Running head: AFFIX WORD GRAPHICS 1

Purpose, Audience, and Process Essay for Affix Word Graphics

Anna Van Winkle

Student Mentor: Erin Rain

Assessment Code: TDT1 Task 2

August 15, 2018

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Purpose, Audience, and Process Essay for Affix Word Graphics

Purpose

This collection of graphics was created to aide in a unit on multisyllabic word reading,

particularly the lessons on prefixes, suffixes, and compound words. The first graphic created is

an image of the front of a microwave with an arrow pointing to the “reheat” button. The purpose

of this graphic is to show students a real-life example of where words with prefixes are located.

The focus is on the word reheat as “re- “will be the first prefix taught in the lesson, however,

students might also notice the word “defrost” located in the image and recognize that it too has a

prefix. This image can also be used later to look at compound words such as popcorn and other

multisyllabic words such as beverage, potato, frozen, vegetable etc.

The next image is a scanned image of an advertisement for a local grocery store. The

students will use this image as a sort of word hunt where they work to identify and read

compound words and words with prefixes and suffixes. This is another example of where the

words they are learning about will show up in real-life. It is very important to make learning

relatable and purposeful for students, bringing in these real-world examples will help

engagement and retention of their new learning. This image has many examples of compound

words, words with prefixes and suffixes, and other multisyllabic words. Some of those words

include: “seedless,” “watermelon,” “Northwest,” “unsalted,” “cucumbers,” “sweetened,”

“organically,” and “roasted.” Students will use this tool at the end of the unit to help them apply

the new skills they have learned.

The next image is an image created in a paint application on a MacBook computer. The

image is of a four leaf clover with a red cross through it. This image would be used toward the

beginning of the lesson on prefixes. Students would use this image to help them understand that
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by itself the clover means “lucky” but when the prefix of un- is added (along with the red cross),

the meaning changes and becomes unlucky. Students can imagine that adding the un- to lucky is

like adding the cross through the clover.

The final image is an image found externally on bigstockphoto.com. This image is of a

puzzle with pieces missing and the word “incomplete” in the empty space (iqoncept, 2018). This

image would also be used during the prefix lesson to help students understand the meaning on

incomplete. The class would discuss how this image and an image of a complete puzzle are

different and how adding the prefix in- changes the meaning.

These images fit in with the theme of my e-portfolio website because they are examples

of instructional materials I have created. They will be uploaded to the graphic instructional

materials page with descriptions of their purpose and possible usage.

Audience

The audience for this lesson is a class of second grade students at a title one school in

which 100% of students qualify for free lunch (identifying them as coming from low-income

households). Many of the students in this class also are English language learners (ELL) and are

struggling to acquire academic language in English. Multisyllabic words are very prevalent in the

English language but may be very daunting for ELL students. Having these images to help

students visualize the words will aid in their understanding of the meaning of the words and the

meaning of the word parts. For example, with the word unlucky, the image of the four leaf clover

with the cross through it will help them see the different parts of the word through the imagery of

the clover and the cross. This group has also been identified as needing extra support in multi-

syllabic word reading through an in-depth need’s analysis. These graphics would directly support
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English Language Learners as well as all other learners in this class in their development of their

fluency skills in reading multisyllabic words.

Process

For the first image titled “original” I used my iPhone 7s camera to take a picture of a

microwave keypad. This keypad has the words “reheat” and “defrost” on it which are both words

containing prefixes. I tried to capture the picture with as much light as possible without there

being a glare or reflection. After taking the picture, I used AirDrop to transfer the picture from

my iPhone to my MacBook Air. Once the photo was on my computer, I opened it in “preview”

and then in the toolbar clicked “tools” and then “adjust size…” and changed the size to 640 x

480 pixels. Then I saved the new image as “resized.” After changing the size, I went in to crop

the image. I opened the image in iPhoto and clicked “edit” and then “crop” and cropped out the

background parts of the image so the imaged focused in on the keypad of the microwave. I then

saved this image as “cropped.” After cropping the image, I stayed in the edit mode and adjusted

the following aspects by clicking “auto” so they would automatically change to be optimal for

image clarity. The adjustments changed to auto were: light, color, white balance, levels, curves,

definition, noise reduction, sharpen, and vignette. After adjusting all these things, went into

“markup” mode by clicking the … icon in the upper right hand corner and clicking “markup.”

Once in markup mode, I added an arrow pointing to the word “reheat” and inserted text size 32

reading: “Reheat.” I rewrote the word “Reheat” to emphasize the word and so students would be

able to read it more clearly. Both the text and arrow are in green so they stand out against the

background and are clear to see. The font of the text is chalkboard as it is an easy to read and

bolded font. After adding the text and the arrow, I saved the image as “adapted.”
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Next, I prepare the scanned image. I looked through the local newspaper advertisements

for a page that had many multisyllabic words, especially looking for compound words and words

with affixes. After finding a page, I placed it on my printer’s scanner and scanned it into my

computer using the connecting USB cable. Once the image was on my computer, I saved it as

“scanned.” Then I opened it in preview and clicked “tools” and then ‘adjust size and changed the

size to 480 x 621 pixels and saved it as “scanned adapted.”

The next image I created was the paint image. To create this image, I opened photo

preview and deleted all background image so I can a clean slate to create a new image. Then I

clicked on the pen icon on the top right of the page. This then allowed me to select the draw icon,

change the color to green and then draw the outline of a four leaf clover to the best of my ability.

After drawing the outline, I changed the pen’s width to as thick as possible and colored in the

rest of the clover by hand. After the clover was finished, I inserted a red circle and made it large

enough to encompass the entire clover. Then I inserted a red line and adjusted it to be crossing

through the center of the clover and connecting with the circle on each side. I then saved the

image as “paint.” Then I again, pressed “tools” and “adjust size” and changed the size to 480 x

518 pixels. I then saved the image as “paint_adapted.”

The last image was an image I found on bigstockphoto.com. I knew I wanted to find an

image that represented a multisyllabic word with a prefix or suffix. I went back into the lessons I

created and made a list of words that I plan on teaching that I would like to find an image of. I

then opened google images and typed in each word until I found an image that I believed was a

good, clear illustration of one of the words. The image I chose is an image of a white puzzle that

has several pieces missing in the middle. The background color of the missing area is red with

the white word “INCOMPLETE” written. This clearly illustrates the meaning of incomplete with
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the imagery of an unfinished puzzle, and supplies the word in clear, easy to read text. I would

use this image to help students understand the meaning of the prefix in- and how it changes the

word complete. After finding the image I saved it to my computer titling it “outside.” This is

how I created and edited all the images included in this set of graphics.
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References

Iqoncept. (2018). Incomplete word in a puzzle hole background to illustrate a task, job, project or

work that is unfinished, undone or lacking closer or completion [Digital image].

Retrieved August 17, 2018, from https://www.bigstockphoto.com/image-

101927279/stock-photo-incomplete-word-in-a-puzzle-hole-background-to-illustrate-a-

task,-job,-project-or-work-that-is-unfinished,-undone-or-lacking-closer-or-completion