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AFTER READING
OBJECTIVES
  • Use word parts to decode multisyllabic words.
  • Review words with the common syllables -tion,
    -sion    , and -ture.
  • Blend and read
    multisyllabic words and
    words with the syllables
    -tion, -sion, and -ture.
  • Apply decoding strategies: blend longer words.
ELL
Support Phonics Speakers of monosyllable languages such as Cantonese, Hmong, Khmer, Korean,
and Vietnamese may have difficulty understanding that multisyllabic words are single words. Help children practice saying and writing words with prefixes and suffixes as single words.
See the Phonics Transition Lessons in the ELL and Transition Handbook.
Practice Book
Practice Book 3.2 p. 139
with | without Answers
You may wish to explain the meanings of these words.
alteration change
apprehension fear, nervousness
stature size, importance
Vocabulary Tip
Phonics
Phonics
Multisyllabic Words
TEACH
Remind students that prefixes and suffixes can be added to base words. Review
meanings of affixes studied. Write the words rewrite, hopeful, and unlikely.
  • What is the base word in rewrite? (write)
  • What other word part do you see in rewrite? (the prefix re-)
  • What is the base word in hopeful? (hope)
  • What other word part do you see in hopeful? (the suffix -ful)
Think AloudMODEL When I come to a longer word, I expect it to be hard to read, but
when I look more closely, I often notice a prefix, a suffix, or both. When I
divide the word and look at each word part, the word becomes much easier.
The longer word unlikely has three parts that I know: the prefix un-, the base
word like, and the suffix -ly.
HOPEFUL
REWRITE
UNLIKELY
Model blending rewrite, hopeful, and unlikely.
Then have students blend the words with you.
PRACTICE AND ASSESS
DECODE LONGER WORDS Write these words. Have students divide the words
into word parts and then read them aloud.
dis/grace/ful over/act/ing out/smart/ed lion/ess
mid/summer alarm/ing/ly hope/ful/ly un/kind/ness
READ WORDS IN CONTEXT Write these sentences. Have individuals read them
and point out words with prefixes and suffixes. Words with prefixes and suffixes are underlined. To check meaning, have them give their own sentence with the
underlined word.
We thought our team had won, but we were misinformed.
No one distrusted the new governor.
After the table was refinished, it looked as good as new.
The artist carefully set up the easel.
To assess, observe whether students identify and pronounce words with suffixes
and prefixes correctly.
Review Word Parts
REVIEW SYLLABLES -tion, -sion, -ture
CONNECT Write this sentence: Our intention was to capture the stray dog for its owner.
  • We studied the common syllables -tion, -sion, and -ture.
  • Read the sentence to yourself. Raise your hand when you know which words
    have -tion, -sion, or -ture.     (intention, capture)
  • What is the common syllable in intention? (-tion)
  • What is the common syllable in capture? (-ture)
Continue in the same way with the sentence Ron made a good impression because he
was very mature.
PRACTICE AND ASSESS
DECODE LONGER WORDS Have individuals read the following words. Model
chunking and blending the words one syllable at a time from left to right as needed.
constellation miniature apprehension session
tension repetition stature alteration
vulture culture extension restriction
READ WORDS IN CONTEXT Have students read these sentences. Then, to
check meaning, have them give their own sentence for the underlined word.
Jen won the multiplication competition.
Agriculture is a business that deserves our attention.
In the trial, the prisoner made a sensational admission.
Did the teacher mention that we may use a dictionary?
To assess, note how well students read words with the common word syllables
-tion, -sion, and -ture.