Cathy Drury Thursday, October 26, 2017

Mrs. Baxter 10:20

2nd Grade
Reading workshop

Are you happy or unhappy? Prefixes Makes a Difference

Essential Question(s)- What is a prefix? How does a prefix change the meaning?
Standards
CCSS.ELA-LITERACY.RF.2.3.D
Decode words with common prefixes and suffixes.
CCSS.ELA-LITERACY.L.2.4B
Use prefixes to figure out word meanings.
CCSS.ELA-LITERACY.L.2.4C
Determined the meaning of a word by using its root word.

Learning Objectives Assessments

Students will be able to pick out prefixes in Students will hand in a paper with words they
their everyday reading. found from reading their books.

Students will be able to explain the difference Teacher will have the students say what the
of the base word and the base word with a base words meaning is and what the prefix
prefix. and base word meaning is.

Materials
a: Column sheet with prefixes
b: Journal I made up called The unhappy mother
c: Checklist sheet

Pre-lesson assignments and/or prior knowledge- Students will know what a suffix is and have
been told the word for a prefix but do not understand the definition of it.
Lesson beginning- Teacher will put the word happy and unhappy on the board and give
them a sentence for each. The teacher will ask the students what it means and why the meaning
changed? The teacher will ask the students what makes unhappy different from happy. The
teacher will ask a student to find the base word in unhappy. The teacher will do this for two
more words: misbehave, rebuild.
Instructional Plan-
1. Teacher will introduce to anchor chart. The teacher will than read the students a journal she
wrote. Whenever the teacher crosses a word with a prefix on it, she will write it on the column
chart and try to figure out what the word means by using the anchor chart. The following words,
she will have the students try to figure out what the word means by finding the base word and
then trying to find out what the prefix word means.
2. The teacher will stop the students 10 minutes into their reading. The teacher will ask the
students who found a word with a prefix in it, to stand and name it. (This should take no more
than 2 minutes)
o Differentiation: Students will use the books they have in their book bins so they are the
right level for them. Those who are not finding any words will be told to use a chapter
book in their reading level.

o Questions: What is a prefix? What makes happy and unhappy different? What is the base
word in unhappy? What is the base word in rebuild and what does it mean? What is the
base word in misbehave and what does it mean? How many students found 2 words or
more? How many found 5 or more? How many found 10 or more? How did you figure
out the definition of the word? What are some strategies you can use if you come across a
word you dont know with a prefix?

o Classroom Management: If students are not behaving, they can sit at their desks until the
student is ready. To get the students attentions, teacher will say 3, 2, 1 while the
students say, talking is done. The teacher will ask the students Who can show me
what a second grader is supposed to look like while we are listening to the teacher?

o Transitions: The teacher will ask students to get their book bins, by their numbers. The
teacher will have the even book bins go first, then the odd number book bins. When the
teacher wants the students attention to close reading workshop, the teacher will use the
chime.
Closure- The teacher will get the students attention by using the chime. The teacher will ask the
students how many students found 2 words or more? How many found 5 or more? How
many found 10 or more, until only one student is standing? Teacher will have a poster
with a column of each prefix that was on the sheet. The teacher will ask the students to
each write one word they found on a posit note and stick it in the column (they will be
split evenly for each column). The class will try to figure out what the words together.