Tools for Instruction
Prefixes hydro- and multiAs students are expected to read academic texts with increasing levels of independence, they need tools they
can use to analyze and interpret words that are unfamiliar to them. One such tool is the ability to recognize when
a word can be broken into parts that combine to form its meaning. Explicitly teach word parts that are frequently
encountered in academic texts, such as the prefixes hydro- and multi-, and provide plenty of opportunities for
students to discuss and use the words in order to deeply integrate them into their vocabularies.
Step by Step 30–45 minutes
1 Introduce the prefixes and model breaking words apart.
• Display the following words, and have students read them aloud.
multitask multicolor multimedia
• Ask students what is the same about the spelling of each word. (they all begin with multi) Underline the
prefix multi-.
• Say, Word parts that are added to the beginning of a word, like multi-, are called prefixes. Adding a prefix to a base
word or a word root changes the word’s meaning and sometimes its part of speech.
• Circle the base words task, color, and media, and have students read them aloud. Invite students to give
the meaning of each word, and guide them in naming its part of speech. Allow them to use a dictionary
as necessary.
• Explain that multi- is a prefix that means “more than one” or “many,” and model using the meaning of the
prefix and the base word to determine the meaning of the whole word multitask. Point out that adding it to
the beginning of the word changes the word’s part of speech. Then give an example to illustrate its meaning.
Task is a noun meaning “job.” When we add the prefix multi- to the beginning of the word, we get the verb
multitask. It means “to work on more than one thing at the same time.” My task today is to study for a history
test. I’m going to multitask by having my little brother quiz me while I clean my room.
• Ask students to suggest similar sentences for color/multicolor.
• Repeat these steps with other words as you introduce the prefix hydro-, meaning “water.” Use the following
chart for reference.
Prefix
multihydro-
Meaning
more than one, many
water
Example Words
multitask, multicolor
hydroelectric, hydroplane
2 Guide practice in breaking words apart.
• Display the word multigrain. Draw a slash between multi and grain.
• Review that one way to determine a word’s meaning is to break it apart into its base word and prefix, and
then think about what each part means.
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Vocabulary I Level 7 I Prefixes hydro- and multi- I Page 1 of 2
i-Ready Tools for Instruction
• Invite students to give the definition of grain. (a small seed) Then review the definition of multi-, and ask
students to determine the meaning of the word multigrain. (containing many types of small seeds) Challenge
students to use it in different sentences.
• Provide additional words containing the target prefixes. Choose examples with base words that students will
recognize.
multipurpose multimillion multiplayer hydropower hydroelectric hydrometer
• Guide students as they practice breaking apart each word. After they have come up with a proposed
meaning, have them use a dictionary to confirm their thinking and then suggest examples of ways to use
each word in a sentence.
3 Provide independent practice with prefixes.
Connect to Writing  To help deepen students’ vocabularies, have pairs interact with words containing the
target prefixes. Provide a few prompts such as the one shown below. Have students write a response to each
prompt using a different target-prefix word than what appears in the question. Encourage them to be creative
and even silly.
Prompt Describe a new multipurpose invention.
Sample Response I would invent a hydropowered grass dryer. The rain that falls on stadium grass
would fuel a hydroelectric hot-air blower. It would multitask to gather the rain and dry off the grass at
the same time! This way sports teams wouldn’t lose multimillion-dollar games to rainouts.
• Invite pairs to share with the class any target-prefix words that were not reviewed during the lesson. Discuss
their meanings.
4 Review prefixes.
• Throughout the week, pause when you encounter a word with one of the target prefixes in a text. Invite a
student to spend a brief moment breaking it apart to determine its meaning.
Check for Understanding
If you observe...
Then try...
confusion about the relationship between words with
the same prefix
defining each base word or word root, then guiding
students to understand how the prefix changes the
meaning in similar ways.
difficulty breaking words apart
first asking students to identify the prefix and take
it away. Then ask if what remains is a familiar word.
Support students in explaining in their own words how
the prefix changes the meaning of the base word.
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Vocabulary I Level 7 I Prefixes hydro- and multi- I Page 2 of 2