PREFIXES, SUFFIXES, WORD MEANING

UNITDESIGNASSIGNMENT:PREFIXES,SUFFIXES,WORD

MEANING2ndgrade

Submittedby:JaneDoeCI163:Curriculum&Pedagogy

Fall2019

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TableofContents

Section Page#LearningOutcomes/Goals 3AssessmentPlan 4ResultsofPre-Assessment 6UnitOverview 7Lesson1 10Lesson2 13Lesson3 16Analysis 19Reflection 20Appendix 21

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LearningOutcomes/Goals

ContentStandards UnitOutcomes/Goals LevelsofOutcomesRF2.3d:Decodewordswithcommonprefixesandsuffixes.

L.2.4b:Determinethemeaningofthenewwordformedwhenaknownprefixisaddedtoaknownword.

L.2.4c:Useaknownrootwordasacluetothemeaningofanunknownwordwiththesameroot.

LearningOutcome/Goal1Studentswilllearnaboutprefixes,somecommonexamplesofthemandtheirmeanings.Studentswillbeabletodecodenewwordsthathaveprefixesanddeterminetheword’smeaningbasedontherootwordandtheirknowledgeofprefixes.

DOKLevels:Level1:Recall:Define,Identify,RecognizeLevel2:Skill:Classify,Categorize,Construct

RF2.3d:Decodewordswithcommonprefixesandsuffixes.


LearningOutcome/Goal2Studentswilllearnaboutsuffixesandsomecommonexamplesofsuffixes.Studentswillunderstandhowsuffixeschangearootword’smeaning.

DOKLevels:Level1:Recall:Define,Identify,RecognizeLevel2:Skill:Classify,Categorize,Construct,Compare,RelateLevel3:StrategicThinking:Compare

RF2.3d:Decodewordswithcommonprefixesandsuffixes.

L.2.4b:Determinethemeaningofthenewwordformedwhenaknownprefixisaddedtoaknownword.


LearningOutcome/Goal3Studentswillapplytheirknowledgeofprefixandsuffixconceptstocreateexamplesofwordswithaprefix,suffix,orboth,andconstructanEastereggwordhuntwheretheywillfindthemissingpartofawordtomakeittrue.

DOKLevels:Level1:Recall:Define,Identify,RecognizeLevel2:Skill:Classify,Categorize,ConstructLevel3:StrategicThinking:ConstructLevel4:ExtendedThinking:Create,ApplyConcepts

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AssessmentPlanThroughoutmylessons,Iwillbeassessingstudentsinseveralforms.Iwillusesimplecheckingforunderstandingsasinformalassessmentlikethumbsup/thumbsdown.Iwillalsoincorporateperformance-basedassessmentssuchasworksheets,wordsorts,and20centsummarieswhereIwillclearlyseetheknowledgemystudentsgainonlearninggoal#1and#2asweprogressthroughmyunit.TheEastereggwordhuntactivitydoneinlesson3willhelpmeIdentifywhocanapplytheirknowledgeofprefixesandsuffixestoreallifesituationsandhasaccomplishedlearninggoal#3basedonthewordsthestudentsprovideforourEastereggwordhunt.Inaddition,Iwillalsogivestudentsaformalassessmentonprefixesandsuffixesattheendoftheunittoseeanddocumentthegrowtheachstudentmakesanddetermineifthereneedstobereteaching.Allgradedassessments,bothinformalandformal,willbebasedonapointsystemsoallstudentswillbegradedonthesamecriteria.

LearningOutcomes Assessment AdaptationsStudentswilllearnaboutprefixes,commonexamples,andtheirmeanings.Studentswillbeabletodecodenewwordsthathaveprefixesanddeterminetheword’smeaningbasedontherootwordandtheirknowledgeofprefixes.

1.1 InformalPre-Assessment:Quizon“whatisaprefix?”

1.2 PerformanceBasedAssessment:Worksheetoncommonprefixes,theirmeanings,andhowtheychangearootwordsmeaning.

1.3 FormalPost-assessment:

Iwillhavestudentsretakethequizon“Whatisaprefix?”

Studentswithspecialneedswillhavetheopportunitytofocusonthreeofthecommonprefixesofthelesson.Thiswillensurethattheyarenotoverwhelmedbytoomuchinformationandhaveagrowthmindsetastheylearnnewcontent.Thesestudentscanchoosetoparticipateandpracticeadditionalprefixesiftheyarecomfortable,butmustcoveratleastthree.Giftedstudentswillhavetothinkofatleastoneexampleofeachprefix.

Studentswilllearnaboutsuffixesandsomecommonexamplesofsuffixes.Studentswillbeabletodecodewordsandunderstandhowsuffixeschangearootword’smeaning.

2.1InformalPre-Assessment:Quizon“whatisasuffix?”2.2PostFormativeAssessment:Students20-centsummarycomparing/contrastingprefixesandsuffixesandexamplesprovided.

Studentswithspecialneedswillbeabletocompletetaskswithadesignatedpartner.Inaddition,studentswillspecialneedswillbeallowedtoselectthreesuffixestheywouldliketolearnaboutandthenfocusontherestonanotheroccasion.Giftedstudentswillserveas

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partnerstothosewhoneedone-on-oneguidance.

Studentswillapplytheirknowledgeofprefixandsuffixconceptstocreateexamplesofwordswithaprefix,suffix,orboth,andconstructanEastereggwordhuntwheretheywillfindthemissingpartofawordtomakeittrue.

3.1InformalPre-Assessment:Fillintheblankpre-test“Whatisaprefix?Whatisasuffix?Defineboth,provideexamplesofeach.”3.2InformalAssessment:ReviewthewordsstudentsproducefortheEastereggwordhunt.3.3FormativeAssessment:Testonprefixes,suffixes,andwordmeanings.

Studentswithspecialneedswillbealloweddoublethetimetocompletetheformativeassessmentbasedontheprefixesandsuffixestheyselectedduringlessonsoneandtwo.Englishlanguagelearnerscanhavetheassessmentreadtothemandtheymaydictatetheirresponsestotheteacher.Giftedstudentswillbeaskedtoproducewordswithbothaprefixandsuffix.

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ResultsofPre-Assessment

Question CorrectAnswer #ofStudentsAnsweredCorrectly

Percentcorrect

Lesson1.1Prefixes

Question1:Whatisaprefix?

Aprefixisasetoflettersthatisplacedbeforearootwordthatchangeitsmeaning.

14/20 70%

Question2:Whichofthefollowingsetoflettersisacommonprefix?

re- 9/20 45%

Question3:Whichofthefollowingwordshasaprefix?

-reuse

15/20 75%

Questions4:Writeawordthathasaprefix.

Answersmayvary. 4/20 2%

ImplicationsonInstruction:AlthoughtwoofthefourquestionsIusedforlesson1.1pre-assessmentwereansweredcorrectlyby70%oftheclass.Idecidedtosticktomylessononprefixesandlearningoutcome1.Iknewthatbasedondatacollected,studentsdidnothaveenoughknowledgetoidentifyacommonprefixorprovideanexampleofawordwithaprefixdespiteselectingthecorrectdefinitionofaprefix.Therefore,theimplicationsofthedataonmylessonisthatIwillspendmoretimehelpingstudentsidentifycommonprefixesandshowseveralexamplesofcommonwordstheymayuseorseewhentheyread.Thiswillhelpstrengthentheirunderstandingofprefixesbasedontheirpriorknowledgeofwordstheymayencounterinday-to-daylife.Basedonthisdata,IfeellikeImustteachandreviewprefixesforatleasttwodaystoassurethatmystudentshaveastrongunderstandingofthemandthentransitionintolearningaboutsuffixes.

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UnitOverview

Day/Time Structure Topic LessonObjective LearningGoalMonday:1:00pm-2:00pm

-Iwillbeginthelessonbygivingandcollectingthepre-assessmentonprefixes.-IwillpresentthelessonontheSmartBoard,andcallstudentstothecarpetforwhole-classinstruction-Iwillstatethelessonobjectiveandintroducevocabulary(whatisaprefix?)-Iwillmodelsomecommonprefixes,showthattheyareplacedinfrontofarootword,andtalkabouttheirmeanings.-IwillcirculatetheclassasIdiscusshowaddingaprefixtoarootwordchangestherootword’smeaning.-Iwillthenlisten-inasstudents’workwiththeircarpetpartnerduringthesharedpractice.Theywillhavetoidentifyifthegivenwordsindeedhaveaprefixandstatetheirreasoning.-AfterthestudentsgainanunderstandingofprefixesIwillmoveontheguidedpracticeandassiststudentsastheydecode4wordsontheSmartBoardbystatingtheprefix,ifpresent,itsmeaning,andthenewwordmeaning.-Iwillendthelessonbygivingthestudentthesamebeginningquizasapostassessmenttobasethepacingofthenextlesson.

Prefixesandwordmeaning

Afterlearningaboutprefixes,somecommonexamplesofthem,andtheirmeanings,studentswillbeabletoidentifyanddecodewordswithcommonprefixesbasedontheirnewknowledgewith100%accuracy.

Studentswilllearnaboutprefixes,commonexamples,andtheirmeanings.Studentswillbeabletodecodenewwordsthathaveprefixesanddeterminetheword’smeaningbasedontherootwordandtheirknowledgeofprefixes.

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Tuesday:1:00pm-2:00pm

-Iwillbeginthelessonbygivingandcollectinginformalpre-assessmentonsuffixes.-IwillpresentthelessonontheSmartBoard,andcallthestudentstothecarpetforwhole-classinstruction.-Iwillstatethelessonobjectiveandstartthelessonbyremindingstudentsaboutprefixesandhowtheyareplacedbeforearootwordandchangeitsmeaning.Iwillthenaskstudentstousetheirbackgroundknowledgeofprefixestotrytofindoutwhatasuffixmightbe.-Iwillmodelnewinformationonsuffixes,provideexamplesofcommonones,andtheirmeanings.Iwillalsoasktheclasstohelpmecreatesomewordsusingthesuffixeswejustlearned.-Iwillcirculatetheroomandlisten-induringthesharedpracticewherestudentswillconstructwordsusingtheirknowledgeofsuffixesandrootwords.-Theguidedpracticewillconsistofdecodingthewordsthestudentshelpedconstruct.Theywillhelpmeidentifythesuffix,itsmeaning,andtherootword’snewmeaning.

Suffixesandwordmeaning

Afterdiscussingsuffixesduringawhole-classlesson,studentswillbeabletoidentifyandproduceexamplesofwordsthatcontaincommonsuffixes.Studentswillalsobeabletocompareandcontrastprefixesandsuffixeswith100%accuracy.

Studentswilllearnaboutsuffixesandsomecommonexamplesofsuffixes.Studentswillbeabletodecodewordsandunderstandhowsuffixeschangearootword’smeaning.

Wednesday:10:20am-11:20am

-Iwillbeginthelessonbygivingandcollectingafill-ininformalpre-assessmentofprefixesandsuffixes.IwilldisplaythelessonontheSmartBoardandcallthestudentstothecarpetforwhole-classinstruction.

Prefixes,Suffixes,andwordmeaning

Afterlearningaboutprefixes,suffixesandsomecommonexamplesofboth,studentswillapplytheconceptstheylearnedaboutprefixesandsuffixestocreatean

Studentswillapplytheirknowledgeofprefixandsuffixconceptstocreateexamplesofwordswithaprefix,suffix,orboth,andconstructanEastereggwordhunt

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-Iwillreviewtheprefixesandsuffixeswediscussedduringthepreviouslessonsandstatethelessonobjective.Iwillincorporateincompletesentencesduringthemodelingphasetocheckforunderstanding.-IwilltellthestudentsabouttheEastereggwordhuntandprovideexamplesofwhatIamexpectingtogivethemaccesstothecontent.-Iwillthenmoveontothesharedpracticewherestudentswillbrainstormwordswithprefixes,suffixes,orboththatwewilluseforourhunt.-IwillmoveontotheguidedpracticewhereIwillhelpstudentsastheyparticipateinthewordhunt.

Eastereggwordhuntgame.SomepiecesofEastereggswillhaveaprefix,suffix,orrootwordwrittenonitandtheymustfindthematchandstatethewordmeaningwith100%accuracy.

wheretheywillfindthemissingpartofawordtomakeittrue.

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Lesson1Subject:ELA

Topic:Prefixes

CaliforniaCommonCoreELAStandards:RF2.3d:Decodewordswithcommonprefixesandsuffixes.L.2.4b:Determinethemeaningofthenewwordformedwhenaknownprefixisaddedtoaknownword.L.2.4cUseaknownrootwordasacluetothemeaningofanunknownwordwiththesameroot.

Materials:SmartBoard,iPad,carpetareaforwhole-classinstruction

1) OBJECTIVES(Gronlund’sTwo-TieredFormat)a)LearningOutcome/Goal:Studentswilllearnaboutprefixes,commonexamples,andtheirmeanings.Studentswillbeabletodecodenewwordsthathaveprefixesanddeterminetheword’smeaningbasedontherootwordandtheirknowledgeofprefixes.

b)BehavioralObjective:Afterlearningaboutprefixes,somecommonexamplesofthem,andtheirmeanings,studentswillbeabletoidentifyanddecodewordswithcommonprefixesbasedontheirnewknowledgewith100%accuracy.

2)ANTICIPATORYSETEstablishTransfertoPastLearningandPurpose:

“Todaywearestartinganewconcept,willbelearningaboutprefixes.Raiseyourhandifyouhaveheardofaprefixbefore.Weuseprefixeswhenwespeakandwriteandtheyhelpuscreatenewwords.”

FocusLearner(Hook)andStatetheConcept:

“Manyofususeprefixesduringdailyconversationsandpossiblywhenwritinganddon’tevenrealizeit!Todaywewillbelearningaboutsomecommonprefixesandtheirmeaningsthatyoumightnotbefamiliarwith.”

3)TEACHING/PRESENTATION

a.Modeling(Ido):Whatisaprefix?Aprefixisasetoflettersthatisplacedbeforearootword(orthebaseword)thatchangeitsmeaning.Somecommonprefixesyoumayknowandseeatthebeginningofarootwordare:

• re-• un-• dis-

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• mis-• pre-• under-

CFU(Think-pair-share):Whatisaprefix?Canyougiveyourpartneranexample?Givemethumbsupwhenyouaredone.Thumbsdownifyoudonotknow.

Eachprefixhasameaningandwhenaddedtothebeginningofarootworditchangestheoriginalword’smeaning.Hereisthemeaningofthepreviousprefixes;

• re-again,back• un-not,opposite• dis-not• mis-wrong• pre-before• under-below

b. SharedPractice(Ido,youhelp):Letspracticeidentifyingprefixesandtheirmeanings.

So,ifwehavethewordread,doyouthinkthiswordhasaprefix?Whyorwhynot?CFU:(Iwillhavestudents’pair-sharetheirreasoningwiththeircarpetpartnerandthenusetheiPadtousearandomcallertochooseastudenttoshare.)

• Thewordreaddoesnothaveaprefix!Itisimportanttoknowthatsomewordslikeread,startwiththesameletters,re-ofacommonprefix,butitdoesnotchangethatword’smeaning.

Whatifwehavethewordreread?Doyouthinkthiswordahasaprefix?Whyorwhynot?CFU:(Iwillhavestudents’pair-sharetheirreasoningwiththeircarpetpartnerandthenusetheiPadtousearandomcallertochooseastudenttoshare.)

• Thewordrereadworddoeshaveaprefix.Ithastheprefixre-.Thinkinyourhead,doyourememberthemeaningoftheprefixre-?CFU:(Iwillhavestudents’pair-sharetheirreasoningwiththeircarpetpartnerandthenusetheiPadtousearandomcallertochooseastudenttoshare.)

• Let’stakethisonestepfurther,ifwehavethewordreread,wecanusethemeaningoftheprefixre-andourpriorknowledgeofwhattherootwordreadmeans,andfindthemeaningofthewordreread.CFU:Canyoufigurethemeaningofthewordreread?reread=toreadagain!

c. GuidedPractice(Youdo,Ihelp):

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IwillprovidethestudentswithfourwordsontheSmartBoard(redo,preheat,red,untie).Theywillneedtostateifeachwordhasaprefix.Ifitdoes,theywillhavetoidentifytheprefixandstatethemeaning.Theywillalsohavetodeterminethemeaningofthewordifitdoeshaveaprefix.

4)CHECKINGFORUNDERSTANDING:IwilluseCFUstrategiessuchasThink-Pair-Share,Listening-in,andThumbsUp/ThumbsDown.Aftermodelingwhataprefixisandsomeexamplesofcommonones,Iwillhavestudents’Think-Pair-Sharewhataprefixisandgiveanexamplewetalkedabouttocheckforunderstanding.Asstudentsareparticipatinginpartnerdiscussionduringthesharedpractice,IwillwalkaroundandListen-Intomakesurestudentsaregraspingtheconceptandhelpanystudentthatisstruggling.

5)CLOSURE:Afterstudentshavecompletedtheguidedpractice,wewillreviewtheirresponsesasaclassanddiscusstheirreasoningbehindeachanswer.Forexample,“thewordredodoeshaveaprefix.Ithastheprefixre-whichmeansagain.Therefore,redomustmeantodoagain.”Iwillthenremindstudentsofaboutthewordreadandhowitcanbetrickybecauseitstartswiththesamelettersasacommonprefix,re-butitdoesnotchangethewordsmeaning.

6)INDEPENDENTPRACTICE(YouDo):Studentswillbeassignedworksheetoncommonprefixestobecompletedashomework.

7)ASSESSMENT:

Iwillreflectonstudentachievementbasedonthefollowingthreeprompts:

1. Didmystudentsachievetheobjective?Myassessmentofstudentcomprehensionwillbebasedondatacollectedfrompreandpostassessmentsonprefixesandthegrowthmadebytheclass.

2. HowwillImeasurewhatmystudentsaccomplished?Theguidedpracticeassignmentandtheindependentpracticeworksheetwillbeusedtomeasureandevaluatestudentunderstandingofprefixes,theirmeaning,andhowtheycreatenewwords.

3. HowwillIhelpthosestudentswhodon’tmeetthelessonobjective?Anystudentthatdoesnotscoreatleasta90%ontheindependentpracticeworksheetwillreceivesmallgroupinstructionwithotherstudentsthatneedtoreviewthecontent.

MeetingtheNeedsofallLearners(UDL):Studentswithspecialneedswillhavetheopportunitytofocusonthreeofthecommonprefixesofthelesson.Thiswillensurethattheyarenotoverwhelmedbytoomuchinformationandhaveagrowthmindsetastheylearnnewcontent.Thesestudentscanchoosetoparticipateandpracticeadditionalprefixesiftheyarecomfortable,butmustcoveratleastthree.Giftedstudentswillhavetothinkofatleastoneexampleofeachprefix.

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Lesson2Subject:ELA

Topic:Suffixes

CaliforniaCommonCoreELAStandards:RF2.3d:Decodewordswithcommonprefixesandsuffixes.L.2.4cUseaknownrootwordasacluetothemeaningofanunknownwordwiththesameroot.

Materials:SmartBoard,YouTubevideoonsuffixes,iPad,carpetareaforwhole-classinstruction.

1) OBJECTIVES(Gronlund’sTwo-TieredFormat)a)LearningOutcome/Goal:Studentswilllearnaboutsuffixesandsomecommonexamplesofsuffixes.Studentswillbeabletodecodewordsandunderstandhowsuffixeschangearootword’smeaning.

b)BehavioralObjective:Afterdiscussingsuffixesduringawhole-classlesson,studentswillbeabletoidentifyandproduceexamplesofwordsthatcontaincommonsuffixes.Studentswillalsobeabletocompareandcontrastprefixesandsuffixeswith100%accuracy.

2)ANTICIPATORYSETEstablishTransfertoPastLearningandPurpose:“Class-class,yesterdaywelearnedaboutprefixesandthataprefixisasetoflettersthatisplacedbeforearootword(orthebaseword)thatchangeitsmeaning.However,therearealsosuffixesthatcanbeaddedtoawordthatalsochangeitsmeaning!

FocusLearner(Hook)andStatetheConcept:Suffixesareasetoflettersthatcanbeaddedtoawordthatchangetheoriginalrootword’smeaning.Inafewminuteswewilldiscussmoreaboutsuffixesandlearnabouthowimportanttheyareincreatingnewwords!


a.Modeling(Ido):Yesterdaywelearnedthatprefixesareusedinthebeginningofawordtohelpchangeitsmeaning.Basedonwhatyouknowaboutprefixes,whereinaworddoyouthinkasuffixbelongs?That’sright!Asuffixbelongsattheendofaword.Asuffixalsochangestherootword’smeaningandhelpsformatthetenseofaword,orwhenithappened.PlayYouTubesuffixvideoherebeforemovingon.

Somecommonsuffixesweuseattheendofwordsare;

• able-• ful-

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• est-• less-• er-(er-hastwomeanings)

Justlikeprefixes,suffixeshavemeaningstoo!

Themeaningsoftheprevioussuffixesare;

• able-canbedone• ful-fullof• est-most• less-without• er-erhastwomeanings

o 1.moreo 2.onewho

Someexamplesofrootwordswithasuffixare;beautiful,fastest,fearless.

b.SharedPractice(Ido,youhelp):Letspracticeidentifyingsuffixesandtheirmeanings.

Basedonwhatwelearnedaboutsuffixes,canyouhelpmedecodewhatthesewordsmean?

• beautiful=fullofbeauty• fastest=themostfast• fearless=withoutfear

NowIwantyoutothink-pair-share.Iamgoingtogiveyouoneminutetocomeupwithsomewordsthatyouhaveusedorheardthatendinsomeofthesuffixeswediscussed…

Somestudentexamplesmightbe;

• careful • youngest• smaller• teacher

Greatjob!Theseareallexamplesofwordswithsuffixes!NowIwantyoutodeterminethenewword’smeaningbasedonthemeaningofeachsuffix.

d. GuidedPractice(Youdo,Ihelp):

Usingtheexamplesyouproducedasaclass,Iwantyoutodetermineifeachwordindeedhasasuffix.ThenIwantyoutoidentifythesuffixanditsmeaning.Finally,Iwantyoutodeterminethenewmeaningofthewordbasedonwhatthesuffix.

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4)CHECKINGFORUNDERSTANDING:AsaCFU,Iwillhaveeachstudentwritea20-centsummaryexplainingthesimilaritiesanddifferencesbetweenprefixesandsuffixes.Theywillprovidemewithatleastoneexampleofeachandthemeaningsofeachprefixorsuffix.Iwillalsohaveaone-minutetimedpair-sharewherethestudentscomeupwithexamplesofwordsthathaveoneofthecommonsuffixeswediscussed.

5)CLOSURE:Nowthatwehavereviewedbothprefixesandsuffixesandtheirimportanceincreatingnewwords,Iwantyoutowritea20-centsummarycomparingandcontrastingthetwo.Iwantyoutoprovideanexampleofaprefixandsuffixandstateitsmeaning.Finally,Iwantyoutoturntoyourcarpet-partnerandshareyour20-centsummarytoseeiftheyagreewithyou.

6)INDEPENDENTPRACTICE(YouDo):Studentswillbeassignedawordsortwithwordsthatcontainsuffixesandsomethatdonot,forhomework.Theywillhavetogluethewordsintothecorrectcolumn.Wordswithsuffixesontheleft,andwordswithoutsuffixestotheright.Theywillalsobeaskedtohighlightorcirclethesuffix.

7)ASSESSMENT:


1. Didmystudentsachievetheobjective?Myassessmentofstudentcomprehensionwillbebasedondatacollectedfrompreandpostassessmentsonsuffixesandthegrowthmadebytheclass.

2. HowwillImeasurewhatmystudentsaccomplished?Iwillkeepmystudents’20-centsummariestoreviewandcheckforunderstanding.Iwillalsoreviewtheindependentpracticewordsorttomeasureandevaluatestudentunderstandingofsuffixes.

3. HowwillIhelpthosestudentswhodon’tmeetthelessonobjective?Anystudentthatdoesnotdifferentiatebetweenprefixesandsuffixesormissedmorethantwowordsontheindependentpracticewordsortwillreceivesmallgroupinstructionwithotherstudentsthatneedtoreviewthecontent.

MeetingtheNeedsofallLearners(UDL)Studentswithspecialneedswillbeabletocompletealltaskswithadesignatedpartner.Giftedstudentswillserveaspartnerstothosewhoneedone-on-oneguidance.Inaddition,studentswillspecialneedswillbeallowedtoselectthreesuffixestheywouldliketolearnaboutandthenfocusontherest.

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Lesson3Subject:ELA

Topic:Eastereggwordhuntusingprefixesandsuffixes

CaliforniaCommonCoreELAStandards:RF2.3d:Decodewordswithcommonprefixesandsuffixes.L.2.4b:Determinethemeaningofthenewwordformedwhenaknownprefixisaddedtoaknownword.L.2.4cUseaknownrootwordasacluetothemeaningofanunknownwordwiththesameroot.

Materials:SmartBoard,carpetareaforwhole-classinstruction,Eastereggswithprefixes,suffixes,androotwords(oneitemontopandoneitemonthebottompiece).

2) OBJECTIVES(Gronlund’sTwo-TieredFormat)a)LearningOutcome/Goal:Studentswillapplytheirknowledgeofprefixandsuffixconceptstocreateexamplesofwordswithaprefix,suffix,orboth,andconstructanEastereggwordhuntwheretheywillfindthemissingpartofawordtomakeittrue.

b)BehavioralObjective:Afterlearningaboutprefixes,suffixesandsomecommonexamplesofboth,studentswillapplytheconceptstheylearnedaboutprefixesandsuffixestocreateanEastereggwordhuntgame.SomepiecesofEastereggswillhaveaprefix,suffix,orrootwordwrittenonitandtheymustfindthematchandstatethewordmeaningwith100%accuracy.

2)ANTICIPATORYSETEstablishTransfertoPastLearningandPurpose:“Class-class,nowthatwehavediscussedandlearnedaboutprefixesandsuffixes,Iwanttotakeourlearningonestepfurtherbyputtingyourknowledgetothetest!”

FocusLearner(Hook)andStatetheConcept:Wecanuseourpriorknowledgeofprefixes,suffixes,andtheirmeaningstocreatewordsthatcontainoneorbothaprefixandasuffix!However,wearegoingtoincorporatethistothroughanEastereggwordhunt.


a.Modeling(Ido):Iwillquicklyremindstudentsthataprefixasetoflettersthatisplacedbeforearootwordthatchangeitsmeaning.Iwillalsoremindstudentsthatasuffixisasetoflettersthatisplacedattheendofawordthatchangestheoriginalrootword’smeaning.Iwilluseincompletesentencesduringmyexplanationofprefixesandsuffixestomakesurestudentsarepayingattentionandhaveunderstoodthecontentofthetwopreviouslessons.IwillthentellthestudentsthatforthislessontheywillapplytheirknowledgeandconceptstheylearnedaboutprefixesandsuffixestocreatewordsforourEastereggwordhunt.

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• Thestudentswillgettwotothreeminutestothink-pair-sharewiththeirgroupmatesandcomeupwithwordsthathaveaprefix,suffix,orboth!Iwillexplainthatwewillwriteonepartofawordonthetophalfofaneggandtheotheronthebottom,scramblethepiecesupandstudentswillhavetofindtheirmatchandwritethemeaningofthewordaswell.

• Tomakethegamemorechallenging,studentswillwritethewordsonpapersoothersmaynothearit,andIwillconstructtheeggstobescrambled.Eachgroupwillhavetocomeupwithatleast3examples.

Iwillprovidechartpaperwiththecommonprefixesandsuffixesandtheirmeaningswediscussedduringourpriortwolessonstogivestudentsaccessforthetaskandgivethefollowingexamplesofwhatisexpectedofthestudents:

• unreadable(prefixandsuffix/meanscannotberead)• replay(prefix/meanstoplayagain)• joyful(suffix/meansfullofjoy)

Iwillalsoprovidenon-examples,thesedonotworkbecausetheyhavethesamelettersandacommonprefixbutitdoesnotapplytotheirmeaning.

• read• rent

b.SharedPractice(Ido,youhelp):ThesharedpracticewillconsistofthestudentsbrainstormingandcreatingexamplesofwordstouseforourEastereggwordhunt.IwillgivetheclassabouttwotothreeminutestothinkoftheirexamplesandIwillgoaroundlistening-inasIcollecttheirwordsonastickynotesoImaycreatetheEastereggsforourwordhunt.

Possiblestudentexamplesinclude;

• unhappy• replay• preheat• faster• slowest• doable• dancer• unjoyful• unthankful

e. GuidedPractice(Youdo,Ihelp):TheguidedpracticewillconsistofthestudentsengagingintheEastereggwordhunt.Theywillhavetoapplytheconceptstheylearned

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aboutprefixes,suffixes,andwordmeaningsinordertocreatewordsthatworkandwritedownitsmeaning.

4)CHECKINGFORUNDERSTANDING:IwillincorporateseveralCFUtechniquesthroughoutthelesson.Iwilluseexamplesandnonexamplestoshowstudentswhatisexpected.IwillalsoincorporateincompletesentencesduringmymodelingphaseasIreviewwhataprefixandsuffixare.Iwillalsocheckforunderstandingbylistening-induringthetimedpair-shareasgroupscomeupwithexamplesofwordsthathaveaprefix,suffix,orboth.

5)CLOSURE:AsaclasswewillreviewthematchesandmeaningsthestudentscreatedwiththeirEastereggs.Wewillinvestigateiftheyarecorrect.Identifytheprefixand/orsuffixofthewordanditsmeaning.ThenthestudentmaywritetheirwordandmeaningontheSmartBoardfortheclasstosee.

6)INDEPENDENTPRACTICE(YouDo):Studentswilltakeaformativeassessmentfocusingonprefixes,suffixes,andwordmeaning.Theywillhavetofollowtheassessmentdirectionsandconstructwordsusingtheprefixesand/orsuffixestheylearnedabout.

7)ASSESSMENT:


1. Didmystudentsachievetheobjective?Myassessmentofstudentcomprehensionwillbebasedondatacollectedfrompreandpostassessmentsonprefixesandsuffixesandthegrowthmadebytheclass.

2. HowwillImeasurewhatmystudentsaccomplished?Iwillkeepmystudents’examplesofwordstheycreatedforourEastereggwordhunttoseehowmanystudentsthoughtofmeaningfulexamples.Iwillalsoreviewtheindependentpracticeformativeassessmenttomeasureandevaluatestudentunderstandingofprefixesandsuffixes.

3. HowwillIhelpthosestudentswhodon’tmeetthelessonobjective?Anystudentthatdoesneedsadditionalhelpwithprefixesandsuffixesorwasunabletoproduceatleastoneexampleofawordwithaprefixorsuffixwillreceivesmallgroupinstructionwithotherstudentsthatneedtoreviewthecontent.

MeetingtheNeedsofallLearners(UDL):Studentswithspecialneedswillbealloweddoublethetimetocompletetheformativeassessmentbasedontheprefixesandsuffixestheyselectedduringlessononeandtwo.Englishlanguagelearnerscanhavetheassessmentreadtothemandtheymaydictatetheirresponsestotheteacher.Giftedstudentswillbeaskedtoproducewordswithbothaprefixandsuffix.

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Analysis

Pre-AssessmentLesson1:Percentcorrect

Post-AssessmentLesson1:Percentcorrect

Question1:Whatisaprefix?70%

Question1:Whatisaprefix?80%

Question2:Whichofthefollowingsetoflettersisacommonprefix?45%

Question2:Whichofthefollowingsetoflettersisacommonprefix?80%

Question3:Whichofthefollowingwordshaveaprefix?75%

Question3:Whichofthefollowingwordshaveaprefix?80%

Questions4:Writeawordthathasaprefix.2%

Questions4:Writeawordthathasaprefix.65%

Formyanalysis,Ifocusedoncommonprefixeswhichwaslessononeofmyunit.Iscored

theassessmentsusingafour-pointsystem.Onepointpercorrectanswer.Thisassuredmethatallstudentswouldreceiveanunbiasedgradeandwereallscoredonthesamecriteria.Basedonthegrowthstudentsmadeonallforquestionsfromthepre-topost-assessment,Ibelievemylessonwasasuccess.Manyofmystudentsgotquestiononeandtwocorrectduringthepre-assessmentbutwereunabletoidentifywordswithaprefixinthemorprovideanexampleofawordwithaprefixatthetime.Therefore,Iknowthatstudentsdidnotunderstandtheconceptofprefixesbeforethelessondespiteatleast70%ofstudentsansweringquestionsoneandtwocorrectly.Whenanalyzingthedatacollectedforthepost-assessmentforprefixes,threequestionsincreasedatto80%accuracy.Thisshowsatleastafivepercentgrowthperquestionwhichisgreat.However,questionfourhadthemostgrowthfrom2%to65%.Ifeellikequestionfourhelpedmedeterminestudentunderstandingthemostbecausetheymustprovideanexampleofawordwithaprefix.Basedonthepost-assessmentdataforquestionsfour,Iwouldspendonemoredayonprefixeswithafocusonproducingwordswithprefixes.Thiscanbedoneasgroupworkorwhole-classdiscussion.

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ReflectionAsIreflectonmyteaching,onepositiveaspectthatwaspresentduringmylessonwas

excitement.Ididmybesttogettostudentsreadyandexcitedbytellingthem“Todaywearestartingabrand-newconcept,wearegoingtolearnaboutprefixes.Haveanyofyoueverheardthatwordbefore…?”Thishelpedsettheenergyforthelessonanditwasagreatstart.Ialsousedmystudent’senergyandpartnerdiscussionstohelpguidemypacinginordertomakesureIfocusedonareastheymightfindmoredifficulttounderstand.Forexample,aftertalkingalittlebitaboutprefixesandsomecommonexamples,Idecidedtopresentmystudentswiththewordread.Mygoalwasforthemtorealizethatreaddoesnothaveaprefix,itsimplyhasthebeginninglettersre-butitdoesnotchangeitsmeaning.Ithoughtthestudentsweregoingtoseethiseasilyandrealizethatreadisonlyabaseword.OnceInoticedmystudentsdidnotcatchontothattrickyword,Iprovidedmorenon-examplesforthemtoseeandunderstandwhytheydonothaveaprefix.Therefore,Ialsotaughtthelessonwellbyadjustingmypacingbasedontheneedsofmystudents.

Afterteachinglessononeofmyunit,IfeellikeIwouldfocusonlessprefixesatatime.Iknowthiswouldbeapositivechangebecauseitwillhelppreventstudentsfromfeelingoverwhelmedorfrustrated.Iadjustedthenumberofprefixesduringthelesson,butIwishIwouldhavedoneitbeforeandgonemoreindepthwithfewerprefixesatatime.Iwouldhavelikedtohavemoreexamplesofeachandhadstudentscomeupwithsomeaswell.However,Ifeelfulfilledafterteachingmyprefixlessonandwillingtodotheprocessagainifitmeansevengreaterstudent’ssuccess.Itwasagreatexperiencetoseehowmuchstudentslearnedaboutprefixesinjustonelesson.WhenIgavemystudentstheprefixpre-assessmentImadesuretoletthemknowthattheyhadtotrytheirbestandanswerthefourquestions.Atthetime,mystudentswereveryfrustratedandcomplainedthattheydidn’tknowtheanswers.However,basedonthedataIcollected,Iwasabletotailormylessontotheirneedsandspendmoretimediscussingcommonprefixesandcreatingwordswithprefixes.Toclosethelesson,Igavetheprefixpost-assessmentthathadthesamequestionsasthepre-assessment.Thesecondtime,moststudentsweremuchmorerelaxedandwillingtotacklethequestions.Ihelpedsparktheirbackgroundknowledgebeforethelessonandthishelpedthemunderstandthecontentonadeeperlevel.

Intheend,somestudentsevenprovidedcompletesentencesonquestionfouroftheassessmentwheretheywereonlyexpectedtowriteasinglewordwithaprefix.Iamawarethatthereissignificantroomforpersonalgrowthintheaspectofunitdesign.AlthoughIfeellikemylessonsandassessmentsarewell-done,IacknowledgethatthisisthefirsttimeIdothis.Iwanttocontinuetogrowasateacherandlessonplannertobestsuittheneedsofmystudents.ThisassignmenthelpedmerealizehowlongittakestocreateaunitanditwasabitoverwhelmingbecausethisiswhatIwillhavetodoeverytimeIcreatelessons.However,oneofmyfavoritepartsoftheassignmentwascreatingassessments.Ienjoyedcreatingpre-andpost-assessmentsforlessononebecauseithelpedmepinpointwhatareasmystudentsneedhelponorarestronginandplantomeettheneedsofdiverselearners.

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AppendixPrefixpreandpostassessmentsoftwostudentsthatmadeextremeprogressinlessonone.

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PREFIXES, SUFFIXES, WORD MEANING

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