Prefix, Root Word, And Suffix Study

Instructional Procedures:

Students in this grade level are not interested in reading. In this class, only five students showed slightly positive affective factors in reading. By making connections to text, students may realize the value in reading. According to Pressley (2001), word recognition skills must be developed to the point of fluency if comprehension benefits are to be maximized. In this way, students can use their cognitive skills to focus on comprehension of the text. The first recommendation to educators who want to improve students’ comprehension skills is to teach them to decode well. Many studies have shown that comprehension improves as a function of vocabulary instruction. . I have given a reading survey and many students stated the hardest part of reading was recognizing the words.

I will have instructions on the board for bell work. I will instruct verbally for those who need auditory instruction. I will pass out “Prefix, Root Word, and Suffix Study Sheet”. As a bell work, students will review the words from the “Make a Word Game Chart” from the prior class. Students will choose five words and write a paragraph. This bell work activity requires reading, writing, and listening basic literacy skills.

I will read aloud or have students read the introduction of

I will write a chart on the board for words. I will ask students to make as many words with word parts written on the board. I will produce one example from a student and write on board and discuss the meanings of those words. Students will write as many complete words as possible. Students will help me to fill in the chart that is on the board. Soliciting examples shows what students may know and it also helps students who may not think quickly on an assignment. The chart also assists with extra visual aid and reinforcement. I will also walk the room and help those who need