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2012 Achieve3000, Inc. All Rights Reserved.

Preparation

Brief Definition

A prefix is a word part that is added to the beginning of a root word and

changes its meaning. Students can better learn the meaning of words

with prefixes by knowing the meaning of the most common prefixes. An

example of a prefix isin- in the wordinvisible.

Why Use This Lesson Plan?

This lesson plan suggests a sequence for classroom instruction about

one word-learning strategy. Students need word-learning strategies

because we cannot provide them with direct instruction in the meaning

of all unfamiliar words. Approximately 60% of the new words a student

encounters can be learned by analyzing their structure.

Prefixes are easy for students to locate because they occur at the

beginning of a word. Also, there are relatively few prefixes; only twenty

prefixes account for about 97% of prefixed words. (See list on thefollowing page.) Of those twenty, only four prefixes (un-, re-, in-, and

dis-) account for 58% of prefixed words.

Do Before Teaching

1. Read through the lesson plan.

2. Select and print a News article that contains at least two-to-five

words with prefixes. Prefixes that share a common meaning are

good choices. For example, un-, in-, andim-all mean not.

3. Write the words on the board.4. Write the prefixes and their meanings on the board. (See the

following page.)

5. Draw the Sample Prefixes Graphic Organizer on the board. (See the

following page.)

6. Print copies of the Sample Prefixes Graphic Organizerfor students,

if necessary. Note that students can also copy the graphic

organizer that youve drawn on the board.

LESSON PLAN:

Word Parts Strategy

Prefixes

Learning Objective

Students will learn the meaning of

words with prefixes by analyzing their

parts.

Pacing

4555 minutes

Suggested Readings

Teachers Choice

See Also

Chapter 9: Graphic Organizers

(Prefixes)

Limitations

Some words look as if they

begin with a prefix but do not.

Examples: unite, under, uncle

Some root words do not

make sense when they are

separated from their prefixes.

Examples:increase, advance


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Achieve3000 Lesson Plan

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Word Parts Strategy: Prefixes


Frequently Used Prefixes

These prefixes are listed in order of frequency, from un-to under-.

Prefix Meaning Prefix Meaningun- not pre- before

re- again, back inter- between

in-, im-, il-, ir- not fore- before

dis- not, opposite of de- not, opposite

en-, em- cause to trans- across

non- not super- above

in-, im- in, on semi- half

over- too much anti- against

mis- wrong mid- middle

sub- under under- below

Sample Prefixes Graphic Organizer

Word with Prefix

invisible

Prefix

in-

Root

visible

Meaning of Prefix

not

Meaning of Root

able to be seen

Meaning of Word

not able to be seen

Real Meaning of Word

not visible to the eye

Sentence That Uses Word

Bacteria are invisible to the human eye.

Other Words with the Same Prefix

independent, invincible, inconceivable

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Teaching Routine

Before Reading

Introduce Lesson

Tell students that they will learn to use a strategy to understand the

meaning of words with prefixes.

Teacher Direct Instruction/Modeling

Explain that some words are made up of prefixes and roots.

Readers often determine the meaning of these words by

understanding the meanings of the prefix and the root separately.

Give some simple examples.

Model the routine with the first word on your list. Complete the

first six boxes of the graphic organizer as you do each step. (See

Prefixes Sample Graphic Organizer on previous page.

1. What is the prefix? (box 1)

2. What is the root? (box 2)

3. What is the meaning of the prefix? (box 3)

4. What is the meaning of the root? (box 4)

5. What is the meaning of the word? (box 5)

6. What is the real meaning of the word? Does this confirm my

meaning? (box 6)

Student Practice

Now, ask students to fill in the first five boxes of the graphic

organizer for each additional word.

Have students write student-friendly definitions of each word to use

during the lesson.

In small groups or as a class, discuss the student definitions

(box 5). Provide feedback that includes accurate student-friendlydefinitions and ask them to confirm the meaning that they came up

with (box 6).


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During Reading

Teacher Direct Instruction/Modeling

Identify the sentence in the article that uses the word you modeled.

Write the sentence in the graphic organizer (box 7).

Student Practice

Ask students to identify the remaining words in the article as they read.

Ask them to use the graphic organizer when writing down the

sentences that contain the words (box 7).

After Reading

Student Practice

In small groups or as a class, ask students to discuss their

understanding of the words after reading the News article. Ask

them to think of other words that use the prefixes and add those

words to the graphic organizer (box 8).

Have students add their words to their student-friendly dictionary.

Documents

graphic organizers 2