This question tests decoding words with common Latin suffixes (CCSS.RF.3.3.b: Decode words with common Latin suffixes). Students must recognize Latin suffix patterns and decode them using phonics knowledge. Latin suffixes are word endings added to base words or roots that create new words. Common 3rd grade Latin suffixes include: -tion/-sion (sounds like /shun/, means act or process: action, division), -able/-ible (sounds like /uh-bul/, means can be: readable, possible), -ment (sounds like /ment/, means result of: movement, excitement), -ous/-ious (sounds like /us/, means full of: curious, dangerous), -ity/-ty (sounds like /ih-tee/ or /tee/, means state of: activity, safety), -al (sounds like /ul/, means relating to: musical, natural), -ive (sounds like /iv/, means tending to: active, creative). To decode these words, students identify the suffix, recognize its sound, and blend it with the base word or root. In this question, the word movement is broken into base and suffix. The word movement has the suffix -ment, which makes the /ment/ sound; the base is move, and adding the suffix creates movement. Choice B is correct because it breaks the word as move + ment, correctly identifying the base and Latin suffix -ment pronounced /ment/. Breaking it apart: move + ment = movement. Students can decode this by recognizing the -ment pattern and applying phonics knowledge. Choice A is incorrect because breaking as mov + ement is wrong - it should be move + ment. This error occurs when students can't identify where base ends and suffix begins or confuse syllable division. To help students: Create suffix anchor charts showing common Latin suffixes with pronunciation guide (-tion = /shun/, -able = /uh-bul/, -ment = /ment/, -ous = /us/, -ity = /tee/, -al = /ul/, -ive = /iv/). Practice word building: Start with base/root (act, read, move, care), add suffixes (action, readable, movement, careful), pronounce each part then blend. Use color coding to highlight suffix in words. Teach syllable division strategy: Find the suffix, separate it from base, decode each part, blend together. Group words by suffix family for pattern recognition. Practice with word sorts (sort by suffix type). Provide explicit phonics instruction for each suffix sound before expecting decoding. Watch for: Students who don't recognize suffix patterns, mispronounce suffixes (saying /tee-on/ for -tion instead of /shun/), confuse similar suffixes (-able vs -ible), or can't identify where base ends and suffix begins. Build automaticity with frequent practice reading suffix words in context and isolation.

This question tests decoding words with common Latin suffixes (CCSS.RF.3.3.b: Decode words with common Latin suffixes). Students must recognize Latin suffix patterns and decode them using phonics knowledge. Latin suffixes are word endings added to base words or roots that create new words. Common 3rd grade Latin suffixes include: -tion/-sion (sounds like /shun/, means act or process: action, division), -able/-ible (sounds like /uh-bul/, means can be: readable, possible), -ment (sounds like /ment/, means result of: movement, excitement), -ous/-ious (sounds like /us/, means full of: curious, dangerous), -ity/-ty (sounds like /ih-tee/ or /tee/, means state of: activity, safety), -al (sounds like /ul/, means relating to: musical, natural), -ive (sounds like /iv/, means tending to: active, creative). To decode these words, students identify the suffix, recognize its sound, and blend it with the base word or root. In this question, the words action, subtraction, direction, and question all share the suffix -tion, which sounds like /shun/. The word action has the suffix -tion, which makes the /shun/ sound; the base is act, and adding the suffix creates action. Choice C is correct because all these words end with the Latin suffix -tion, which is pronounced /shun/. All these words share the same suffix pattern -tion. Students can decode this by recognizing the -tion pattern and applying phonics knowledge. Choice D is incorrect because -ly is not a Latin suffix - it's an Old English suffix for adverbs. This error occurs when students don't recognize Latin suffix patterns or confuse similar suffixes. To help students: Create suffix anchor charts showing common Latin suffixes with pronunciation guide (-tion = /shun/, -able = /uh-bul/, -ment = /ment/, -ous = /us/, -ity = /tee/, -al = /ul/, -ive = /iv/). Practice word building: Start with base/root (act, read, move, care), add suffixes (action, readable, movement, careful), pronounce each part then blend. Use color coding to highlight suffix in words. Teach syllable division strategy: Find the suffix, separate it from base, decode each part, blend together. Group words by suffix family for pattern recognition. Practice with word sorts (sort by suffix type). Provide explicit phonics instruction for each suffix sound before expecting decoding. Watch for: Students who don't recognize suffix patterns, mispronounce suffixes (saying /tee-on/ for -tion instead of /shun/), confuse similar suffixes (-able vs -ible), or can't identify where base ends and suffix begins. Build automaticity with frequent practice reading suffix words in context and isolation.

This question tests decoding words with common Latin suffixes (CCSS.RF.3.3.b: Decode words with common Latin suffixes). Students must recognize Latin suffix patterns and decode them using phonics knowledge. Latin suffixes are word endings added to base words or roots that create new words. Common 3rd grade Latin suffixes include: -tion/-sion (sounds like /shun/, means act or process: action, division), -able/-ible (sounds like /uh-bul/, means can be: readable, possible), -ment (sounds like /ment/, means result of: movement, excitement), -ous/-ious (sounds like /us/, means full of: curious, dangerous), -ity/-ty (sounds like /ih-tee/ or /tee/, means state of: activity, safety), -al (sounds like /ul/, means relating to: musical, natural), -ive (sounds like /iv/, means tending to: active, creative). To decode these words, students identify the suffix, recognize its sound, and blend it with the base word or root. In this question, the words action, addition, subtraction, and payment are examined for the suffix -tion. The word payment does not have the suffix -tion; it ends with -ment, which sounds like /ment/. Choice C is correct because payment does not end with the Latin suffix -tion, unlike the others which are pronounced with /shun/. Students can decode this by recognizing the absence of the -tion pattern. Choice A is incorrect because addition ends with -tion, which is a Latin suffix. This error occurs when students don't recognize Latin suffix patterns or confuse similar suffixes. To help students: Create suffix anchor charts showing common Latin suffixes with pronunciation guide (-tion = /shun/, -able = /uh-bul/, -ment = /ment/, -ous = /us/, -ity = /tee/, -al = /ul/, -ive = /iv/). Practice word building: Start with base/root (act, read, move, care), add suffixes (action, readable, movement, careful), pronounce each part then blend. Use color coding to highlight suffix in words. Teach syllable division strategy: Find the suffix, separate it from base, decode each part, blend together. Group words by suffix family for pattern recognition. Practice with word sorts (sort by suffix type). Provide explicit phonics instruction for each suffix sound before expecting decoding. Watch for: Students who don't recognize suffix patterns, mispronounce suffixes (saying /tee-on/ for -tion instead of /shun/), confuse similar suffixes (-able vs -ible), or can't identify where base ends and suffix begins. Build automaticity with frequent practice reading suffix words in context and isolation.

This question tests decoding words with common Latin suffixes (CCSS.RF.3.3.b: Decode words with common Latin suffixes). Students must recognize Latin suffix patterns and decode them using phonics knowledge. Latin suffixes are word endings added to base words or roots that create new words. Common 3rd grade Latin suffixes include: -tion/-sion (sounds like /shun/, means act or process: action, division), -able/-ible (sounds like /uh-bul/, means can be: readable, possible), -ment (sounds like /ment/, means result of: movement, excitement), -ous/-ious (sounds like /us/, means full of: curious, dangerous), -ity/-ty (sounds like /ih-tee/ or /tee/, means state of: activity, safety), -al (sounds like /ul/, means relating to: musical, natural), -ive (sounds like /iv/, means tending to: active, creative). To decode these words, students identify the suffix, recognize its sound, and blend it with the base word or root. In this question, the words curious, famous, dangerous, and quickly are examined for the suffix -ous. The word dangerous has the suffix -ous, which makes the /us/ sound; the base is danger, and adding the suffix creates dangerous. Choice C is correct because the word dangerous ends with the Latin suffix -ous, which is pronounced /us/. Breaking it apart: danger + ous = dangerous. Students can decode this by recognizing the -ous pattern and applying phonics knowledge. Choice B is incorrect because curious ends with -ious, not -ous. This error occurs when students confuse similar suffixes like -ous vs -ious. To help students: Create suffix anchor charts showing common Latin suffixes with pronunciation guide (-tion = /shun/, -able = /uh-bul/, -ment = /ment/, -ous = /us/, -ity = /tee/, -al = /ul/, -ive = /iv/). Practice word building: Start with base/root (act, read, move, care), add suffixes (action, readable, movement, careful), pronounce each part then blend. Use color coding to highlight suffix in words. Teach syllable division strategy: Find the suffix, separate it from base, decode each part, blend together. Group words by suffix family for pattern recognition. Practice with word sorts (sort by suffix type). Provide explicit phonics instruction for each suffix sound before expecting decoding. Watch for: Students who don't recognize suffix patterns, mispronounce suffixes (saying /tee-on/ for -tion instead of /shun/), confuse similar suffixes (-able vs -ible), or can't identify where base ends and suffix begins. Build automaticity with frequent practice reading suffix words in context and isolation.

This question tests decoding words with common Latin suffixes (CCSS.RF.3.3.b: Decode words with common Latin suffixes). Students must recognize Latin suffix patterns and decode them using phonics knowledge. Latin suffixes are word endings added to base words or roots that create new words. Common 3rd grade Latin suffixes include: -tion/-sion (sounds like /shun/, means act or process: action, division), -able/-ible (sounds like /uh-bul/, means can be: readable, possible), -ment (sounds like /ment/, means result of: movement, excitement), -ous/-ious (sounds like /us/, means full of: curious, dangerous), -ity/-ty (sounds like /ih-tee/ or /tee/, means state of: activity, safety), -al (sounds like /ul/, means relating to: musical, natural), -ive (sounds like /iv/, means tending to: active, creative). To decode these words, students identify the suffix, recognize its sound, and blend it with the base word or root. In this question, the word subtraction has the suffix -tion, used in context. The word subtraction has the suffix -tion, which makes the /shun/ sound; the base is subtract, and adding the suffix creates subtraction. Choice A is correct because the suffix -tion in subtraction is pronounced /shun/. Students can decode this by recognizing the -tion pattern and applying phonics knowledge. Choice B is incorrect because the suffix -tion is not pronounced /tee-on/ - it's pronounced /shun/. This error occurs when students don't know standard suffix pronunciations or confuse letter sounds. To help students: Create suffix anchor charts showing common Latin suffixes with pronunciation guide (-tion = /shun/, -able = /uh-bul/, -ment = /ment/, -ous = /us/, -ity = /tee/, -al = /ul/, -ive = /iv/). Practice word building: Start with base/root (act, read, move, care), add suffixes (action, readable, movement, careful), pronounce each part then blend. Use color coding to highlight suffix in words. Teach syllable division strategy: Find the suffix, separate it from base, decode each part, blend together. Group words by suffix family for pattern recognition. Practice with word sorts (sort by suffix type). Provide explicit phonics instruction for each suffix sound before expecting decoding. Watch for: Students who don't recognize suffix patterns, mispronounce suffixes (saying /tee-on/ for -tion instead of /shun/), confuse similar suffixes (-able vs -ible), or can't identify where base ends and suffix begins. Build automaticity with frequent practice reading suffix words in context and isolation.

This question tests decoding words with common Latin suffixes (CCSS.RF.3.3.b: Decode words with common Latin suffixes). Students must recognize Latin suffix patterns and decode them using phonics knowledge. Latin suffixes are word endings added to base words or roots that create new words. Common 3rd grade Latin suffixes include: -tion/-sion (sounds like /shun/, means act or process: action, division), -able/-ible (sounds like /uh-bul/, means can be: readable, possible), -ment (sounds like /ment/, means result of: movement, excitement), -ous/-ious (sounds like /us/, means full of: curious, dangerous), -ity/-ty (sounds like /ih-tee/ or /tee/, means state of: activity, safety), -al (sounds like /ul/, means relating to: musical, natural), -ive (sounds like /iv/, means tending to: active, creative). To decode these words, students identify the suffix, recognize its sound, and blend it with the base word or root. In this question, the words activity, ability, safety, and active are examined, with the first three sharing a suffix pattern. The words activity, ability, and safety share the suffix -ity/-ty, which sounds like /ih-tee/ or /tee/. Choice A is correct because the first three words share the Latin suffix -ity (or its variant -ty), pronounced /ih-tee/ or /tee/. Students can decode this by recognizing the -ity/-ty pattern and applying phonics knowledge. Choice B is incorrect because -ive is a different Latin suffix found in active, pronounced /iv/. This error occurs when students don't recognize Latin suffix patterns or confuse similar suffixes. To help students: Create suffix anchor charts showing common Latin suffixes with pronunciation guide (-tion = /shun/, -able = /uh-bul/, -ment = /ment/, -ous = /us/, -ity = /tee/, -al = /ul/, -ive = /iv/). Practice word building: Start with base/root (act, read, move, care), add suffixes (action, readable, movement, careful), pronounce each part then blend. Use color coding to highlight suffix in words. Teach syllable division strategy: Find the suffix, separate it from base, decode each part, blend together. Group words by suffix family for pattern recognition. Practice with word sorts (sort by suffix type). Provide explicit phonics instruction for each suffix sound before expecting decoding. Watch for: Students who don't recognize suffix patterns, mispronounce suffixes (saying /tee-on/ for -tion instead of /shun/), confuse similar suffixes (-able vs -ible), or can't identify where base ends and suffix begins. Build automaticity with frequent practice reading suffix words in context and isolation.

This question tests decoding words with common Latin suffixes (CCSS.RF.3.3.b: Decode words with common Latin suffixes). Students must recognize Latin suffix patterns and decode them using phonics knowledge. Latin suffixes are word endings added to base words or roots that create new words. Common 3rd grade Latin suffixes include: -tion/-sion (sounds like /shun/, means act or process: action, division), -able/-ible (sounds like /uh-bul/, means can be: readable, possible), -ment (sounds like /ment/, means result of: movement, excitement), -ous/-ious (sounds like /us/, means full of: curious, dangerous), -ity/-ty (sounds like /ih-tee/ or /tee/, means state of: activity, safety), -al (sounds like /ul/, means relating to: musical, natural), -ive (sounds like /iv/, means tending to: active, creative). To decode these words, students identify the suffix, recognize its sound, and blend it with the base word or root. In this question, the target is identifying which word among the choices has the suffix -able, with examples like readable, washable, and breakable showing the pattern. The word readable has the suffix -able, which makes the /uh-bul/ sound; the base is read, and adding the suffix creates readable. Choice B is correct because the word readable ends with the Latin suffix -able, which is pronounced /uh-bul/. Breaking it apart: read + able = readable. Students can decode this by recognizing the -able pattern and applying phonics knowledge. Choice C is incorrect because wash does not end with -able; it has no suffix and is a base word. This error occurs when students don't recognize Latin suffix patterns or confuse base words with suffixed words. To help students: Create suffix anchor charts showing common Latin suffixes with pronunciation guide (-tion = /shun/, -able = /uh-bul/, -ment = /ment/, -ous = /us/, -ity = /tee/, -al = /ul/, -ive = /iv/). Practice word building: Start with base/root (act, read, move, care), add suffixes (action, readable, movement, careful), pronounce each part then blend. Use color coding to highlight suffix in words. Teach syllable division strategy: Find the suffix, separate it from base, decode each part, blend together. Group words by suffix family for pattern recognition. Practice with word sorts (sort by suffix type). Provide explicit phonics instruction for each suffix sound before expecting decoding. Watch for: Students who don't recognize suffix patterns, mispronounce suffixes (saying /tee-on/ for -tion instead of /shun/), confuse similar suffixes (-able vs -ible), or can't identify where base ends and suffix begins. Build automaticity with frequent practice reading suffix words in context and isolation.

This question tests decoding words with common Latin suffixes (CCSS.RF.3.3.b: Decode words with common Latin suffixes). Students must recognize Latin suffix patterns and decode them using phonics knowledge. Latin suffixes are word endings added to base words or roots that create new words. Common 3rd grade Latin suffixes include: -tion/-sion (sounds like /shun/, means act or process: action, division), -able/-ible (sounds like /uh-bul/, means can be: readable, possible), -ment (sounds like /ment/, means result of: movement, excitement), -ous/-ious (sounds like /us/, means full of: curious, dangerous), -ity/-ty (sounds like /ih-tee/ or /tee/, means state of: activity, safety), -al (sounds like /ul/, means relating to: musical, natural), -ive (sounds like /iv/, means tending to: active, creative). To decode these words, students identify the suffix, recognize its sound, and blend it with the base word or root. In this question, the word readable focuses on the pronunciation of its suffix. The word readable has the suffix -able, which makes the /uh-bul/ sound; the base is read, and adding the suffix creates readable. Choice B is correct because the suffix -able in readable is pronounced /uh-bul/. Students can decode this by recognizing the -able pattern and applying phonics knowledge. Choice A is incorrect because the suffix -able is not pronounced /ay-bul/ - it's pronounced /uh-bul/. This error occurs when students don't know standard suffix pronunciations. To help students: Create suffix anchor charts showing common Latin suffixes with pronunciation guide (-tion = /shun/, -able = /uh-bul/, -ment = /ment/, -ous = /us/, -ity = /tee/, -al = /ul/, -ive = /iv/). Practice word building: Start with base/root (act, read, move, care), add suffixes (action, readable, movement, careful), pronounce each part then blend. Use color coding to highlight suffix in words. Teach syllable division strategy: Find the suffix, separate it from base, decode each part, blend together. Group words by suffix family for pattern recognition. Practice with word sorts (sort by suffix type). Provide explicit phonics instruction for each suffix sound before expecting decoding. Watch for: Students who don't recognize suffix patterns, mispronounce suffixes (saying /tee-on/ for -tion instead of /shun/), confuse similar suffixes (-able vs -ible), or can't identify where base ends and suffix begins. Build automaticity with frequent practice reading suffix words in context and isolation.

This question tests decoding words with common Latin suffixes (CCSS.RF.3.3.b: Decode words with common Latin suffixes). Students must recognize Latin suffix patterns and decode them using phonics knowledge. Latin suffixes are word endings added to base words or roots that create new words. Common 3rd grade Latin suffixes include: -tion/-sion (sounds like /shun/, means act or process: action, division), -able/-ible (sounds like /uh-bul/, means can be: readable, possible), -ment (sounds like /ment/, means result of: movement, excitement), -ous/-ious (sounds like /us/, means full of: curious, dangerous), -ity/-ty (sounds like /ih-tee/ or /tee/, means state of: activity, safety), -al (sounds like /ul/, means relating to: musical, natural), -ive (sounds like /iv/, means tending to: active, creative). To decode these words, students identify the suffix, recognize its sound, and blend it with the base word or root. In this question, the words movement, payment, enjoyment, and running are examined for the suffix -ment. The word running does not have the suffix -ment; it ends with -ing, which is not a Latin suffix. Choice C is correct because running does not end with the Latin suffix -ment, unlike the others which are pronounced with /ment/. Students can decode this by recognizing the absence of the -ment pattern. Choice A is incorrect because payment ends with -ment, which is a Latin suffix. This error occurs when students confuse similar suffixes or don't recognize Latin suffix patterns. To help students: Create suffix anchor charts showing common Latin suffixes with pronunciation guide (-tion = /shun/, -able = /uh-bul/, -ment = /ment/, -ous = /us/, -ity = /tee/, -al = /ul/, -ive = /iv/). Practice word building: Start with base/root (act, read, move, care), add suffixes (action, readable, movement, careful), pronounce each part then blend. Use color coding to highlight suffix in words. Teach syllable division strategy: Find the suffix, separate it from base, decode each part, blend together. Group words by suffix family for pattern recognition. Practice with word sorts (sort by suffix type). Provide explicit phonics instruction for each suffix sound before expecting decoding. Watch for: Students who don't recognize suffix patterns, mispronounce suffixes (saying /tee-on/ for -tion instead of /shun/), confuse similar suffixes (-able vs -ible), or can't identify where base ends and suffix begins. Build automaticity with frequent practice reading suffix words in context and isolation.

This question tests decoding words with common Latin suffixes (CCSS.RF.3.3.b: Decode words with common Latin suffixes). Students must recognize Latin suffix patterns and decode them using phonics knowledge. Latin suffixes are word endings added to base words or roots that create new words. Common 3rd grade Latin suffixes include: -tion/-sion (sounds like /shun/, means act or process: action, division), -able/-ible (sounds like /uh-bul/, means can be: readable, possible), -ment (sounds like /ment/, means result of: movement, excitement), -ous/-ious (sounds like /us/, means full of: curious, dangerous), -ity/-ty (sounds like /ih-tee/ or /tee/, means state of: activity, safety), -al (sounds like /ul/, means relating to: musical, natural), -ive (sounds like /iv/, means tending to: active, creative). To decode these words, students identify the suffix, recognize its sound, and blend it with the base word or root. In this question, the words curious, famous, dangerous, action are examined for shared endings. The word action has the suffix -tion, which makes the /shun/ sound. The base word/root is act, and adding the suffix creates the word action. Choice D is correct because action ends with the Latin suffix -tion, which is pronounced /shun/, while the others end with -ous. All these words share the same suffix pattern except action. Students can decode this by recognizing the -ous pattern and applying phonics knowledge. Choice A is incorrect because curious ends with -ous, which matches the others, not the exception. This error occurs when students don't recognize Latin suffix patterns or confuse similar suffixes. To help students: Create suffix anchor charts showing common Latin suffixes with pronunciation guide (-tion = /shun/, -able = /uh-bul/, -ment = /ment/, -ous = /us/, -ity = /tee/, -al = /ul/, -ive = /iv/). Practice word building: Start with base/root (curi, fame, danger, act), add suffixes (curious, famous, dangerous, action), pronounce each part then blend. Use color coding to highlight suffix in words. Teach syllable division strategy: Find the suffix, separate it from base, decode each part, blend together. Group words by suffix family for pattern recognition. Practice with word sorts (sort by suffix type). Provide explicit phonics instruction for each suffix sound before expecting decoding. Watch for: Students who don't recognize suffix patterns, mispronounce suffixes (saying /tee-on/ for -tion instead of /shun/), confuse similar suffixes (-able vs -ible), or can't identify where base ends and suffix begins. Build automaticity with frequent practice reading suffix words in context and isolation.