![]() ![]() We talked (explicitly / explicit) about asking questions to elicit students' (initial / initially) thoughts and solutions asking questions to probe students' answers when the (teacher / teach) does not understand what the (studious / student) is saying, when he or she wants to (verify / verification) that right answers are supported by (correct / correctly) understanding, and when he or she wants to understand the thinking behind an incorrect answer and supporting students to make (connects / connections) between solutions, methods, models, or mathematical concepts. These ideas were presented in our third (classify / class) meeting and reinforced in our readings from Chapin's Classroom Discussions (2003). Over the semester, I worked on ( purposefully / purpose) crafting questions to elicit, probe, and (connective / connect) students' ideas during a (discuss / discussion). Then you can return to your notes and look up which part of speech these words are. It is also a good idea to jot down words with the common endings in a notebook while you read for school, work, or pleasure. Since word suffixes are unpredictable, words can be checked in dictionaries, corpora, or just Googled. Sometimes you know which part of speech to use, but you are not sure which suffix to use (e.g. COCA Word and Phrase ( ) can be checked to see how a particular word is used in sentences to make sure you have selected the right form. Before providing a word definition, dictionaries usually note to which part of speech a given word belongs. Check words you are unsure about in dictionaries (e.g. Use the table above to identify which part of speech is created with the suffix you used. To identify which part of speech should be used in a particular phrase, you could ask yourself whether you need a word that would name an object (noun), express an action (verb), describe an object (adjective), or modify an action or description (adverb). Strategies for Working on Word Form Issues Keys to teaching grammar to English language learners: A practical handbook. well, soon, always, here, and hard), while some adjectives can have the ending -ly ( early, daily, oily, lonely, and friendly). ly is the only common suffix for adverbs: Modifies a verb, adjective, or other adverb. The table below shows the most common suffixes that are used to create four different parts of speech: This two-stage process can be quite challenging. noun or verb), but also which suffix creates this part of speech (e.g. To use a word correctly in a sentence, it is important to know two things: not only which part of speech to choose (e.g. ![]() For instance, the root beaut can be used to form a noun beauty, a verb beautify, an adjective beautiful, and an adverb beautifully. In English, there are many words that have the same root, but can be changed to be a verb, noun, adjective, or adverb by adding a suffix. This handout will go through some common suffixes and strategies to help you improve your knowledge of word forms. ![]() We can still understand what this sentence means, but because an incorrect suffix is used, the sentence is ungrammatical. In particular, the writer uses the noun importance when the adjective important should have been used. The sentence above contains a grammatical problem in regards to word form. ![]() *The results uncovered some importance differences among the groups.
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