Marissa Sheffield

March 17, 2014

EDC 460

Phonics Lesson Plan

Grade Level: Second Grade

Goal: The goal for this lesson is for students to learn what prefixes, suffixes, and root words are
and to realize that they can use their background knowledge of letters and sounds to decode new
words that have prefixes and suffixes.

Objective: After a group lesson and discussion on prefixes, suffixes, and root words, students
will be able to accurately identify what each one is by showing where each one is located within
a word, state a word that has either a prefix or suffix or both, and decode at least three words
with common a common prefix or suffix.

Standards:
1. CCSS.ELA-Literacy.RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words.
a. CCSS.ELA-Literacy.RF.2.3.d
Decode words with common prefixes and suffixes.

Materials:

Rug
Interactive white board
Rocking chair
Individual white boards
Dry erase markers

Procedure: Students will be asked to make their way to the rug. They will sit on their assigned
seats creating a circle. They will be asked to face the interactive white board. I will pull up a
template I have already created on the interactive white board. There will be six words, along
with pictures, on the template that the students have never seen before. I will ask students to
look at the words carefully on the whiteboard, to see what they all have in common, and to use
their knowledge on letters and sounds in order to decode them. The words will be walking,
talked, tricycle, unimportant, unhappy, and unicycles. (Two of the words have prefixes, two of
the words have suffixes, and two of the words have both.) Then I will ask them to participate in
a think, pair, share session with another student sitting close by. They will have five to ten
minutes to try decoding the words together and to discuss what they notice about these words.
After the ten minutes are up, Ill ask the class as a whole to pronounce each word aloud. Then I
will state the words and ask the students to repeat them back to me one by one. After, I will tell
the children that these words have prefixes, suffixes, and root words. Then I will explain to the
students that prefixes are letters that go at the beginning of a word and suffixes go at an ending
of a word. I will write a new word (unfriendly) down on the interactive white board and ask the
students to copy this new word down on their own white boards. I will ask them as a whole to
point to root word and to state it, to point to the prefix, to point to the suffix, and to state the new
word. We will finish the lesson by summarizing what we learned. I will ask them where a
prefix goes, where a suffix goes, what a root word is, and to state each of the six words written
on the board.

Accommodations/Adaptations: If a child has a speech problem, and has trouble making some of
the sounds I will make sure to place him/her directly by me. That way he/she can hear me well
and look at the shape my mouth is making when I make certain sounds. The student can imitate
what I am doing. Also, I will make sure he/she has a partner that is understanding and willing to
help out. Also, I will make sure he/she is signed up for speech class and works on these new
words with the speech teacher.

Assessment: I will assess my students by observing them and filling out a checklist for each one.
This will be an informal, formative assessment. I will listen to each child state the six words that
they were asked to decode. I will check off each one that the student was able to correctly
pronounce. I will observe as each student points to the where the prefix, suffix, and root word
are located.

Activities:
1. The Growing Tree!
a. I will construct a huge class tree to put on one of the walls within the classroom.
Each day of class I will velcro a root word to the bottom of the tree where the
roots would be. I will ask students to cut out various leaves and apples made out
of construction paper. On the leaves I will write down with permanent marker
common prefixes and on the apples I will write down common suffixes. These
apples and leaves will be placed around the tree. It is the job of each student to
go up to the tree, look at the root word for the day, and place an apple or leaf to
the branches of the tree with the appropriate prefix or suffix on them to create
new words out of the root word. At some point of the day the class will come
together and sound out and state the new words that they have created.
2. Whack the Word!
a. I will have various prefixes and suffixes written and scattered about the
whiteboard. Students will be placed into two teams, and I will be the record
keeper. Each team has to place themselves into a single file line. The two
individuals at the front of their lines will each have a flyswatter and go first. The
objective of the game is to race up to the board and be the first one to swat a
prefix or suffix that correctly adds onto the root word I say aloud. For example, I
could say the word walk. Each student would have to race to the board and swat
an ending such as ed or ing to create a new word. Before he/she gets the point,
he/she must correctly pronounce the new word.
3. Speak Up!
a. I will create cards that contain prefixes and suffixes on them. Students will get
into groups of three with the cards. One person will be the shuffler, the dealer,
and the score keeper. The other two people will play against one another. All the
cards will be shuffled and faced down on the ground. The dealer will flip over the
card and the two others will look at the prefix or suffix that is on the card.
Whoever can think of a word the quickest that contains that prefix or suffix will
keep the card. Whoever has the most cards at the end wins.
4. Basket Full of Suffixes/Prefixes!
a. Students will create a basket full of flowers using construction paper. Students
will cut out leaves and glue them onto the flowers. In the middle of each flower
will be a different suffix or a prefix. Each flower will have two leaves on the
stem. On each leaf will be a word that contains either the prefix or the suffix.
Once all the flowers are done being made they will be placed into the basket and
the baskets will be hung up within the classroom.

Activity 1

*this is an example of what the tree will look like that I will create for my classroom wall

*students will cut out leaves and apples made out of construction paper

Un

*I will place prefixes on the leaves and suffixes on the apples

ly

Un

ly

Friend

*example of the root word placed at the bottom, and students putting the apples and leaves on the
tree with the correct prefixes and suffixes

Activity 2

*the whiteboard will be used for this activity

*fly waters such as these ones will be used

*two students will run up to the board and try to be the first one to hit the appropriate prefix or
suffix

Activity 3

Anti

-ful

De

-less

Dis

-ly

Ex

-ing

Mis

-es

-ed
Pre -

Un -

-s

Activity 4

*students will create flowers using construction paper, glue, and scissors

ful

Helpful

Playful

*students will write a prefix or suffix in the middle of flower and write two words on the each
stem of the flower that contain the prefix or suffix

*students will create a basket like this one to place their flowers into an they will be hung up in
the classroom