- Introduce the five new high frequency Word Wall words for this week following our established format (discuss, rhythm, write, trace and check).
- Explain to students about the morphemic units, prefix, suffix and roots.
- Remind students why we chant or cheer the words (the brain responds to sound and rhythm). Today we’ll use a cheerleader’s style.
- After ‘cheering’ for each word guide students to analyze the word by its root, prefix, suffix, and any spelling changes. Talk about the meanings as well.
- IE. Discovery: A ‘discovery’ is something you ‘discover’. The prefix ‘dis’ often changes a word to its opposite form. To ‘cover’ something can mean to hide it. When you ‘discover’ it, it is not hidden anymore. (Sigmon, 2001)
- Use “Flip Flap Parts” to demonstrate. (See Blackmaster V1.2)
- Ask what is the root word of discovery?
- Ask what the suffix is? What does it mean?
- Ask what the prefix is? What does it mean?
Continue on with the other words until all words are analyzed.
- Introduce students to the Portable Word Wall booklets (Sigmon, 2001).
- Have students write the words in their Portable Word Wall booklets
- make the dictation into a list of riddles IE. Number 1 is the opposite of friendly (unfriendly) and etc.
- after students write the words, chant once more the letters again
- have students peer tutor by checking each other’s pages for proper spelling.
|Student Independent Practice||Describe how the students will practice independently. Include worksheet, if necessary.
Identifying prefixes, suffixes, and roots. (Mailbox, June/July 2006. Pg. 17)
Gobble Squabble Worksheet (See Blackmaster V1•3)
Identifying prefixes, suffixes, and roots. (Mailbox Yearbook, 2003-2004. Pg. 17)
|Assessment||How will this lesson be assessed? How will I assess the students’ success? Is the assessment formal or informal?
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