I told students we have been learning about prefixes which are placed at the beginning of a word to change its meaning. Now we are going to learn about suffixes which can be found the end of base words. Suffixes also change the meaning of words. The first suffixes we are going to learn are –ly and –er. –Ly means in a certain way. Someone walking slowly is walking in a slow way. I walked quickly around the room and asked, “Someone walking quickly walks how?” “In a quick way!” shouted students. “Someone talking loudly talks how?” I shouted. “In a loud way!” they shouted back. I wrote the two words on the board and drew a line between the base word and the suffix to illustrate the separation. I did also examples with the suffix –er.
For guided practice, students completed interactive activities on the SmartBoard. In one activity, students had to add the suffix to the end of a base word. Then they drew a line to its meaning using the SmartBoard’s creative pen tool. They love this feature! It kept them on the edge of their seats as they anticipated the type of line someone was going to draw.
Students worked on suffixes in centers. One of the learning activities was a Track I’d created on TrackStar. I displayed my computer screen on the SmartBoard to show students how to access the Track when it was their turn. One of the websites reviews the definition of the suffix –ly and navigates students through a series of questions and matching items. Other sites on the track include a base word song, games, and practice activities. Students also worked on center activities I downloaded from the Florida Center for Reading Research web site .
I assessed students informally as they worked in centers. Each activity required students to produce a product, so I was able to check their understanding of suffixes and how they can be used to decipher meanings of words.
To wrap up the lesson and give students time to reflect on their learning, I issued blank Tickets Out the Door. Students were asked to write what they did well today. This let me know how students felt about how well they had learned today’s content. This information helped me plan for subsequent lessons. For example, some students said they did best on the center activities so I will plan more of them in the future.