Lesson plan - Study Island



|Lesson Title: Root Words, Prefixes and Suffixes |Date: |

|Subject: Reading |Grade Level(s): 2-3 |

|Teacher: |Time Frame: 60 minutes |

|Lesson Summary: Students will understand the meanings of root words, prefixes and suffixes. |

|Lesson Objectives |

| The students will know… |

|How to identify root words, prefixes, and suffixes and use this understanding to decipher the meanings of words while reading. |

| |

|The students will be able to… |

|Use root words, prefixes, and suffixes to decipher the meanings of unknown words. |

|Lesson Plan |

|Time: |Procedure: |Materials Needed: |

|10 min |Warm-up Exercise: |Copies of the Warm-up Exercise |

| |To introduce or review the concept of root words, prefixes, and suffixes | |

| |to students have them complete the word search provided in the Warm-up | |

| |Exercise. Have students write down five words that begin with a prefix | |

| |and five words that end with a suffix. They may write their words on the | |

| |back of the Warm-up Exercise worksheet, and can use this worksheet for | |

| |help or hints if they get stuck. | |

|10 min |Presentation of New Material: |Computer connected to a projector; PowerPoint presentation |

| |Now build upon the concept that many words are made up of parts, and | |

| |introduce the concepts of root words, prefixes, and suffixes to the | |

| |class. | |

| | | |

| |Root words, also called base words, are words in their simplest form. For| |

| |example, the word “like” could be used as a root word. Root words are | |

| |real words, meaning you can use them on their own. (You can note that | |

| |prefixes and suffixes are not real words, but word parts.) | |

| | | |

| |Prefixes are word parts that always come at the beginning of a word. | |

| |Although they are not words by themselves, they do have specific | |

| |meanings. For example, “dis” is a prefix that means “not,” or “opposite | |

| |of.” If you add “dis” to “like,” you get the new word “dislike,” which | |

| |means “to not like.” | |

| | | |

| |Suffixes are word parts that come at the end of words. Again, they are | |

| |not words by themselves, but similar to prefixes, have specific meanings.| |

| |For example, “-able” is a suffix that means “able to” or “likely to.” By | |

| |adding “able” to the root word “like,” you get “likable,” which means | |

| |“able to be liked.” | |

| | | |

| |Use the PowerPoint presentation on Root Words, Prefixes, and Suffixes as | |

| |an aid. | |

|15 min |Guided Practice: |Copies of Guided Practice worksheet |

| |Discuss with students how they can use their knowledge of prefixes, | |

| |suffixes, and root words to decipher the meanings of words when reading. | |

| |Hand out the Guided Practice worksheet as an aid. | |

|20 min |Independent Practice: |Index cards that contain affixes with definitions; 1 timer per group; |

| |Challenge students to test their knowledge of prefixes, suffixes and root|paper; pencil; dictionaries to help students check their answers |

| |words by playing a Family Feud style game. Ask students to divide into | |

| |pairs or larger teams. One team presents the other team with a common | |

| |prefix or suffix, and tells them its meaning. That team then has one | |

| |minute to write down as many words that include that prefix or suffix as | |

| |they can. When the time is up, the other team has a turn with a different| |

| |prefix or suffix. At the end, the two teams must work as a group to | |

| |identify how many correct words the other team came up with, once | |

| |duplicates and errors have been removed. | |

|5 min |Closing Activities: | |

| |Have students return to the group and discuss the words they came up | |

| |with, and, if it’s appropriate, which team won overall. Ask students to | |

| |comment on any challenges or surprises they encountered while completing | |

| |the exercise. | |

|Homework: Complete Warm-up Exercise if necessary. Ask students to find a short newspaper, magazine, or other article at home (2-3 paragraphs is sufficient) and |

|highlight all of the words they can find within the passage that contain prefixes and suffixes. Then have them write the definitions for all of the highlighted |

|words, using a dictionary for help if needed. |

|Differentiation: If more advanced students seem to be losing interest or finding the game too easy, challenge them to create words that include both a prefix and |

|a suffix. It is important to allow all students have a turn during this game. Students who are struggling to come up with words can pair up with a partner and work|

|together during the minute to write words. |

|Teacher Reflection: |

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