LESSON TWO: Vocabulary Development

							LESSON TWO: Vocabulary Development
LESSON DESCRIPTION
Students develop vocabulary through text using roots, affixes, glossary, and dictionary by identifying how prefixes
and suffixes change the meaning of words. Common affixes are used with students checking their work using a
glossary, dictionary, or master sheet created by teacher.

GRADE-LEVEL EXPECTATIONS ADDRESSED
R1E5 Develop vocabulary through text, using roots, affixes, context clues, glossary, and dictionary

LESSON MATERIALS

    Sources of Literature
     o None

    Supplies
     o Index cards
     o Dictionaries
     o Glossaries

    Handouts provided
     o Word Makeover

    Words to know
     o affixes

FORMATIVE ASSESSMENT
Distribute the “Word Makeover” handout. Students use five root words to create new words by adding both a prefix
and a suffix. Students write a sentence using each new word. Share findings in a large group if time allows.
Students use roots and affixes to develop understanding of vocabulary. Scoring guide provided.

LEARNING ACTIVITIES

      Questions    What words do you think of when you hear the word “freedom”?
         for
      Students

1.   List responses on board as root words, taking off any prefixes or suffixes, and discuss how these words relate to
     freedom. Some words that may be included are liberate, right, slave, free, fight, escape, hide, win, surrender,
     survive, dream, work, brave, promise, program, like, enjoy, supply, fly, hurry, try, forgive, reach, believe,
     equal, understand,etc.

2.   Teacher explains, “Yesterday we took on the role of a citizen trying to vote for the first time, but being
     presented with the challenge of reading a somewhat difficult text. We began with the Preamble to the United
     States Constitution. Let’s look at the word preamble.” Continue explaining that the prefix “pre” means to
     come before and “amble” means to walk. Lead discussion on how this might fit with the meaning of the
     Preamble of the United States Constitution.

3.   From the student generated list, select a word and ask students to write a sentence correctly using the word. The
     word “try” can be used as an example if students have difficulty generating words.

      Questions    What is a root word?
         for       What is a prefix? suffix? (affixes)
      Students     How can a dictionary be useful when reading an unfamiliar word?
                   How do affixes change the meaning of a word?



Let Freedom Ring                                                                                         2.1
       Strategy     The teacher models the “think aloud” process to explain how word meanings can be changed
                    by adding a prefix or suffix. On the board or overhead, add “re” and “ing” to the word “try”.
                    Discuss how these affixes change both the meaning of the word and the way the word is used
                    in the sentence. Students come to the board to write a sentence using the new word “retry”.
                    Teacher introduces common prefixes on the board or smart board (re, in, un, mis, dis, etc.) and
                    common suffixes (s, es, ed, er, ing, able, ful, etc.) explaining that these affixes change the
                    meaning of a word as used in a sentence.

      Questions     How is the definition of the root word different from the root word with affixes?
         for        Why did the definition change?
      Students

4.   Students participate in an activity called “Affix Stations”. Six stations in the room are labeled with prefixes and
     suffixes. Three of the stations include a different prefix such as un, re, and mis. The other three stations
     include a different suffix each such as ed, er, and ing. Students select an index card that has a root word along
     with an example of the word in a sentence. They rotate through the stations to create as many new words as
     possible by adding prefixes and suffixes to the root word on their card. Students write their new words on the
     back of their root word index card.

      Suggestion     The teacher may need to modify the “Affix Stations” to fit the needs of classroom and
                     individual student needs. Pairs or small groups can be used throughout the activity as needed.

5.   Students check their new word list with the teacher-made master list to see if they have created real words.
     Students share the new words that have a prefix and a suffix. Students create new sentences on the back of
     their index card for each new word and discuss how the meaning has changed by adding the affixes.

      Questions     How is the definition of the root word different from the root word with affixes?
         for        Why did the definition change?
      Students




Let Freedom Ring                                                                                           2.2