Biking - Tip Sheet

An image of the cover for the book "Biking" showing two children and their mother biking through a forest


Biking - Teacher Tip Sheet

Purple Series - Book 6 - Biking


Tips and Activities to Try

Introduced in This Book

  • replace <e >suffixing convention
  • suffix <-ful >gives a sense of full or full of

Previously Introduced

  • suffix <-s >third person singular, plural, and possessive
  • suffix <-ing >as present participle
  • suffix <-ed >as past tense of a verb
  • compound words
  • suffix <-y >
  • suffix <-er >as comparative and as agent
  • suffix <-es >as plural

Key Concepts to Understand - Replace <e >

  • suffixing convention → replace marker <e >when attaching a vowel suffix (i.e., suffixes that begin with a vowel letter such as <-er >)

For example, the marker <e >in hope is replaced when you attach suffix <-ing >. When we see <hopping >we know marker <e >has not been replaced (as the <p >is doubled) therefore the base is <hop >.

Refer to Page 4 of Morphology Information Background Sheets


Important Background Information

The assumption when attaching vowel suffixes is that marker <e >has been replaced whenever a marker <e >has the possibility of existing:

  1. single syllabic bases with a final single consonant preceded by a single vowel (e.g., bike + ing)

  2. words that end with soft <c >(and soft <g >) (e.g., fence + es)

  3. words that end in /s/ where marker <e >may be a suffix canceller (sense + ing)

Activity to Try

Write a word sum for the following words:

long + er → ______________________________

run + ing→ _______________________________

cute + er → ______________________________


Key Concepts to Understand - suffix <-ful >

  • suffix <-ful >- gives a sense of full or full of
  • <full >vs <-ful >→ <l >is doubled when final to base after single short vowel (full), suffix <-ful >is not a base, therefore it is spelled with one <l >(e.g., helpful )

Activity To Try

  1. Provide students with a suffix -ful card (use red to differentiate from the base).
  2. Teacher reads base such as cheer , (either written on the board or orally presented).
  3. Students repeat cheer and hold up suffix -ful card and say the new word cheerful .

Students are responsible for repeating the base and adding the suffix <-ful >, NOT independently decoding the base. Therefore, words with vowel teams that have not yet been taught can be used in this activity. The goal is to understand suffix <-ful >as a meaningful unit, not as something to sound out.

Suggested bases:

  • joy, law, cup, faith, fruit, harm, grace, mind, right, thought, spoon, pocket, use, power, play, peace, tear, event, doubt, mourn, colour, wonder, truth, delight, mouth

Here are phrases that can be used for reading and/or dictation practice. These phrases can be combined to create sentences. A good opportunity arises to address syntax if the resulting sentence is not grammatically correct.

Noun Phrase

Verb Phrase

Prepositional Phrase

the playful wren

was hiding

in the bigger hedges

her cheerful geese

felt thankful

after the wreck missed them

the useful wrapper

kept his binder dry

on the rainy, thundery day

the faithful child

misses his mom

under the taller bridges


You can differentiate for your students by dropping some of the words in these phases (e.g., “the playful wren” can just be “the wren”).

Comprehension Corner - Biking

Vocabulary Development

  • What is another word for daring ?
  • How should you prepare if you want to try jumping with your bike?

Making Connections

  • Can you ride a bike? Where do you like to ride?
  • Do you like to ride fast or take your time on your bike?


  • What are ways to be safer when riding a bike?
  • What are some of the reasons people ride bikes?


  • What are the places where people ride their bikes in this book?


Tip Sheet written by Shari Kudsia and Helen Maclean - April 2023 - © SyllaSense Inc.