Apprehending the Affix
In a language called Latin a long time ago,
Some root words got started that you ought to know.
Like struct meaning “build” and ject meaning
“throw,”
And dict meaning “speak” and pend,
“hanging low.”
The reason these words should be clear in your mind,
Is that add-ons can come in front or behind.
In front of a root, it’s a prefix you find,
But after the root, there’s a suffix assigned.
There’s con- for construct, and for ject try a re-,
For dict there’s dictate and predictability.
For pend try suspend, and then you will see
That affixes change words so easily.
Use these strategies to reinforce the concept of recognizing and using prefixes and suffixes:
• Write the following list of words on the board or overhead: reject, unhappy, construct, player, friendly, submarine.
Ask students to detect any similarities in the structure of these words.
(They all have prefixes or suffixes.)
Explain that today’s Clue-So lesson will review the use of affixes, small word parts that can be attached to some words or roots. Explain that affixes can come at the beginning or end of a word or root. Note that when an affix is added to the front, it is a prefix and it changes meaning. When an affix is added to the end, it is a suffix and it usually changes the use, or part of speech, of the word or root. Affixes are small but mighty. Ask volunteers to underline the affixes in the list of words.
• Advise students to listen carefully to Clue-So’s poem. He is feeling very proud of himself because he thinks he knows all about affixes.
What new information about affixes does Clue-So offer?
• Discuss the poem as you distribute Blackline
Master 14. What information did Clue-So share about affixes? How are prefixes and suffixes alike? Different?
• Reread the poem several times, having volunteers read stanzas. Write the Latin roots on the board: struct , ject , dict , pend . Have students think of other affixes that can be added to these roots.
• DETECT! Read the introductory paragraph aloud.
Explain the difference between words with affixes and compound words (replay vs.
playground).
• SOLVE! Tell students that this activity will give them an opportunity to create new words. Model an example on the board or overhead:
Root: mind
Definition: the element, part, or process in a human or other conscious being that reasons, thinks, feels, etc.
New Word: remind
Definition: to cause a person to remember; to think of someone or something

• Provide time for students to complete both
DETECT! and SOLVE! on their own or with a partner. Have students share their work.
Provide additional practice on affixes:
• What’s in a Word?
Write the following sentence frames on the board, the overhead, or a worksheet. Have students complete each sentence in a way that suggests the meaning of the underlined word.
1. Margo was unhappy because ____________.
2. The Inspector had to work on preparing his case because ____________.
3. The Inspector had to review the evidence because ____________.
4. The disappearance of the evidence was bad news because ______________.
• Prefix Challenge: Print the prefixes mis-, un-, re-, pre-, dis- on separate 3 ” x 5 ” cards. Divide the class into five groups, assigning each group a prefix card. Have each group select a scribe to record the words that team members identify.
Tell students they have five minutes to find and list words that begin with their prefix. They may use what they already know or search in textbooks, magazines, or newspapers for more words. When time is up, have each scribe read their team’s words aloud. As scribes read their list, write the words on the board or overhead.
Other groups may challenge a word if they think it is not legitimate. The original group must check in the dictionary to support its word.
• Match and Use: Have students use their dictionaries to look up and write the meanings of the following affixes: pre-, un-, re-, con-, dis-, -ly,
-ment, -er, -logy.
Then have students match each affix with a root word to form a new word, and use the new word in a sentence. Provide time for students to share their definitions, new words, and sentences.
Here is a Clue-So mystery for students to solve—
Which of the six columns of words on Spell Check will produce the most new words through the addition of prefixes and suffixes?

Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Date _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Apprehending the Affix
In a language called Latin a long time ago,
Some root words got started that you ought to know.
Like struct meaning “build” and ject meaning “throw,”
And dict meaning “speak” and pend, “hanging low.”
The reason these words should be clear in your mind,
Is that add-ons can come in front or behind.
In front of a root, it’s a prefix you find,
But after the root, there’s a suffix assigned.
There’s con- for construct, and for ject try a re-,
For dict there’s dictate and predictability.
For pend try suspend, and then you will see
That affixes change words so easily.
w o rd, they affect the meaning and/or the part of speech of the word. For example, make a list of the w o rds you can build by adding affixes to the word p l a y. Try writing at least six new word s.
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
How do these words differ from play? How are the words different from each other? How are these words different from words such as playground?
the new word you have created. Call on your friendly dictionary for help.
R o o t p o rt s c o p e c o ve r f u s e p o i n t c l o s e
Def i n i t i o n
Blackline Master 14
New Wo rd Def i n i t i o n
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