Vocabulary Lesson Plan: Prefixes
Ms. Harris
SUMMARY OF WHY THIS
PLAN SHOULD BE USED/
WHAT NEEDS IT MEETS
This lesson plan is about reviewing prefixes and having students learn how to
identify common prefixes. A prefix is a letter or group of letters that are added to
the front of a word and change the meaning of the word. An example is
misunderstand, with “mis” being the prefix. In class, we have introduced the
concept of prefixes, but require more review on how to recognize patterns of
prefixes. This lesson sets your student up to being able to indentify the meaning of
words with prefixes. This is an important skill to have, because students need to be
able to figure out the meanings of words when they are independently reading.
Additionally, students will also become more fluent readers when they understand
how to sound out words with prefixes.
STANDARD
This skill relates to the Common Core State Standard Literacy RF. 3.3A Identify and
know the meaning of the most common prefixes and derivational suffixes.
OBJECTIVE
You student will be able to sort words by prefix, when given 3 different prefix
patterns, and verbally share the meaning of the each prefix.
INSTRUCTIONAL INPUT
(TEACHING THE SKILL)
-Put “un,” “re,” “mis” on 3 separate sticky notes. On the back of each sticky note,
write the meaning of the prefix.
Un = not
re= again
mis= wrongly
-Put the following words on separate sticky notes (Hint: put all words on the same
color of sticky note, but if students struggle with the lesson, then start over with
having each prefix family having their own color sticky note).
Misbehave misunderstand remove rename undo untie
-Review the meaning of a prefix: group of words added to the beginning of a word
-Tell your student “We are going to look at 3 different prefixes today.” Show each
sticky note, and tell student the definition of each word. “We are going to work on
sorting words that have each pattern. We are going to look at the beginning of each
word and figure out which prefix family it belongs to.”
First, read aloud each of the words that you are going to sort. Then show your
student how you look for all of the words that begin with Un. Talk your thinking
aloud. For example: “I see that this word starts with a U and N, that must be the UN
family. I will put it under the sticky note ‘un’.” Continue doing this for the RE and
MIS as well.
(Hint: if your student needs a more visual approach to remember each of the
prefix’s meaning, you can include the following pictures to accompany the sticky
note, or have your student create his/her own).
Re= again
GUIDED PRACTICE
(PRACTICING THE SKILL
TOGETHER)
Un=not
Mis= wrongly
-Review each of the prefixes and their meanings. Have your student repeat after you
when you say each prefix and read the meaning.
-Show your student the next set of words. Go word by word. Read the word aloud
together, and then sort the word into the correct prefix category.
Mislead
Misplace Reappear
Rerun
unable Uncover
At the end of the sort, go back and review the meanings of each of the 3 prefixes.
(Hint: If your student is struggling to sort the prefixes correctly, then you can write
each type of prefix on a different colored sticky note. This way, students will be
matching color as well as prefix, which may help their understanding).
INDEPENDENT PRACTICE
Now it is your student’s time to try the activity on his/her own. Give your student
the 3 prefix cards, and a pile of cards with each word written below. Have the
student sort the words. Then ask your student to tell you the meaning of each of the
3 prefixes.
Repack
Reshape Mispronounce Misuse uncooked unexpected
(Hint: if your student can do this activity on his/her own, then move to the
assessment. If there is a part that your student is struggling with, go back and
review before you give the assessment).
ASSESSMENT
Have your student sort the following words by the prefixes UN, MIS, RE
Reheat Recount
LIST OF ADDITIONAL WAYS
THIS PLAN COULD BE USED
Misspell Misread unable unusual
-If your student has mastered the word sort and identification of prefixes, you can
go back and work on finding the meaning of the words based on their prefixes. For
example, your student sorted Misspell into the “MIS” prefix. The MIS prefix means
“wrongly,” which means that misspell is to wrongly spell. This activity will give your
student more of a challenge. Then see if your student could use one of those words
in a sentence!
-There are other commonly used prefixes that can be taught and utilized in the same
format as this lesson. Below are more prefixes with a list of example words. You can
follow this same lesson plan or include the additional strategy of incorporating
word meaning.
Dis = not, opposite
disagree, disarm, dislike, disown, discover, disloyal, distrust, dishonest
Im = not, opposite
Impossible, impractical, impatient, imperfect, impure, impolite
Pre= before
Precook, pretest, preview, prepaid, preschool, prearrange