Multisyllabic Words Lesson Plan

Lesson Plan
Name: Kendra Carlson

Date: 3/10/17
Topic: Multisyllabic Word Reading
Standard:
CCSS.ELA-LITERACY.RF.3.3.C
Decode multisyllable words.
Learning Objective:
Students will be able to correctly identify 7/10 prefixes and suffixes in multisyllable words.
Assessment:
Students will find examples of multi-syllable words with affixes in reading or content area text.
they will pick two of the words and show a classmate how to go about reading them.
Attention Getter:
Introduce prefixes: say: now we are going to learn about word Parts week all prefixes. Prefixes
always come at the beginning of words. Print the prefix -un On the board. Point to -un and say:
This is the prefix un - . Then ask: what's the prefix? (-un). Have students practice identifying the
prefix and isolation over a period of several days.
Introduce suffixes: say: Now we are going to learn about word Parts week all suffixes. Suffixes
always come at the end of words. Print the inflectional suffix -ing have students practice
identifying the suffix in isolation over a period of several days.
Teach/Model: (In this part you put step by step instructions for yourself to follow during the
lesson. Number each step instead of writing paragraph form. Numbered steps are easier for
you to follow if you have to glance at your lesson plan during the lesson.)
1. Prefixes
a. :Say: Today I'm going to show you how to read words with the prefix un -. watch
me read the first word.
b. Print the word unpack on the board and underline the prefix un-.
c. Ask :Do prefixes come at the beginning or at the end of words? ( At the
beginning)
d. Point to the prefix un-.
e. Say: At the beginning of a word, these letters usually stand for the prefix un -.
Now watch as I read the word by parts.
f. Scoop your finger under un- and say: The prefix, or word part, is un-.
g. Then scoop your finger under pack and say: This word part is packed. Point just
to the left of unpack and say now watch as I read the whole word.
h. Pause and then quickly sweep your finger under the whole word and say: the
word is unpack. Then ask: what is the word? ( unpack)
i. follow the same procedure with the words unload and uncommon.
2. Suffixes
a. Say: today I am going to show you how to read words with the suffix - ing.
b. watch me read the first word
c. print the word jumping on the board and underline the suffix - ing.
d. ask: do suffixes come at the beginning or at the end of words? ( At the end) .2
the suffix.
e. say: at the end of a word, these letters usually stand for the suffix -ing.
f. now watch as I read the word by Parts.
g. scoop your finger under jump and say: this word part is junk. Then skip your
finger under the suffix and say this suffix, or word part, is - ing.
h. point just to the left of jumping and say now watch as I read the whole word.
i. Pause for 2 seconds and then quickly sweep your finger under the whole word
and say: the word is jumping.
j. Then ask: what's the word?
k. Follow the same procedure with the words working and jumping
Guided Practice: (This is what you will have the students do while you are with them to make
sure they don’t have misconceptions before you send them off to do an independent
assignment. It might be a game or activity where you can see if they understand or not.)
1. Print the following list of words on the board. Underline the prefixes: unfair, uncover, an
easy, refill, unsafe, and preheat.
2. Tell students that now it's their turn to read some words with prefixes.
3. Point to the word unfair.
4. Ask students what prefix or word part do the underline the letters usually stand for?
5. What's this word part?
6. What's the next word part?
7. What's the whole word?
8. Wait for students to respond.
9. Follow the same procedure with the rest of the words in the list
10. suffixes: print the following list of words on the board. Underline the suffix is painting,
covering, waiting, teacher, preaching, speaking, and thankful.
11. Tell students that now it's their turn to read the words with suffixes.
12. Follow the same directions as above.
Independent Practice:
Students will be able to independently identify suffixes and prefixes in multisyllable words on a
take home work sheet. When they bring it back, they will share with their partner some of their
own multisyllabic words.
Lesson Closure: (Conclude your lesson with a brief summary of what you taught and why it’s
important.
Prefixes come at the beginning of words and suffixes come at the end of words. Both prefixes
and suffixes can change the meaning of a word. We must be able to identify them to recognize
what a word means.
Assessment Plan: At the beginning of the lesson, ask students what an affix is and what a
prefix is. When teaching each part of the lesson, assess student understanding by their answer
to questions or ability to preform a task with 100% accuracy. If this is not achieved, do not move
on to the next part of the lesson.

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What is the purpose of the lesson?

What are prefixes and suffixes and how do they affect word meaning?

Lesson Plan

Name: Kendra Carlson

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