Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Alyssa Milbauer

Grade Level: Fourth
School:
Date:
Time:

Reflection from prior lesson:

Lesson Goal(s) / Standards: 4.RF.3 Know and apply grade-level phonics and word
analysis skills in decoding words. Use combined knowledge of all lettersound
correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to
accurately read unfamiliar multisyllabic words in context and out of context.

Lesson Objectives:
1) With a partner, students will be able to use morphology (prefixes and suffixes) to
decode multisyllabic words with 90% accuracy.

Student Friendly “I can” Statement/s: I can break apart multi-syllable words to read them
on my own.

Materials Needed:
Jamboard
White boards and markers for students

Contextual Factors/ Learner Characteristics:

The Lesson
● Introduction (include time allotment) (2 Minutes)
○ getting attention: “Red Robin!”...”yum!”
○ creating a need to know: Hey students, today we are going to be reading
bigger words and using new skills to break them apart to make them
easier to read. Have you ever been reading a book and come across a
really big word that seems impossible to read? By doing this lesson today,
 you should be able to break apart those big words, so they are easier to
read.
○ relating to past experience and/or knowledge: In past years, you have
learned about prefixes and suffixes. We are going to use those skills to
help us read our big words today.
○ sharing objective, in general terms (I can): I can break apart multi-syllable
words to read them on my own.
● Content Delivery (4 minutes)
○ Time: add the most time and detail here
○ Instructional Methodologies: Whole class,
○ I do it: Make a Prefix Grid. “We are going to practice reading our prefixes”
point, sweep, and say “this prefix is pre, whats the prefix?” “pre”. Now we
are going to look at multisyllabic words and circle both the prefixes and
suffixes. Remember, prefixes come before and word and suffixes come
after a word. Which one comes before? “Prefix”. Which one comes after?
“Suffix”. Let’s look at the word prevention. I am going to find the prefix and
circle it. *circle pre* whats the prefix? “Pre” *circle tion* whats the suffix?
“Tion”. Now I will go through and underline the vowels that are not circled.
*underline e* My vowel here says eh, what does it say? “eh”. Now, I will go
through and read the word part by part. I will scoop under each part “pre,
ven, tion, prevention”
○ We do it: Now, we will do it together with the word prescription. The prefix
is… “pre”, good job. Does this word have a suffix? Can someone come up
and circle it for me? “Tion” great, this suffix says? “Tion” Next, we move
onto the middle syllable, do we see a vowel? Yes, here the i says…? “Ih”
what does the middle syllable say? “Ih” Lastly, we will sweep under each
part and read the entire word. Read with me “pre,scip,tion, prescription“
○ You do it, I Watch: Now, it is your turn to come up to the board and dissect
and read a word entirely on your own. We will do this with the word
“prediction”. Who would like to come up and start our segmenting for us?
Someone comes up and circles pre and says pre, another will come up
and circle tion and say tion. Another student will come up and say the
syllable has a vowel. The vowel is i and it says “ih”. They will underline dic
and say dic. A final student will come up and sweep under the three parts
of the word saying “pre,dic,tion, prediction”.
○ You do it: Great work, now it is time to find a partner, a whiteboard, and
finish my last two words. You will each take turns finding the prefixes,
suffixes, and vowels in the middle syllable. Afterwards, you can sweep
under the syllables and say the word together.
● Closure (include time allotment)
○ Re-draw attention to I Can statement: Now as you are working, remember
our I can statement is “I can break apart multi-syllable words to read them
on my own”.
● Assessments Used
○
● Differentiated Instruction
○
● Resources
○ Core Reading Sourcebook