Prefix, Suffix, Root Worksheets

Document Sample
Prefix, Suffix, Root Worksheets Powered By Docstoc
					                                   Affix This!
                                 Cathi Jo Ballard
                           Warren County Public Schools


Topic: Root word; Affix; Prefix; Suffix; Unfamiliar Words
Overview
This lesson will introduce students to common affixes used in familiar words. They will
also learn to identify unfamiliar words using common affixes with many root words.
Students will view a short video to learn how to identify the meanings of unfamiliar
words. Students will then analyze common root words in small groups to identify what
changes are made to each root word once an affix is attached. Lastly, using the principles
learned using the video and root trees, students will identify common roots, prefixes, and
suffixes in an affix packet for homework.

Grades 6-8

Time Allotment
One to two 65-minute blocks with homework assignment.

Learning Objectives
On completion of this lesson students will be able to:
   • Analyze and identify common roots and affixes
   • Apply principles of root/affix identification to build vocabulary
   • Activate prior knowledge of roots and affixes
This lesson addresses Va. English SOLs 6.3, 7.4, 8.4

Media Components
   •   Video -- Pendemonium: The Italian Job (6 parts) – Discovery Channel School
       (2006). Retrieved May 4, 2008 from Discovery Education Streaming:
       http://www.wvpt.unitedstreaming.com/
       Segments used:
               Segment 2 – Prefixes and Suffixes: A Message from Dark Marker (2:48)
               Segment 3 – Root Words: Off to Italy (3:53)
               Segment 4 – Suffixes: Decoding Another Clue (5:35)
               Segment 5 – Review: A Fight at the Roman Coliseum (5:36)
   •   Digital Projector
   •   Internet access on teacher computer
   •   Interactive Whiteboard (SMARTboard) with Notebook software
   •   Optional Website: www.onelook.com – dictionary search

Materials and Student Handouts
   •   Composition Book (one per student)
   •   Notebook paper and pencil/pen (one per student)
   •   Root Tree – Virginia Department of Education (2004). Retrieved May 4, 2008
       from Virginia Department of Education:
       http://www.doe.virginia.gov/VDOE/EnhancedSandS/english.shtml

NTTI Spring 2008                                                              Page 1 of 4
                                   Affix This!
                                 Cathi Jo Ballard
                           Warren County Public Schools

       Portion used: Grade 6-8; pages 131-2 (one per group/4 students per group)
   •   Dictionary (two per group/4 students per group)
   •   Common Prefix/Suffix/Root packet (one per student/front-back copy) – BBC
       Skillswise. Retrieved May 15, 2008 from BBC Skillswise:
       http://www.bbc.co.uk/skillswise/words/spelling/
       Portion Used: Root Words Fact Sheets 1&2; Prefixes Fact Sheets 1-4; Suffixes
       Fact Sheets 1-4.
   •   Affix Packet for homework (one per student/front-back copy) – BBC Skillswise.
       Retrieved May 15, 2008 from BBC Skillswise:
       http://www.bbc.co.uk/skillswise/words/spelling/
       Portion Used: Root Words Worksheet 1; Prefixes Worksheets 1&2, Suffixes
       Worksheets 1&2.

Teacher Preparations
   •   Connect and check all media
   •   Make sure you have a user name/password for Discovery Education Streaming
   •   Download, save and preview video segments from Discovery Streaming
   •   Print and make copies of the Root Tree from VDOE site
   •   Determine what root words to use in teacher example and for each root tree group
   •   Print and make copies of roots/affixes practice sheets from BBC site (Skillswise)
   •   Scan Root Tree into Smart Notebook to use as overhead
   •   Enter boardwork questions in Smart Notebook
   •   Determine methods of assessment upon completion of root/affix homework


Introductory Activity
Focus: On the board have the following questions for the students when they enter the
room:
    • How many wheels are there on a bicycle?
    • When you see a preview, does that occur before or after you see the movie?
    • If something is impossible, can you do it easily?
    • What are some words you know that start with the prefixes tri-, pre-, and im-?
    • What are some words you know that end with –able or –ible?
Say “For your board work today, you will answer these questions in your composition
book and be prepared to share your answers.
Activity: Give students time to answer the questions. The teacher asks separate students
for the answers to the questions and prompts discussion based on the prefixes tri-, pre-,
and im-; and the suffix –ible.
Follow-up: Be sure students can identify three of something in a compound word (tri-),
something that occurs before (pre-) and something that is not (im-) by asking for
examples of the word in a sentence. Then be sure students are able to compare –ible to –
able and can recognize that both mean ‘able to’ by prompting discussion.



NTTI Spring 2008                                                               Page 2 of 4
                                   Affix This!
                                 Cathi Jo Ballard
                           Warren County Public Schools



Learning Activities
1. Focus: SAY “During this clip we are going to be reviewing the three basic parts of a
word – a prefix, the root word, and suffix. Pay attention to how these different affixes are
attached to the root word.”
PLAY: Segment 2 – Prefixes and Suffixes: A Message from the Dark Marker in its
entirety.
Follow-up: ASK “What prefix did we learn that can be added to the word “possible”
so it means not possible. Students should remember the prefix im- can be added to make
the word impossible.

2. Focus: SAY “During this clip, focus on different prefixes (beginnings of words) that
can be added to words to mean the same thing as others.”
PLAY: Segment 3 – Root Words: Off to Italy in its entirety.
Follow-up: ASK “What other prefix can be added to a word to mean ‘not?’” Students
should be able to recognize that the prefix un- can also mean not, as well as im-.

3. Focus: SAY “During this clip, focus on different suffixes (ends of words) that can be
added to words to change meaning.”
PLAY: Segment 4 – Suffixes: Decoding Another Clue in its entirety.
Follow-up: ASK “What suffix did we just learn about?” Students should be able to
identify suffix and recognize –ful as meaning “full of.”

4. Focus: SAY “During this clip, take note of what suffixes and prefixes do to a root
word to change meaning.”
PLAY: Segment 5 – Review: A Fight at the Roman Colosseum in its entirety.
Follow-up: ASK “What is the different between a prefix, suffix, and root?” Students
should be able to identify that a prefix is found at the beginning of a word, a suffix is
found at the end of a word, and both can change the meaning of a word. A root is what
the meaning of the word stems from and cannot be broken down any further after
removing affixes.

Culminating Activities
1. Focus: On the SMARTboard, show students a root tree from the Enhanced Scope &
Sequence portion of VDOE curriculum guidelines. Work through on example of a root
word, and what other words can be made from that root word.
Activity: Break students into groups of four, with two dictionaries at each station and one
root tree per group. Students are to identify what different words can be derived from
each root word adding common affixes (prefixes/suffixes) – students may use
dictionaries to identify words correctly. If students need further help finding words with
similar affixes, they can use the website http://www.onelook.com which is a site that
allows reverse lookup using different searches. Each search is identified in an easy-to-
use chart on the website’s homepage.
Follow-up: Students are to share their root trees with each other – having the other
groups guess what the newly created words mean based on the affixes attached.
NTTI Spring 2008                                                                Page 3 of 4
                                  Affix This!
                                Cathi Jo Ballard
                          Warren County Public Schools



Assessment
   •   Completion of root/affix practice pages – identifying common roots/affixes and
       derivatives.

Community Connections
   •   Language acquisition from town sights (street signs, advertisements, etc.)

Cross-Curricular Extensions
   •   Multiple curriculum – students can identify unfamiliar words using knowledge of
       common affixes.
          o Geometry – identify shape prefixes (poly-, hex-, tetra-, etc.)
          o Science – identify different studies based on suffix (-ology)

Adaptations (optional)
   •   Copies of pre-view/post-view question for students to use during each clip to
       focus on question.
   •   If no SMARTboard – can use an overhead projector or document camera for Root
       Tree example.

About the Author
Cathi Jo Ballard is a 7th grade English teacher at Warren County Middle School in
Warren County, Virginia.

This lesson was written as part of the Spring 2008 WVPT NTTI for the Virginia
Enhancing Education Through Technology Ed Tech Grant awarded to the Shenandoah
Valley Technology Consortium (SVTC).




NTTI Spring 2008                                                              Page 4 of 4

				
DOCUMENT INFO
Description: Prefix, Suffix, Root Worksheets document sample