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|Reading Lesson: Roots and Affixes |Grade Level: 5 |

|Lesson Summary: [Core: Lang. standards 4.b and Core Read. Found 3.a] Students use knowledge of root words and known prefixes including Greek |

|and Latin affixes as clues to the meanings of unknown words. Students decode words with common roots, prefixes, and suffixes. Advanced |

|students explore word families with tongue twisters. Struggling students identify root words and affixes and their definitions. |

|Lesson Objectives: |

|The students will know… |

|that knowledge of common roots and affixes helps in decoding unknown words. |

|how to determine the meaning of unknown words using the knowledge of common roots and affixes. |

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|The students will be able to… |

|use their knowledge of common roots and affixes as clues to decode the meanings of unknown words. |

|supply definitions that show their understanding of the new vocabulary. |

|determine the meaning of unknown words using the knowledge of roots and affixes. |

|demonstrate mastery of the new vocabulary in sentences. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: |

|Tell students that you can figure out the meaning of a word if you know what the parts of the word mean. Write the word photograph on the |

|board. This word is made up of two Greek root words: photo, (light), and graph (write or draw). |

|Ask a volunteer to give the meaning for the word photograph, (drawing made with light), and tell how they can use the meaning of the root |

|words as clues to finding the meaning of the whole word. |

|Encourage students to suggest other words using the Greek roots photo and graph. Then have students give the meanings. Possible suggestions |

|are: photosynthesis, photographer, telephoto, autograph, biography, and telegraph, |

|Note students who do not offer word suggestions or contribute to the decoding process. |

|Whole-Class Instruction |

|Materials Needed: |

|Roots and Affixes Chart Powerpoint*; On Your Own- Working Together to Put Words Together* worksheet; dictionaries |

|Procedure: |

|Presentation |

|Display the Roots and Affixes Chart* and go over the roots and affixes and their definitions. Tell students that roots can be used at the |

|beginning, middle, or end of a word. |

|Call on students to give the meanings of the words at the bottom of the chart. Have students explain how they use the meanings of the roots |

|and affixes as clues to find the meaning of the whole word. |

|Guided Practice |

|Tell students that they will be playing the Roots and Affixes Matching Game. Divide the class into two teams. |

|Team One names a root, or affix. Team Two must give a word that contains the root or affix and tell the meaning of the word. If Team Two |

|cannot name a word in ten seconds, Team One has a chance to earn a point by giving a word and short definition. Then Team Two names a root or |

|affix for Team One. |

|Students on each team should take turns suggesting roots and naming words. A point is awarded for each correct word given. Provide a |

|dictionary for each team to find and check words as needed. |

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|Independent Practice |

|Put students in small groups and give each group the On Your Own worksheet Working Together to Put Words Together* |

|Have students work together in small groups to write words and definitions. Explain the directions, and have students complete the worksheet. |

|Provide dictionaries for checking spellings and definitions. |

|Closing Activity |

|Have each student name an affix, root word, and definition of the whole word with those parts. Take note of students who need prompting and |

|assistance. |

|Advanced Learner |

|Materials Needed: |

|Dictionaries; pencils and paper |

|Procedure: |

|Tell students that tongue twisters use the same or similar beginning word sounds to challenge pronunciation. Have each student create a tongue|

|twister. Then have students exchange papers with a partner and read the tongue twisters. |

|Provide dictionaries for spelling and definition clarification. |

|Struggling Learner |

|Materials Needed: |

|Copies of Show What You Know* |

|Procedure: |

|Give each student a Show What You Know* worksheet. Explain the directions, and have students complete the worksheet independently. Give extra |

|guidance to students as needed. |

*see supplemental resources

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