Prefixes & Suffixes

Submitted By: Zachary Haro

EDRL 442: Teaching Literacy 1 Nevada State College Fall 2012 Instructor: Karen Powell

A. Summary of the Lesson Plan This lesson will introduce and teach students to use Prefixes and Suffixes to determine or clarify meanings of words. B. Student Population Grade level- 3rd grade Skill level on-level Grouping - whole group, independent assessment

C. Materials white boards, markers, erasers Teaching Transparency 126, Prefixes and Suffixes Half sheet of paper/pencil for students. Textbook page 387

D. Objectives Common Core State Standard RF.3.3a-3d a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decone multi-syllable words. d. Read grade-appropriate irregularly spelled words. Learning Targets Knowledge Targets 1. E. Procedure 1. Ask students to name some of the prefixes and suffixes they know. (Prefixes: bi-, im-, non-, dis-, in-; Suffixes: -or, -er[one who], -able, -ible, -less) 2. List student responses on the board. 3. Have students copy the list to their notebooks and leave room for definitions. 4. Display Transparency 126 and use it to review some prefixes and suffixes and their meanings. 5. Tell students that knowing prefixes, suffixes, and root words will help[ them figure out the meanings of many new words. 6. Have volunteers read aloud the explanation, the prefixes and suffixes, and example words on the transparency. 7. Ask students to suggest other words they know that contain the prefixes and suffixes. 8. Have other volunteers read aloud the passage and use the meaning of the prefix or suffix in each boldfaced word to help figure out its meaning. 9. Point out the word likable and guide students to see that the letter e was dropped from the root word like when the suffix -able was added. Know and apply grade-level phonics and word analysis in decoding words.

10.Ask students to go back to their notebooks and try to fill in the definitions of the prefixes and suffixes they gave at the beginning of the lesson and to leave room for more they might come across as they read and do other assignments for future use in decoding words. F. Assessment Have students turn to page 387 in their books and take out a half sheet of paper and pencil. By using the answers to the three short easy questions on page 387, I will be able to know if basic comprehension of prefixes and suffixes was achieved. The exercise gives hints to decoding prefixes and suffixes without giving the actual answers. This assessment has the basic elements of both prefixes and suffixes in it's content and tests the students on their ability to understand what they are and decode meanings of words.

G. Reflection Which part of the lesson do you think will be the easiest to teach? I think teaching students about prefixes will be easier to teach because they are at the beginning of many different words, and are usually the first part students look at when decoding words. Which part of the lesson do you think will be the most challenging to teach? Combining prefixes, roots, and suffixes to decode words that contain all three like microbiology will be the most challenging because it will require a good amount of knowledge of many prefixes, roots, and suffixes to be able to decode them without a dictionary. What lesson or concept should be taught prior to this lesson? Students should know what part of a word is it's root, and understand that prefixes and suffixes are added to them to create the meaning. How will you follow up or extend this lesson? I will write words on the board related to medical sciences like: anatomy, cardiology, genetics, microbiology, obstetrics, and pediatrics and ask students to work in pairs to use a a dictionary to figure out the meanings of these words. Then have them identify the prefixes and suffixes in the words and use these to generate a list of related terms and their meanings to help them decode words later on. What will you do for students who dont grasp the concepts? Reteach T Ed. pg. S86 Which part of the lesson, if any, do you think might need to change? I added steps 2,3, and 10 in my procedure so that students would be able to have a written copy of a list of commonly used prefixes and suffixes that they could use in the future to help them decode other words. When you were writing this lesson plan, what was the most difficult part? The most difficult part of this lesson plan was finding a simple, yet effective way of assessing student understanding of the basics of prefixes and suffixes to after the first lesson. Something that wasn't too in depth, but at the same time covered the major concepts.