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Topic: Suffixes –er, -est Grade Level: 3 Name: Kylie Stradling

Lesson Type: #___ in a series - Performance Level: Group Size:

New Material - Re-teaching - Review Below – On – Above Whole Small Individual

Standard/s: CCSS RF.3.3: Know and apply grade level phonics and word analysis skills in decoding
1. Identify and know the meaning of the most common prefixes and derivational suffixes.
Objective/s: The students will be able to identify the base word and suffix in a word, as well as identify
what that word means.
*Kid-friendly objective statement: Find the base word and the suffix, then identify the meaning of the
Assessment plan for each objective: I will assess student knowledge when children are participating
by putting their cards on the board, explaining why their different, by them and coming up with
sentences for words ending in suffixes er and est.

Key vocabulary terms and definitions:

Base Word- a word to which a prefix or suffix is added
Suffix- a word part added to the end of a base word or word root that changes the meaning of the word

Materials: Word cards, dry erase markers, smart board, projectile, workbook, power-point, magnets

Extend: I will deepen understanding for those who are ready for more complex learning by asking
them how to spell particular words with suffixes.
Support: I will scaffold learning for those who struggle by re-explaining or going over concepts
Management Decisions
Behavioral Expectations Transitions from place to Fast Finishers
The students will sit and listen quietly. place If the students finish early I
When I ask a question, they should or between activities: will ask them to go back to
silently raise their hand to give an I will ask the students to quietly their seats to quietly work
answer. They should also raise their come up to the front of the on page 108 in their
hand quietly if they have a question or classroom. When the lesson is practice book.
idea they would like to share. over I will ask them to return to
their seats very quietly.

Attention Signal (Regain Student Focus) Material Management Grouping

I will use the attention signal 1,2,3 I will distribute the word cards This is a large group
Everybody Freeze to gain students to students who are sitting activity
attention if they get off task. This quietly and who are willing to
attention signal will remind students that participate.
they need to stop whatever they are
doing and listen.
Lesson Sequence
Time What the teacher is doing What the students are doing
30 Gain Attention/Activate prior knowledge: I will gain the The students will be sitting,
sec-1 students attention and get them ready for the lesson by listening, and answering the
min showing them words and going over what the prefix and base prompted questions.
word is.
“I do” Input & Modeling (Sequential step-by-step instruction) The students will be sitting,
3-5 Check for understanding of what you just taught. listening, and answering the
min 1.) Explain what a suffix is. prompted questions.
2.) Why er and est are added to words
3.) Show words ending in er/est from power-point and
explain how the suffix changes the base word.
4.) Explain why spelling can change when adding er/est
(Change the y to i, just add r if there is already a
syllable, e).

“We Guided practice: The students will be sitting,

do” 1.) Show the projectable 23.10 listening, and answering the
8-10 2.) Explain that you are going to read two sentences at a prompted questions.
min time and that you need them to listen for words that
end in the est or er suffix.
3.) Underline all the words with suffixes in the passage.
4.) After the entire passage, has been read, use chart to
identify the base word and the meaning of the suffix.

1 min Closure/Summary: The students will be sitting,

Go over the definition of a suffix and ask the students to tell listening, and answering the
you what to do if a base word ends in a y when converting it prompted questions.
into a word with a suffix. Ask the student to tell you what to do
if the base word ends in an e. Review how the meaning of er
and est compare.

“You Independent practice: The students will be coming up to

do” 1.) Show chart with two columns (most and more) the board to place words under a
8-10 2.) Tell students that you have cards with different words column. They will also be putting
min on them that you need them to put in the column some of these words into a
where they think the word belongs. (Call on students sentence.
to come up one at a time).
3.) After all the words are placed on the board, ask the
students why they placed all the er words under more
and all the est words under most.
4.) Let the students compare how they are different.
5.) Select a couple words from both sides of the column
and ask the students if they can put that word in a

Items to be collected as a result of this lesson: I will collect the cards and magnets from the
board at the end of the lesson.
Naming, Comparing, and Decomposing Shapes

C.C. & State Standard(s):

CCSS.MATH.CONTENT.K.G.A.3- Identify shapes as two-dimensional (lying in a plane, "flat") or three-

dimensional ("solid").

CCSS.MATH.CONTENT.K.G.B.4- Analyze and compare two- and three-dimensional shapes, in different

sizes and orientations, using informal language to describe their similarities, differences, parts (e.g.,
number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).

CCSS.MATH.CONTENT.K.G.B.6- Compose simple shapes to form larger shapes. For example, "Can you
join these two triangles with full sides touching to make a rectangle?"


• The students will be able to correctly identify the names of 2D and 3D shapes with 90%
• The students will be able to correctly tell apart a 2D shape from a 3D shape with 100% accuracy.
• The students will be able to correctly decompose larger shapes into smaller ones.
• The students will be able to correctly sort shapes with 100% accuracy. (If there is time at the

Student Friendly Objective(s):

• I know how to make shapes inside of other shapes.

Assessment: I will know the students have learned the objectives by observing to see if they are able to
make the shapes inside of other shapes on their geo-boards (or whiteboards). I will also know if they are
able to identify the names of shapes by having them name the shape when I hold up the shape cards. I
will know that the students can tell apart a 2D shape from a 3D shape by asking them to identify
whether it is 2D or 3D in the activating prior knowledge seciton of the lesson. Lastly, I will know if the
students can correctly sort shapes by gathering their worksheets to see if they did it correctly.
Resources/Technology: Geoboards or whiteboards, sorting worksheet, shape cards, real objects to
show 3D shapes.

Key Vocabulary:

Hexagon, Trapezoid, (I will have cards with each shape to describe each shapes attributes). 2D, 3D
shapes (cone, sphere, prism, cylinder, cube).

Anticipatory Set:

• “Boys and girls today we are going to be learning more about 2D and 3D shapes and how we can
create them.”

Activate Prior Knowledge:

• “First, we are going to review some of the names of shapes that we have learned about.” Have
the students repeat the names of the shapes. (I will go through the shape cards. Square,
triangle, rectangle, circle, trapezoid, hexagon, cone, sphere, cylinder, and cube.)
• Also review which ones are 2 dimensional (flat) and which ones are 3 dimensional (not flat, real
objects). Show students the real objects to give them a better visual. Ask the students if they are
2D or 3D.


• “Okay boys and girls now we are going to talk about how we can create shapes inside of
• Draw a square on the board.
• “Okay boys and girls now I am going to make two triangles inside of the square.” (Draw line
across the square”
• “Do you think we could make four triangles inside of the square?” (Demonstrate)
• “We can also make two trapezoids inside of a hexagon” (Demonstrate)
• “We can make two rectangles inside of one rectangle.” (Demonstrate)

Check for Understanding/Guided Practice: Use whiteboards or geo-boards.

• “Boys and girls now we are going to use whiteboards to practice dividing shapes. I will call on
the quietest table to come up and get a whiteboard and a marker.”
• “Okay now everyone draw a square and then hold it up and show me. Now show me how we
can make four squares inside of the square.” (I will also show shape cards if students need help
knowing what the shape looks like)
• “Erase the line in the square but do not erase the square. “
• “Now show me how you could make two rectangles inside of the square.” (Demonstrate and
model as needed.)
• “Erase the line but do not erase the rectangle.”
• “Show me how to make two rectangles inside of one rectangle.”


• “Boys and girls today we learned how to make shapes inside of shapes. We learned that we can
make two triangles inside of a square, and that we can make two trapezoids inside of a
hexagon.” (Demonstrate this again)
• Review the names of shapes again (trapezoid, hexagon, cube, cylinder, cone, sphere).

Independent Practice:

• “Show me how to make two trapezoids inside a hexagon.” (Do not provide visuals for this part
until they show you what they think).
• “Show me how to make two triangles inside a square.”
• If there is extra time have the students complete a sorting shapes worksheet.

Differentiated Instruction/Accommodations:

• If students are struggling to understand I will scaffold and explain concepts in more detail.
• If students are grasping the concept faster than others I will deepen understanding by asking
them to identify how many sides and corners the shape has.”