Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 47893
Affix-a-Go-Go
In this lesson, students will use prefixes, suffixes, and root words to create their own Affix Books. Students will use word parts to build new words and
determine their definitions. Students will also include meaningful sentences and illustrations in their Affix Books.
Subject(s): English Language Arts
Grade Level(s): 5
Intended Audience: Educators
Suggested Technology: Internet Connection
Instructional Time: 3 Hour(s)
Freely Available: Yes
Keywords: affix, prefix, suffix, root word, dictionary, determine meaning, meaningful sentence
Instructional Design Framework(s): Direct Instruction, Writing to Learn
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Affix Book Rubric.pdf
Example Affix Book Page.pdf
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
The students will use prefixes, suffixes, and root words to create new words.
The students will use word parts and outside sources (dictionaries, etc.) to define new words.
The students will use new words and appropriate context clues to create meaningful sentences.
The students will create an "Affix Book" using their words, definitions, and meaningful sentences.
Prior Knowledge: What prior knowledge should students have for this lesson?
Before engaging in this lesson, students should be able to:
Identify a prefix
Identify a suffix
Identify a root word
Use a dictionary to locate definitions
Guiding Questions: What are the guiding questions for this lesson?
What is the meaning of your root word?
How does adding a prefix change the meaning of your root word?
How does adding a suffix change the meaning of your root word?
If you're not sure of your word's meaning, where can you check to locate a definition?
What context clues can you add to your sentence to show the reader the meaning of your new word?
How does your illustration help the reader better understand your word?
Teaching Phase: How will the teacher present the concept or skill to students?
page 1 of 3 The teacher should lead a class discussion of prefixes, suffixes, and root words. The following questions are a suggested starting point, with answers included in
parentheses.
What is a prefix? (a word part attached to the beginning of a word)
What are some examples of prefixes? (pre-, un-, semi-, re-, mis-, etc.)
What is a suffix? (a word part attached to the end of a word)
What are some examples of suffixes? (-tion, -able, -ly, -ed, -er)
What is the prefix/root word/suffix of the word "irreplaceable?" (prefix: ir-, root word: replace, suffix: -able)
Using what you know about word parts, what is the meaning of the word "irreplaceable?" (something that cannot be replaced)
Using the meaning of the word, can we create a meaningful sentence using the word "irreplaceable?" (My mother was angry when I broke her irreplaceable vase
because it was an antique that isn't made any more.)
Guided Practice: What activities or exercises will the students complete with teacher guidance?
After completing the large group discussion, tell students that they will be working with a partner (or a small group if this is more appropriate for the students in
question) to create words with the prefix "un-." The students should build the word and attempt to determine its meaning.
Allow students to work together for 5-10 minutes. After students have had sufficient time to create their words, call upon individuals to share their words and word
meanings. Record their answers on chart paper or the board. A list of "un-" words can be found here: Un- Words
Have students change partners/small groups and challenge students to repeat the same process with the suffix "-ful."
Again, allow students to work together for 5-10 minutes. After students have completed their group word, allow individuals to share their words and word
meanings. Record their answers. A list of "-ful" words can be found here: -Ful Words
If students are successful with this task, then they are likely ready to move on to independent practice. If students are struggling, more guided practice may be
necessary.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Assign each student one specific prefix or suffix. A list of common prefixes and suffixes can be found here: Sample Affix List.
Students should use their assigned affix to create at least 5 words. Students should also define each word. If students are struggling to determine word meanings,
they may use an outside source such as a dictionary to check their work.
Using their words and definitions, the students should create their Affix Book. The Affix Book should contain the following:
One word on each page
The definition of the word
Identification of each word part (prefix, root word, or suffix)
A meaningful sentence that uses the word correctly
An illustration
An Example Affix Book Page is provided for teachers to use as they guide students through the writing process. If it is appropriate for the available time frame and
the students in question, teachers may wish to have students submit a rough draft of their work before publishing the final copy of their Affix Books.
If students are struggling to complete their Affix Book, the teacher may refer back to the guiding questions to help facilitate the process. There are additional
strategies listed in the accommodations section of this lesson plan if further interventions are needed.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Once students have completed their Affix Books, they should be encouraged to share their work. This can be done in front of the whole class or with a partner/small
group.
Teachers should assess individual work using the attached Affix Book Rubric.
Teachers may also wish to collect the Affix Books and place them in a writing center or other location for students to use as a reference throughout the year.
Summative Assessment
Students will create an "Affix Book" that includes word definitions and meaningful sentences. This Affix Book can be evaluated with the attached Affix Book Rubric.
Formative Assessment
Before beginning the lesson, pose the following questions to students:
What is a prefix?
What is a suffix?
What is a root word?
What is an example of a word that has a prefix?
What is an example of a word that has a suffix?
Can you think of any words that have both a prefix and a suffix?
After asking each question, allow students to participate in a "Think, Pair, and Share." First, students think about their own answer to the question. Next, students turn
to a partner and each person shares their own answer. Finally, the teacher randomly selects students to share their pair's answer.
If students are easily able to answer the questions, then they should be ready to continue with the lesson. If students are struggling in answering the questions, more
instruction on prefixes, suffixes, and/or root words may be needed before continuing.
Feedback to Students
As students work, the teacher should be circulating around the classroom to ensure that students are using the prefixes, suffixes, and root words correctly. Teachers
should also assist students to be sure that the sentences they create are meaningful; that is, the sentences should have enough context clues to demonstrate that they
truly understand the meaning of the word they have created.
Examples:
Not a meaningful sentence: I was unhappily walking down the street.
Meaningful sentence: I was crying unhappily because my little brother knocked over my block tower.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations: Students with special needs may benefit from the following accommodations:
The amount of required words included in the Affix Book may be reduced.
page 2 of 3 Students may be provided with the words and required to determine definitions and create meaningful sentences independently.
Students may be provided with the words and definitions and required to create meaningful sentences independently.
Students may be given more common prefixes and/or suffixes (i.e.- Student would be given the prefix "un-" rather than "ir-").
Extensions:
Students may be given less common prefixes and/or suffixes (i.e.- Student would be given the prefix "ir-" rather than "un-").
Students may be given both a prefix and a suffix to use when creating their Affix Books.
Students may use their Affix Books to teach students in a lower grade about prefixes and suffixes.
Suggested Technology: Internet Connection
Special Materials Needed:
Chart paper for recording student responses
Materials for creating the Affix Book (will vary with teacher preference)
Construction Paper
Notebook Paper
Unlined Paper
Stapler to bind book
Crayons, Markers, and/or Colored Pencils for illustrations
Further Recommendations: Although there is a sample Affix Book page included and there are required book components, students are not expected to follow
the page layout/format included in the example. However, some teachers may feel that their own students would benefit from a prescribed page template. Such a
template would certainly be acceptable in the context of this lesson.
SOURCE AND ACCESS INFORMATION
Contributed by: Aryn Davis
Name of Author/Source: Aryn Davis
District/Organization of Contributor(s): Seminole
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.5.L.3.4:
LAFS.5.RF.3.3:
Description
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and
content, choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or
phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g.,
photograph, photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation and determine or clarify the precise meaning of key words and phrases.
Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots
and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
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