Tonnes of Termites

Learning intention:

I am learning to analyse base words and how they change with suffixes so that I can expand my spelling and vocabulary knowledge.

 

Success criteria:

• I can identify where verb choice makes an action more vivid
• I can identify where adverb groups/phrases give more information
• I can create my own sentences using strong verbs and adverb groups/phrases

 

Students read through the article in groups of four. Once they’ve finished, explain that each group will be creating a word poster displaying examples of the following from the text:

•  compound words
• adverbs
• adjectives with comparative and superlative forms
•  nominalisation

 

(Note that the tasks get progressively harder, allowing for varying student capabilities in each group.)

 

Students may need to research what these terms mean before beginning. Some useful links:

The NSW Education glossary

The NSW Education page on Adjectives (Comparative and Superlative)

The NSW Education page on Nominalisation

 

Explain that students must do more than write the examples down – they must give the base word, how the word is defined with the suffix and any spelling rules for the change. For those doing comparative/superlative, they must give all three words. For those doing compound words, students must show the two words the compound word is made up from.

 

Sample answers:

Compound words – teamwork, toothbrush, outside, hardworking, underground, passageways

Adverbs – correctly, happily, literally, thankfully, unfortunately, hard, deadly, immensely

Adjectives with comparative and superlative forms – cool/cooler/coolest, tall/taller/tallest, successful/more successful/most successful, impressive/more impressive/most impressive

Nominalisation – workaholic, worker, successful, storage

 

When complete, groups present their posters to the rest of the class.