Laura Frericks

EDUC 681

April 21, 2016

Lesson Plan: Prefixes

Lesson Type: Oral Language/Writing

Description: This lesson is for 3rd graders working with common prefixes. This lesson is focused
on early/emergent readers.

Common Core State Standard: R.F.3.3.A. Identify and know the meaning of the most common
prefixes and derivational suffixes.

Learning Intention: We are learning to identify, define, and create words using the prefixes: re-,
un-, pre-, and mis-.

Materials: Flocabulary video, common words list, anchor chart paper (4), paper, pencil, follow-
up prefix worksheet and classroom library books.

Procedure:

I Do Guided
Introduce the lesson by playing Prefixes Rap-Flocabulary Grammar Rap on
YouTube.
Tell the students there are many prefixes, but we are only going to learn about 4 today,
and then write them on the paper.
Teach the students that when you add a prefix to a word, it can change what the word
means.
Show one example for each prefix (retest, unprepared, preheat, and misunderstood).

We Do Collaborative Emergent Assessment

Reader/Writer
Students will work with a partner and Teacher will assess the accuracy of the
go around the room to try and match up re-, un-, pre-, and mis- posters as the
the word card with the correct prefix. students work.
They will tape their word cards on the
corresponding poster.
We Do Collaborative Early Reader/Writer
Students will find multiple examples
of re-, un-, pre-, and mis- prefixes in
the classroom library with a partner.
They will create a 4 column chart in
their notebooks, and place the words
they found in the correct column.
Assessment
Teacher will have the student read the
sentence in which they found the
prefix, and identify what that word
means.
Students may also work on simply
identifying the prefix if the above is
too difficult.

We Do Collaborative Fluent Reader/Writer Assessment

Students will go around in a circle and Teacher will take note of
discuss one prefix at a time. Each approximately how many words the
student will give an example of a re-, group can come up with.
un-, pre-, and mis- prefix until the
table cannot think of any more
examples.

*This lesson is set us so that the three differentiated groups will work at the same time, and then
will come back together for the You Do assessment at the end of the lesson. The teacher will
be monitoring each collaborative We Do group.

You Do Assessment
Students will create 4 sentences using a word with one prefix (re-, un-, pre-, and mis-)
in each sentence.
The four sentences will be used as a formative exit ticket.

Modifications:

Only working with 1 or 2 of the prefixes.

Having kids act out words with prefixes or just the prefixes alone.
Students can be given printed lists of words with the re-, un-, pre-, and mis- prefixes
already attached.
Allow students the use of dictionary for spelling purposes.
Home Connection:

A follow-up worksheet will go home with students outlining what we learned.