You are on page 1of 3

Introducing Prefixes

Intern: Ashley Brake Blair

Date10/1/15

Objectives Students should be able to identify where prefixes are located, at the
beginning of a word, and be able to understand that prefixes change the meaning of a
word.
TEKS ELAR (2) Reading/Beginning Reading Skills/Phonics. Students use the
relationships between letters and sounds, spelling patterns, and morphological analysis
to decode written English. Students will continue to apply earlier standards with greater
depth in increasingly more complex texts. Students are expected to: (D) read words with
common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful);
(5) Reading/Vocabulary Development. Students understand new vocabulary and use it
when reading and writing. Students are expected to: (A) use prefixes and suffixes to
determine the meaning of words (e.g., allow/disallow); (B) use context to determine the
relevant meaning of unfamiliar words or multiple-meaning words;
ELPS (if applicable) (c) Cross-curricular second language acquisition essential
knowledge and skills.(1) Cross-curricular second language acquisition/learning
strategies. The ELL uses language learning strategies to develop an awareness of his
or her own learning processes in all content areas. In order for the ELL to meet gradelevel learning expectations across the foundation and enrichment curriculum, all
instruction delivered in English must be linguistically accommodated (communicated,
sequenced, and scaffolded) commensurate with the student's level of English language
proficiency. The student is expected to: (A) use prior knowledge and experiences to
understand meanings in English (E) internalize new basic and academic language by
using and reusing it in meaningful ways in speaking and writing activities that build
concept and language attainment; (3) Cross-curricular second language
acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes
with an awareness of different language registers (formal/informal) using vocabulary
with increasing fluency and accuracy in language arts and all content areas. ELLs may
be at the beginning, intermediate, advanced, or advanced high stage of English
language acquisition in speaking. In order for the ELL to meet grade-level learning
expectations across the foundation and enrichment curriculum, all instruction delivered
in English must be linguistically accommodated (communicated, sequenced, and
scaffolded) commensurate with the student's level of English language proficiency. The
student is expected to: (D) speak using grade-level content area vocabulary in context
to internalize new English words and build academic language proficiency;(E) share
information in cooperative learning interactions

Page | 1

Revised 8/31/15

Focus/Anticipatory Set Students will watch a video explaining what prefixes are and
what they do on brainpopjr.com.
Relevancy Prefix knowledge is essential for students to understand the meaning of
words as well as the correct way to read words. Prefix knowledge is essential for
students to increase comprehension of text.
Explanation/Teaching Strategies & Modeling Students will assist the teacher in filling
out an anchor chart over prefixes. Students will use their learning from the brainpopjr
video to give definitions of a few prefixes and explain how the prefix changes to the
word. The teacher will ask students to brainstorm and think of examples of every day
words that can be changed with a prefix.
Teaching: Checking for Understanding The teacher will fill in a flip chart with the
students using the ELMO. The students will tell the teacher what to add into the chart.
Students will fill out a flip chart over the four prefixes: un-, re-, dis-, and pre along with
the teacher. Students will raise their hand and give definitions (in their own words) of
each prefix that they have learned from the video and anchor chart. Students will also
give examples of a word that uses each prefix. If confusion still exists the teacher will
reinforce the information given in the video and group discussion and give more
examples.
Questioning strategies: What does a prefix do? In other words, what is a prefixs job?
Can we add a prefix to any word? Does adding a prefix to any word make sense for all
words? What is a word you can think of that doesnt make sense with a prefix on it?
What is a word that does make sense with a prefix on it?
Guided Practice Students will do a sort in their daily journals over the four prefixes
(that were added on the flip chart) with a word bank. Students will make four squares in
their journals and then put the four prefixes as their four categories. Then students
should cut out each word and glue it under the prefix is fits best with. The teacher will
walk around the room making sure everyone is understanding and on task.
Closure So, a prefix is a part of a word that is added to the beginning of the word and
changes the meaning of the word. We have written down the definitions of some
prefixes today and we have looked over a few examples of words using each prefix.
Now, I want you to show me what you have learned from today. I want you to make a
prefix rainbow on your own.

Page | 2

Revised 8/31/15

Independent Practice Students will be handed a cloud with a certain prefix on it and 5
strips of multicolored paper. Students will need to come up with 5 different words that
use the prefix for their cloud. Students will write their words on their colored papers and
then cut their clouds out and glue their words to the bottom of their cloud. An example of
what is expected will be on the board. If students finish earlier than others they can write
what their word means on the back of their colored paper respectively.

Materials brainpopjr video on prefixes, anchor chart paper, flip book w/s, scissors,
glue, word sort words, daily journal, colored paper strips, and cloud with prefix on it

Duration 45min 1hour

Page | 3

Revised 8/31/15