Bridgewater College

Education Department Lesson Plan Date: November 16, 2012 Subject Area(s): Reading VA SOL Title of Lesson: Prefixes and Suffixes nd Grade Level(s): 2 Grade

Name_______Lauren Mullen____

2.5 The student will use phonetic strategies when reading. a) Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words. b) Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words. c) Decode regular multisyllabic words. 2.6 The student will use semantic clues and syntax to expand vocabulary when reading. a) Use information in the story to read words. b) Use knowledge of sentence structure. c) Use knowledge of story structure and space. d) Reread and self-correct. 2.7 The student will expand vocabulary when reading. a) Use knowledge of homophones. b) Use knowledge of prefixes and suffixes. c) Use knowledge of antonyms and synonyms. d) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. e) Use vocabulary from other content areas. 2.8 The student will read and demonstrate comprehension of fictional texts. a) make and confirm predictions b) Relate previous experiences to the main idea. c) Ask and answer questions about what is read. d) Locate information to answer questions. e) Describe characters, setting, and important events in fiction and poetry. f) Identify the problem and solution. g) Identify the main idea h) Read and reread familiar passages with fluency, accuracy, and meaningful expression.

Content Objective(s) At the end of this lesson, the student will be able to define the meaning of a prefix and a suffix; demonstrate the meaning of the specific prefixes un- and up- , the suffixes ed, and ing; as well as how they change the meaning of the word they are attached to.

IEP Goal/Objective: Accommodations/ Differentiation

Summative Assessment (based on objectives): Students will identify the meaning of the prefixes unand re-, and the suffixes ed and ing by themselves in a multiple choice format; demonstrate how the meaning of the words change when a prefix or suffix is added by adding a prefix or suffix to a word to fit the meaning that is asked. Ex: What is the meaning of una. Not b. Out c. In d. Away What suffix needs to be added to the word play to make it past tense (meaning yesterday or before now) a. er b. ing c. ed d. ful Materials Shel Silversteins Where the Sidewalk Ends and Everything on It and Falling up (the poems Unfair, Rain, Trampoline) The Lost Kitten 1. Copy and assemble a packet for each student. Discovery Bottles Plastic water bottles (1 per student) Small poof balls from the craft store (or rice or sand or beadsanything that will move around but isnt liquid) 5 slips of paper, 1 inch x inch (per bottle) a. Write the prefixes and suffixes you will be studying on both sides of each slip of paper (you may need more depending on how many you include in your lesson) b. Fill each bottle about of the way and then drop in one or two slips. Fill it halfway up and drop in the rest. Fill to the top line of the bottle (if you arent using water bottles, fill so that about 7/8 of your bottles are filled; there needs to be room for the contents to shake around) c. Shake the bottles until the slips of paper are all mixed up. d. Adapted from Tunstalls Teaching Tidbits (found via Pinterest) http://tunstalltimes.blogspot.com/2011/07/discovery-bottles.html 4 paper/plastic cups per student a. Take 2 cups and cut three inch by inch squares in the sides, equally spaced around the cup. Write the prefixes before the square on one cup, and the suffixes after the squares on the other cup. b. Place the cups without holes inside the cups that you cut. In the hole, write the words you are working with (like play, or whatever you are going to add your prefixes and suffixes to). Make sure that the words fit in the holes. Slide the cups around and see what different words you can make! c. Adapted from paper plate phonics, Education.com(http://www.education.com/activity/article/Paper_Phonics_Whee l_first/ ) Words I Made worksheet (attached) Story sheet (attached) Prediction cards (attached) adapted from a KWL chart Prefix chart (attached) Suffix chart (attached) Root Word Chart (attached)

Integration of technology

Accommodations/ Differentiation Anticipatory Set (Focus) Ask the students to clear their desks. Then pass out one discovery bottle to each student. Pass out prediction cards. Have the students shake the bottles until they can read the slips of paper inside the bottle. Have the students write what is on the pieces of paper next to each number on the card. Then have them write what they think they will be learning on the card. Have a couple of students share what they think they will be learning about today. Collect the discovery bottles and prediction cards. Tell the students that today, we are going to learn about prefixes and suffixes. Tell the students that the slips of paper in their bottles had different prefixes and suffixes, and that today you will learn what they are, what different prefixes and suffixes mean, and how they change the meaning of the words they go with.

Time Planned 10 minutes

Access/Review Prior Knowledge nd We will use our club words, which are sight words that 2 graders already know the meaning of as our root words. Point to the word wall and review the meaning of all the words you will be using.

5 minutes

Topic presentation (What will the students be told?) Hang the Prefix, Root Word, and Suffix Charts on the board. Write the prefixes un- and re- on the board, and write their definitions next to them (reagain, un- not). Write two examples for each word underneath each (refill, unhappy). Write the suffixes ed and ing on the board, and their definitions (-ed- past tense or before now; -ing- present or now action) Explain that a prefix is a group of letters that have their own meaning, that are attached to the front of another word to change the meaning of the word they are attached to. Explain that a suffix is the same concept, but that it is a group of letters that goes on the end of the word to change the meaning. Explain that the words on your word wall are called root words. This means that a root word is a word with no prefixes or suffixes, and the word that you attach a prefix or suffix to. Explain that a trick to remember this is that P in prefix comes before S in suffix. Explain that there are many prefixes and suffixes, but that today they will focus on the ones on the board. Explain the meaning of each prefix/suffix on the board.

15 minute s

Modeling, Guided Practice, Independent Practice, Checking for Understanding (Formative Assessment) Modeling Point to your examples on the board. Underline the prefix in blue, and the root word in red. Cover the prefix and ask the students the meaning of the root word. Then cover the root word and ask the students the meaning of the prefix (synthetic phonics). Repeat the process for prefix and suffix examples. Guided Practice Pass out the poem packets. Read the poem to the students and have the students follow along (teacher-student assisted reading). Have the students choral read the poem. Have the students raise their hand and identify the prefixes and suffixes in each poem. Have the students underline the prefix/suffix of the words they identified in blue, and the root word in red. Repeat for each poem. Independent Practice Pass out the cups and the Words I Made sheet. Let the students manipulate the cups and match prefixes and suffixes to the root words (analogy-based phonics). Tell them to complete the sheet by filling out 10 words and placing them on the sheet. Make one word as a group to demonstrate how to use the cups. Tell them for each word to underline the prefix/suffix in blue and the root word in red. Walk around the room to ensure that all students are filling out the sheet properly. When students have 10 words correctly written on their sheet, have them raise their hand so that you can check it off and give them a story sheet (phonics through spelling). Students will then write a story on the story sheet using 4 words from their Words I Have Made sheet. Again, make sure that the students are underlining the prefix/suffix in blue and the root word in red (phonics through spelling). If students finish early, have them illustrate the back of their story sheet. Once all (or most) have finished, let the students share the stories they wrote.

25 Min utes

Closure Ask the class What did we learn today? Discuss what they learned while you pass the prediction cards back out. Have the students write the meaning of a prefix and suffix, and one example of each on the What we learned side.

5 minute s