edrl 442 fall 13 assignment 3 simritapurewal day5

8/13/2019 EDRL 442 Fall 13 Assignment 3 SimritaPurewal Day5

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Assignment #3: Collaborative Planning

Suffixes: -less, -ful

Day 5

Submitted By: Simrita Purewal and Meliza Zuniga

EDRL 442: Teaching Literacy 1

Nevada State College - Fall 2013

Instructor: Karen Powell



Lesson Title: Suffixes: -less, -ful Submitted By: Simrita Purewal & Meliza Zuniga

Trophies Teacher Edition: Banner Days-Theme 2 (2-2) T.Ed Pages: 277G-277H

Trophies Story: “Chinatown” CCSS: RF.2.3d

EDRL 442 - Fall 2013 Assignment #3

A. Summary of the Lesson Plan:

The objective of this lesson plan is to review knowledge of the suffixes –less and – ful when reading.

This lesson is an activity for the Trophies story “Chinatown” and should take about 20 minutes to complete.

B. Student Population:

Grade Level: 2nd Grade

Skill Level: on-level

Groupings: whole group (direct instruction), partners (closure), independent (practice and

assessment).

C. Materials:

Trophies T Ed 2-2 (Banner Days)-page 277G-277H

Whiteboards, markers and erasers.

25 copies of www.superteacherworksheets.com/prefixes-suffixes/...

25 copies of T Ed. Pg 277H- On level worksheet

D. Objectives:

Common Core State Standard

RF.2.3d-Decode words with common prefixes and suffixes.

Learning Targets

Knowledge Targets:

Students must identify common prefixes and suffixes (affixes) as a unit.

Students must know how to pronounce common prefixes and suffixes (affixes).

Reasoning Targets:

Students must blend words containing prefixes and suffixes (affixes).

Performance Targets:

Students must orally read words containing prefixes and suffixes (affixes).

Vocabulary

affix

prefix

suffix

Student-Friendly Learning Targets

Student Knowledge Targets:

I can identify common prefixes and suffixes.

I know how to pronounce common prefixes and suffixes

http://www.superteacherworksheets.com/prefixes-suffixes/














Student Reasoning Targets:

I can blend words containing a prefix and/or a suffix.

Student Performance Targets:

I can orally read words with a prefix and/or a suffix.

Student-Friendly Vocabulary

I know an “affix” is a syllable or group of syllables added to word to change its

meaning.

I know a “prefix” is a word part that can be added to the beginning of a base word.

A prefix adds to the meaning of the base word.

I know a “suffix” is a word part added to the end of a base word. A suffix adds to

the meaning of the base word.

E. Procedure:

1. As a class, brainstorm words that have the suffixes–less and

– ful in them.

2. Explain to children that –er and –est are not the only suffixes that can be added to the end of words.

Suffixes – ful and –less can, as well.

3. Read the following part of “Chinatown.” Have children clap their hands when they hear a word with the

– ful or –less sound.

4. Most days the tai chi class has already begun by the time we get to the park. Students, young and

old, move in the sunlight like graceful dancers.

5. Reread the word graceful , asking children to repeat it after you.

Further Review:

1. Write the suffixes – ful and –less on the board.

2. Write the word hopeful on the board and say it, stressing the base word and suffix. 3. Put a slash between the base word hope and the suffix – ful.

4. Say each part and have children repeat after you.

5. Explain that – ful adds the meaning of “full of” to a word.

6. Tell children that hopeful means “ full of hope.”

7. Repeat the procedure with the suffix –less and the word hopeless.

8. Explain that the suffix –less can add the meaning “without ” or “unable to be” to words; he word

hopeless means “without hope.”

F. Closure:

With a partner, students will take turns reading passages aloud from our Trophies story “Chinatown”

and come up with a list of suffixes. They will then, on their whiteboards write sentences using those

suffixes.

G. Assessment:

Assessment Tool

On whiteboards, students will use the suffix list that they accumulated from the Trophies story

“Chinatown’.

There is no assessment rubric for this assignment. Spot check whiteboards for correct sentences using

suffixes –less and – ful .







What Is Being Assessed?

By writing sentences using suffixes –less and – ful correctly, it will be clear if a student understands that

the a suffix changes the meaning of a word

H. Reflection& Thoughts:

Which part of the lesson do you think will be the easiest to teach?

I think the easiest part of the lesson to teach is the suffixes –less and – ful . Once students have prior

knowledge of how a suffix is used and how it changes the meaning of a word, simply introducing new

suffixes will be easy.

Which part of the lesson do you think will be the most challenging to teach?

The most challenging aspect to teach the suffixes –less and –ful would be how the meaning of the word

changes. Also, many base words use both suffixes, so explaining to students that both –less and – ful are in

fact opposites. For example, the word hopeless and hopeful .

What lesson or concept should be taught prior to this lesson?

Students should know a suffix is a word part added to the end of a base word. A suffix adds to the meaning

of the base word. Students should know that the suffix –less means “without ” or “unable to be” and the

suffix – ful means “full of ”.

How will you follow up or extend this lesson?

During reading groups, I will follow up this lesson by asking students to identify and explain the meaning

of suffixes in our story “Chinatown”.

What will you do for students who don’t grasp the concepts?

Review- T Ed. Pg. 95A-95B, 121A-121B

On-level worksheet-T Ed. Pg. 277H

Worksheet from this website: www.superteacherworksheets.com/prefixes-suffixes/

Which part of the lesson, if any, do you think might need to change?

T Ed. Pg. 277 H has a “write a fill-in activity” that I think is a great activity. However, in order to assess if

students are grasping the concept of a suffix, I would have 5 –less and 5 – ful suffixes available with a longer

paragraph for students to pair up and work on together.

When you were writing this lesson plan, what was the most difficult part?

My challenge was how to engage all of my students during this direct instruction lesson. Using

personal whiteboards should hold each student accountable for the material while keeping their

interest level up.









edrl 442 fall 13 assignment 3 simritapurewal day5

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