The teaching approach described in this article was originally designed for kindergarten students who are at risk for reading disorders. In a 30-minute session, students practiced attending to and identifying the spelling patterns, pronunciations, and meanings of common morphological suffixes through listening activities, interactive book reading, and word sorts. A sample of kindergarten students with low early reading skills who received this intervention made large treatment gains in word reading, morphological awareness, and spelling after 12 hours of total instruction. These small-group activities can be incorporated into teachers' existing literacy instruction or provided as part of intensive intervention for at-risk students. A list of books appropriate for targeting five common suffixes is provided.