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Design for LearningInstructor: Ms. GelpiGrade Level/Cooperating Teacher: 3rd Mrs. Myles-StewartLesson Title: Prefixes Un, Re, and MisDate: December 3, 2013Curriculum Area: Language Arts Estimated Time: 25-30 minutesStandard Connection: CCRS:20. [RF.3.3] Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of most prefixes and derivational suffixes.Student Annual IEP Goals: Student J: READING: The student will use reading strategies to decode, and blend to make new words while reading fluently sight words in isolation and text with a minimal of 70% accuracy by the end of May 2014.Benchmark: The student will use decoding strategies to identify and blend new words including those with 2-3 syllables in isolation and in text at his level with a minimum of 70% accuracy by the end of May 2014.LANGUAGE: By May 2014, the student will show comprehension by asking and answering questions to increase receptive and expressive language with 80% accuracy.Benchmark: By May 2014, the student will express himself adequately by engaging in appropriate turn-taking skills in conversation with 80% accuracy.Student R: READING/LANGUAGE ARTS: The student will read with fluency and comprehension up to 3rd grade sight words and spelling words (ELA 3.21) in informal and recreational text (ELA 3.19.1) and to answer “wh” questions (ELA 3.10.1) orally and in writing at a minimum of 70% accuracy by the end of May 2014.Benchmark: The student will decode and read with fluency, irregular words and those with diphthongs ie, ea, and diagraphs (ph, ch) at a minimum of 70% accuracy by the end of May 2014.Student Z: READING/LANGUAGE ARTS: The student will learn and utilize grade-level phonics and word analysis skills to decode words/texts (RF 3.3) and ask and answer questions to demonstrate the understanding of a text, referring explicitly to the text as a basis to the answer (RL 3.1) by May 2014 with 75% accuracy. Learning Objective(s):When given a word definition, the student will correctly identify and match the corresponding word with prefix for the given definition 6/8 times, or with at least 75% accuracy. Evaluation of Learning Objective(s):To evaluate student learning, the teacher will use a worksheet on which students have glued their answers as the assessment. Students will receive a small bag with eight words, each of which contains a prefix, and a numbered sheet of paper. Then, the teacher will display the definition of these eight words on the Promethean board. Students must choose out of the words they have which word goes with the appropriate definition being displayed. Once the students have chosen the best word, they will glue it next to the appropriate number it corresponds to. Students must identify 6/8 words correctly in order to receive a passing grade. The teacher will have an answer key for checking students work once it is completed. This answer key will be numbered with the following answers next to each number: misplace, unequal, reorganize, unselfish, replay, mistreat, mismatch, uncomfortable.Engagement:To engage students into the lesson, the teacher will begin by playing the “Prefixes Rap” from YouTube. It will introduce students to a variety of prefixes, as well as define what a prefix’s purpose is in a word. Good morning class! I want you all to turn your attention to the Promethean board. As you may remember, yesterday we learned about a few prefixes. Can someone raise their hand and remind us what a prefix is? Give the students time to answer. Very good! Well we are going to watch a rap called the “Prefix Rap,” and as you do I want you to see if you notice any of the prefixes we learned yesterday, okay? The teacher will play the video.Learning Design:I. Teaching: After the video, the teacher will begin by giving the students an overview of today’s lesson objective and class time. Today we will be learning and talking more about prefixes. Yesterday, you all were introduced to three prefixes. The teacher will write and underline these three prefixes on the white board. Un, Re, and Mis are the prefixes you learned. I want to see how much you have remembered since yesterday; someone please raise your hand and tell us what ‘un’ means? If a student answers correctly, the teacher will write this student’s response on the board. Very good! Someone please remind us what ‘re’ means? If a student answers correctly, the teacher will write this student’s response on the board. Wonderful! Finally, what does the prefix ‘mis’ mean? The teacher will write “wrongly/badly” underneath the prefix. If a student answers correctly, the teacher will write this student’s response on the board. Good job students. Now, I need someone to come up to the board and write one word that they know that begins with the prefix ‘un.’ Allow a student to come write a word on the board. That’s correct! Someone please come write one that begins with ‘re.’ Let a student come write a word on the board. Very good! Finally, can someone recall a word that begins with the prefix ‘mis’? Come write it on the board. Once the students have finished doing this, the teacher will discuss with students the concept of a root word and prefix in more detail. Wonderful! Now, yesterday we learned of what prefixes do. Prefixes are placed in front of a word to give it a different meaning. Believe it or not, you all use prefixes every single day in your own speech. In fact, there have been times where you all have seen prefixes in written words as well. In order to identify prefixes in words, there is some important information you will need to know about words with prefixes. There are two parts to words that have prefixes. First comes the prefix which is found at the beginning of the word. But then, there is what’s known as the root word. This root word is the word that has meaning even without the prefix. I will explain what this means a little more.The teacher will pull up a flipchart about prefixes. I have once heard it said that working with prefixes is a lot like a Mr. Potato Head. Does anyone know what a Mr. Potato Head is? Let a child explain what a Mr. Potato Head is. If none know, the teacher will explain. You always begin with the root word, think of this as a plain potato. Next, we can add a prefix to the root word to create something different than it once was. This is like adding the different parts to your Mr. Potato Head. Finally, you are left with a brand new word that what you started with! Therefore, by placing prefixes on words it transforms them into something brand new! I hope this mental picture helps us to recall how we are to identify words with prefixes. When we are able to understand the meaning of a root word, we are better able to understand the meaning of our new word once a prefix is added.The teacher will go to the next page of the flipchart that contains a brief puzzle game for students to complete. Let’s attempt to make some words using our root words and prefixes. The teacher will allow students to attempt creating words. While they do this, the teacher will ask the students to make one connection between the word they created and their own life. Wonderful job! I really like all of the connections you all made.II. Opportunity for Practice: The teacher will then switch to the next page, and it will contain words with prefixes that are all mixed up. This still provides students exposure to these words but in a less formatted approach. The students will be asked to highlight the prefix in yellow and the root words in blue. What we are going to do next is now that we have learned how to identify root words and prefixes, I have jumbled up many different words. I want you to take turns highlighting the prefix of a word yellow and then highlighting the root word blue. After you have done this, I want each person to give us a brief explanation of what you think the word means, specifically the root word. Does anyone have any questions? Let’s get started. After the students have completed this practice activity, they will read each of the words aloud with the teacher to solidify the word sounds and meaning.As this scaffolded learning continues, the students will finally see the words in context of various sentences. Before we close for the day, I have up here a few sentences that I have written. Now that you have seen many of the words by themselves and you have identified root words and prefixes, it’s time that we read them in a sentence. After all, this is where you will most likely see all of these words. First, we are going to read these sentences together one by one. What I am going to ask you all to do is find the word that contains a prefix, and underline the prefix spotted in the word. You will soon find that prefixes can change the entire meaning of sentences, and this is why it is important we learn to understand the meaning. Who would like to go first? While students do this, the teacher will ask comprehension questions such as ‘How does this word change the meaning of the sentence?’ and ‘Would this sentence still make sense if there was not a prefix on this word?’III. Assessment: To assess the student’s learning, the teacher will play an interactive word activity with students. Each student will receive a small bag of eight words cut out. They will also receive a piece of paper numbered 1 through 8. The teacher will display the definitions of eight of these words, and the students must choose the best answer and glue that word next to the corresponding number. For our final few minutes together, we are going to play a game. I am giving each of you a bag filled with eight words. You may take them out and display them across your personal space. I have also handed you a piece of paper that is numbered; please be sure to write your name at the top. Wait for students to do this. Since you all have had a good amount of practice with words containing prefixes, I am going to test your knowledge. I am going to display eight different definitions that belong to the words you have in your baggies. There will also be a number at the top of the screen, just like the numbers along your paper. When the first definition appears, you are to choose the word that best fits that definition and glue it next to the number problem. By the end, you should have all of your words used up. Let’s do the first one together so you all can get the hang of it. The teacher will walk through the first problem with students and then flip through the remaining definitions.IV. Closure: For the closure of this lesson, the teacher will ask each student a question about the day’s lesson. In order to leave today, you need to answer one question about today’s lesson. Student 1: What are the two parts to a word that contains a prefix? The answer should be “root word and prefix.” Student 2: What are two of the prefixes we learned about today and what do they mean? The answer can be “un-non, re-again, and/or mis-wrongly.” Student 3: What is the final prefix and what does it mean? The answer can be “un-non, re-again, and/or mis-wrongly.” Student 4: Give me an example of a word with a prefix. Thank you for your time and energy today, class! You all are very hard workers. See you tomorrow!Materials and Resources: -Promethean Board- “Prefix Rap” on YouTube-Prefix –un, -re, mis Flipchart-Numbered assessment sheet-[4] bags of 8 words: misplace, unequal, reorganize, unselfish, replay, mistreat, mismatch, uncomfortable-Glue sticks-PencilsDifferentiation Strategies (including plans for individual learners):High: Students will create a short story (4-5 sentences) using three choice words with prefixes on the back of their numbered assessment paper.Low: Students struggling to grasp this concept will be given a choice of only 4 words to choose from for the assessment rather than eight. In addition, the student may be provided a key for the prefix meanings on the board.Data Analysis:As the lesson came to a close, there was only enough time allotted for students to complete the assessment activity using 6 out of the 8 words provided. Each child scored a 6/6. Reflection:This lesson was one out of very few that I have ever felt most comfortable teaching. The flow of the lesson was natural and easy, and I was able to make transitions/introduce skills very easily. Some of the greatest strengths I believe this lesson included were a very engaging “hook.” I showed students a Prefix Rap video off of YouTube, and this strongly appealed to the student population and age group. In addition, it supported the learning students had done prior to today’s class. Another strength that this lesson displayed was the variety and creativity of the practice activities that supported the learning target. Each of the activities was fun, interactive, and really required students to apply the knowledge they learned about prefixes. My classroom teacher later commented that each of the activities and assessment pieces gave opportunity for all learning styles to participate, and this was a very large compliment to me. I have found that on the times when I do not purposefully plan for every single learning style is when I end up including them. I guess this comes from the teaching being so natural, and my growing ability to be flexible with different learning styles. One last strength noted in this lesson was my use of non-examples when teaching prefixes and root words. By showing students a non-example of what I was teaching them, it gave them better clarity on the concept I wanted them to retain. Because of a time constraint, there were several activities that I was still unable to do with students. However, the activities students did receive practice with were more than enough, and I was still able to assess students. During the assessment, I had one student who was having difficulty choosing the correct word to go with the corresponding definition. To accommodate for him, I removed all words that started with a different prefix than the correct one. This limited his word bank and narrowed the words he had to choose from. One thing I would like to do different next time is give students privacy folders when completing their assessment. This would defer any student from looking at their neighbor’s paper for help or affirmation of their own answer, and would also provide me with a more realistic assessment of student’s knowledge.To conclude, I want to really consider what my classroom teacher told me about the choice of activities I completed in the lesson. As I mentioned, I had several activities planned for the students to complete throughout the class time. However, my classroom teacher suggested that I could take students more in-depth with their learning using only 1-2 activities, and could actually stretch the rest of the planned activities over the course of 3 days. I think I will try this and keep this in mind for future lessons I teach. Overall, I was very pleased with the way this lesson went, and I received great feedback to enhance my teaching for next time.Samford UniversityDesign for Learning ................
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