues, building background knowledge, building on experiences the students have had, using consistent language, and providing images or visual representations to support vocabulary and content. Teachers can support their students by embedding comprehensible input into their whole-group instruction, but this also becomes particularly effective when used in the different grouping structures. Teachers can also modify the amount of support and interaction between teachers and students depending on their individual and group needs.

3. This student knows English - I hear him talking to his friends and on the playground. He just doesn't want to try in class.

I have heard many teachers discussing variations of this same idea. However, I would caution teachers and parents about jumping to this conclusion. Academic language (or the language specifically related to school and/or academic content) can be complicated to acquire. Students often first develop social language and demonstrate near proficiency or proficiency in English in social settings. A student may be demonstrating sophisticated use of social language, but they may have difficulty using language in more formal settings such as school.

Much of the academic language required to be successful in school - everything from instructions to expectations to content-specific vocabulary - requires assistance in acquiring. Students hear and use their social language in various settings from home, community, and school, but academic language is often only used in the school setting. These students need specific instruction and support surrounding their language development in this area.

The same children who appear to be functioning at a high level of English proficiency in social settings may actually be functioning at a beginning stage in other settings, depending on how they are called on to use language. The students need to feel safe and in a low-anxiety environment in order to begin to feel comfortable taking risks with their oral language. When they have less exposure and instruction related to academic language, this can often cause students to feel intimidated and less likely to be willing to share in class.

One idea for reducing anxiety and encouraging students to experiment with language might include allowing students to read, practice, and discuss their responses in partners and small groups before sharing out to the entire group. This allows students an opportunity to hear language modeled by peers, practice what they want to say, and possibly revise their original thought and/or language before sharing it in a public way. As students find more success with their language production and classroom participation, they will be more likely to share and take risks, and in turn continue building their confidence.

4. How is the child ever going to learn English if they don't speak it at home?

It is important to celebrate being bilingual and biliterate. Research has shown that development of a students' first language can facilitate development in the second language (Genessee, Geva, Dressler, and Kamil, 2007). Understanding this helps parents, teachers, and children to encourage the use and development of the students' home language while they are at home. All of the home literacy activities that we recommend for English speakers, such as reading aloud, making lists, discussing books, reading environmental print, etc., should also be encouraged for the English language learners in their home language. Students can begin to use more English as they feel comfortable in different settings, but it is important to note that speaking two languages will not hinder their English development.

Another important idea to remember is that we want to invite parents to feel confident in their interactions with their children regardless of their English proficiency level. As they begin to read or retell stories and discuss them at home, they are developing vital oral language and comprehension skills, and these skills will transfer over into their school language.

5. What kinds of activities should I be doing to help the student develop their oral language and oral reading?

McCauley and McCauley (1992) report four factors as necessary for acquiring a second language: a low-anxiety environment, repeated practice, comprehensible input, and drama. These are all important components of setting children up for success and language development.

A low-anxiety environment includes a setting where students feel nurtured and supported by their teacher and peers, and in turn, they feel safe to take risks without the fear of being laughed at or made fun of.

Repeated practice is just like what it sounds! Students need repeated practice hearing and using a new language. They need multiple opportunities to comprehend and express their ideas in a new language. Like with anything new that we learn, practice helps us get better.

Comprehensible input, as explained above, means finding different ways to make what is being said comprehensible and easier to understand. Things to consider with comprehensible input might include using speech that is appropriate for students' language proficiency, providing a clear, step-by-step explanation of tasks, and using a variety of techniques to support their understanding.

Drama, or a sense of excitement and engagement, can be found in activities like Reader's Theatre, dramatic play, puppetry, narrating wordless picture books, etc. All of these activities also have the other three factors embedded within them. These activities assist in the development of oral language in addition to introducing students to oral reading and rich literacy experiences and responses in a classroom setting.

Closing Thoughts

As you can see from these questions and examples, there are a lot of different approaches to helping ELLs build their oral language development skills, and you may have to try different activities until you find what works for your students. The most important thing, however, is to build your students' confidence while giving them new words and phrases to practice. Don't be afraid to try something new - and most of all, don't be afraid to have fun doing it!

About the Author

Dr. Lindsey Moses Guccione is a coauthor of Comprehension and English Language Learners: 25 Oral Reading Strategies that Cross Proficiency Levels. She is an assistant professor at the University of Northern Colorado and teaches courses in Early Childhood Education, Literacy, and Culturally and Linguistically Diverse Education. She is a former elementary teacher of English language learners and is currently researching how ELLs make sense of texts.

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Oral Language Development and ELLs: 5 Challenges and Solutions

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In this article written for Colorín Colorado, Dr. Lindsey Moses Guccione shares five key challenges related to the oral language development of ELLs, as well as tips for addressing each of the challenges. Dr. Moses Guccione is the co-author of Comprehension and English Language Learners: 25 Oral Reading Strategies That Cross Proficiency Levels ( Heinemann, 2009).

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This source allows you to customize quizzes or tests.

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HelpTeaching.com - Free Printable K-12 Worksheets

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You can create printable tests and worksheets from these Grade 2 Prefixes and Suffixes questions! Select one or more questions using the checkboxes above each question. Then click the add selected questions to a test button before moving to another page.

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Second Grade (Grade 2) Prefixes and Suffixes Questions for Tests and Worksheets

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Share/Like This Page You can create printable tests and worksheets from these Grade 2 Prefixes and Suffixes questions! Select one or more questions using the checkboxes above each question. Then click the add selected questions to a test button before moving to another page.

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These two tests can be given as one larger test, or broken down into two smaller tests. They focus on prefixes, suffixes, and the meaning of each word.