First Grade Lesson Plan: Prefix and Suffix

State Standard

1. Specific Objective:

a. Instructional (teacher) Objective:

The teacher, by using tactile, verbal and written strategies will help student develop skill of counting syllables and identifying parts of words (prefix, suffix, root).

b. Behavioral (learner) Objective:

Student will learn to use their knowledge of prefix and suffixes in order to find the root word, prefix or suffix.

2. Materials Required:

Poster board

Markers

Pencils

Ruler

Book: No More Monsters for Me! By Peggy Parish

Dry-erase board

Hat containing index cards with root words written on them

3. Sequence of Lesson:

Introduction to Lesson:

Teacher writes a root word, such as "lock" on the dry erase board, and asked if there are any letters you can write before or after this word in order to make a new word. If teacher receives no response from student, she will write un- in front of "lock" to make unlock, and explain that what she has used is a prefix, and give meaning of prefix. After that, teacher should add -ed to end to make locked and give meaning of suffix.

Begin to work on concept of creating different words by using prefixes:

Student and teacher take turns drawing root words out of a hat. They then have thirty seconds to make as many words by adding suffixes and prefixes to the root word.

Identifying words containing suffixes and prefixes in text:

Teacher will read story "No More Monsters for Me" by Peggy Parish. After reading the story, student and teacher will create a chart out of poster board to record how many words on each page have a suffix or prefix.

Student will analyze each page and record the number of words containing suffixes in one column, and prefixes in another column. This will continue throughout the entire book.

4. Authentic Assessment (checking for understanding):

The teacher should be able to measure the student's understanding of prefixes and suffixes by the amount of words they identify in the book and by the words they created in the hat trick activity.

Did the student need prompting or stumble when creating words?

Did the student identify most of the prefix and suffix words in the book?

5. Evaluation:

If the student successfully created three words on for each root word on the dry-erase board and if they correctly identified at least 85% of the suffix/prefix words in the book, they grasp the concept.

6. Scaffolding Activities for At-Risk Students:

Students that need more practice or are struggling grasping the concept will participate in an additional hat activity. There will be three hats: one containing root words, one containing prefixes and one containing suffixes. The student will draw from the root word hat, and one of the other two remaining hats. The student will place the two cards together and state if the word they have created is real or not.

7. Extension Activities for Gifted and Talented Students:

Students that exceed expectations in the activity may begin to work with creating more complex words from the root word by creating words with a suffix and a prefix present.