Affixes Lesson Plan. Students use Words With Friends (WWF) EDU to identify and spell affixes.

Transcription

1 Affixes Lessn Plan Students use Wrds With Friends (WWF) EDU t identify and spell affixes. Primary Objective Students will be able t identify and spell cmmn affixes (e.g., prefixes such as re- and un- ; and suffixes such as -ed and -ing ) during WWF EDU game play. Secndary Objective Students will be able t develp a list f affixes that they encunter during game play t use as a resurce fr future games and ther reading and writing assignments. Aligned Cmmn Cre State Standards L.4.1.b, L.4.4.b, L.5.1.b, L.5.4.b, L.6.4.b, L.7.4.b, L.8.4.b Time 30 minutes MATERIALS Student cmputers Index cards r student ntebks/digital ntebks Tile rack example: affixes Prjectr Pster and pster markers (Optinal) Game bard example(s): affixes Affixes Lessn Plan Page 1 f 11

2 PREPARATION 1. Give students the pprtunity t play WWF EDU befre this lessn. Recmmended practice time: at least 1 hur ver a multi-day perid r 3 5 game play sessins. 2. Identify a list f cmmn affixes that can serve as a reference fr yu and fr students. Review this list t identify lw- and high-level affixes based n the grade level f the students yu teach. If systems fr an explicit practice with affixes already exist in yur classrm, yu may chse t use an affix list that will be familiar t students. If yu d nt have a preferred affix list, yu may chse t access lists frm affixes.rg *. 3. Cnsider whether t teach this lessn in a large grup r a series f small grups, depending n the resurces that are available in yur classrm (e.g., if yu d nt have a full set f student cmputers t facilitate a full-grup lessn, this lessn may be taught in a series f small grups while ther students are engaged in centers). 4. (Optinal) Pair r grup students tgether fr practice with game bard examples and/r game play. PROCEDURE 1. Intrductin Define: What are affixes? (8 minutes) SAY: Affixes are parts f wrd that yu can recgnize when yu see them. They are like building blcks because they are made up f cmmn cmbinatins f letters that can be added t rt wrds t change their meaning. Mst affixes are very shrt and easy t use and read. When we knw hw t identify affixes and recgnize their meanings, it helps us understand the meaning f mre cmplex r unfamiliar wrds. SAY: When affixes are added t the beginning f rt wrds, they are called prefixes. Examples are re- (retake, red) and un- (und, unable). SAY: When affixes are added t the end f rt wrds, they are called suffixes. Examples are -er (greater, strnger) and -less (fearless, flawless). SAY: Yu can create plural nuns by adding the suffix -s (apples, cans) r -es (dishes, matches). SAY: Suffixes can als be used t change the tense f a verb. Adding -s r -es t a verb indicates present tense (walks, ges); adding -ed indicates past tense (lifted, shwed); and adding -ing indicates the present participle (jumping, ding). * Please nte that this list is nt affiliated with Wrds With Friends EDU, s we cannt fully vuch fr its accuracy, but it can be a gd resurce if yu d nt have an affixes list f yur wn. Affixes Lessn Plan Page 2 f 11

3 SAY: Even thugh affixes might be easy t use, students ften spell wrds incrrectly when adding affixes in writing. This is because sme wrds with affixes have tricky spelling patterns that are nt always easy t remember. Sme examples f these are: running (add extra n ) and writing (drp the e befre adding ing ). SAY: Knwing hw t spell and cnstruct cmmn affixes can als increase yur ability t make strategic mves as a WWF EDU player. Fr example, let s say yu have an N tile and a G tile in yur tile rack, and yu recgnize a high-scring pprtunity t add the affix ing t a wrd n the game bard. Yu can click n the Tile Bag icn in the game s Menu t see hw many I tiles remain in the bag. Then, if there are a lt f I tiles left (making yur chances f getting ne n the next turn pretty gd), yu might chse t wait t play the N and G until yu get an I tile. This is an advanced strategy, and nly ne that students wh are familiar with affixes are likely t be able t use. SAY: Befre we dive int WWF EDU game play tday, let s wrk tgether t identify sme affixes we culd add t rt wrds using a WWF EDU tile rack. Shw the tile rack example n a prjectr. Lead students in identifying affixes that they culd spell t make new wrds using the rt wrds n the game bard. Help students identify hw the affixes alter the rt wrds meanings. (Optinal, additinal 5 10 minutes) Shw ne (r bth) f the game bard examples n a prjectr. Fllw the directins prvided fr each t lead students in mre guided practice with affixes. Then, give students the pprtunity t extend this practice t their wn game bards. Help them identify game bards in their Mves List that they might use; they can chse t use nging game bards (under Yur Mve r Their Mve ) r recently Cmpleted game bards. Encurage students t cllabrate with a partner r in small grups t identify affixes r pprtunities t add affixes t rt wrds n the bard. Circulate arund the rm t supprt this practice. Set the intentin fr game play (2 minutes) SAY: Tday, while we play WWF EDU, I want yu t keep track f any wrds with affixes that yu play n an index card (r in yur ntebk/digital ntebk, pass ut index cards if this is yur chice). We will use the ntes that yu take n yur index card (r in yur ntebk/digital ntebk) t build an affix list as a class. Why are we ding this, yu ask? Building ur familiarity with affixes helps us becme strnger readers and writers. Als, ne f the great things abut many affixes is that they are SHORT and allw yu t build upn wrds that have already been played! Using yur knwledge f affixes, yu can build lnger wrds, which is a strategic way t earn pints and get new tiles n yur rack. Use the Tile Bag icn t help yurself make the mst strategic mves pssible if yu see pprtunities t extend wrds using specific affixes. If we have a list f affixes that we can reference easily, it might help us be better WWF EDU players in thse mments when we re stuck and trying t think f cmpletely new wrds t play. After all, even thugh we d like t play a Pwer Wrd n every turn, it s nt always pssible. Affixes Lessn Plan Page 3 f 11

4 SAY: As always, I encurage yu t lk fr the green light n the Pwer Wrd list that indicates that there is a Pwer Wrd yu can play; seize thse pprtunities t grw yur academic vcabulary and scre sme majr pints! Yu can keep track f any Pwer Wrds yu play n yur index card (r ntebk/digital ntebk) as well, and we will study these wrds at the end f the lessn. 2. Practice/Play time (10 minutes) Circulate arund the rm as students play WWF EDU, fcusing n affix identificatin and spelling strategies. Encurage, trublesht, and supprt students as they wrk/play. Publicly praise students when yu see them playing wrds with affixes and Pwer Wrds. Remind them t use their index cards (r ntebks/digital ntebks) t take ntes. 3. Clsure (10 minutes) Lead students in a discussin that sums up the game play experience, nting hw many wrds with affixes were played, alng with Pwer Wrds. Wrk tgether t create a WWF EDU Affixes Pster based n the students ntes. Discuss any tricky spelling mments and help students cnnect wrds played t their meanings by categrizing wrds by their parts f speech (yu may cnsider rganizing yur pster in this way). Help students make a cnnectin between hw knwledge f affixes helps us in game play, and, mre imprtantly, hw that knwledge helps us becme strnger readers and writers. EXTENSIONS AND VARIATIONS Use these ideas t further engage students in activities aligned t the learning bjectives f this lessn. Fr thse f yu wh may be searching fr ways t prvide mre student-led activities in yur classrm, we ve labeled the activities that can be easily led by students with #StudentLed. If students are less familiar with the game, r a significant number f students are English language learners, play a demnstratin rund (r tw) f WWF EDU t shw affixes and Pwer Wrds in actin. Make the WWF EDU Affixes Pster a living dcument n yur classrm wall by encuraging students t add t it as they cntinue playing WWF EDU. #StudentLed Play an affix matching game! After reviewing cmmn prefixes and suffixes, give students the chance t play a game that wuld allw them t match X affix in a list t Y meaning in a crrespnding list. #StudentLed Have students chse rt wrds frm their game bard and challenge them t wrk individually r in grups t brainstrm all f the pssible affixes that culd be added t the wrds. #StudentLed Affixes Lessn Plan Page 4 f 11

5 TILE RACK EXAMPLE: AFFIXES Prmpt: What affixes culd we add t these rt wrds using the letters in the tile rack? Affixes Lessn Plan Page 5 f 11

6 TILE RACK EXAMPLE: AFFIXES Brainstrm Pssibilities: und des ding finding finds What ther ideas did yur students have? Affixes Lessn Plan Page 6 f 11

7 GAME BOARD EXAMPLE: AFFIXES (1 OF 2) Prmpt: What affixes can yu identify n this game bard? Affixes Lessn Plan Page 7 f 11

8 GAME BOARD EXAMPLE: AFFIXES (1 OF 2) Answer Key: Here is the er in WINKER, meaning smebdy wh winks. The suffix -er is added t the rt wrd, WINK t make the wrd WINKER. We can als see that the suffix -s has been added t QUID and DOVE t frm plural nuns. Affixes Lessn Plan Page 8 f 11

9 GAME BOARD EXAMPLE: AFFIXES (2 OF 2) Prmpt: Hw can yu use yur knwledge f affixes t make a strategic mve n this game bard? Hint: there is at least ne way yu culd add t the rt give and at least ne way yu culd add t the rt WORN. Which f these mves wuld help yu scre the mst pints? Affixes Lessn Plan Page 9 f 11

10 GAME BOARD EXAMPLE: AFFIXES (2 OF 2) Answer Key: REWORN = [WORN (8) + RE (2)] x 3 fr the triple wrd scre = 30 pints GIVEN = GIVE (10) + (N x 3) [2 x 3 = 6] fr the triple letter scre = 16 pints Nte: The letter s culd als be added t bth wrds, but this wuld nt yield the mst pssible pints. Affixes Lessn Plan Page 10 f 11

11 Aligned Cmmn Cre State Standards STANDARD DESCRIPTION L.4.1.b Demnstrate cmmand f the cnventins f standard English grammar and usage when writing r speaking. b. Frm and use the prgressive (e.g., I was walking; I am walking; I will be walking) verb tenses. L.4.4.b Determine r clarify the meaning f unknwn and multiple-meaning wrds and phrases based n grade 4 reading and cntent, chsing flexibly frm a range f strategies. b. Use cmmn, grade-apprpriate Greek and Latin affixes and rts as clues t the meaning f a wrd (e.g., telegraph, phtgraph, autgraph). L.5.1.b Demnstrate cmmand f the cnventins f standard English grammar and usage when writing r speaking. b. Frm and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. L.5.4.b Determine r clarify the meaning f unknwn and multiple-meaning wrds and phrases based n grade 5 reading and cntent, chsing flexibly frm a range f strategies. b. Use cmmn, grade-apprpriate Greek and Latin affixes and rts as clues t the meaning f a wrd (e.g., phtgraph, phtsynthesis). L.6.4.b Determine r clarify the meaning f unknwn and multiple-meaning wrds and phrases based n grade 6 reading and cntent, chsing flexibly frm a range f strategies. b. Use cmmn, grade-apprpriate Greek r Latin affixes and rts as clues t the meaning f a wrd (e.g., audience, auditry, audible). L.7.4.b Determine r clarify the meaning f unknwn and multiple-meaning wrds and phrases based n grade 7 reading and cntent, chsing flexibly frm a range f strategies. b. Use cmmn, grade-apprpriate Greek r Latin affixes and rts as clues t the meaning f a wrd (e.g., belligerent, bellicse, rebel). L.8.4.b Determine r clarify the meaning f unknwn and multiple-meaning wrds r phrases based n grade 8 reading and cntent, chsing flexibly frm a range f strategies. b. Use cmmn, grade-apprpriate Greek r Latin affixes and rts as clues t the meaning f a wrd (e.g., precede, recede, secede). Affixes Lessn Plan Page 11 f 11