Design for Learning

Instructor: Emily Trucks

Lesson Title: Lets Suf-Fix This!
Curriculum Area: Language Arts

Grade Level/Cooperating Teacher: 1st, Harris

Date: April 14, 2016
Estimated Time: 20 Minutes

Standards Connection:
22.) Know and apply grade-level phonics and word analysis skills in decoding words.
[RF.1.3]
Learning Objective(s):
Students will add the suffixes ly and ful to the end of base words to create new words.
Learning Objective(s) Stated in Kid-Friendly Language:
Today, boys and girls, we will be working with this weeks spelling words to make an
important discovery!
Evaluation of Learning Objective(s):
Students will be given ten word equations. Each of the equations will be missing one
element: a base word, a suffix, or a new word. Students will be assigned the task of filling
in the missing portion of each equation to complete it in a way that makes sense.
Proficient students will complete at least eight out of ten equations correctly. Students in
need of more practice will complete six or seven equations correctly. Students in need of
re-teaching with complete five or fewer equations correctly.
Engagement:
The teacher stands at the front of the room. Students have just finished sharing their
morning journal entries and are clearing off their desks. Alright, my friends, when you
have your desk cleared, you may come have a seat in front of the Promethean board,
crisscross applesauce. I will be calling on quiet friends who are sitting still to help me
with a few things. The teacher pulls up a PowerPoint slide that shows ten out of the
weeks twelve spelling words. They are numbered, and typed in blue. She brings the
Promethean boards magic pen and her pointer with her from her desk, moving to the
front of the room. She waits for all students to be situated on the floor before beginning.
This week, we have been talking about twelve spelling words: these ten words here, (the
teacher motions to the board) and our two sight words. Today, we are going to work with
these words to make two very special discoveries! Lets read these words aloud together.
The teacher uses her pointer to point to each word, saying it with her students. Careful.
Useful. Painful. Playful. Wonderful. Slowly. Quickly. Sadly. Gladly. Nicely. Good work,
my friends! Take a minute to look at each of these words very carefully. Show me a thumb
at your chest if you can tell me something that is similar, or the same, about some of
these words. Student A? Yes, Student A! Five of these words end in the letters ful. The
teacher touches the screen to move the PowerPoint to the next slide, where the ful suffix
of those five words is bolded and colored red. The other five words remain the same.
Show me a thumb if you can tell me something that the rest of our words have in
common Student B? Yes, Student B! You are correct. The teacher touches the board to
move to the next slide, where the ful suffix of five words is bolded and colored red and
the ly suffix of the other five words is bolded and colored red. The rest of our words end
in the letters ly. The parts of the word shown in red up here are called suffixes. The
teacher touches the screen to reveal the word suffixes within a rectangle shape at the
bottom of the slide. Say that word with me: suffixes. Suffixes are groups of letters that we
add to the end of words. Each suffix makes its own individual sound. We are going to
learn about these two suffixes today, and how they work with other words to add an extra
sound.
Learning Design:
I.

Teaching:

II.

The teacher touches the screen to move the PowerPoint to the next slide. The
slide is entitled Our Suffixes. Beneath the title, there is a box containing the
definition of the word suffix. Beneath the definition, on the left, there is a box
entitled ful. The box shows the letters f u l separately, and then placed together.
There are two word equations beneath this clustering: care + ful = careful and
use + ful = useful. Beneath the definition, on the right, there is a box entitled ly.
The box shows the letters l y separately, and then placed together. There are two
equations beneath this clustering: slow + ly = slowly and quick + ly = quickly.
The teacher points to the suffix definition box. Show me a thumb if you would
like to read the definition of the word suffix for us. Student A, your friends are
ready to listen. Thank you, Student A. You have reminded us that a suffix is a
group of letters put at the end of a word to add a sound. We have two suffixes to
work with today. The teacher uses her pointer to point to the ful box, and then to
each portion of the text as she explains it. Our first suffix is f u l, ful. Say the
suffix with me: ful. We can add this suffix several words to create new words.
Lets look at a couple of examples. Here, we have the word care. Say that with
me: care. We also have the suffix ful. Say that with me: ful. We can put the two
together to create careful. Say that with me: careful. Next, we have the word use.
Say that with me: use. We also have the suffix ful. Say that with me: ful. You put
the two together to make a new word. The teacher waits, as students should say
useful in unison. Excellent! Our next suffix is ly. The teacher uses her pointer to
point to the ly box, and then to each portion of the text as she explains it. L y, ly.
Say the suffix with me: ly. We can add this suffix to several words to create new
ones. Lets look at another couple of examples. Here, we have the word slow. Say
that with me: slow. We also have the suffix ly. Say that with me: ly. We can put the
two together to make a new word: slowly. Say that with me: slowly. Now, we have
the word quick. Say that with me: quick. We also have the suffix ly. Say that with
me: ly. You put the two together to make a new word! The teacher waits, as
students should say the word quickly in unison. Excellent work, again! Give
yourselves a pat on the back! The teacher touches the screen to move the
PowerPoint to the next slide, showing four more equations: pain + ful =, glad +
ly =, play + ful =, and nice + ly =. Lets try a few more together before you move
on to practice by yourselves. The teacher uses her pointer to point to each portion
of the first equation as it is mentioned. Here, we have the word pain, and the
suffix ful. Who would like to put the two of these together to make a new word?
Student B, I see your thumb. What is the new word? Youve got it! The teacher
touches the screen to reveal the word painful at the end of the first equation. Pain
and ful come together to make painful. The teacher points to the next equation,
and then each portion of it as it is mentioned. Who would like to make this word?
We have the word glad and the suffix ly. Student C? Yes! The teacher touches the
screen to reveal the word gladly at the end of the second equation. When we put
together glad and ly, we get the word gladly. Who would like to put our next
word together? The teacher points to the third equation, and then to each portion
of it as it is mentioned. We have the word play and the suffix ful. Student D, what
word do these come together to make? Youve got it! The teacher touches the
screen to reveal the word playful at the end of the third equation. Play and ful
come together to make playful. Show me a thumb if you would like to read our
final word. The teacher points to the fourth equation, and then to each portion of
it as it is mentioned. We have the word nice and the suffix ly. Student E, Read this
for us please. Yes, Student E! The teacher touches the screen the reveal the word
nicely at the end of the final equation. When we add the suffix ly to the word nice,
we get the word nicely. So, for a quick review, what sound does the suffix f u l
make? The teacher waits, as all students should say ful in unison. Yes! And what
sound does the suffix l y make? The teacher waits, as all students should say ly in
unison. Excellent! Give yourselves a big pat on the back! It seems like you are
ready to practice on your own.

Opportunity for Practice:

The teacher places her pointer and the magic pen on the chalk tray before
traveling to her desk, where she has placed the stack of student practice pages.
She turns on the ELMO, under which she has placed a practice page to use as an
example. She switches the Promethean board display to show the image beneath
the camera. The work page contains ten word equations to be solved. We are
going to take a few minutes to do some practice on our own. When you are called
back to your seat, you will get a page just like this one, and write your name at
the top. The teacher points to the name blank at the top of the page, for students
to see. She pulls a red marker from her jar of writing utensils and writes Miss
Trucks in the name blank on her page. Then, you will read the directions. The
teacher points to each word in the directions as it is read aloud. Solve the word
equations below. The teacher points to three column headings as she mentions
them. Here, you have three columns. Base Word, Suffix, and New Word. One of
the three columns in each equation will be blank. It is our job to fill in the blank
space with the item that will complete the word equation. Lets look at the first
one together. Read this word with me. The teacher points to the first word in the
first column of the first equation. Slow. Read this suffix with me. The teacher
points to the first suffix in the second column of the first equation. Ly. Put them
together to make a new word. The teacher points to each portion of the equation
as it is mentioned. Slow plus ly equals slowly. And you will write the new word in
the new word blank. The teacher writes slowly in the appropriate blank. Now, on
this page, it will not always be the new word that is missing. Sometimes, it will be
the base word, or even the suffix. It is your job to use the clues on your paper to
fill in whatever blank the equation tells you to. The teacher uses her hand to
cover up the word slow in the first equation. If I were to only have the suffix ly
and the new word slowly here, what would I put in the empty blank? Say it all
together, please. Slow, yes. The teacher moves her hand to cover up ly in the
second column, leaving only slow and slowly showing. What if the suffix were
missing from this equation, and all I saw were the words slow and slowly? What
would I put in the empty blank? Say it all together. Yes, ly! Good thinking. I
believe that you are ready to go back to your seats and get started. When I call
your table number, come get a work page from me and go back to your seat to
get going. Table 1 The teacher gives all students a work page and ensures that
each of them makes their way back to their seat to get started. She leaves her
example showing on the board to serve as a model for the students. She circulates
the room, answering all questions as they are asked. When you have finished
working, you may quietly read a book from your book box at your seat. I will call
you back to attention when we are ready to move on! The teacher waits for all
students to finish working and be found reading quietly before calling them back
to attention. It seems that everyone is finished working and we are ready to selfcheck! Please take a red pen from your tables supply box and get ready to go.
The teacher walks back to her desk and has a seat behind the ELMO, ready to
check work with the students, pointing to each portion of each equation as it is
mentioned. Alright, here we have number one. We have already done this
together, and agreed that we made the new word slowly when combining the base
word slow and the suffix ly.. On to our second equation! Here, what word do we
have? Say it with me. Use. What suffix do we have? Say it with me. Ful. Raise
your hand if you would like to tell us what new word you made. Student A?
Student A has made useful. Do we agree? We sure do! Good work, Student A!
The teacher writes useful in the appropriate blank on the page. If you did not get
that word equation right, use your red pen to correct it. The teacher gives
students time to correct before moving forward. On to number three. What word
do we have here? Say it with me. Quick. What suffix do we have? Ly. Raise your
hand if you would like to share the new word you have made? Student B? Student
B has made the word quickly. Do we agree with Student B? We sure do! Good
work, Student B! The teacher writes quickly in the appropriate blank on the page.
Take a minute to correct your equation if necessary. The teacher allows students
time to correct before moving on. Number four. What base word do we have
here? Glad, yes. What suffix do we have? Ly, right. Raise your hand if you would

like to tell us the new word you made. Student C? Student C has made gladly. Do
we all agree with Student C? Yes! Thank you, Student C! The teacher writes
gladly in the appropriate blank on the page. Take this time to correct if need be.
The teacher gives students time to correct before moving on. Number five. What
word do we have here? Care, right. And what suffix? Ful, yes. Raise your hand if
you would like to tell us what new word you have made. Student D? Student D
has made the word careful. Do we agree with Student D? Yes, we do! The teacher
writes careful in the appropriate blank on the page. Good thinking, Student D!
Take time to correct if you need to. The teacher gives students time to correct.
Now, on to number six, where things are getting a bit tricky. Do we have a base
word here? No, we do not. What suffix do we have? Ly, yes. And what new word
has been created? Sadly, right. Raise your hand if you would like to tell us what
you put in the blank. Student E? Student E has put the word sad in the blank
here. Do we agree? Yes. Student E, why did you put the word sad in this blank?
Student E has put the word sad here because they looked at the word sadly, took
away the suffix, and saw the word sad. I like your thinking, Student E! The
teacher writes sad in the appropriate blank on the page. Take time to correct if
need be! The teacher allows students time to correct before moving forward. On
number seven, we do not have a base word, but we do have a suffix. What is that
suffix? Ful, yes. What is the new word that has been created in this equation?
Wonderful, right. Raise your hand if you would like to tell us what you put in the
blank here. Student F? Student F has put wonder in the base word blank. Student
F, why did you do that? Student F has put wonder in this blank because they
removed the suffix from the new word and read the word wonder. Do we agree
with Student F? Yes we do! The teacher writes wonder in the appropriate blank
on the page. Take time to correct, friends who need to do so! The teacher allows
students time to correct before moving on. Number eight is a bit different. What
word do we have here? Nice, yes. Do we have a suffix? No, but we do have a new
word, and what is that? Nicely, right. Raise your hand if you would like to share
what you have put in this blank. Student G? Student G chose the suffix ly. Is
Student G correct? Yes they are! Student G, how did you come to that
conclusion? Student G looked at the new word nicely, and covered up the nice to
find that ly was left. Way to go, Student G! The teacher writes ly in the
appropriate blank on the page. Take time to correct if you need to so do. The
teacher gives students time to correct before moving on. Number nine is very
similar to number eight. What is the word that we are given? Pain, yes. Are we
given a suffix? No. We are given a new word, though, and what is that? Painful,
good. Raise your hand if you would like to share the suffix you added to the base
word pain to get our new word. Student H? Student H has added ful to pain to
get painful. Do we agree? I think so! The teacher writes painful in the appropriate
blank on the page. Student H, why did you choose the suffix ful? Student H chose
this suffix by covering the original word in the new word and seeing that ful was
all that was left. Good thinking, Student H! Take time to correct. The teacher
allows students time to correct before moving on. Our very last equation is a bit
of a challenge! Are we given a base word? No! Are we given a suffix? No! But we
are given a new word, and what is that? Playful, yes! Altogether, now, which
word will go in our base word blank? Play. The teacher writes play in the
appropriate blank on the page. And what suffix will go next? Ful. The teacher
writes ful in the appropriate blank on the page. And what is our new word,
again? Playful. Excellent! Take time to correct if you need to, and give
yourselves a huge pat on the back! The teacher gives students time to finish
checking completely before calling them back to the front of the room. Alright,
my friends! When I call your table number, you may bring me your work page
and have a seat back in your spot on the floor! Table 1 The teacher allows all
students time to bring her their paper and get situated back on the floor. While
she is waiting, she pulls the PowerPoint back up to show all ten of the weeks
spelling words again. She then has a seat back in her chair in front of the
students.

III.

Assessment:
Students will be given ten word equations. Each of the equations will be missing
one element: a base word, a suffix, or a new word. Students will be assigned the
task of filling in the missing portion of each equation to complete it in a way that
makes sense. Proficient students will complete at least eight out of ten equations
correctly. Students in need of more practice will complete six or seven equations
correctly. Students in need of re-teaching with complete five or fewer equations
correctly.

IV.

Closure:
Okay, my friends. Who can tell me what we discovered about each of these
spelling words today? Show me a thumb if you would like to share Student A?
Yes, Student A! All of these ten spelling words end in either ful or ly. Show me a
thumb if you can tell me what the groups of letters ful and ly are called Student
B? Yes, Student B! Suffixes. Suffixes are groups of letters put at the end of words
to add sounds. What sound do the letters f u l make when they are put together?
Ful. And what sound do the letters l y make when they are put together? Ly. Yes,
yes, yes! Knowing all that we know now, lets read our spelling words together
one more time. The teacher takes her pointer from the chalk tray and points to
each word as it is said aloud with the students. Careful. Useful. Painful. Playful.
Wonderful. Slowly. Quickly. Sadly. Gladly. Nicely. Kiss your brains for all of the
hard work you have done this morning, then, line up at the door for a restroom
break!

Materials and Resources:

PowerPoint
Promethean Board and Pen
ELMO
Pointer
Teacher Marker
Student Work Pages
Differentiation Strategies:
Green: Give students another practice page with a new group of words that are not on the
spelling list.
Red: Complete a word sort with students in a small group, allowing them to place words
in a ful category and a ly category before identifying the relationship between the words
and their ending sounds.
Data Analysis:
Eighteen of Ms. Harriss nineteen students are now considered proficient in the use of the
suffixes ful and ly. All of the proficient students except one completed all ten word
equations correctly. One student completed eight of ten word equations correctly. Taking
into account this students usual spelling errors, this score shows significant
improvement. One student of nineteen completed seven of ten word equations correctly.
This student is one of the two that I am working with in spelling this week. He was
absent the day before this lesson took place, and therefore, had one less day of practice
with the group of words assessed. Again, taking into account this students typical
performance, this score shows that significant progress has been made.

Suffixes Lesson
6%

94%

Proficient Students

Students in Need of More Practice

Students in Need of Re-Teaching

Reflection:
I feel that this lesson, overall, went pretty well. I am struggling with finding just the right
amount of time to spend on explicit instruction with this group of first graders. This
lesson, in total, took about twenty minutes to complete. I am struggling with the fact that,
for some students, that is too much time to spend on this material; while, for others, it is
clearly not enough. This lesson was also taught in the presence of the reading coach,
which caused me to feel a bit anxious. However, the students seem to have grasped the
material presented, and I hope that this shows on their weekly spelling assessment that
will take place tomorrow.

Samford University
Design for Learning

Name _______________

Lets Suf-fix This

Solve the word equations below.

Base Word

Suffix

New

Word
1.

slow

ly

____________
2.

use

ful

____________
3. quick
+

ly

____________
4. glad
+

ly

____________
5. care
+

ful

____________

6.
7.

______
______

ly
ful

+
+

=
=

sadly

wonderful
8.
nice

_____

nicely
9.
pain

_____

painful
10. _____

_____

Feedback Form

playful