Word Attack Skills

Suffixes / Prefixes – Morphological Information Supply an affix – e.g. UN - , and bases e.g. happy, slow, tidy. Task: Indicate which of the bases can take the affix Supply a base e.g. sharp and several affixes e.g. un-, -ly, -en, -ement, -ness Task: indicate / find out which of the affixes the base can take Supply a list of affixes of similar function e.g. adjective forming suffixes, -ful, -ous, -y, -ish and a list of bases Indicate/find out which basewords take which affixes, and if more than one is possible, what variations in meaning a involved e.g. manful, mannish, manly

Supply an affix – e.g. UN - , and bases e.g. happy, slow, tidy.

Task: Indicate which of the bases can take the affix

Supply a base e.g. sharp and several affixes e.g. un-, -ly, -en, -ement, -ness

Task: indicate / find out which of the affixes the base can take

Supply a list of affixes of similar function e.g. adjective forming suffixes, -ful, -ous, -y, -ish and a list of bases

Indicate/find out which basewords take which affixes, and if more than one is possible, what variations in meaning a involved e.g. manful, mannish, manly

Suffixes / Prefixes – Morphological Information Supply an incomplete table of forms consisting of basewords with various affixes Task : complete the table by filling the gaps Example Supply sentences containing words of a particular form e.g. verbs Task rewrite the sentences in a specified way entailing the use of a different form of the given word e.g. nouns instead of verbs. Example

Supply an incomplete table of forms consisting of basewords with various affixes

Task : complete the table by filling the gaps

Example

Supply sentences containing words of a particular form e.g. verbs

Task rewrite the sentences in a specified way entailing the use of a different form of the given word e.g. nouns instead of verbs.

Example

Inference from Context A skill to teach when you do not want your students to refer to the dictionary Slow down reading Interrupt thought process Free students from the dependence on text Making use of the context to give readers a rough idea of what the word means

A skill to teach when you do not want your students to refer to the dictionary

Slow down reading

Interrupt thought process

Free students from the dependence on text

Making use of the context to give readers a rough idea of what the word means

Inference from Context She poured the water into the tock Then, lifting the tock , she drank Unfortunately, as she was setting it down again, the tock slipped from her hand and broke Only the handle remained in one piece

She poured the water into the tock

Then, lifting the tock , she drank

Unfortunately, as she was setting it down again, the tock slipped from her hand and broke

Only the handle remained in one piece

Inference from Context Use of cartoons / pictures to get them what context mean E.g The word is caesarean (for adult students) THE REAL REASON WHY WOMEN HAVE CAESAREAN

Use of cartoons / pictures to get them what context mean

E.g The word is caesarean (for adult students)

Inference from Context http://www.montgomerycollege.edu/~steuben/vocabularycontext.htm Give more exercises, sentence level to paragraph level, easy to difficult http://www.english-zone.com/vocab/vic02.html

http://www.montgomerycollege.edu/~steuben/vocabularycontext.htm

Give more exercises, sentence level to paragraph level, easy to difficult

http://www.english-zone.com/vocab/vic02.html