What is a suffix? A suffix is an affix added to the end of a base or root. Suffixes are essential to English vocabulary, grammar, morphology, root words, word families, spelling, reading comprehension and word formation. Common suffixes such as -ness, -ment, -tion, -able, -ful, -less, -ous, -ly, -er and -ist can signal meaning while also helping readers identify whether a word functions as a noun, adjective, verb or adverb.
Suffix knowledge is powerful because endings often reveal grammatical information. Happy can become happiness; develop can become development; care can become careful or careless; quick can become quickly. Yet suffixes are not mechanical equations. Spelling can change, one suffix can perform more than one function, and whole words can develop specialised meanings.
This eduKateSG apex guide follows What Is a Prefix? and What Are Root Words?, linking morphology to the Vocabulary hub and Vocabulary Learning Hub.
The 50-second answer
A suffix is a meaningful ending added after a base or root. It may change meaning, grammatical category, tense, number, comparison or another feature. Analyse the base, identify the suffix, predict its contribution, then check the complete word in context.
1. Suffix meaning and definition
Suffix meaning and definition shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
2. Suffixes and affixes
Suffixes and affixes shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
3. Suffixes versus prefixes
Suffixes versus prefixes shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
4. Suffixes versus roots
Suffixes versus roots shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
5. Inflectional suffixes
Inflectional suffixes shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
6. Derivational suffixes
Derivational suffixes shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
7. Noun-forming suffixes
Noun-forming suffixes shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
8. Adjective-forming suffixes
Adjective-forming suffixes shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
9. Verb-forming suffixes
Verb-forming suffixes shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
10. Adverb-forming suffixes
Adverb-forming suffixes shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
11. Plural endings
Plural endings shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
12. Tense endings
Tense endings shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
13. Participles
Participles shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
14. Comparatives and superlatives
Comparatives and superlatives shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
15. Agent nouns
Agent nouns shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
16. Abstract nouns
Abstract nouns shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
17. State and quality
State and quality shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
18. Processes and results
Processes and results shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
19. Ability and possibility
Ability and possibility shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
20. Presence and absence
Presence and absence shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
21. Scientific suffixes
Scientific suffixes shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
22. Academic suffixes
Academic suffixes shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
23. Greek-derived endings
Greek-derived endings shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
24. Latin-derived endings
Latin-derived endings shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
25. Suffixes and part of speech
Suffixes and part of speech shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
26. Word-class conversion
Word-class conversion shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
27. Spelling changes
Spelling changes shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
28. Dropping final e
Dropping final e shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
29. Changing y to i
Changing y to i shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
30. Doubling consonants
Doubling consonants shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
31. Pronunciation changes
Pronunciation changes shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
32. Stress changes
Stress changes shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
33. Suffix ambiguity
Suffix ambiguity shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
34. False segmentation
False segmentation shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
35. Lexicalisation
Lexicalisation shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
36. Word families
Word families shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
37. Morphological trees
Morphological trees shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
38. Decoding unfamiliar vocabulary
Decoding unfamiliar vocabulary shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
39. Context clues
Context clues shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
40. Dictionary verification
Dictionary verification shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
41. Spelling
Spelling shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
42. Reading comprehension
Reading comprehension shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
43. Academic writing
Academic writing shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
44. Editing
Editing shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
45. Retrieval practice
Retrieval practice shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
46. Spaced review
Spaced review shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
47. Teaching suffixes
Teaching suffixes shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
48. The central rule
The central rule shows why suffixes belong at the intersection of vocabulary and grammar. The ending can tell a reader something about meaning and often about grammatical category, but it must be interpreted together with the base. Identify the likely base, ask what the suffix contributes, then test the whole word against its position and function in the sentence.
A useful distinction is between inflection and derivation. Inflectional endings express grammatical information without normally creating a new lexeme, while derivational suffixes can create a new word or word class. Understanding this distinction helps explain why walked behaves differently from walker or walkable.
For durable learning, build families. Start with a base, create legitimate derivatives, record spelling changes and compare meanings. Then reverse the task: encounter an unfamiliar derivative, segment it cautiously and predict its function. Retrieval, sentence generation and spaced review turn suffix recognition into productive control.
100 high-value English suffixes and endings
1. -s — plural or third-person singular
-s commonly contributes the cue plural or third-person singular. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -s. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -s. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
2. -es — plural or third-person singular
-es commonly contributes the cue plural or third-person singular. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -es. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -es. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
3. -ed — past tense or participle
-ed commonly contributes the cue past tense or participle. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ed. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ed. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
4. -ing — progressive participle or verbal noun
-ing commonly contributes the cue progressive participle or verbal noun. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ing. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ing. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
5. -er — agent or comparative
-er commonly contributes the cue agent or comparative. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -er. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -er. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
6. -or — agent
-or commonly contributes the cue agent. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -or. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -or. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
7. -ist — person associated with a field
-ist commonly contributes the cue person associated with a field. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ist. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ist. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
8. -ian — person associated with
-ian commonly contributes the cue person associated with. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ian. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ian. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
9. -ant — agent or participant
-ant commonly contributes the cue agent or participant. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ant. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ant. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
10. -ent — person or adjective form
-ent commonly contributes the cue person or adjective form. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ent. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ent. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
11. -ee — person receiving an action
-ee commonly contributes the cue person receiving an action. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ee. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ee. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
12. -dom — state or domain
-dom commonly contributes the cue state or domain. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -dom. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -dom. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
13. -hood — state, condition or period
-hood commonly contributes the cue state, condition or period. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -hood. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -hood. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
14. -ship — state, skill or relationship
-ship commonly contributes the cue state, skill or relationship. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ship. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ship. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
15. -ness — state or quality
-ness commonly contributes the cue state or quality. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ness. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ness. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
16. -ity — state or quality
-ity commonly contributes the cue state or quality. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ity. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ity. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
17. -ty — state or quality
-ty commonly contributes the cue state or quality. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ty. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ty. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
18. -ment — process, result or state
-ment commonly contributes the cue process, result or state. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ment. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ment. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
19. -tion — act, process or result
-tion commonly contributes the cue act, process or result. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -tion. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -tion. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
20. -sion — act, process or result
-sion commonly contributes the cue act, process or result. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -sion. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -sion. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
21. -ion — act, process or result
-ion commonly contributes the cue act, process or result. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ion. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ion. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
22. -ation — act, process or result
-ation commonly contributes the cue act, process or result. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ation. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ation. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
23. -ance — state, quality or action
-ance commonly contributes the cue state, quality or action. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ance. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ance. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
24. -ence — state, quality or action
-ence commonly contributes the cue state, quality or action. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ence. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ence. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
25. -al — relating to or process
-al commonly contributes the cue relating to or process. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -al. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -al. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
26. -age — result, collection or state
-age commonly contributes the cue result, collection or state. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -age. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -age. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
27. -ery — place, practice or collection
-ery commonly contributes the cue place, practice or collection. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ery. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ery. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
28. -ure — act, process, result or state
-ure commonly contributes the cue act, process, result or state. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ure. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ure. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
29. -th — state, quality or ordinal
-th commonly contributes the cue state, quality or ordinal. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -th. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -th. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
30. -cy — state or quality
-cy commonly contributes the cue state or quality. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -cy. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -cy. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
31. -acy — state or quality
-acy commonly contributes the cue state or quality. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -acy. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -acy. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
32. -ism — system, doctrine or practice
-ism commonly contributes the cue system, doctrine or practice. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ism. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ism. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
33. -ology — study or field
-ology commonly contributes the cue study or field. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ology. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ology. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
34. -ics — field or body of study
-ics commonly contributes the cue field or body of study. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ics. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ics. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
35. -graphy — writing or descriptive study
-graphy commonly contributes the cue writing or descriptive study. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -graphy. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -graphy. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
36. -meter — measure or measuring device
-meter commonly contributes the cue measure or measuring device. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -meter. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -meter. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
37. -scope — instrument for viewing
-scope commonly contributes the cue instrument for viewing. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -scope. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -scope. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
38. -cracy — system of rule
-cracy commonly contributes the cue system of rule. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -cracy. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -cracy. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
39. -crat — person associated with rule
-crat commonly contributes the cue person associated with rule. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -crat. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -crat. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
40. -phile — one who loves
-phile commonly contributes the cue one who loves. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -phile. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -phile. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
41. -phobe — one with fear or aversion
-phobe commonly contributes the cue one with fear or aversion. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -phobe. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -phobe. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
42. -phobia — fear or aversion
-phobia commonly contributes the cue fear or aversion. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -phobia. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -phobia. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
43. -able — capable of
-able commonly contributes the cue capable of. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -able. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -able. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
44. -ible — capable of
-ible commonly contributes the cue capable of. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ible. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ible. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
45. -ial — relating to
-ial commonly contributes the cue relating to. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ial. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ial. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
46. -ic — relating to
-ic commonly contributes the cue relating to. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ic. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ic. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
47. -ical — relating to
-ical commonly contributes the cue relating to. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ical. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ical. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
48. -ish — having a quality or somewhat
-ish commonly contributes the cue having a quality or somewhat. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ish. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ish. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
49. -ive — having a tendency or quality
-ive commonly contributes the cue having a tendency or quality. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ive. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ive. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
50. -ative — relating to or tending to
-ative commonly contributes the cue relating to or tending to. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ative. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ative. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
51. -ous — full of or having
-ous commonly contributes the cue full of or having. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ous. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ous. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
52. -ious — having a quality
-ious commonly contributes the cue having a quality. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ious. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ious. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
53. -eous — having a quality
-eous commonly contributes the cue having a quality. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -eous. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -eous. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
54. -ful — full of
-ful commonly contributes the cue full of. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ful. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ful. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
55. -less — without
-less commonly contributes the cue without. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -less. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -less. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
56. -y — characterised by
-y commonly contributes the cue characterised by. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -y. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -y. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
57. -ly — in a manner or having a quality
-ly commonly contributes the cue in a manner or having a quality. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ly. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ly. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
58. -like — resembling
-like commonly contributes the cue resembling. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -like. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -like. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
59. -esque — in the style of
-esque commonly contributes the cue in the style of. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -esque. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -esque. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
60. -worthy — deserving or suitable for
-worthy commonly contributes the cue deserving or suitable for. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -worthy. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -worthy. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
61. -some — characterised by
-some commonly contributes the cue characterised by. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -some. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -some. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
62. -en — made of or cause to become
-en commonly contributes the cue made of or cause to become. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -en. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -en. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
63. -ary — relating to
-ary commonly contributes the cue relating to. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ary. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ary. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
64. -ory — relating to or serving for
-ory commonly contributes the cue relating to or serving for. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ory. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ory. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
65. -ate — make, cause or become
-ate commonly contributes the cue make, cause or become. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ate. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ate. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
66. -ify — make or cause to become
-ify commonly contributes the cue make or cause to become. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ify. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ify. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
67. -fy — make or cause
-fy commonly contributes the cue make or cause. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -fy. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -fy. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
68. -ise — make, become or practise
-ise commonly contributes the cue make, become or practise. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ise. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ise. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
69. -ize — make, become or practise
-ize commonly contributes the cue make, become or practise. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ize. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ize. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
70. -ward — in a direction
-ward commonly contributes the cue in a direction. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ward. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ward. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
71. -wards — in a direction
-wards commonly contributes the cue in a direction. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -wards. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -wards. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
72. -wise — in a manner or respect
-wise commonly contributes the cue in a manner or respect. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -wise. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -wise. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
73. -fold — times or parts
-fold commonly contributes the cue times or parts. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -fold. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -fold. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
74. -let — small form
-let commonly contributes the cue small form. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -let. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -let. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
75. -ling — small, young or associated person
-ling commonly contributes the cue small, young or associated person. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ling. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ling. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
76. -ette — small form or related noun
-ette commonly contributes the cue small form or related noun. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ette. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ette. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
77. -ster — person associated with
-ster commonly contributes the cue person associated with. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ster. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ster. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
78. -arium — place or container
-arium commonly contributes the cue place or container. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -arium. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -arium. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
79. -orium — place associated with an activity
-orium commonly contributes the cue place associated with an activity. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -orium. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -orium. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
80. -oid — resembling
-oid commonly contributes the cue resembling. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -oid. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -oid. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
81. -centric — centred on
-centric commonly contributes the cue centred on. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -centric. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -centric. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
82. -genic — producing or produced by
-genic commonly contributes the cue producing or produced by. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -genic. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -genic. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
83. -genous — originating or produced from
-genous commonly contributes the cue originating or produced from. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -genous. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -genous. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
84. -phonic — relating to sound
-phonic commonly contributes the cue relating to sound. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -phonic. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -phonic. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
85. -graphic — relating to representation
-graphic commonly contributes the cue relating to representation. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -graphic. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -graphic. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
86. -logical — relating to a field or reasoning
-logical commonly contributes the cue relating to a field or reasoning. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -logical. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -logical. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
87. -nomy — system of rules or knowledge
-nomy commonly contributes the cue system of rules or knowledge. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -nomy. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -nomy. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
88. -nym — name or word relation
-nym commonly contributes the cue name or word relation. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -nym. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -nym. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
89. -onym — name or word relation
-onym commonly contributes the cue name or word relation. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -onym. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -onym. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
90. -morph — form or shape
-morph commonly contributes the cue form or shape. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -morph. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -morph. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
91. -morphic — relating to form
-morphic commonly contributes the cue relating to form. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -morphic. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -morphic. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
92. -pathy — feeling, disease or treatment
-pathy commonly contributes the cue feeling, disease or treatment. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -pathy. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -pathy. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
93. -therapy — treatment
-therapy commonly contributes the cue treatment. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -therapy. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -therapy. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
94. -cide — killing or killer
-cide commonly contributes the cue killing or killer. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -cide. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -cide. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
95. -vore — eater
-vore commonly contributes the cue eater. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -vore. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -vore. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
96. -gamy — marriage or reproduction pattern
-gamy commonly contributes the cue marriage or reproduction pattern. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -gamy. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -gamy. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
97. -gon — angle or polygonal figure
-gon commonly contributes the cue angle or polygonal figure. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -gon. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -gon. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
98. -arium — specialised place
-arium commonly contributes the cue specialised place. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -arium. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -arium. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
99. -ary — place or collection
-ary commonly contributes the cue place or collection. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ary. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ary. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
100. -let — diminutive
-let commonly contributes the cue diminutive. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -let. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -let. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
101. -ette — diminutive
-ette commonly contributes the cue diminutive. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ette. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ette. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
102. -oid — resembling
-oid commonly contributes the cue resembling. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -oid. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -oid. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
103. -form — having a form
-form commonly contributes the cue having a form. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -form. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -form. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
104. -cracy — rule
-cracy commonly contributes the cue rule. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -cracy. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -cracy. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
105. -archy — rule or leadership
-archy commonly contributes the cue rule or leadership. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -archy. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -archy. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
106. -phobia — fear
-phobia commonly contributes the cue fear. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -phobia. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -phobia. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
107. -mania — obsession
-mania commonly contributes the cue obsession. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -mania. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -mania. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
108. -logy — study
-logy commonly contributes the cue study. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -logy. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -logy. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
109. -ist — practitioner
-ist commonly contributes the cue practitioner. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ist. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ist. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
110. -ism — doctrine or practice
-ism commonly contributes the cue doctrine or practice. Notice both meaning and grammatical behaviour. Ask whether the suffix creates a new lexical item, marks grammatical information, or performs different functions in different words.
Build a family using -ism. Identify the base of each example, compare the base with the derived or inflected form, and record any spelling or pronunciation change. Explain the whole word in plain English rather than merely attaching the suffix gloss to the base.
For transfer, choose a less familiar word containing -ism. Predict its likely part of speech and broad meaning, use sentence context to refine the prediction, and verify with a dictionary. If the analysis fails, determine whether the ending was misidentified, the base has another sense, or the whole word has specialised.
A 12-week suffix mastery programme
Week 1
Choose six to eight suffixes and build word families around familiar bases. Sort examples by grammatical function, note spelling changes, then analyse unfamiliar derivatives in context. Later sessions should mix prefixes, roots and suffixes so learners have to segment complete words. Add sentence transformation tasks where the resulting form is genuine and natural.
Measure mastery through transfer. A learner should identify the ending, locate the base, explain what changes, predict part of speech where appropriate, spell the derivative correctly and use it naturally in a sentence. Keep irregular or easily confused families in spaced review.
Week 2
Choose six to eight suffixes and build word families around familiar bases. Sort examples by grammatical function, note spelling changes, then analyse unfamiliar derivatives in context. Later sessions should mix prefixes, roots and suffixes so learners have to segment complete words. Add sentence transformation tasks where the resulting form is genuine and natural.
Measure mastery through transfer. A learner should identify the ending, locate the base, explain what changes, predict part of speech where appropriate, spell the derivative correctly and use it naturally in a sentence. Keep irregular or easily confused families in spaced review.
Week 3
Choose six to eight suffixes and build word families around familiar bases. Sort examples by grammatical function, note spelling changes, then analyse unfamiliar derivatives in context. Later sessions should mix prefixes, roots and suffixes so learners have to segment complete words. Add sentence transformation tasks where the resulting form is genuine and natural.
Measure mastery through transfer. A learner should identify the ending, locate the base, explain what changes, predict part of speech where appropriate, spell the derivative correctly and use it naturally in a sentence. Keep irregular or easily confused families in spaced review.
Week 4
Choose six to eight suffixes and build word families around familiar bases. Sort examples by grammatical function, note spelling changes, then analyse unfamiliar derivatives in context. Later sessions should mix prefixes, roots and suffixes so learners have to segment complete words. Add sentence transformation tasks where the resulting form is genuine and natural.
Measure mastery through transfer. A learner should identify the ending, locate the base, explain what changes, predict part of speech where appropriate, spell the derivative correctly and use it naturally in a sentence. Keep irregular or easily confused families in spaced review.
Week 5
Choose six to eight suffixes and build word families around familiar bases. Sort examples by grammatical function, note spelling changes, then analyse unfamiliar derivatives in context. Later sessions should mix prefixes, roots and suffixes so learners have to segment complete words. Add sentence transformation tasks where the resulting form is genuine and natural.
Measure mastery through transfer. A learner should identify the ending, locate the base, explain what changes, predict part of speech where appropriate, spell the derivative correctly and use it naturally in a sentence. Keep irregular or easily confused families in spaced review.
Week 6
Choose six to eight suffixes and build word families around familiar bases. Sort examples by grammatical function, note spelling changes, then analyse unfamiliar derivatives in context. Later sessions should mix prefixes, roots and suffixes so learners have to segment complete words. Add sentence transformation tasks where the resulting form is genuine and natural.
Measure mastery through transfer. A learner should identify the ending, locate the base, explain what changes, predict part of speech where appropriate, spell the derivative correctly and use it naturally in a sentence. Keep irregular or easily confused families in spaced review.
Week 7
Choose six to eight suffixes and build word families around familiar bases. Sort examples by grammatical function, note spelling changes, then analyse unfamiliar derivatives in context. Later sessions should mix prefixes, roots and suffixes so learners have to segment complete words. Add sentence transformation tasks where the resulting form is genuine and natural.
Measure mastery through transfer. A learner should identify the ending, locate the base, explain what changes, predict part of speech where appropriate, spell the derivative correctly and use it naturally in a sentence. Keep irregular or easily confused families in spaced review.
Week 8
Choose six to eight suffixes and build word families around familiar bases. Sort examples by grammatical function, note spelling changes, then analyse unfamiliar derivatives in context. Later sessions should mix prefixes, roots and suffixes so learners have to segment complete words. Add sentence transformation tasks where the resulting form is genuine and natural.
Measure mastery through transfer. A learner should identify the ending, locate the base, explain what changes, predict part of speech where appropriate, spell the derivative correctly and use it naturally in a sentence. Keep irregular or easily confused families in spaced review.
Week 9
Choose six to eight suffixes and build word families around familiar bases. Sort examples by grammatical function, note spelling changes, then analyse unfamiliar derivatives in context. Later sessions should mix prefixes, roots and suffixes so learners have to segment complete words. Add sentence transformation tasks where the resulting form is genuine and natural.
Measure mastery through transfer. A learner should identify the ending, locate the base, explain what changes, predict part of speech where appropriate, spell the derivative correctly and use it naturally in a sentence. Keep irregular or easily confused families in spaced review.
Week 10
Choose six to eight suffixes and build word families around familiar bases. Sort examples by grammatical function, note spelling changes, then analyse unfamiliar derivatives in context. Later sessions should mix prefixes, roots and suffixes so learners have to segment complete words. Add sentence transformation tasks where the resulting form is genuine and natural.
Measure mastery through transfer. A learner should identify the ending, locate the base, explain what changes, predict part of speech where appropriate, spell the derivative correctly and use it naturally in a sentence. Keep irregular or easily confused families in spaced review.
Week 11
Choose six to eight suffixes and build word families around familiar bases. Sort examples by grammatical function, note spelling changes, then analyse unfamiliar derivatives in context. Later sessions should mix prefixes, roots and suffixes so learners have to segment complete words. Add sentence transformation tasks where the resulting form is genuine and natural.
Measure mastery through transfer. A learner should identify the ending, locate the base, explain what changes, predict part of speech where appropriate, spell the derivative correctly and use it naturally in a sentence. Keep irregular or easily confused families in spaced review.
Week 12
Choose six to eight suffixes and build word families around familiar bases. Sort examples by grammatical function, note spelling changes, then analyse unfamiliar derivatives in context. Later sessions should mix prefixes, roots and suffixes so learners have to segment complete words. Add sentence transformation tasks where the resulting form is genuine and natural.
Measure mastery through transfer. A learner should identify the ending, locate the base, explain what changes, predict part of speech where appropriate, spell the derivative correctly and use it naturally in a sentence. Keep irregular or easily confused families in spaced review.
Frequently asked questions
What is a suffix?
An affix added to the end of a base or root.
What are examples of suffixes?
Common examples include -ness, -ment, -tion, -able, -ful, -less, -ous, -ly, -er and -ist.
What is the difference between a prefix and a suffix?
A prefix is added before a base; a suffix is added after it.
Can a suffix change part of speech?
Many derivational suffixes can, such as happy to happiness or quick to quickly.
What are inflectional suffixes?
Endings that express grammatical information such as number, tense or comparison without normally creating a new lexeme.
Why does spelling change?
English orthographic conventions can trigger changes such as dropping final e, changing y to i or doubling a consonant in particular environments.
Can suffixes reveal meaning?
Yes, but they provide a clue rather than a complete definition; the base and context remain important.
How should students learn suffixes?
Build word families, compare grammatical functions, practise spelling changes, infer unfamiliar derivatives and retrieve patterns over spaced intervals.
Continue through the eduKate vocabulary system
Continue with What Is a Prefix?, What Are Root Words?, the Vocabulary hub and Vocabulary Learning Hub.