Lesson Plan:

Using Word Parts to Determine the Meaning of Words

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October 21, 2016
by Maggie Knutson
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Grade
Standards
October 21, 2016
by Maggie Knutson

Learning Objectives

Students will learn how to use word parts (prefixes, suffixes and roots) to help determine the meaning of words.

Lesson

Introduction (5 minutes)

  • Write the following word on the board: ANTIDISESTABLISHMENTARIANISM
  • Ask students if they recognize any word or word parts. Have them share the word parts that they see, and as they share, underline or circle those word parts. Example: Anti-dis-establish-ment-arian-ism
  • Have students practice saying the word on the board, just for fun. 5th graders love this word!
  • Explain that when you know what each of the word parts means you can use those meanings as clues to figure out the meaning of the whole word.
  • Ask students if they have heard of any other words that use any of these word parts (prefixes or suffixes). Example: Anti → Antiperspirant. Explain that to perspire is to sweat so what might ANTIperspirant be used for?

Explicit Instruction/Teacher Modeling (15 minutes)

  • Distribute worksheet #1 on roots. Introduce the grid, pointing out the root word column, the meaning column, and the example column. Have students work in small groups for 10 minutes to see how many additional examples they can generate using the roots provided.
  • After 10 minutes, share examples.

Guided Practice/Interactive Modeling (15 minutes)

  • Distribute worksheet #2 on prefixes. Have students work in small groups for 10 minutes to see how many additional examples they can generate using the prefixes provided.
  • After 10 minutes, share examples.

Independent Working Time (20 minutes)

  • Distribute worksheet #3 on suffixes. Have students work individually (or in groups if desired) for 10 minutes to see how many additional examples they can generate using the suffixes provided.
  • After 10 minutes, share examples.
  • Using the back of one of the sheets from the lesson draw a line splitting the page in half vertically and horizontally, creating four rectangular sections. Then have students create four nonsense words (using word parts) and define them, putting one in each box on their sheet. If they finish early they may illustrate their nonsense word. Example: reautographer = one who follows around a famous person who is giving autographs and signs their name again, more neatly.

Extend

Differentiation

Support

  • Allow students to use the computer and search “words ending in -XXX” when they are stuck.

Enrichment

  • Have students think of more than one word in each row.

Technology Integration

  • It may be helpful to have students use the Internet to look up words with certain prefixes, roots and suffixes if they are struggling.

Review

Assessment (15 minutes)

  • Give students words with a prefix, root, and suffix and ask them to use what they know about the word parts to determine the meaning. Example: autobiography = self + life + writing = when one writes about their own life

Review and Closing (10 minutes)

  • Share nonsense words as a class. Have students guess the meaning of the nonsense words using the meaning of the roots, prefixes, and suffixes.

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