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Printable Suffix Practice Collection — The Curriculum Corner 4-5-6

Use this free collection of printable suffix practice resources for prefix practice in your fourth, fifth or sixth grade classroom.

This is another free resource for teachers and families from The Curriculum Corner.

We have created a collection of printable suffix practice resources for you to choose from.

These will be a meaningful addition to your classroom as you help children understand and learn more about word parts.

This is a collection of resources for you to choose from as you are teaching suffixes during language or Word Study.

We have found and used 20 common suffixes for the resources that contain them.

Pick the activities/printables that you feel will best serve your learners’ needs.

This collection is newly updated. The download now includes all of the resources with a white background as well as the original green. This will help those of you needing to save color ink.

Printable Suffix Practice

There are a range of materials you can choose from. These are designed to be similar to the collection of prefix printables we have created.

Matching Cards 

  • This is a simple set of twenty common suffixes and their meanings.
  • You can use them for a quick matching game with the Student Binder Page for a self-check activity.
  • For extra practice and some movement, you could pass out all the cards and have students find a partner with a matching meaning. (Together they could brainstorm a definition and a sentence to share aloud with the class.)
  • Another idea is to take the suffix cards out of the stack and create a Word Brainstorm activity.  Students choose a suffix card and then brainstorm a word that contains that suffix.
  • Take it a step further by having them reference the binder page to create a definition and write a sentence.

“Suffixes in My Reading” Interactive Notebook Pages

  • This set of 20 pages contains each one of the common suffixes at the top.
  • The goal is to complete these pages over time during independent reading as students find words that contain the suffixes.
  • You can choose to give the students all of the pages to cut & paste into their notebooks, or you might choose only a few for each student with the thought that students can share some of their findings at various times throughout the year.

Suffix Graphic Organizer 

  • This organizer has a space for students to write a prefix.
  • The next step will be for them to find the meaning along with an example.
  • Finally, they will write a sentence and illustrate it.

What’s the Word? 

  • These are meant to be used as work mats for a center, independent or partner activity.
  • Simply print, laminate and leave at a center with a dry-erase or Vis-a-vis marker. Students read the definition and then use the definitions of the suffixes on the binder page to try to think of a word that will match the definition.
  •  When giving directions for this activity, it might be a good idea to tell students to look for key words in the definition that might go with the listed suffixes.
  • NOTE:  An answer key has been provided for grading or self-check purposes, however students may come up with a correct word to match the definition that is different from the answer key.  Page numbers are listed in the top right corner of each work mat.

Word Creator Chart

  • This is a simple chart that has students using the binder page of suffixes to create new words by adding them to known root words.
  • Then they must come up with a definition based on what they know of the meanings of the root words and definitions.

Interactive Notebook Page Inserts

  • These inserts are meant to be cut out, folded and partly pasted into notebooks.
  • Students work to think of several words that contain the suffixes typed on the side of the insert and are then required to write the definitions or sentences (teachers directions).
  • Again, you may choose to have students glue all of them into their notebooks, choose specific pages or spread all of them throughout your class and have individual students share the words they come up with for each suffix.
  • (This resource could also be used in place of “Suffixes in My Reading” using the same premise as described above where students find their words within the context of the books they are reading.)

You can download this free printable suffix practice collection here:

Word Work Download

Looking for other resources to add to your word part collection? Try these freebies:

As with all of our resources, The Curriculum Corner creates these for free classroom use. Our products may not be sold. You may print and copy for your personal classroom use. These are also great for home school families!

You may not modify and resell in any form. Please let us know if you have any questions.

You may not modify and resell in any form. Please let us know if you have any questions.

English ESL suffix worksheets — Most downloaded (83 Results)

GrammarAdjectivesAdjectives to describe feelings / mood / toneAdjectives to describe personality and characterAdjectives with –ed or -ingAdjectives: Gradable / Non-gradable adjectivesAdjectives: Incomparable adjectivesAdjectives: OppositesAdjectives: Order of adjectivesAdverbsAdverbs of degreeAdverbs of frequencyAdverbs of mannerAdverbs of placeAdverbs of timeAdverbs: IntensifiersAdverbs: Order of adverbsApostrophe SArticlesArticles: definite articles (the)Articles: indefinite articles (a/an)Articles: zero articleAuxiliary verbsBackshift in time (e.g. WILL/WOULD)BE (auxiliary verb)BE + infinitive structures (e.g. he was to become famous)BE ABLE TOBE: WAS or WERECANCAN or BE ABLE TOCAN or COULDCausativeClauses of contrast (e.g. although, while)Clauses of purpose (e.g. in order to, so that, so as to)Clauses of reason (e.g. because, because of, due to, as, since)Clauses of result (e. g. so)Cleft sentences (e.g. It’s Joey we’re looking for)Commands (imperatives)Comparison (comparative and superlative)Comparison: Comparative adjectives and structuresComparison: Superlative adjectives and structuresComparisons: AS or THANConditional 0 (zero)Conditional 1 (first conditional)Conditional 2 (second conditional) — wouldConditional 3 (third conditional)ConditionalsConditionals — I wish / If onlyConditionals — Mixed conditionalsConditionals: Conditional phrases (e.g. unless, provided that, as long as)Conjunctions (aka connectives, e.g. and, but, or, so, then)Consonants and vowelsContractions (shortened forms, e.g. don’t, aren’t, etc.)CoordinationCountable and uncountable nounsDeterminers (words that can come before nouns)Discourse markersDO or DOESEllipsis (omission of words)ExclamationsFEW or A FEW, LITTLE or A LITTLEFigures of speech, metaphors, metonymsFormal and informal English (politeness or colloquial language)Future continuous tense: (will be V+ing)Future perfect continuous (progressive) tenseFuture perfect simple and continuous (progressive) tenseFuture perfect simple tenseFuture phrases (e. g. be about to, bound to, likely to, due to, set to + INF)Future simple tense expressed with WILLFuture simple vs future continuousFuture tensesGenitive S vs OF (expressing possession)GerundsGerunds and InfinitivesGerunds: Perfect gerundGerunds: Progressive gerundHAD BETTERHAD BETTER vs WOULD RATHERHAVE GOT or HAS GOTHomonyms (two words with the same pronunciation — homophones and homographs)Infinitive structuresInfinitive: Bare infinitiveInfinitive: Perfect infinitiveInfinitive: Progressive infinitiveInfinitive: Split infinitiveInversion (inverted word order)Irregular verbsIt as preparatory subject (e.g. it’s raining, it’s nice of you to)Linking verbs (aka copulas, e.g. I am a student)MAY or MIGHTModalsMUCH or MANYMUST or HAVE TO (obligation)MUST or MUSTN’TNegatives (negation, saying No)NounsNouns: Collective nouns (team, class, family, committee)Nouns: Compound nounsNouns: Proper nouns (names of people, cities, companies)Numbers: Cardinal numbersNumbers: Ordinal numbersOpposites (antonyms)OUGHT TOOxymorons (phrases with words of contradictory meaning, e. g. living dead)ParticiplesParticiples: Past participle (e.g. HAVING DONE)Participles: Present participle (e.g. DOING)Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)Passive voice or active voicePast continuous (progressive) tensePast perfect continuous (progressive) tensePast perfect simple tensePast perfect simple vs continuous tensePast simple tensePast simple vs continuous tensePast tense: USED TOPersonal pronounsPhonetics (pronunciation, IPA, phonetic symbols)Phrasal verbsPlural nouns: irregular pluralsPlural nouns: regular plurals with S endingPrefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )PrepositionsPrepositions of movementPrepositions of placePrepositions of timePrepositions vs adverbs (e.g. before me, saw him before.)Prepositions: Double prepositions (e.g. out of)Prepositions: Participle prepositions (e.g. pending, concerning)Prepositions: Phrase prepositions (e.g. by means of)Present continuous (progressive) tensePresent perfect continuous (progressive) tensePresent perfect or past simple tensePresent perfect simple tensePresent perfect tense: FOR or SINCEPresent perfect tensesPresent simple tensePresent simple tense: S for third person singular verbsPresent simple vs continuous (progressive) tensePronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)Pronouns: ONE / ONES (e. g. the big one)Pronouns: Possessive pronouns (e.g. my, mine)Pronouns: Reflexive pronouns (e.g. myself, yourself))Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.Pronouns: THIS, THAT, THESE, THOSE (demonstratives)Pronouns: YOU and THEY to talk about people in generalPunctuationPunctuation: CommasPunctuation: correcting run-on sentencesQuantifiers (e.g. some, many, much, any, few, little)Question tagsQuestion wordsQuestions (interrogative)Questions and short answersQuestions: Object questionsQuestions: Subject questionsQuestions: Subject vs object questionsQuestions: WH questions (open-ended questions)Questions: Yes or No questionsRelative clausesRelative Clauses: DefiningRelative Clauses: Non-definingRelative clauses: Relative adverbsRelative clauses: WHAT or WHICHReported Speech (Indirect speech)Reported speech: reported questions (indirect questions)Reported speech: Reporting verbsSHOULD, SHOULDN’TSO — NEITHER / NOR (meaning «too»)SO or SUCH + adjectivesSOME or ANYSubject and verb agreementSubjunctive moodSubordinate (dependent) clausesSuffixes (e. g. S, ED, ING, N’T)There is / there are / there was / there were / there will be, etc.Too and enough Verb patternsVerb phraseVerb tensesVerbs: Action verbsVerbs: Dynamic verbsVerbs: State verbs (aka stative verbs)Verbs: State verbs vs dynamic verbsVerbs: Transitive or intransitive verbs (words that can or cannot stand with objects)Word classesWord formationWord order

VocabularyAbilityAccidentsActionsAddictionsAdvertising/marketingAgeAllergiesAlphabetAmerican/British EnglishAnimalsArtAustraliaAutumnBeautyBirthdaysBody art, piercing, tattoesBody partsBooks and readingBrainteasersCelebrities (stars, famous people)ChristmasCityClassroomClothes, fashionColoursComputer gamesComputers & TechnologyCountriesCrime, law and punishmentCulture, intercultural communication, cross-cultural communicationDaily routinesDatesDays of the weekDebateDescribing peopleDinosaursDreamsEasterEnvironmentExtreme sportsFablesFaceFamilyFashion & clothesFather’s dayFeelings, emotionsFoodFree time, leisure activitiesFriendsFurnitureFutureGiving DirectionsGoing out, entertainmentGoing to a restaurantGossipsGraffiti, street artGreetingsHabits (good and bad)HalloweenHealth, going to the doctorHistoryHobbiesHolidaysHomeHomonymsHuman rights, racism, discriminationHumorIdiomsIrelandJobs, workLearning languagesLikes and dislikesLondonLove, romance, datingMarriageMeans of transportMemoriesMoneyMonthsMother’s dayMovies & TV showsMusicNew Year’s EveNewspaper EnglishNumbersOlympicsOppositesParties, partying, going to partiesPastPeoplePersonality and characterPhoningPiratesPlacesPokémon GoPolitics, voting, electionsRobotsRooms in the houseSchoolScienceSeasonsShapesShoppingSmart phones, tablets and gadgetsSocializing, small talkSpaceSportsSpringSt. Patrick’s dayStorytellingSuccessSummerSynonymsTechnical EnglishTechnologyTelling the timeThanksgivingTimeTourismToysTraditions, national customsTravelUnited KingdomUnited States of America (USA)Valentine’s DayWeatherWinterWomen and men, gender rolesWords easily confused

Material Typeactivities promoting classroom dynamics (group formation)activities with music, songs & nursery rhymesadapting the coursebookboardgamesbusiness Englishclassroom management (classroom rules, discipline, teacher authority)classroom postersCLT (Communicative Language Teaching) resourcesConversation topics & dialogsCritical thinking cross-cultural communication (multiculturalism, intercultural communication)crosswordscurriculum design, grammar syllabus designDebating (argumentation)Direct Method activitieserror correction and scaffolding techniques, tips about how to correct student errorsflashcardsfun activities & gamesgamesgeneral teaching tips, ideas & techniquesgrading & testing (assessment)grammar drillsgrammar guideshomework (assigning, checking, grading, etc. )how to ask good questionshow to give instructionshow to manage student projectshow to promote creativity & imagination in studentshow to promote learner autonomyhow to promote student cooperation, cooperative learninghow to survive parent-teacher conferenceshow to teach ‘unplugged’ (without technology)how to teach giving presentationshow to teach grammarhow to teach large classeshow to teach listeninghow to teach mixed-age / mixed-ability classeshow to teach politeness (etiquette)how to teach readinghow to teach speakinghow to teach spelling & the alphabethow to teach students with special educational needs, learning difficulties, e.g. dyslexiahow to teach vocabulary (lexis, morphology)how to teach with pictureshow to teach with stories (storytelling)how to teach with the interneticebreakersICT (using technology in the classroom)improving students’ dictionary skills (using the dictionary)Information gap activitieskinesthetics, TPR (Total physical response) activitiesmnemonics, memory techniquesmotivating studentsone-on-one activitiespicture description exercisespicture dictionariespicture storiespreparing for lessonspronunciation exercises (phonics)reading comprehension exercisesrole plays, drama and improvisation activitiesSentence transformation & rephrasing exercisesstudent learning stylesTBL (Task -based learning) activitiesTeacher development materialteacher development, self-evaluation, classroom observationteststime management & timingtime saving tips for teacherstips for beginner teacherstranslation exercisestutorials about creating worksheetsusing body language (facial expressions, gestures, eye contact)video & movie activitieswarmers & coolersweb tools for teachers wordsearchesworksheet templates & layoutswriting & creative writing tasks

LevelAdvanced (C1)Beginner (pre-A1)Elementary (A1)Intermediate (B1)Pre-intermediate (A2)Proficient (C2)Upper-intermediate (B2)

Student Typeadultsbusiness/professionalelementary schoolhigh schoolkindergartenstudents with special educational needs, learning difficulties, e. g. dyslexia

SkillListeningReadingSpeakingSpellingWriting

Language ExamBULATSCambridge: Advanced (CAE)Cambridge: First (FCE)Cambridge: Key (KET)Cambridge: Preliminary (PET)Cambridge: Proficiency (CPE)Cambridge: Young Learners (YLE)CaMLA: ECCECaMLA: ECPECaMLA: EPTCaMLA: MELABCaMLA: METCaMLA: YLTEECLIELTS (General)IELTS AcademiciTEP AcademiciTEP BusinessiTEP HospitalityiTEP SLATEPTE (General)PTE AcademicSTEP EIKENTELCTOEFLTOEICZD

DialectAmerican EnglishAustralian EnglishBritish English (UK English)Canadian EnglishIrish EnglishNew Zealand EnglishScottish EnglishSouth African EnglishWelsh English

Communicative functionhow to accuse somebody of something in Englishhow to apologize, say sorry, forgive and express regret in Englishhow to arrange appointments in Englishhow to ask for information and make inquiries in Englishhow to ask for something, make requests in Englishhow to avoid saying something in Englishhow to be ceremonial in Englishhow to be vague in Englishhow to blame somebody for something in Englishhow to calm down people in Englishhow to clarify something in Englishhow to congratulate people in Englishhow to contrast and compare in Englishhow to criticize somebody in Englishhow to defend yourself from criticism in Englishhow to deny or admit something in Englishhow to describe things or people in Englishhow to draw conclusions in Englishhow to emphasize important things in Englishhow to encourage or discourage people in Englishhow to evaluate people or progress in Englishhow to explain things in Englishhow to express agreement /disagreement in Englishhow to express approval and disapproval in Englishhow to express cause and effect in Englishhow to express disappointment in Englishhow to express disgust in Englishhow to express doubt in Englishhow to express envy in Englishhow to express fear in Englishhow to express hope in Englishhow to express indifference in Englishhow to express interest in something in Englishhow to express likelihood, probability in Englishhow to express likes and dislikes in Englishhow to express love or anger in Englishhow to express preferences in Englishhow to express relief in Englishhow to express sadness in Englishhow to express sequence and chronology in Englishhow to express shock and disbelief in Englishhow to express speculations in Englishhow to express surprise in Englishhow to express sympathy and condolences in Englishhow to express threats in Englishhow to express unwillingness in Englishhow to express your needs in Englishhow to give advice in Englishhow to give commands in Englishhow to give consent in Englishhow to give opinions in Englishhow to give permission, authorization in Englishhow to give toasts in Englishhow to give warnings in Englishhow to greet people in Englishhow to haggle and bargain in Englishhow to inform somebody about some news in Englishhow to instruct people in Englishhow to interpret what was said in Englishhow to interrupt people in Englishhow to introduce people in Englishhow to introduce yourself in Englishhow to invite people in Englishhow to keep a conversation going in Englishhow to make complaints in Englishhow to make compliments in Englishhow to make generalizations in Englishhow to make good wishes in Englishhow to make guesses about something in Englishhow to make predictions in Englishhow to make promises in Englishhow to make suggestions in Englishhow to make, accept and refuse offers in Englishhow to order or make a booking in Englishhow to persuade, convince people in Englishhow to praise people and express appreciation in Englishhow to reassure somebody of something in Englishhow to refuse and object to something in Englishhow to remind people of something in Englishhow to rephrase, paraphrase what was said in Englishhow to say NO nicely in Englishhow to say thank you, express gratitude in Englishhow to scold somebody in Englishhow to start a conversation in Englishhow to summarize in Englishhow to tell a story in Englishhow to tell bad news in Englishhow to welcome people in English

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Nouns with suffixes -EK and -IK

Lesson topic: Nouns with suffixes -EK and -IK

Type of lesson 6. 9004 opening3 9000

Purpose of the lesson:

  • cognitive aspect: to get acquainted with the rule of writing vowels in noun suffixes -ek and -ik; learn to write vowels correctly in the suffixes -ek and -ik;

  • developing aspect: to develop the mental and speech activity of students, the ability to analyze, compare, continue to work on the development of critical, imaginative thinking; create conditions for the development of communication skills;

  • educational aspect: fostering a careful and responsible attitude to the word, to the culture of speech; improving the skills of ethical interpersonal communication.

Planned results:

Personal

— creating a positive attitude and a positive mindset for learning the Russian language;

— development of the ability to evaluate their own learning activities.

Meta-subject:

— mastering the ability to express one’s thoughts freely and correctly;

— ability to compare and compare, analyze;

— the ability to determine the goals of the upcoming educational activities;

Subject:

— the ability to navigate the pages of the textbook, work independently with the text;

— mastering the skills of testing;

— mastery of spelling norms.

Lesson equipment: whiteboard, presentation, printed notebooks, test cards.

PROGRESS OF THE LESSON

    1. 1. Organizational moment. Greetings. Motivation

— Good afternoon! Let’s look at each other and smile, because «from a smile everyone will become warmer.» Let’s get to work and smile at each other. Wish yourself success and say: “I will be attentive! I will be thinking hard! I’ll be smart, diligent!”

— Of course, every person would like to be told about him: “He knows Russian”. Today in the lesson we will try to take one more step in the knowledge of the Russian language.

  1. Repetition of the material covered.

Purpose: repetition of the studied material necessary for the «discovery of new knowledge», and the identification of difficulties in the individual activity of each student.

— What part of speech are we studying now?

What is a noun?

-How are nouns formed?

-What is the most common way to form nouns?

2. 1 Vocabulary work. Creative dictation. (Remember the suffixes of nouns. Let’s do this task. Replace this turnover with one word. Highlight the suffixes.

  • A person who subscribes to newspapers and magazines? (subscriber)

  • What do we call a sports racer? (racer)

  • A soldier serving in the missile forces. (rocketeer)

  • What do we call a resident of Moscow? (Muscovite), and a resident of Klintsy (Klinchanin)

  • Appeared in a yellow fur coat, goodbye two shells?. (chicken)

. What is the name of the suffix -enok?

2.2. Syntactic analysis of the sentence.

A goat ran across the footbridge and grabbed a maple leaf.

(Make a syntactic analysis of the sentence, explain punctuation marks, draw up a diagram).

3. Creation of a problematic situation.

Write out words with diminutive suffixes from the sentence. Highlight suffixes. Have you experienced difficulty writing words? (We do not know which letter should be written in the suffix, e or i).

What do you think we will talk about today? What is the topic of our lesson? (On the spelling of the vowels e and i in the suffixes of the nouns ek and ikt).

4. Formulation of the topic and purpose of the lesson.

-So, now let’s clarify our topic and write it down on the board and in notebooks: Vowels in noun suffixes -ek and -ik.

Based on the wording of the topic, state the purpose of the lesson.

Learn the rules for writing vowels in noun suffixes -ek and –ik. Correctly write words for this spelling.

5. Explanation of new material.

Look carefully at the number of nouns. What two groups can they be divided into? ( On nouns in I.p. and R.p.)

I.p.

R.p.

Kuznech … K

Sonch … K

Ball . .. K

Orex … K

forge chice

Balls 9000

nuts

Analyze the words in the second column. What two groups can these words be divided into? 1gr.-there is a suffix ik; 2gr.-no vowel. What happened? Is the vowel preserved? So she was in the original word. What about other words? No vowel. She ran away. So, if she ran away, then you need to go to Him. Case write e. Yes

-Let’s formulate a rule. (If the vowel and remains when changing the form of the word, then it must be written in the suffix — ik. And if the vowel disappears when changing the form of the word, then you need to write -ek-.)

Let’s see what scientists say about this. Open p. 139, exercise 272. (the rule-table is read by the student).

A fragment of Lia Geraskina’s cartoon «In the land of unlearned lessons» will help to remember our scientific discovery. Remember how Viktor Perestukin opened the “lock” with the help of the “key”.

— What word did Vitya have as an assistant? («no»: Locch E K — (NO) LOU CC A; Key and K — (NO) Key and

).

6. Primary consolidation of the new topic.

Target: organize activities to apply new knowledge.

Ex.273. Divide the notebook into two columns: — ek, -ik. What words will we write separately. Children go to the blackboard, write down the words.

Physical education minute

7. Fixing.

Take the printed sheets. Look at task #1.

Insert the missing letters. Highlight the suffixes in the nouns.

The rain has just passed. Everything in nature immediately came to life, turned green, a small stream … turned into a talkative stream. A sunbeam ..k touched the bell ..ka, and a lilac flower ..k nodded its head. The blacksmith sang with a small trill..k, and the yellow button..k fierce..ka, as if echoing him, swayed quietly.

— Prove that this is text. (the sentences are related in meaning, united by a common idea)

— How can you title the text? (After the rain)

— Which sentence contains the main idea? (in the second)

Task No. 1. Creative work.

Add to the text the necessary nouns with the suffix -ek, -ik, forming them from these nouns.

Sunday morning we went to the forest. Once or twice a small one was accepted, but we did not want to notice it. Near the forest stood a tiny …. of branches and leaves, it is clear that we are not the first guests in the forest. Here he leaned out at the old Christmas tree … and at the edge of the blue blazes …. Nature has many charms and secrets at any time of the year.

Reference words: rain, hut, house, fungus, cornflower.

Task №3

To consolidate the acquired knowledge, to practice applying the rule we have derived, we will perform the following task: find errors, correct them and prove the correctness of our statement, write it off correctly.

Pocket, elephant, tail, ray, grasshopper, ball, evening, nut.

Test (option 1)

0005

2. Toe…to.

3. House…k.

4. Gift box

2. In the suffix of which word E is written:

1. Screw … to.

2. Umbrella…k.

3. Druzhoch…k.

3. Indicate a series of words in which all words have the suffix -IK:

2. Bow…k, nol…k, curd…k.

3. Brick…to, pencil…to, larch…to, nose…to.

4. Indicate a series of words in which all words have the suffix -EK:

1. Money…to, lock…to, house…to, bag…to.

2. Sparrow…k, pie…k, son…k, bell…k.

3. Human…to, powder…to, piece…to, bream…to.

Test (option 2)

2. Man…k.

3. Beam…to.

4. Druzhoch…k.

2. In the suffix of which word E is written:

1. Bow … k.

2. Nut…k.

3. Nol…c.

3. Indicate a series of words in which all words have the suffix -IK:

2. Screw…to, umbrella…to, bush…to.

3. Brick…k, pencil…k, larch…k, nail…k.

4. Indicate a series of words in which all words have the suffix -EK:

1. Kulech … k, ravine … k, house … k, gift … k.

2. Bag…to, pie…to, friend…to, bell…to.

3. Curd…to, powder…to, lump…to, elephant…to.

9. Summing up the lesson (reflection, estimates for lesson

Questions for self -control

        1. What was the topic of the lesson?

        2. What did you learn today?

        3. on what does the choice depend vowels in the suffixes -ek and -ik?

10. Homework. P.36, exercise 273.

Task №1

Read the text.

It just rained … k. Everything in nature immediately came to life, turned green, a small stream … turned into a talkative stream. A sunbeam … touched the bell … ka, and a lilac flower … k nodded its head. The grasshopper began to sing with a small trill, and the yellow bud … towards the buttercup, as if echoing it, swayed quietly.

Insert the missing letters. Define the spelling.

Task 2. Creative work.

Add to the text the necessary nouns with the suffix -ek, -ik, forming them from nouns rain, hut, house, fungus, cornflower.

Sunday morning we went to the forest. Once or twice a small … was taken, but we did not want to notice it. Near the forest stood a tiny … of branches and leaves, it is clear that we are not the first guests in the forest. Here he leaned out at the old Christmas tree … and at the edge of the blue blazes . … Nature has many charms and secrets at any time of the year.

Task #3.

Look for errors. Fix them. Prove the correctness of your statement.

Pocket, elephant, tail, ball, nut.

Test

2. Man…k.

3. Beam…to.

4. Druzhoch…k.

2. In the suffix of which word E is written:

1. Bow…k.

2. Nut…k.

3. Nol…k.

3. Indicate a series of words in which all words have the suffix -IK:

2. Screw…to, umbrella…to, bush…to.

3. Brick…k, pencil…k, larch…k, nail…k.

4. Indicate a series of words in which all words have the suffix -EK:

1. Kulech … k, ravine … k, house … k, gift … k.

2. Bag…to, pie…to, friend…to, bell…to.

3. Curd…to, powder…to, lump…to, elephant…to.

Task №1

Read the text.

It just rained … k. Everything in nature immediately came to life, turned green, a small stream . .. turned into a talkative stream. A sunbeam … touched the bell … ka, and a lilac flower … k nodded its head. The grasshopper began to sing with a small trill, and the yellow bud … towards the buttercup, as if echoing it, swayed quietly.

Insert the missing letters. Define the spelling.

Task 2. Creative work.

Add to the text the necessary nouns with the suffix -ek, -ik, forming them from nouns rain, hut, house, fungus, cornflower.

Sunday morning we went to the forest. Once or twice a small … was taken, but we did not want to notice it. Near the forest stood a tiny … of branches and leaves, it is clear that we are not the first guests in the forest. Here he leaned out at the old Christmas tree … and at the edge of the blue blazes …. Nature has many charms and secrets at any time of the year.

Task #3.

Look for errors. Fix them. Prove the correctness of your statement.

Pocket, elephant, tail, ball, nut.

Test

2. Toe…to.

3. House…k.

4. Gift box

2. What word suffix contains E:

1. Screw…to.

2. Umbrella…k.

3. Druzhoch…k.

3. Indicate a series of words in which all words have the suffix -IK:

2. Bow…k, nol…k, curd…k.

3. Brick…to, pencil…to, larch…to, nose…to.

4. Indicate a series of words in which all words have the suffix -EK:

2. Sparrow…k, pie…k, son…k, bell…k.

Full Contents

Main Page: Reusing Design Data

There are good reasons to reuse circuit sections from existing designs. The project has been verified, and accordingly, its development has been completed. This saves time, it can help reduce inventory, and it allows your design team to focus on developing new ideas and products.

Designers are smart people and are already constantly reusing existing designs. This could be a tested schematic that they recreate or perhaps copy from an existing project, or an existing schematic sheet that they add a link to in a new project.

Device Sheets simplify the design process by providing designers with ready-made building blocks that can be reused across projects. Device sheet symbols are placed and defined in a manner similar to components. They work in the same way as sheet symbols and schematic documents, but they are not explicitly added to projects.

Device sheets

Device sheets are building blocks designed to be reused in various projects. Typically, they contain predefined circuit sections that are used in many projects, such as power circuits.

One device sheet can be used in many projects.

Device sheets are created and stored as normal schematic documents in a special device sheet folder. They are not added to the project as documents, but placed and set like components. Device sheets are included in the project hierarchy and in the Projects panel they are distinguished from standard schematic documents by a different icon.

Device lists are read-only by default. This means that all designers can be sure that these sheets are complete and ready to use, and it also ensures that no one on the team can accidentally change them. Because they are read-only, neither component tags nor schematic sheet numbers can be changed.

The main difference between a device sheet and a regular schematic sheet is that the system has additional functionality to control component annotation and schematic sheet numbering when a project contains device sheets.

Enable device list support

  1. Use Windows Explorer to create a folder in a suitable location where device lists will be stored. If needed, you can create a main folder Device Sheets with subfolders according to your company requirements, such as Data Conversion , Power etc.

  2. The main device sheet folder is set on the Data Management — Device Sheets page of the Preferences dialog box, as shown below. Enable option Include Sub-folders if needed.

Creating Device Sheets

A device sheet can be any regular schematic sheet, including a schematic that contains sheet symbols that refer to other schematic sheets. It is the fact that it is placed as a device sheet from the corresponding folder that tells the system that this circuit is a device sheet, that the device sheet management options specified in the dialog box should be applied, and that they should be processed by special commands for component annotation and sheet numbering.

Device lists are read-only by default. The difficulty in working with device sheets is not that they are protected from modification, but the completion of the project, which must be done after design, i.e. sheet numbering and component annotation.

Before copying or moving a schematic to a device sheet storage folder, there are some preparations to be made:

  • Think of a device sheet as a completed piece of work. Make sure the correct template is applied, with the required company annotations and custom strings defined.
  • Using a systematic device sheet naming scheme will help organize device sheets in the Select Device Sheet dialog box.
  • Annotate the device sheet diagram ( Tools » Annotation » Annotate Schematics ) before placing it in the device sheets folder. Some designers use a simple, flat component numbering scheme, while others add a suffix to reflect the purpose of that part of the schematic. After the project is completed, all sheets and components in the project can be renumbered.

Using a device sheet in a project

A device sheet is used in a project by placing a sheet symbol that represents it. To do this:

  1. Run the command Place » Device Sheet Symbol .

  2. The Select Device Sheet dialog box will open. The tree on the left shows the nested structure of the folder selected on page Data Management — Device Sheets of the dialog box Preferences . All schematic sheets found in the selected folder will be listed on the right side of the dialog box as shown below.

    Select the desired device sheet folder on the left, then the device sheet on the right.

  3. Select the required device sheet and press OK . You will return to the schematic editor and the sheet symbol of that device sheet will be attached to the cursor, as shown below.

    Placed device sheet symbol.

  4. LMB click to place a sheet symbol (the image above shows a placed sheet symbol). Note that the device sheet symbol differs from the sheet symbol, which refers to a normal schematic sheet, with rounded corners and a recycle symbol. You can freely resize the placed symbol and move sheet entries.

  5. Note that a different icon is used to represent the device sheet than the normal schematic sheet.

    The device sheet will be shown in the project hierarchy with a special device sheet icon.

► Learn more about Creating a Connectivity.

Device sheet properties

Read-only device list. Note that the Editor tab under the workspace has a (ReadOnly) suffix, which means you are viewing a device sheet that cannot be modified. There is also an option to display the Read Only watermark and device sheet watermark (recycle).

After placing the device sheet symbol, open the device sheet itself to see its graphical properties. Device sheets are set to read-only by default, which is set in the Options area of ​​the Data Management — Device Sheets page of the Preferences dialog box. Note that option Read-Only is independent of displaying the Read Only watermark. Look at the Editor tab below the workspace to see if the sheet is read-only (as shown above).

Editing a device sheet

You can modify device sheets in one of two ways: either directly in the project or from a source schematic document in the device sheets folder.

Modifying device sheets directly in a project

To modify device sheets directly in a project:

  • Click at the top right of the window to open the Preferences dialog box.
  • Go to Data Management — Device Sheets .
  • Uncheck Make Device Sheets in Projects Read-Only , then click OK .

Set device sheet options as required. Note that these are environment settings, which means they will be applied to all device sheets in all projects edited in this system setup.

You will notice that after enabling the ability to edit device sheets, the Read Only watermark disappears from tab Editor no more suffix (ReadOnly).

It is not recommended to use this for editing device sheets, as all device sheets will become editable in this system setup.

Editing a device sheet from a device sheet folder

To edit device sheets from a device sheet folder:

  • Close all open projects that reference the device sheet. You will not be able to open a device sheet as a source schematic document if any project that references that device sheet is open.
  • Use the command File » Open to open a device sheet from a source document in the device sheets folder. The sheet will open as a standard schematic document, without any watermarks.
  • Make the necessary changes, save them, and close the device sheet.

Note that once a device sheet is changed, all projects that refer to it will also be updated.

This is the recommended approach to changing device lists.

Hierarchical project with device sheets

A device sheet can contain device sheet symbols, but a device sheet cannot be the top-level sheet in the project. When using device sheets, there are no restrictions on the depth of the hierarchical structure.

To prepare hierarchical device sheets:

  • Prepare and save all required child schematic documents as device sheets in the device sheets folder.
  • Place the device sheet symbols in the parent diagram and save it in the device sheets folder.

This schema is a device sheet, and it also contains a device sheet symbol that refers to a child device sheet.

Project Restructuring with Device Sheets

Main Page: Project Restructuring

The design process is often not streamlined, the designer can formulate ideas for many parts of the project at the same time, shaping these parts as their ideas develop. This means that circuits can become overloaded and poorly organized. Although you can cut, copy and paste the contents of the schematics to restructure the project, if not always the best approach.

Why is that? When a component is placed, it is assigned a unique ID, and this ID is automatically reset when cutting/copying and pasting the component. This management of unique identifiers serves to ensure that only one instance of each identifier is used in the design, since it is the key field that links the component on the schematic to the component on the board. The cut/copy/paste approach is fine if the design has not been transferred to the PCB editor, but otherwise it is better to use the restructuring tools.

Move a subcircuit to a different sheet

The easiest way to move a section of a circuit from one sheet to another is to select it and run the command Edit » Refactor » Move Selected Subcircuit to Different Sheet . The Choose Destination Document dialog box will open, where you select the destination sheet and press OK . The selected sheet will open, with the selected objects displayed under the cursor, ready for placement.

The selected part of the diagram can be easily moved to another sheet in the project using the command Move Selected Subcircuit to Different Sheet .

Restructuring commands support:

  • Converting an existing schema to a device sheet.
  • Converting a device sheet to a regular schematic sheet.
  • Move a plot section to another sheet.
  • Convert a component to a sheet symbol.

► Learn more about Project Restructuring.

Annotating components and sheets

To ensure the integrity of the schematic used in a device sheet, the sheet should not be edited during the normal design process. This means that the sheet number and designators should not be changed on the sheet. How then to number all the sheets in the project and annotate all the components?

These tasks are controlled by two commands: sheets are numbered with command Annotate Compiled Sheets , and components are annotated with command Board Level Annotation . The sheet number and designators are stored in a separate file .annotation .

Component annotators need to know the order in which schematic sheets should be processed. For this reason, it is better to number sheets before annotating components.

Annotate Compiled Sheets

Main Page: Sheet Numbering

The Tools » Annotation » Annotate Compiled Sheets command, in addition to the board-level annotation capability, is used to number device sheets in a unique way without changing the original schematics. As with component annotation, sheet numbers are stored in file .annotation .

Notes on sheet numbering:

  • Sheets can be numbered according to the order in which they appear in the panel Projects . This order can be changed in the Projects panel by dragging and dropping. Save the project after changing the order so that the new order that the annotation dialog will use is reflected in the project file. Note that reordering by dragging the mouse is not supported for device sheets.
  • Number charts that are not device sheets using command Tools » Annotation » Number Schematic Sheets . Click F1 on the dialog box to learn more about the available options and controls.
  • Then renumber all sheets, including device sheets, using the command Tools » Annotation » Annotate Compiled Sheets .
  • Numbering dialog boxes support direct entry of values. Sometimes this approach can be effective.
  • Many dialog boxes have dual function buttons, such as button Annotate Sheet (shown above):
    • Click the arrow on the button to display the annotation options and set them as needed.
    • Then click on the main area of ​​the button to perform numbering according to the given options.

► Learn more about Annotating Compiled Sheets.

Component Annotation

Main Page: Component Annotation

The system includes board-level annotation to define unique component tags in a design. This command does not change the original schematic sheets, but stores the mapping of each logical tag on the schematic to the physical tag that will appear on the board. This tag mapping is stored in file .annotation . There is a wide range of annotation options available in the Board Level Annotate dialog box.

Board level annotation allows you to re-annotate a completed design by defining unique physical designators for all components.

Notes on working with board level annotation related to the image above:

  • Designators must be defined for all schematic components before running the board level annotation command with command Tools » Annotation » Annotate Schematics . This will ensure that raw schematic data, including packaging options for multi-section components, is available as input for board-level annotation.
  • Board level annotation is performed by running the command Tools » Annotation » Board Level Annotate .

  • In the image above, the Editor tab of the schematic is active. This tab always shows the logical tags in their standard size, while the physical tags are shown as top labels. On the compiled schema tab ( U_CVE in this example), on the contrary, the physical symbols will be shown in their standard size, and the logical ones as the top labels. This is configured on the Schematic — Compiler page of the Preferences dialog, as shown below.

  • The PCB editor displays physical tags by default. This can be changed in the Properties panel in Board mode as shown below (this mode is displayed when there are no objects selected in the board workspace).

► Learn more about Board Level Annotation.

Troubleshooting

If you open a project that contains device sheets and the location of those device sheets is not specified, you will see a dialog box listing the device sheets that could not be found.

By alexxlab

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