Suffizz

The goal of this game is to help students understand some of the most common suffixes and be able to identify the grammatical type of word: noun, verb, adverb, adjective or pronoun. The core idea is to get students excited about root word modification. It allows students to explore when to add “-s,” “-es,” or “-ies” to the end of a noun. They can also practice with some irregular plural nouns. In addition, students are asked to turn a list of adjectives into comparative and superlative adjectives (“-er”, “-est”, “the more”, “the most”). Via a series of questions, students can strengthen knowledge of nouns, adjectives and pronouns as well as their functions in particular sentences. The teacher can choose which category of questions the student will play.

In this imaginary parody of a television game show, a student can make use of “lifelines” to get help with difficult questions via the elimination of one question, thus having 50/50 chances to find the correct answer or via the appearance of related grammar rules. When the correct answer is given, a new question appears, and the student moves up the ladder of the main game board. The number of questions can be chosen by the teacher/therapist. The game is over when all questions are answered and/or the child loses due to lack of lives. The teacher can set the timer for each question. Also, the teacher can decide whether the “lives” option will be activated.

This game gives the opportunity to the student to practice hand movement (with grab & move or time-delay) from the top to bottom thus strengthening concentration and high-low hand movement efficiency.

Are you ready to answer all questions one after the other and win the trophy?

Supported goals in

Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

Identify real-life connections between words and their use (e.g., note places at home that are cozy).

Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Use adjectives and adverbs, and choose between them depending on what is to be modified.

Use sentence-level context as a clue to the meaning of a word or phrase.

Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

Use sentence-level context as a clue to the meaning of a word or phrase.

Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Use sentence-level context as a clue to the meaning of a word or phrase.

Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

Use end punctuation for sentences.

Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

Use reflexive pronouns (e.g., myself, ourselves).

Use frequently occurring conjunctions (e.g., and, but, or, so, because).

Form and use regular and irregular plural nouns.

Identify and know the meaning of the most common prefixes and derivational suffixes.

Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

Use sentence-level context as a clue to the meaning of a word or phrase.

Use adjectives and adverbs, and choose between them depending on what is to be modified.

Use frequently occurring conjunctions (e.g., and, but, or, so, because).

Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

Form and use regular and irregular plural nouns.

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

Use end punctuation for sentences.

Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does).

Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

Use personal (subject, object), possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Use sentence-level context as a clue to the meaning of a word or phrase.

Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Use sentence-level context as a clue to the meaning of a word or phrase.

Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

Identify and know the meaning of the most common prefixes and derivational suffixes.

Use reflexive pronouns (e.g., myself, ourselves).

Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

Identify an affix or inflectional ending for a frequently occurring word.

Use sentence context as a clue to the meaning of a word or phrase.

Identify the meaning of most common prefixes.

Write sentences using nouns (regular, irregular, abstract), verbs (regular, irregular, simple tenses), adjectives and/or adverbs.

Use relative pronouns and relative adverbs in writing.

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Use end punctuation for sentences.

Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Use verbs to convey a sense of past, present or future in writing or speaking.

Identify nouns (regular, irregular, abstract), verbs (regular, irregular, simple tenses), adjectives and/or adverbs within sentences.

Use context within a sentence as a clue to determine the meaning of a word or phrase.

Use past tense irregular verbs in writing and speaking.

Use singular and plural nouns with matching verbs in basic sentences when speaking or writing.

Use frequently occurring conjunctions (e.g., and, but, or, so, because) in writing or speaking.

Use sentence context as a clue to the meaning of a new word, phrase or multiple‐meaning word.

Determine the meaning of a new word formed when a known prefix is added to the known word or root.

Use complete sentences in a shared language activity.

Use personal, possessive and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything) in writing or speaking.

Read common kindergarten high‐frequency words by sight.

Use adjectives and adverbs in writing and speaking.

Use reflexive pronouns (e.g., myself, ourselves) in writing and speaking.

Use collective and irregular plural nouns in writing and speaking.

Use appropriate question words when asking a question (e.g., who, what, where, when, why, how).