Students will be able to identify prefixes, as well as words that contain prefixes.
Introduction (15 minutes)
- Ask students: What do you think it means when we say "re," like in "re-do?"
- Have students try to explain in their own words what "re" means.
- On the board, write down some words with the prefix "re": rerun, retell, redo, repeat, and rewrite.
- Explain that these are prefixes. A prefix come before a word and modifies its meaning. (Something fun to note is that the word "prefix" has a prefix itself.)
Explicit Instruction/Teacher Modeling (10 minutes)
- Hand out the What is a Prefix and Get It Started worksheets.
- Begin with What is a Prefix. Make sure students understand that a prefix must go before a root word. For example, "red" does not contain the prefix "re" because "d" is not a root word.
- Project your copy of the worksheet with a document camera, and work through it as a class.
Guided Practice/Interactive Modeling (10 minutes)
- Have students try the Get It Started worksheet on their own.
- Have students turn and talk to share their answers.
- Use the document camera to show the answers.
Independent Working Time (10 minutes)
- Hand out the Prefix Mix-up sheet and Circle the Prefixes worksheets, and have students work on them independently.
- Enrichment: Give advanced students an additional challenge during Independent Working Time. Select a common prefix, and have them each write down 10 words that contain it.
- Support: Pull aside struggling students and help them complete their worksheets.
Assessment (10 minutes)
- Have students exchange their worksheets with one another for peer correction.
- Go over the answers as a class.
- Collect students' marked-up worksheets. Review them later to assess overall understanding of the lesson content.
Review and Closing (5 minutes)
- Review the definition of a prefix.
- Allow students to ask questions and give comments about the lesson.