1. Topic-
Improve Comprehension: A Word Game Using Root Words and Affixes
 
2. Content-


Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound"“letter correspondence, sentence structure, context, graphics).
 
3. Goals: Aims/Outcomes-
1.Learn how affixes and root words affect word meaning
2.Develop an awareness of how to decipher word meaning by analyzing the affixes and root words and looking at context
3.Synthesize what they have learned by constructing game cards that contain root words and affixes
 
4. Objectives-
1.dictionary
2.index card
3.root word worksheet
 
5. Materials and Aids-
affixes and root word worksheet
 
6. Procedures/Methods-

A. Introduction-

Immediately before this session, write the following word parts on the board in a haphazard way: trans, port, able, un, beat, able, re, consider, ation, de, grad, ation. They should be out of order, at different angles, and, if possible, in different colors. On another part of the board, make a chart with the following column titles: Complete Word, Prefix, Root Word, Suffix, and Meaning.
1. Begin by asking students to look closely at the word parts on the board and to try to form complete words with them. After a few responses, explain the chart headings briefly if students are not familiar with the terms. Start filling in the chart on the board with student feedback, asking volunteers to say what they think the words mean.
Take students to the computer lab, if necessary, and have dictionaries available for them. Hand out the Make-a-Word Game Chart. Tell them that they will be making and playing a card game, but to do this they need to determine the meaning of each prefix, root word, and suffix and copy it onto the chart. The websites listed provide most meanings, with the exception of the root words that can act as words on their own. 2. Ask students to identify these words (consider, complete, believe, activate, lax, act), and explain that they will need to look them up in the dictionary.
3. As students finish, give each of them a copy of the Prefix, Root Word, and Suffix Study Sheet and have them read the introduction and paragraph, underlining any words they think have prefixes or suffixes. Have them write the meaning of the words, without using the dictionary, below the paragraph. They should try using information from the Make-a-Word Game Chart to guess if they do not know the meanings of the words.
4. Pass out the Definition Study handout and tell students to match the words with their definitions, putting the corresponding letter next to the words. If class time is limited, this can be assigned as homework.

 

E. Accommodations (Differentiated Instruction)-

Since this class is already designed for with highly individualized
 

F. Checking for understanding-

STUDENT ASSESSMENT/REFLECTIONS
Circulate around the classroom as students make and play the card game, taking notes on how groups are working together and making comments as needed. You may want to work individually with students who are struggling to form words.

Have students turn in all work and review it to check for understanding. Give students a grade based on correct completion of the assignment and hand the work back to students so they can review it.

Continue class discussions about root words and affixes as new vocabulary words are introduced throughout the year. Continue to monitor how well students understand the construction of words and how this affects their reading comprehension and spelling.
 

This Lesson Plan is available at (www.teacherjet.com)