Phonics Intervention Lesson
Instructional Focus: Prefix - re
Prefix “re” Phonics Lesson
Objective:
A letter or group of letters attached to the
beginning of a word that partly indicates its
meaning.
re, (see attached common prefix list)
Each lesson is designed to:
 Follow the research – based model of a 7-step systematic phonics re-teach lesson
Phonemic Awareness
1. Hear It
2. Make It




Phonics
3. Identify sound-spelling
4. Read the word
5. Write words
6. Write words in sentences
Fluency
7. Connected Text
Progress from easy to more difficult
Provide constant review and repetition
Include explicit connection with text
Include explicit connection to writing
It is necessary to scaffold instruction in steps 5 and 7 each day. Below are examples of how this is done:
Step 5: Write It: this step will look different each day. Here are some suggestions:
 Magnet letters, word chains, word ladders, phoneme-grapheme mapping, post-it notes, white boards
Step 7: Connected Text: These lessons are designed for students in grades 1-5. Some of the passages may not be
appropriate for your group of students. Be sure to preview the connect text passages before using to determine if
they are appropriate. Add passages as needed to this section to fit the needs of your students.
Things to Remember:
Fidelity to the lesson format
Maintain a perky pace
Objective focused (avoid a ‘bird walk’)
Active Student participation
Scaffold instruction each day: I do, we do, you do—provide each step every day
This Phonics Skill Intervention Lesson was based on training provided by the 95 Percent Group (7/2010)
Phonemic
Awareness
Phonemic Awareness
Hear It
Make It
We are going to learn to read and spell words with the prefix /re/. The prefix /re/ means not
I’m going to say some sounds. If you hear /re/, put your thumbs up. If you do not, put your
thumbs down. re un re in im re un dis il in re un re un ful un less re un re
Now I’m going to say some words. If you hear /re/ in the word, put your thumbs up. If you
do not, put your thumbs down.
No word cards needed. Use words from the examples and non-examples list.
Look at my mouth. I’m going to say the /re/ prefix.
 When I put my hand on my throat and say /re/, I feel a vibration. This vibration
means that /re/ is voiced.
 The /re/ prefix is also a continuous sound because I can hold it without stopping.
Listen, /re/
 When I make the /re/ prefix, my mouth is round then smiley.
o Give students mirrors. Make the /re/ sound. Is your mouth open or closed?
Are your lips round or smiley? Where is your tongue? Put your hand on
your throat. Do you feel a vibration when you say /re/
I’m going to say some words. If you hear the /re/ prefix in the word, say /re/ If you don’t
hear the /re/ prefix, give a thumbs down.
Fluency
Phonics
Phonics
Phonics
Phonics
No word cards needed. Use words from the examples and non-examples list.
Identify
SoundSpelling
Pattern
Read the
Word
Write It
Write it in
a Sentence
Connected
Text
Now we will be learning to read words with /re/ prefix. /re/ is spelled r-e and is at the
beginning of some words. /re/ is a prefix and it changes the meaning of the word it is in
from of. /Re/ means again or back.
1. Show students words and have them identify the r-e prefix
Acknowledge if it is “r-e” (have them point to the “r-e” with two fingers).
2. Say words and have students identify words with /re/ (listening only)
3. Using the word cards, students categorize words (examples and non-examples) of /re/. (they
aren’t reading the words here)
Now we will read some words with the /re/ prefix
Teacher will use word cards (or template)
 Touch under focus spelling (if spelling has two letters, use two fingers). Say “Sound?”
Wait 1 second and tap under the spelling to indicate that the students should say the
sound.
 Touch just to the left of word. Say, “Word?” Wait 2 seconds and slide hand swiftly
under word indicating the students should read the word.
Now we will learn how to spell words that have the /re/ prefix in them.
Using real words
1. Say a word, if word has /re/ prefix students will:
 Form word using letter manipulations
 Write letters to form word
Now I’m going to give you a sentence. You repeat the sentence with me before writing it.
 The sentence is (take from sample sentences). Say it with me.
 Now, write the sentence on your paper/whiteboard. If you forget the sentence, I will
tell it to you.
 While the students are writing the sentence, write it on a whiteboard so they can check
their work.
Using text with multiple examples of the phonics skill being taught, have students read for fluency
the same text. Before reading have students:
1. Highlight words with /un/prefix
2. Read the highlighted words
3. Read the passage
4. Read a passage without highlighted words
Examples
Non-Examples
Word
Refill
Enable
Repaid
Nonslip
Recycle
Misread
Reuse
Overpay
Rewind
Nonfiction
Restate
Overdo
Rewrite
Embark
Redo
Encode
Restore
Enclose
Respect
Disable
Recover
Insane
Reprint
Indoors
Renew
Disturb
Recapture
Unable
Regain
Uncap
refresh
Unclear
Reread
Dislike
refun
Unhappy
retell
unclear
Sentences (teacher created)
1. We have to rethink how we treat the earth and recycle what we can.
2. You will research a topic for your paper and I will review it later.
3. Please rewrite your paper and redo your problems.
4. They will rebuild the house and reinforce the walls.
5. Rewind the movie so we can replay it.
Lists
Connected Text (Teacher created)
Jennifer refused to go to class unprepared. While walking to school she reopened her
notes and reexamined the spelling words. Her notes were a little sloppy so she rewrote
them more clearly and reevaluated her knowledge of the subject. When she got to
school she found out she would have a math test too, Jennifer reacquainted herself
with her math notes and her math teacher had a study session to reintroduce division
rules. Jennifer felt prepared because she readdressed the math rules she had learned.
She reread each problem on the test and got them all right!
Common Prefixes
Prefix
Meaning
Example
a-, an-
without
amoral
ante-
before
antecedent
anti-
against
anticlimax
auto-
self
autopilot
circum-
around
circumvent
co-
with
copilot
com-, con-
with
companion, contact
contra-
against
contradict
de-
off, away from
devalue
dis-
not
disappear
en-
put into
enclose
ex-
out of, former
extract, ex-president
extra-
beyond, more than
extracurricular
hetero-
different
heterosexual
homo-
same
homonym
hyper-
over, more
hyperactive
il-, im-, in-, ir-
not, without
illegal, immoral, inconsiderate, irresponsible
in-
into
insert
inter-
between
intersect
intra-
between
intravenous
macro-
large
macroeconomics
micro-
small
microscope
mono-
one
monocle
non-
not, without
nonentity
omni-
all, every
omniscient
post-
after
postmortem
pre-, pro-
before, forward
precede, project
re-
again, back
refill, recycle
sub-
under
submarine
syn-
same time
synchronize
trans-
across
transmit
tri-
three
tricycle
un-
not
unfinished
uni-
one
unicorn
refill
repaid
enable
recycle
reuse
nonslip
rewind
restate
misread
rewrite
redo
restore
respect
recover
reprint
disturb
insane
renew
recapture
regain
Student Word Cards – examples and non-examples for prefix “re”