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Grade 1 ELA Units

Unit Plan 21 (Grade 1 ELA): Morphology Power – Base Words, Endings & Affixes

Grade 1 foundational skills unit: students decode and build words with -s/-es, -ed/-ing, and prefixes re-, un-, apply word attack strategies, and use new vocabulary in context.

Dr. Michael Kester-Haynes

• 6 min read
Unit Plan 21 (Grade 1 ELA): Morphology Power – Base Words, Endings & Affixes

Focus: -s/-es, -ed/-ing; re-, un-; irregular spellings; word attack

Grade Level: 1

Subject Area: English Language Arts (Foundational Skills • Language • Vocabulary)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

When readers notice parts of words, reading and meaning click faster. This week, students learn to spot the base word and add or remove endings (-s/-es, -ed/-ing) and prefixes (re-, un-). They’ll practice word attack strategies (cover the affix, read the base, then blend) and use context to confirm or self-correct. Irregular high-frequency spellings (e.g., said, was) are reviewed as “snap words.”

II. Objectives and Standards

Learning Objectives — Students will be able to…

  1. Decode and encode words with common inflectional endings (-s/-es, -ed, -ing) by identifying the base word and blending parts (RF.1.3).
  2. Use prefix clues (re- = again; un- = not) and context to determine or clarify word meaning (L.1.4a–b).
  3. Recognize the connection between base words and their inflected/derived forms (e.g., help, helps, helping, helped; tie, untie, retie) (L.1.4c).
  4. Use newly learned words and forms in speaking and writing (L.1.6).

Standards Alignment — CCSS Grade 1

  • RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words (including inflectional endings).
  • L.1.4a–c Use sentence-level context as a clue to meaning; use frequently occurring affixes as a clue; identify frequently occurring root/base words and their inflections.
  • L.1.6 Use words and phrases acquired through conversations, reading, and being read to.

Success Criteria — student language

  • I can find the base word and read the word with -s/-es, -ed, -ing.
  • I can tell what re- and un- mean and use them to figure out a word (retell, untie).
  • I can cover the affix, read the base, then blend and check with the sentence to see if it makes sense.
  • I can use my new word in a complete sentence when I talk or write.