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Pledge. Word Structure. Line 1. Line 2. Line 3. Line 4. This lesson is going to focus on affixes: prefixes and suffixes. What do you know about prefixes and suffixes?.
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Word Structure Line 1 Line 2 Line 3 Line 4 This lesson is going to focus on affixes: prefixes and suffixes. What do you know about prefixes and suffixes? When prefixes and suffixes are added to root words, they change the meaning of the word and sometimes change the type of the word.
Word Structure Line 1 What happens when you add a –y to a base noun such as fruit? Do any spelling changes occur when adding the suffix –y? Think of the word taste. What happens when –ly is added to an adjective? Adding –y to a noun such as fruit, will make it and adjective, fruity. The word taste drops the e before adding –y. tasty Adding –ly to an adjective, such as quick, will make it an adverb, quickly. The juice is fruity. The boy runs quickly.
Word Structure Line 2 -less – When added to a noun, it becomes an adjective. What does less mean? What is a noun? Some nouns are formed with the suffix –ness is added to an adjective. for example: dark turns the adjective into a noun, darkness. ness means “stage of being.” Something that has darkness is in the state of being dark. without or lacking - for example cloud becomes cloudless. A cloudless sky is lacking, or is without , clouds. A noun names a person, place, thing, or idea
Word Structure Line 3 What does the prefix Re- mean? What does the prefix Un- mean? discuss the definition of each word. Re- means “again.” Un- means “not.”
Word Structure Line 4 What does the prefix mid- mean? What does the prefix Bi- mean? discuss the definition of each word. Mid- means “in the middle of.” Bi- means “two.”
Word Structure Line 1 Line 2 Line 3 Line 4 Choose a word from the word lines and use it in a sentence Have a volunteer use that word’s base word in a sentence. Example: Because my friend was mad at me, I was uninvited to his party. The coach invited my parents over for dinner.
Word Structure Line 1 Line 2 Line 3 Line 4 Choose a word from the word lines, and write a sentence omitting that word. a volunteer will go to the board and point to the correct answer. then use the word in a new sentence. For example: The apple was juicy and quite ___________. the students awaited the sound of the ___________bell. fruity midmorning
Fluency 6 min. reading solution or Leveled Reader
Reading This week, bring to class your favorite books or stories. Each day, we’ll have a volunteer read a portion of their story. You might want to practice reading your stories aloud to yourself before you read them to the class.
Discussion & Handing Off • Discuss the story that was read. You might start the discussion by asking why the student chose this story to share. • What was your favorite character or part? • You are not limited to talking about only this book or story. This book or story might remind you of another book you have read, and you may want to compare it to today’s story.
Writing • What do you remember about revising? • You can extend your sentences by answering questions such as why, when, who, how, and where and combining the information into their existing sentences. Practice extending sentences by having a volunteer read a sentence from their writing. • Work on revising your writing.
Workshop • Do not interrupt the teacher • Talk quietly • Always be working • Put away materials when you are done.
Workshop • Continue to work on revising your writing. Conference with students about revising your work. • Complete your Benchmark Assessments. • Find other examples of words containing prefixes and suffixes used in today’s lessons. You may want to give different affixes to different groups, and share what new words you have found.
Benchmark 1Expository Writing Prompt • Directions for Writing Think about different jobs people have. Write about a job you would like to have in the future. Tell what you would do in the job and why you would like to have that job. Tell as much as you can about the job. Checklist: You will earn the best score if you • Think about a job you would like to have. • Think about your audience as you plan your writing. • Write so that your ideas will help the reader understand why you would like this job. • Have an opening paragraph that gets the attention of readers. • Use transition words to go from one idea to another. • Avoid words and phrases that are overused. • Delete ideas that are not important. • Write more sentences and longer sentences when you revise. • Read your writing after you finish and check for mistakes.
