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This printable can be utilized as both either a pre-assessment or a post-assessment tool to determine prior knowledge or comprehension of the subject matter. Focusing on the most common prefixes and suffixes, this assessment is versatile in determining what students know or need to know,

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Quizlet is an online resource that serves as a great tool for assessing knowledge. As a pre or post assessment, students will have a fun time interacting with this online quiz. Teachers get to input information and create their own concept quiz where students can be tested, play games, study flash cards, and compete with their classmates in a friendly competitive game of concept knowledge. This can be set up as a whole class, teams, or individual assessment.

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Article: How to Adapt Your Teaching Strategies to Student Needs

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Article: How to Adapt Your Teaching Strategies to Student Needs

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This article is a great resource to refer to when you notice students are struggling to grasp concepts and content. Readingrockets.org offers several different ways to adapt teaching methods by breaking down the ways students struggle in the classroom. Find tips that help students who are having difficultly learning by listening, verbally expressing, reading written material, writing, expressing through writing, and spelling. You can also find ideas on what to do before or after a lesson. Often, these can be the reasons students struggle with comprehension.

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How to Adapt Your Teaching Strategies to Student Needs

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Teachers are often asked to modify instruction to accommodate special needs students. In fact, all students will benefit from the following good teaching practices. The following article takes the mystery out of adapting materials and strategies for curriculum areas.

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Article: Teaching Children with Developmental Disabilities

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Article: Teaching Children with Developmental Disabilities

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This article is a great read for working with students who struggle with learning disabilities or learning exceptionalities. This can be anything from a developmental disability or physical disability that could play a role in a student's ability to learn. These few tips and strategies can be used and adapted to help students with specific needs to achieve success.

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When working with children with developmental disabilities, teachers can accomplish a great deal by managing the learning environment proactively to prevent behavior problems and promote learning. But identified students may also experience behavior or learning problems because they lack key skills (e.g., capacity to interact with other children in socially appropriate ways). Children with developmental disabilities should therefore have explicit skills-training in deficit areas as a central component in their curriculum.

Here are additional classroom ideas for accommodating students with significant special needs:

Use visual cues to orient student in the classroom (Volmer, 1995). Children with developmental disabilities can be much more independent when they have strong visual cues to guide them through the physical space of the classroom. You can, for example:

Use boundary markers such as barriers (e.g., bookcases or other furniture), rugs, and colored tape on the floor to represent boundaries between spaces that are used for different functions. Marked boundaries make it easier for children to know when they are in a space that is dedicated to play, one that is set aside for study, etc. The reality, of course, is that most classroom space is used for multiple purposes. In multi-use spaces, you can employ signs or other visual cues to mark that the space is being used for a particular purpose at a specific time. For example, you might create a sign with a picture of children eating snacks along with the words 'Snack time,' and post that sign on a table to signify that snacks are about to be served.

Store common classroom materials (e.g., school supplies, games) on accessible shelves or in see-through storage containers. When needed, provide labels for these materials (using pictures paired with words). Train students in the procedures that you want them to use in accessing the materials (e.g., first raise hand, then request teacher permission, then go to supplies shelf to get a pencil.)

Post a clear and predictable daily schedule (Volmer, 1995). Both typical students and those with developmental disabilities crave structure and predictability in their school day. Special needs children, though, can sometimes react more strongly than their non-disabled peers when faced with an unexpected change in their daily schedule. When creating daily schedules be sure to match the schedule format to the child's skill level:

For a child who cannot read and does not recognize pictures as depictions of actual objects and events, the 'schedule' would consist of objects that represent schedule entries. A wrapped snack bar, for instance, can represent snack time, while a book can represent circle time-when the teacher reads a story to the class.

For a non-reader who recognizes pictures, the schedule can include a picture to represent each scheduled event. A picture of the Occupational Therapist, for instance, might signify a weekly pullout OT session.

For the beginning reader, the schedule can pair pictures with the words describing the events to the day.

The fluent reader can use a written schedule, with words selected at the child's reading level.

A classroom schedule lays out the events of the day that affect all children in the room. Teachers can also create individualized schedules for children who receive additional (or alternative) services and supports. But remember-schedules have value only when they are used! Students should preview their schedule at the start of the school day. After each activity is completed, students check off that item on their schedule or otherwise indicate that the event is finished (e.g., by removing the event's picture from the schedule board). When an event in the student's schedule is unexpectedly cancelled, teachers may find that the student will adjust more quickly to the change if the instructor and the child sit down together review the schedule and revise it to reflect the altered plan for the day.

Build student motivation. Motivation is the 'engine' that drives student engagement and learning. Try these ideas to motivate identified students with whom you work:

Alternate preferred and less-preferred activities (Volmer, 1995). Students are likely to put more intense (and more sustained) effort into challenging assignments when they know that they can take part in a fun or interesting activity at the end of it. (This technique is known as the Premack Principle.)

Vary the pace and duration of academic activities (Koegel, Koegel & Carter, 1999).

Provide meaningful choices that give the child some autonomy and control in the classroom. For example, you may encourage the student to select a reading book for an assignment, decide what assignment she or he will work on first, choose a place in the room to study, or pick a peer to help as a study buddy. Make an effort to build choices into school activities whenever possible.

Use verbal prompts ('pre-correction') before the student engages in a task to promote success Koegel, Koegel & Carter, 1999). Phrase your prompt to reflect what you would like to see the child do (e.g., 'Ronald, please get your math journal and a sharpened pencil and join our math group at the back table.') rather than what you would like the student to stop doing. Choose vocabulary and syntax appropriate the child's developmental level. Try not to be wordy!

Use strategies to make directions and learning expectations clearly understood. Provide directions in language the student can understand. Use visual cues (hands-on demonstrations and modeling, objects, pictures) as needed to help the child to better grasp the directions. Prompt and guide the child through the performance-sequence.

Check to be sure that you have the student's attention before giving directions. (NOTE: Children with disabilities may not always make eye contact, even when they are paying attention to you. Be on the lookout for other signs of attending--e.g., alert posture, orientation toward you, stopping other activities, verbalizations). Also, include essential information in your directions that will answer these four questions for the child (Volmer, 1995):
(1) How much work is there to do in this task?
(2) What exactly am I supposed to do?
(3) When do I do the work? and
(4) What is my payoff for doing the work? .
Provide structured opportunities for student to participate in social interactions (Koegel, Kiegel, & Carter, 1999; Volmer, 1995). Children with disabilities are sometimes excluded from social interactions with their typical peers. While there are a number of reasons why identified students may not be fully included in social groups, you can take steps to foster relationships between special-needs and typical children:

Give the child 'helping roles' such as handing out snacks or distributing work materials to other students. Coach the child to use socially appropriate speech (e.g., "Would you like a snack?") with peers. The more frequently that other students experience neutral or positive interactions with the identified child, the more that they will feel comfortable with that student and the more positive their perceptions of the child will probably be.

Provide the child with simple strategies to engage others in social interactions. Demonstrate and model these strategies. Then have the child an opportunity to try them out and give him or her feedback and encouragement. For example, train the student to ask a peer "What's that?" whenever he or she sees something unfamiliar in the immediate environment. Or show the student how to approach a group and ask to join a game or other activity (e.g., "Can I join your game?"). A related idea would be to train typical peers as 'social interaction coaches' who can supportively model for the identified child how to initiate social interactions.

If the child is preoccupied with a particular topic that is relevant to classwork, the teacher may be able to use the student as a resource for peers. For example, a child with autism who has an encyclopedic knowledge of astronomy or geography may attend a review session and answer questions from other students who are studying for a quiz.

Whenever the teacher forms groups in the classroom, she or he can assign a 'group ambassador' role to one of the typical children. The 'group ambassador' takes responsibility for greeting anyone who joins the group, ensures that all members understand how they can participate in the group activities, and gives additional support and guidance to any student who needs it. 'Group ambassadors' should be trained to recognize when a student might need assistance and in how to provide that assistance in supportive, non-intrusive ways.

If the child is assigned a teaching assistant, have that assistant train peers in the room to provide academic support while the assistant observes from the background. 'Sign up' children on a rotating basis to serve as peer learning helpers for the identified child. This strategy will encourage the identified child to see many people in the room as possible supports.

Assign the child with disabilities a peer buddy when moving around the building, playing outside, or attending assemblies or other events out of the room (Saskatchewan Special Education Unit, 1998). Select different children to serve as peer buddies so the identified child has the chance to build friendships and does not depend too much on any one student for support.

Create a plan to help the student to generalize their learning across settings and situations. Children with significant disabilities are likely to need explicit programming to generalize skills that they have learned in a particular classroom setting to other settings or situations (Koegel, Koegel & Carter, 1999, Volmer, 1995).

Teach only a small number of 'key' skills at one time so that you will have enough time to work with the student on generalizing each mastered skill. After the student has mastered a skill in one setting, list other settings or situations in which you would like the student to show the skill. Then create a training plan to help the student to use the skill in these novel settings. If a child has mastered the task of delivering appropriate social greetings in your classroom, for instance, you might take the child to the school main office or out into the community, prompt them to greet others, and provide praise or rewards for their successful performance.

Keep other members of the child's teaching team (e.g., parent, speech pathologist, regular-education teacher) informed about what skills the identified student has mastered. Provide ideas to them about how they can encourage the student to use the skill in a new setting and/or with different people and how to reinforce the child for doing so.

References

Koegel, R.L., Koegel, L.K., & Carter, C.M. (1999). Pivotal teaching interactions for children with autism. School Psychology Review, 28, 576-594.

Saskatchewan Special Education Unit. (1998). Teaching students with autism: A guide for educators. Available: http://www.sasked.gov.sk.ca/k/pecs/se/docs/autism/

Volmer, L. (1995). Best practices in working with students with autism. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (3rd ed., pp. 1031-1038). New York: Wiley & Sons.

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Teaching Children With Developmental Disabilities: Classroom Ideas

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When working with children with developmental disabilities, teachers can accomplish a great deal by managing the learning environment proactively to prevent behavior problems and promote learning. But identified students may also experience behavior or learning problems because they lack key skills (e.g., capacity to interact with other children in socially appropriate ways).

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Article: Six Essential Strategies for Teaching English Language Learners

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Article: Six Essential Strategies for Teaching English Language Learners

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This article provided by edutopia.org, gives several strategies teachers should know and have when working with English language learners. Knowing how to work with ELL's is vital in teaching any concept, and meeting their needs can be challenging. Incorporating these strategies can help create a successful learning environment where ELL's can thrive.

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Over 10 percent of students in the United States-more than 4.8 million kids-are English language learners (ELLs), and the number is on the rise. Though these students do not learn differently than their native-English-speaking peers, they do have particular educational needs.

To learn about these needs-and best practices for addressing them-I interviewed a range of educators and observers, including Larry Ferlazzo, an educator and author of The ESL/ELL Teacher's Survival Guide; longtime teachers of English as a second language (ESL) Emily Francis and Tan Huynh; and the journalist Helen Thorpe, who spent a year observing a teacher who works with ELLs.

The group emphasized that the strategies listed here, which include both big-picture mindsets and nitty-gritty teaching tactics, can be incorporated into all classrooms, benefiting both native English speakers and ELLs.

1. Cultivate Relationships and Be Culturally Responsive

No surprise here. A successful classroom, our educators agreed, is one in which students feel known, appreciated, and comfortable taking emotional and intellectual risks. That requires intentional planning and consistent messaging by the teacher.

Emily Francis, an ESL teacher in Concord, North Carolina, makes clear that she wants her students to "embrace their culture and their language as a foundation of who they are" and to consider their acquisition of a new culture and language "not as subtractive, but as additive." To help support students who may never have attended school before or may be coping with migration-based trauma, Francis emphasizes that little things make a big difference. "The first thing that I need to think about is, how is my student feeling in my classroom?" she says. "Are they sitting next to a buddy they can ask a question in their home language? Do they feel comfortable tapping me on the shoulder if they have to go to the bathroom?"

But creating a supportive environment is also about cultivating an appreciation of diversity-it's critical that both the curriculum and the classroom environment honor and reflect the lives of the students. For instance, Francis makes certain that her classroom library is reflective of her students' diverse backgrounds and identities.

ESL teacher Katie Toppel, who teaches near Portland, Oregon, champions the value of home visits to get to know students' families and takes care to incorporate the particulars of students' lives, such as pets' names and favorite sports, into lessons. Students are most engaged when they feel a personal connection to a lesson or unit, a connection that's created in part by a teacher's investment in culturally competent relationships.

2. Teach Language Skills Across the Curriculum

English language learners should not be learning the fundamentals of English in isolation; they should be applying their developing language skills to rich academic content in all subjects.

"It is key that in mainstream classrooms, teachers understand their role as language teachers," says Valentina Gonzalez, a district leader in Katy, Texas, suggesting that all teachers should be aware of the specialized idiom they work within. "If we teach math, then we teach the language of mathematics. If we teach science, then we teach the language of science." Math teachers, in other words, should take the time to teach the unfamiliar vocabulary of mathematics- add, subtract, calculator, solve -concurrently with the teaching of math skills.

3. Emphasize Productive Language

The educators I interviewed agreed that productive language skills-hard-to-master dimensions of language fluency like speaking and writing-should be front and center from day one, even if students feel hesitant about them.

Beginning ELLs often develop receptive language skills like listening and reading first. Educators who are unaware of the typical path to fluency may believe that students who can follow verbal or written directions will be able to produce oral or written language, but that's usually not the case.

To support reluctant speakers, Tan Huynh, an educator who blogs at Empowering ELLs, suggests using sentence frames. "For example, when a science teacher wants ELLs to produce a hypothesis, they might offer the sentence, 'If _____ was added, then _____ because _____.' This sentence frame provides clues that empower ELLs to sound and think like scientists," Huynh says.

Andrea Honigsfeld, a professor of education at Molloy College in Rockville, New York, suggests that all lessons touch on every letter of the acronym SWIRL, which stands for Speak, Write, Interact, Read, Listen. The approach intentionally privileges productive language skills "from the beginning," she says.

4. Speak Slowly-and Increase Your Wait Time

Easier said than done. Still, many of the teachers I spoke to said this simple change is vital. You can record yourself speaking in class to measure your cadence, and adjust.

"Adding in an extra three to five seconds after we pose a question offers all students time to think," explains Gonzalez. "However, for English learners, it also gives time to translate, process their thinking, translate back into English, and develop the courage to answer. If we call on students too quickly, many of our students will stop thinking about the answers-or trying to answer at all."

That means undoing some of our own habits, according to Larry Ferlazzo, a high school ESL teacher in Sacramento, California. "Researchers have found that typically most teachers give one to two seconds between asking a question and expecting a student response," he says. "The same researchers have shown that if you wait three to five seconds, the quality of responses is astronomically greater."

5. Differentiate-and Use Multiple Modalities

All kids learn better when they engage with material in multiple ways: Lessons that involve writing, speaking, drawing, and listening, for example, give students four opportunities to deepen their understanding of the work. For ELLs, those additional engagements also provide a little breathing room so they can work through the language barrier.

Helen Thorpe, a journalist who spent a year observing Eddie Williams's classroom in Denver in order to write a book about immigrants called The Newcomers, marveled at Williams's method of differentiation. "Eddie would enunciate very clearly in English multiple times, he would write it on the board, and he would go to the projector to give a visual. And, finally, he'd be asking the kids to verbalize aspects of the lesson themselves," she says, tracing Williams's efforts to move his students from receptive to productive language fluency.

Toppel uses a strategy called QSSSA to scaffold classroom discussions with ELLs. The letters stand for Question (the teacher poses a question, then gives ample think time); Signal (a designated motion like a thumbs-up, a finger on the nose-something that lets students indicate that they're ready to answer); Stem (the teacher provides a sentence starter for the question-for example, for "What is your favorite place to read a book?" the stem might be, "My favorite place to read a book is _____"); Share; and Assess.

6. Incorporate Students' Native Languages-and Don't Be Afraid of Technology

Bilingualism is the goal, of course, not replacement.

Ferlazzo uses a strategy called "preview, view, review," which leverages a student's native language skills as a foundation for learning the new language. He introduces a topic and encourages students to preview it in materials in their home language (often using multilingual videos and other online resources); he then teaches the topic in English, and then has students review the information in their home language.

Ferlazzo also encourages teachers to embrace technologies that students find helpful, like Google Translate. He stresses that the app can be a useful way for students to translate words quickly-but warns that it can quickly "become a dependency" if it's used as more than a handy dictionary.

Thorpe agrees that Translate can take pressure off teachers, who sometimes find that they "just stand at the front of the room and say things over and over. And if the kids didn't know what those words are, they're out of luck." Translation technology means you can say it once (or twice) and let the students use the technology to translate key words and phrases.

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6 Essential Strategies for Teaching English Language Learners

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We interviewed educators with decades of experience in teaching ELLs and tapped a network of experts and observers to find the strategies that work.

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The standard covered in this Padlet focuses on developing the foundational reading skills within phonics and word recognition for second grade.
CCSS.ELA-LITERACY.RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words.

The primary focus within this CCSS will be
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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In this video provided by Kids Academy, the concepts of different parts of words, such as the prefix, the base word, and the suffix, are broken down and explained at the second grade level. This short clip is a great way to introduce learning to recognize the different word parts, and prefixes and suffixes.

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Word Parts: Prefix, Base Word, Suffixes | Grammar for Grade 2 | Kids Academy

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In this activity, students use common prefixes and suffixes to build different words using the same base or root word. This activity gives students practice familiarizing, manipulating and reading common prefixes and suffixes. It also shows students how many different words they can create using just one base word. This is a great activity to use as a center or station.

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Education.com is a great resource for teachers as it offers printable worksheets, activities, interactive games, and lesson plans for any subject. An additional beneficial feature is with a teacher account, you can assign various content to the subject being taught and allows you to track students' work and progress which can also serve as an assessment tool.

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Educational Games, Worksheets, and More for Kids

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Download, print, or work on activities interactively today!

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Prefix and Suffix Teaching Strategies for ELL's

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Prefix and Suffix Teaching Strategies for ELL's

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Visual activities or manipulatives are a great way to accommodate teaching prefixes and suffixes to English language learners. This website offers three different activities to use to assist ELL's in understanding the concepts of decoding words with common prefixes and suffixes. These activities may also be helpful in accommodating students with special needs.

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Prefixes and Suffixes with MLs - A World of Language Learners

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Teaching prefixes and suffixes is a helpful vocabulary strategy for English Language Learners. Click to learn new ways to help students...

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This simple graphic organizer is an easy way to break down the learning of prefixes and suffixes should you find that students are demonstrating difficulty or struggle in understanding the concepts. This can be used whole class or in small group instruction which may be more beneficial for students depending on their level of understanding.

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A visual, hands on activity can be beneficial for many students with special needs. With this foldable activity, students who are struggling with a learning exceptionality can have a tangible activity to refer to if they are having difficulty with understanding the concepts. This is also a great resource for ELL's and the class as a whole.

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Teachers Pay Teachers is a great resource website that allows you to look up various worksheets and activities that relate to the content, concept, or standard that you're focusing on. There are both free and paid-for resources to utilize for any concept or content being taught.

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2nd grade Common Core Worksheets & Activities | CCSS RF.2.3d

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Browse resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.

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Sometimes how we teach a concept or content may not reach our students in the way that we hope it would. Sometimes we, as teachers, need to rethink the way we teach a concept and maybe bring forth a different approach to the content. This website offers different approaches to teaching both prefixes and suffixes that may be a more effective way to teaching the concept to your class.

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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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Providing visuals is a strategy for ELL's when trying to teach new concepts. Visual images related to the meaning of concepts can really help ELL's to comprehend the idea of the content being taught. These visual charts, which come in both colored and blank black and white, will help English language learners better understand the different prefixes and suffixes being taught. This can also be a useful resource for students with special needs or learning exceptionalities or the class as a whole.