At the beginning of the lesson, I told students to think about what they remembered about prefixes. I called on volunteers to share out. Answers included they go at the beginning of the base word and change the meaning of the word. I told them we were going to learn two new prefixes. They were dis- and mis-. Both prefixes are common and students encounter them regularly at the third grade reading level. I directed their attention to the prefix chart posted in the front of the room. I called on a student to read the definitions of dis- and mis-. I directed them to the examples written and said, “If you don’t agree with someone, you disagree. You do not agree. If someone misbehaves in class, it means they are behaving badly or displaying the wrong behavior. If you know the meaning of a root word, the prefix can help you figure out the meaning of the new word.”
I told students they would use the definition of prefixes mis- and dis- to write sentences on a foldable. (See attached instructions.) They could illustrate the sentence when they were done. Having students create sentences with the words allows them to demonstrate their knowledge of prefix meanings. Creating a foldable makes it hands-on, addressing the learning style of visual and kinesthetic learners.
I directed students through the steps of creating the foldable. I modeled writing the word disagree on my foldable and writing it in a sentence. I read aloud, "My sister and I disagree about what gift to get our mother for her birthday. Dis- means not. That means we do not agree." I drew a picture to illustrate the sentence.
Each student created two Foldables. I gave them a list of words and they chose three from each category. They were free to choose to work with a partner or alone. I walked around and assisted students as they worked. They were encouraged to use a dictionary if they were unsure about a word’s meaning.
Students who did not finish worked on this assignment the following day during centers or after completing other assignments.
I did an informal assessment of students’ use of the words in sentences. Some meanings were not always accurate, but they were close, i.e., She was disrespect when she was talking while the teacher was talking. In such instances, I provided the correct use of the word in the sentence. If a student’s sentence indicated they did not know the meaning of a word, I had them look it up the dictionary and rewrite the sentence.
To help students reflect on today’s lesson and consolidate learning, I wrote the word misspell on the board. (I selected a word they probably hadn’t seen before, but could easily decipher the meaning.) I asked them to write the definition and how they figured it out on their whiteboard.