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Author: Katy Schooler
Date created: 03/10/2018 8:46 PM PST ; Date modified: 03/10/2018 9:01 PM PST
General Information
Grade/Level Grade 2
Subject(s) Language Arts (English)
Topic or Unit of
Prefixes and Suffixes
Study
Time Allotment 30 minutes
Home languages
English, Spanish, and Russian
present
Emerging: 4
English language Expanding: 2
levels present Bridging: 5
NonELs: 9
Materials and Technology
Technology Goboard with morph house
prefixes and suffixes anchor chart
goboard with morphhouse
Materials
pictures that go along with suffix
whiteboards (erasers and markers)
Sources
Content and Assessment
Concepts Suffix (ly)
CA California Common Core State Standards (2012)
Subject: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Grade: Grade 2 students:
Content Area: Foundational Skills (K–5)
Standards Strand: Reading
Domain: Phonics and Word Recognition
Indicator:
d. Decode words with common prefixes and suffixes.
Students will be able to add suffixes to a base word and understand how it changes the word's meaning. (How do I add suffixes to a base word
Objectives
and how will it change the word's meaning?)
Students will be informally assessed on whether or not they are able to correctly morph the word on their whiteboard and share to the class what
Assessment/Rubrics
the meaning of the word is when the suffix is added.
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Literacy Skills
Reading Students will read the word on the board and the definition of the root word.
Writing Students will write the morphed word on their whiteboard.
Listening Students will listen to directions from their teacher, what they partner shares, and what students share to the whole class.
Speaking Students will share to their partners and share to the whole class.
prefix: when a word is added to the beginning of a root word that changes the words meaning
Vocabulary
suffixes: when a word is added to the ended of a root word that changes the words meaning
Classroom Management Details
Room
Students will remain at their desks during the lesson.
Arrangement(s)
Student Groupings Students will work with the partner next to them during partner activities.
Other Reminders
Instructional Model: Direct Instruction
Procedure
Begin by looking at the prefixes/suffixes chart to review what a prefix is. Go into more detail about what a suffix is. Have one student share what
Focus/Motivation the difference is between both.
(Open)
Introduce the suffix ly today and what it means
Model: Model what the activity will look like with an example. Show each step of the sequence while the students watch. Model how to morph
the words together and how to share what the word means with the sentence frame to a partner.
Guided Practice: Pass out the whiteboard and markers to the students and have them place them face down. Introducing the next word, make
Development sure to read the definition of the root word and the definition of the suffix we are using. Ask the students to morph the word together. Students
(Body) will then show me their answers on their whiteboards. Have students put whiteboards face down again and share with their partner what the new
word means with the sentence frame. ____ + ly equals _____, which means _______. Have a few students share what they came up with. After
showing students a picture of the word, have them come up with sentences containing the word and share them to their partner. Then have a few
students share to the class. Do 2 more examples with the suffix ly.
To close the lesson, review what the difference between a suffix and prefix is and what the meaning of the suffix ly is. Refer to the poster to point
Closure (Close)
out the different prefixes and suffixes we have learned are.
Universal Design for Learning (UDL) Considerations and Differentiation
UDL and Use of whiteboards and sentence frames help both students with special needs as well as English learners. The lesson is engaging and gets all
Differentiation students to participate. The use of pictures also provides a visual fro struggling students.
Modifications for
provided UDL
English learners
Modifications for
special learning Provided UDL
needs
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Modifications for
Provided UDL
gifted
Final Thoughts
1. Read objective
2. Have a student share what the difference of a prefix and suffix is
3. Introduce the suffix of the day ly and describe what it means
4. Model how the students will do the activity
5. Pass out whiteboard and have students try
6. Using the sentence frame, students will share what the new word means to their partners.
Summary
7. Have a few students share their responses.
8. After showing a picture of the word, have students share with their partner a sentence containing the word.
9. Have student share their sentences to the class.
10. Repeat this with 2 other examples
11. Review what the difference between a suffix and prefix is and the meaning of the suffix ly.
12. Refer to the poster to point out the different prefixes and suffixes we have learned.
Author's Comments
& Reflections
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