«Lesson 11 | 187 Lesson Plans Affixes With Unchanging Base Words Lesson 11 OBJECTIVES • Students will read words with affixes. • Students will form ...»
Lesson 11 | 187
Unchanging Base Words
• Students will read words with affixes.
• Students will form words with affixes.
NOTE: This lesson focuses on base words whose spelling does not change when an affix is added.
Base words whose spelling changes when adding a suffix (e.g., plan–planned, funny–funnier,
make–making) are taught in a later lesson.
• Lesson 11 letter cards*
• Word cards from previous lesson (featuring base words that do not change when an affix is added)
• Lesson 11 word cards*
• Manila folders
• Decodable text containing affixes that students have learned, such as a class newspaper, textbook, or chapter book
• Board and markers or chalk for teacher
• Personal whiteboards and dry-erase markers for students
• Notebook paper *Blackline master available on CD.
Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties © 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin 188 | Lesson 11 Lesson Plans TIPS
• Refer to the Appendix for list of affixes.
• Refer to the Appendix for list of whole words (unchanging base words with affixes).
• Teach one affix at a time. Introduce more as students become proficient.
• Choose base words that are decodable.
• The goal of the lesson is for students to understand that affixes are word parts at the beginning and end of words that are pronounced in a predictable way. Although affixes affect the meaning of words, initially, focus on simply reading the words. Any discussion about word meaning should be brief and take place after students can read the word.
• Provide direct feedback to students.
COMPOUND WORDSTeacher: Does anyone remember what a compound word is?
Ruby: A compound word is two smaller words put together to make one big word.
Teacher: Please give me an example.
Ruby: Football is from the small words foot and ball.
[Write runway, weekend, and something on the board.] Teacher: Read these words and tell me the smaller words that form them.
John: Run, way make runway.
[Students read the rest of the words on the board.] Teacher:
MODEL AND TEACH: ACTIVITY 1
READING WORDS WITH PREFIXESDECODING Write re on the board. Explain that re is a prefix that appears in many words. It is an open syllable, so it is pronounced /rē/. Write some examples of words containing the prefix re (e.g., redo, reread, return, refill, rewind, renew). Show students how to read the words by identifying the prefix and base word and putting them together as a whole word. Explain what the prefix re usually means and tell students how this knowledge helps them understand words’ meanings.
Students may ask about a word that is an exception—for example, refuse meaning “to decline to accept,” rather than “to fuse again.” In this case, say that in this particular use of the word, re does not mean “back” or “again,” and provide students with a quick definition of the word.
MODEL AND TEACH: ACTIVITY 2
READING WORDS WITH SUFFIXESDECODING Write ing and some words containing ing on the board (e.g., jumping, hunting, teaching, splashing). Explain that ing is a suffix that it is pronounced /ing/. Show students how to read the words by identifying the base word and suffix and putting them together.
Continue reading words. Gradually reduce your modeling—for example, have students circle the prefix or underline the base word themselves.
MODEL AND TEACH: ACTIVITY 3
READING WORDS WITH MORE THAN ONE AFFIXDECODING Model this activity after students have learned several prefixes and suffixes.
Use word cards and affix cards to demonstrate that some words contain more than one affix.
Display the like word card. Form unlikely by adding the affix cards un and ly. Explain that the strategy for reading these words is the same as for words with just one affix: Identify the base word and the affixes, and then put them together as a whole word.
• Scaffold by grouping words with the same combination of affixes. For example, read carelessly, thanklessly, and hopelessly. Then read skillfully, thankfully, and hopefully.
• Model using some of the words in a sentence. Ask students whether they can determine the words’ meanings by looking at the affixes. For example, use the following sentence for the word carelessly: Rita did her homework so carelessly, the teacher couldn’t read her handwriting.
Students: twist, t-w-i-s-t; ing, i-n-g Continue dictating words for students to spell.
GUIDED PRACTICE: ACTIVITY 1
IDENTIFYING AFFIXESDECODING Write on the board columns of words that contain affixes that have been taught—one column per student and an additional column to use for demonstration. Have students mark the affix and base for each word in their column and then say the words. (The demonstration words in the example below are repaid, catcher, floating, and distrust.)
Continue in the demonstration column. Have students then mark and read the words in their assigned column. Guide students by asking questions and listen as students read their words.
Cut the front flap of manila folders into three vertical strips. Label the strips “Prefix,” “Base Word,” and “Suffix.” Distribute the folders and tell students that they will spell a dictated word by writing each segment on the corresponding strip.
• Dictate words with prefixes and focus on a few specific prefixes.
• Dictate words with suffixes and focus on a few specific suffixes.
Have students write the word parts on sticky notes and place the notes in the appropriate strip of the folder. This method allows folders to be reused.
Adapted from Honig, B., Diamond, L., Gutlohn, L., & Mahler, J. (2000). CORE teaching reading sourcebook: For kindergarten through eighth grade. Ann Arbor, MI: Academic Therapy.
INDEPENDENT PRACTICE: ACTIVITY 1
Distribute a decodable text and assign different sections to students. Have students read their assigned sections, writing the words with affixes on sticky notes. Have students then take turns reading to a partner the words they have written.
• Some texts will contain words with affixes that do not fit the concepts of this lesson. For example, some words’ spelling changes when affixes are added (run–running, happy– happiness, hope–hoped). If a student includes such a word on his or her list, read the word for the group and tell students that sometimes, base words change when affixes are added and that a future lesson will focus on that type of word.
1. Have students write the words on a whiteboard or notebook paper.
2. Have students exchange texts with a partner and look for affix words that were missed.
3. Tell students how many words should be found in a section.
4. Have students circle the affixes and underline the base words they write.
5. Generate a cumulative list of all the words that students have written and read them as a group.
INDEPENDENT PRACTICE: ACTIVITY 2
LISTING WORDS WITH AFFIXESENCODING On a sheet of paper, have students write the prefix re. Then, have students write as many words with the prefix re as they can (consider setting a time limit). After students have finished, have them share two or three of their words with the group and spell the words while you write them on the board. When appropriate, have students tell the meaning of the word, based on the prefix.
Repeat the activity with other affixes students have learned.
MONITOR LEARNINGListen to students to make sure they pronounce affixes correctly. Watch to make sure that students spell the base words correctly. If necessary, reteach sounds to ensure that students can read base words.
GENERALIZATIONLearning these skills will allow students to read longer words in complex text that are made of base words and affixes.
Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties