You are on page 1of 5

Design a Literacy Center

Submitted by: Kendra Cope Partner: Katherine Polchinski

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

Lesson Title: Design a Literacy Center Submitted By: Katherine Polchinski and Kendra Cope Trophies Teacher Edition: Lead the Way-- Theme 1(1-4) Trophies Story: Lou Gehrig: The Luckiest Man CCSS: RF.4.3a T Ed Pages: 122-123

Summary of the Literacy Center To use morphemic units, such as roots, prefixes, and suffixes, to build words and determine their meanings.

B. Student Population Grade level 4th grade Skill level on-level Grouping whole group direct instruction, and independent student practice. C. Materials Whiteboard, marker, eraser. Individual center folders for students. Todays Center Checklist. Trophies 4th grade Theme 1 Teachers Edition Additional Support Activities pg. S10. Trophies 4th grade Theme 1 Pupil Edition pg. 122. Copies of Making Words and Sentences handout for students. 3 x 5 index cards cut in half, with roots, prefixes, and suffixes written on one side. Attach copies of practice sheets. I will make scans of these documents and attach them. D. Photographs The pages from the Teacher Edition used to design this center I inserted the scans of the pages from the Teachers Edition for this part. Your finished center Include affix and root word index cards, page with Todays Center Checklist, center folder for individual student, and Making Words and Sentences handout. E. Objectives Common Core State Standard RF.4.3a- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Learning Targets Knowledge Target Students must recognize root/base words. Students must recognize affixes in words. F. Procedure 1. Tell students to open their Trophies Pupil Edition books to pages 122. 2. As a class, discuss what roots, prefixes, and suffixes are. a. Remind the students that they already know a lot about roots, prefixes, and suffixes.

EDRL 442 Teaching Literacy 1 ASSIGNMENT: Design A Literacy Center

Fall 2012

Karen Powell- Instructor

Lesson Title: Design a Literacy Center Submitted By: Katherine Polchinski and Kendra Cope Trophies Teacher Edition: Lead the Way-- Theme 1(1-4) Trophies Story: Lou Gehrig: The Luckiest Man CCSS: RF.4.3a T Ed Pages: 122-123

3.

4. 5. 6.

b. Explain that the root of a word is the basic part of a word that gives the word its meaning. c. Explain that a prefix is a word part added to the beginning of a root word or a root to change its meaning. d. Explain that a suffix is a word part added to the end of a root word or a root to change its meaning. Create a table on the board with 5 columns and 3 rows. From left to right the column headings should be Word, Prefix, Root, Suffix, and Meaning. a. Model how to fill in the Root/Affix table using the example from pg. S10 in the Additional Support Activities section of your Teachers Edition (uncomfortable). Think aloud while filling in the row. b. Write uncomfortable under the Word column, and read it aloud. c. Point out the prefix is un-, and write it under the Prefix column. d. Point out the root word is comfort, and write it under the Root column. e. Point out the suffix is able, and write it under the Suffix column. f. Ask students how the prefix and suffix change the meaning of the root word comfort. g. Say, By knowing the meaning of the prefix, the root, and the suffix, I can figure out the meaning of unfamiliar words by combining the meanings of the word parts. In this example, the prefix un- means not, and the suffix able means likely to be. Since the suffix able is added to the root word comfort, the word meaning changes to likely to have (a sense of) comfort. By adding the prefix un-, the word meaning changes again to mean not likely to have comfort (Write not likely to have comfort.). Now I know the word uncomfortable means not likely to have comfort. Repeat steps 3a-h for the examples (automobile and visibly) on pg. 122 of the Pupil Edition. As a class, fill in the remaining rows of the Root/Affix table. Keep the completed Root/Affix table up for students to reference during independent practice. Explain directions for the Making Words and Sentences activity. a. Students get individual center folder (handouts are already inside) and bag of index cards. b. Model how to do the Making Words and Sentences activity. i. Say, "Some index cards will have prefixes written on them, some will have suffixes written on them, and some will have roots written on them. For this activity, you are going to choose an index card with a root, then choose another with a prefix, suffix, or both to make a word. For example, I might choose an index card with the root word "happy" (Write "Word: happy" on the board.) which means 'content', and another index card with the prefix "un-" (Write "un" before the word "happy" so it reads as "unhappy".) Since un- means 'not', the word unhappy means 'not content' (Write "Meaning: not content".) Finally, I'm going to make a sentence with the word unhappy in it, like 'The boy was unhappy when his baseball team lost the game,'
Fall 2012 Karen Powell- Instructor

EDRL 442 Teaching Literacy 1 ASSIGNMENT: Design A Literacy Center

Lesson Title: Design a Literacy Center Submitted By: Katherine Polchinski and Kendra Cope Trophies Teacher Edition: Lead the Way-- Theme 1(1-4) Trophies Story: Lou Gehrig: The Luckiest Man CCSS: RF.4.3a T Ed Pages: 122-123

(Write "Sentence: The boy") You will do the same thing by using the index cards to combine roots with prefixes, suffixes, or both to make 5 words. Make sure you fill in the Making Words and Sentences handout with each word, words meaning, and sentence. You may use a dictionary if you need to. When you are done, put it in your center folder." c. Leave the example on the board for student reference. d. Students work on building words with index cards and filling out the "Making Words and Sentences" handout. 7. After completing the Making Words and Sentences activity, students place their work in their folders, clean up the center, and put their center folder in the "turn-in bin" at the front of the room. 8. If there is extra time after making at least 5 words and sentences, students will work on making new words with index cards and add them to the Making Words and Sentences handout. G. Assessment (answer all questions) Every student will get a copy of the Making Words and Sentences handout. These handouts will be on the table at the front of the room for students to get. Students will make and write down at least 5 words by using index cards to combining a root with a prefix and/or suffix. Students will use their knowledge of the meanings of roots and affixes to write a definition for the words they build. Students will also make sentences for each word and write them on the handout. Allow students to use a dictionary if needed. When students are done, students place their work in their folders, clean up the center, and put their center folder in the "turn-in bin" at the front of the room. There is no assessment rubric for this lesson. Check the words, word meanings, and sentences on the handouts for accuracy and appropriateness to determine if students met the knowledge targets. If students are able to build words given roots and affixes, define those words, and use them in a sentence appropriately, it will be clear they can recognize and have a solid understanding of what root words and affixes are. It will also be evident that they are able to use their knowledge of phonology (i.e. letter-sound correspondences), morphology (i.e. affixes and root words), and semantics (i.e. the meanings of word (parts) to encode multisyllabic words. Without this knowledge, students will have more difficulty with this center.

EDRL 442 Teaching Literacy 1 ASSIGNMENT: Design A Literacy Center

Fall 2012

Karen Powell- Instructor

Lesson Title: Design a Literacy Center Submitted By: Katherine Polchinski and Kendra Cope Trophies Teacher Edition: Lead the Way-- Theme 1(1-4) Trophies Story: Lou Gehrig: The Luckiest Man CCSS: RF.4.3a T Ed Pages: 122-123

Reflection (answer all questions) 1. What skills do students need in order to be successful with this center? They need to have an understanding of what root words are and know the difference between prefix and suffix. 2. How will students be held accountable for completing this center? They will be required to turn in the worksheet of making sentences. They need at least 5 questions answered. 3. How can you follow up or extend this lesson? I could extend it by adding worksheets that are included in the trophies book. We originally had it included, but the center would have taken too much time. 4. What can you do for students who dont grasp the concepts? I can spend extra time with them, maybe one on one if needed. 5. Where do you anticipate having problems with this center? I can see that may be the students will finish early and then if they have extra time, they can complete more words and sentences. I can see this as an issue, once they are done with the required work, that they will not do anything else. 6. How can this center be changed to work with other stories? It can use different root words that may not be in this story but in another story. 7. When you were developing this center, what was the most difficult part for you? Finding out which common core standard it was. 8. How well did you work with your partner? I really liked working with Katherine. We were pretty much on the same page and have similar ideas. 9. How did you and your partner split the workload? We worked together with coming up with an idea of what to do for the center. Katherine really took charge and wrote it out. We went over it together and changed a few things. I am more of the creative one, so I felt I could actually make the center on the foam poster board. 10. What will you do differently next time you work with a partner? We communicated well, but I think maybe a little bit more communication. I wanted to have more input on the lesson plan/center. Once we met in person I felt that both of our views worked well. Over the phone or email it is really hard to get the communication flowing.

EDRL 442 Teaching Literacy 1 ASSIGNMENT: Design A Literacy Center

Fall 2012

Karen Powell- Instructor