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Direct Instruction Today, we are going to learn how breaking a complex, unfamiliar word into meaningful parts can

help you figure out what the word means.

Display the Word Form Chart, and write the word incomplete in the Complex Word column.

Some words have smaller words inside them, called base words. This word has the base word complete.

Underline the base word in incomplete. Write the base word complete in the Base Word column of the chart.

A prefix is a word part that can be added to the beginning of a base word. If you know the meaning of a prefix, you can figure out the meanings of many words that include that prefix.

Circle the prefix in complete. Write the prefix in- in the Prefix column of the chart.

This word has the prefix in-, which means not.

Ask students to provide a definition of incomplete, and record their responses in the Meaning column of the chart (e.g., not complete or not finished).

How might we use the word incomplete in a sentence?

DescriptionThis lesson is designed to help students develop strategies for determining or clarifying the meanings of words with prefixes. Students break words into meaningful parts and use these word-part clues, in combination with context clues, to infer word meanings in texts. These strategies support learners’ vocabulary development and reading comprehension.

TEACHER TIPS

This lesson teaches vocabulary strategies using the prefix in-. Students first learn how to break words into meaningful parts and then use morphology and context to infer word meaning in connected text. Use a similar sequence to give students practice with the meanings of other prefixes (listed at the end of the lesson).

Remind students that some groups of

letters at the beginning of a word look like prefixes but are not. For example, the word inkling does not contain the prefix in-. For this reason, encouraging students to use morphology as a word-learning strategy should be taught as one step in a series that includes checking inferred meaning against context. Use the Lexia Lessons for Prefixes to further build students’ knowledge of the meanings of common prefixes.

PREPARATION/MATERIALS

• Copies of the Word Form Chart and the Vocabulary Strategies steps (for display and for students)

• Index cards and highlighters

• Copies of the informational passage, “Clipper Ships” (for students)

Script page 1

Lexia Lessons® LEVEL 21 | Structural Analysis

Vocabulary Strategies: Prefixes, Lesson 3Lexia Lessons® Structural Analysis

Vocabulary Strategies: Prefixes, Lesson 3

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Encourage students to provide sentences that include incomplete. For example,

My homework was incomplete because I did not have enough time to finish it.

Now, let’s try using what we know about prefixes and base words to help us figure out the meaning of another complex word in a sentence.

Display and read aloud the following sentences:

My sister assured me that she would be happy with a simple, inexpensive gift. She told me that I did not need to spend a lot of money for her birthday.

Let’s use the Vocabulary Strategies steps to figure out a word’s meaning in these sentences.

Display the following four steps shown below. Read and explain each step.

Step 1: Notice a word you are unsure of.

I’m going to look for a word with the prefix in-. I see inexpensive. (Highlight the word.)

Step 2: Look for clues. Clues can be inside a word or around a word.

I see clues inside the word inexpensive: the prefix in- and the base word expensive. (Circle the prefix and underline the base word).

I also see an example of the word inexpensive in the second sentence.

Highlight not need to spend a lot of money.

Step 3: Guess the word’s meaning.

I’ll use these clues to help me guess the word’s meaning. I remember that in- means not, so inexpensive might mean not expensive or low-cost.

Step 4: Check if that meaning makes sense.

I’ll see if my guess makes sense. Let’s reread the sentence, replacing inexpensive with low-cost: My sister assured me that she would be happy with a simple, low-cost gift.

That makes sense. If my sister doesn’t want me to spend a lot of money, it’s okay to get her a low-cost gift.

Add the word inexpensive to the Word Form Chart.

Guided Practice Let’s look at another complex word in a sentence and try to figure out its meaning.

Provide each student with a pencil, a highlighter, and the following sentences on an index card:

The results of our science experiment were inaccurate because we did not measure carefully. Our teacher suggested that we do the experiment again to get correct measurements.

Let’s use the Vocabulary Strategies steps. First, read the sentences, and highlight the word with the prefix in-. (inaccurate)

Second, Iook for clues. Circle the prefix. (Students should circle in-.) Underline the base word. (Students should underline accurate.) Then, highlight any helpful context clues. (Students might highlight did not measure carefully and do the experiment again to get correct measurements.)

LEVEL 21 | Structural Analysis


Script page 2

Lexia Lessons® Structural Analysis

Vocabulary Strategies: Prefixes, Lesson 3Lexia Lessons®

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Now, based on these clues, what do you think the word inaccurate might mean? (not accurate or wrong)

Let’s see if our guess makes sense.

Reread the sentence, replacing inaccurate with wrong: The results of our science experiment were wrong because we did not measure carefully.

That does make sense. Measuring carefully is important in a science experiment; otherwise, you might get wrong results.

Add the word inaccurate to the Word Form Chart.

Independent ApplicationDistribute copies of the informational passage, “Clipper Ships,” and the Word Form Chart.

Now, try using these steps to figure out the meanings of complex words in a passage. Follow the same steps. Focus on finding words that begin with the prefix in-.

Record the words, their parts, and the definitions you come up with on the Word Form Chart.

Have students complete the task, independently or in pairs. Circulate as students work, providing support as needed. When students have finished, review together.

Wrap-upCheck students’ understanding.

What is a prefix? (a meaningful word part that can be added to the beginning of a base word)

What can you do when you see a word you are not sure of when reading? (Students should describe the steps for figuring out word meanings.)

What about these steps for word-learning works well? What might you try differently? (Student responses will vary.)

Use students’ responses to guide your choice of activities in the Adaptations section on the following page.



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AdaptationsFOR STUDENTS WHO NEED MORE SUPPORT

Option 1: Have students sort words based on whether they contain prefixes and which prefixes they contain.

Option 2: Display or distribute the Prefix List at the end of this lesson. Have students make words (real or invented) by combining prefixes and base words. Students should write the prefixes and base words on separate index cards and build words by putting the cards together. Students can then discuss the meanings of their invented words.

Option 3: Facilitate a discussion about the passage read in the Independent Application activity. Pose open-ended questions and support students in using words with prefixes in their responses. Sentence starters or sentence frames can further scaffold the use of more sophisticated language.

FOR STUDENTS READY TO MOVE ON

Option 1: Have students practice using the Vocabulary Strategies steps in the context of new texts. Encourage students to describe their encounters with these complex words. Discuss students’ usage of the steps, reflecting on how they support comprehension. Then, add the words to the Word Form Chart.

Option 2: Add an Antonyms column to the Word Form Chart. After students figure out the meaning of a complex word, they should identify an antonym to support their understanding of the word’s meaning.

Option 3: Have students apply their understanding of prefixes when writing. Students should attempt to revise their word choices to include vocabulary with prefixes.

Students who complete this lesson should return to the online activities in Lexia® Core5® Reading.

For further practice with these skills, provide students with Lexia Skill Builders.®



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VOCABULARY STRATEGIES: STEPS TO FIGURE OUT WORD MEANINGS

Step 1: Notice a word you are unsure of.

Step 2: Look for clues. Clues can be inside a word or around a word.

Step 3: Guess the word’s meaning.

Step 4: Check if that meaning makes sense.

WORD FORM CHART

Complex Word(word with more

than one part)Prefix Base Word Meaning

Reproducible page 1


Vocabulary Strategies: Prefixes, Lesson 3Structural Analysis


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CLIPPER SHIPS

Since ancient times, sailing ships have depended on wind power to move. Wind is captured by sails that are attached to tall poles called masts and are controlled with ropes. Over the centuries, ship designers made changes to the hull shape and size, to the number of masts and sails, and more. In the 1840s, a new kind of three-masted sailing ship was introduced, slimmer than others, and built for speed. It was called a clipper ship, or clipper, probably named for the way it “clipped” the time needed to complete a voyage. To this day, clippers are considered among the most graceful sailing ships ever built.

Clippers were able to make high-speed transatlantic and transpacific voyages. American merchants used clippers for the China and India trade. The ships brought tea, silk, spices, and other goods from Asia to ports on the east coast of the United States. After gold was discovered in California in 1848, clippers were built to carry passengers and cargo from the east to the west coasts by way of stormy Cape Horn at South America’s southern tip.

The most famous American clipper was the Flying Cloud. In 1851, the Flying Cloud sailed from New York to San Francisco in 89 days, setting an incredible speed record that lasted more than 100 years. The Flying Cloud was in the forefront in another way. At a time when women were seen as incapable of doing men’s work, the person guiding the Flying Cloud was Ellen Creesy, the captain’s wife. She served as the ship’s navigator.

Improvements in steam-powered ships were being made while clippers sailed the seas. Some foresighted observers could tell that clipper ships faced an insecure future. Steamships would, in fact, replace sailing ships and transform sea travel. The great age of the clippers lasted only about 20 years.

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