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Understand how words are formed .... The jigsaw of continents

I take my vacation for "blogging".

Here are several activities around the words to help children understand the words and play with them.

Compound words

Material:

miniature objects: for example a door, coins, key .....

1 image d'un porte monnaie

des étiquettes avec des noms écrits en noir : Radical (2 times) + door, coin, key, tier, cap, bat, mouse, box, box, luggage .....

labels written in red purse, compound word

Presentation

"Today, if you want, I'll show how to make magic with words. Taking two words, one can bring up a new one. You want to see how? "

Lay the door on the left on the shelf and the right currency.

Take the labels and currency black door and ask the child to read and place them under the objects that these words mean.

Move slowly until the objects they touch. Move slowly

labels to form the word purse.

Ask the child to read the new word formed. Show

objects and ask the child whether or not the board a purse.

Return items to their original position and put together the picture of the purse.

Replace labels and currency under the door and placing objects in the middle of the word labels wallet written in red on a label.

"You see I've created a new word with words and currency concerns. They say it is a compound word because it is made from several words put together to make a new one."

Place the label compound word above the word purse and labels radical above door and currency.

Invite the child to do the same with objects and labels and door key.

Extension No. 1: make the child two columns "radical" labels with words. Ask them to assemble form compound words. Place the label compound word between the two columns.

Extension No. 2: Ask the child to draw two words (eg a bat and a mouse) and draw underneath the compound word thus formed (bat)

Extension 3: game of "who am I?

On one side of a label, write a sentence describing a compound word. On the front, write the answer.

example:

I am a machine that washes the dishes. Who am I?

I am used to carry luggage on a bike. Who am I?

The suffixes

Material

A tractor and trailer

labels written in black (radical, fiddle, flower, tooth, sports home .....)
labels written in red (suffix ist, ist, ist, ive, ette ......)

Presentation

Invite the child: "I'd like to show you a new way of making the words" Take

tractor. Explain that if it was a real tractor with an engine, it could travel alone. "Will you show me how to move a tractor in the fields?"

The child takes the tractor and rolled.

Take the trailer and ask the child: "Is that the trailer has a motor that allows him to travel alone in the fields?" No she does not. "How did the farmer to move a trailer?" He hangs the tractor. "Come on, attaches the trailer to the tractor. The trailer has no power to move alone. It must be attached to the tractor for movement. "

Allow children to operate tractor and trailer.

Place the tractor and trailer at the top of the carpet or table.
Invite children to read more words (fork song .....) and place them in the top left column. "Are these words mean something by yourself?" yes
"These words are called radical. They may be the cause of other words. The radical is like the tractor, he did not need other words to mean something. "

Place the label" radical "over the column formed by all these words.
Show labels iste , ette, eur, if .... to the child who reads them and puts them right column.
"Do these words mean anything?" Non
"If you hang them to a radical, those groups of letters will create a new word."
Let the child discover how to attach these letters (before or after a word) by manipulating two labels (eg singing and eur).
"These groups of letters are called suffixes. They are like the trailer. Only, they mean nothing, but if they were attached to the back of a word, they form a new word." Place the label suffix
above the right column.
Invite the child to form new words with all these labels.
Invite children to find words that contain suffixes.

Extension: putting all the labels containing the same root. For example: song, singer.