Saint Mary’s College of California
P.O. Box 4350, Moraga, CA 94575-4350
tel. 925.631.4700 fax 925.376.8379
www.stmarys-ca.edu/soe
LESSON PLAN #____
Learning Segment Focus or “Big Idea”:
The focus of this lesson is for students to become familiar with suffixes, their meanings, and their use in a sentence. They
will hear many examples from a book, then work together to generate a list of words with suffixes using words they are
already familiar with as the base words. In particular, we will focus on –ing, -ed, and –s.
Grade: 1
Content Area: Language Arts
Time Allotted:
35 min
Classroom organization:
Whole class
Partners
Resources and materials:
If You Were a Suffix book
Base word flashcards
Suffix flashcards
Workmat
Document Camera
Content Standard(s):
Phonics and Word Recognition 3 – Know and apply grade-level phonics and word analysis skills in decoding words
both in isolation and in text.
3f - Read words with inflectional endings.
Presentation of Knowledge and Ideas 6 – Produce complete sentences when appropriate to task and situation.
Comprehension and Collaboration – Participate in collaborative conversations with diverse partners about grade 1
topics and texts with peers and adults in small and larger groups.
Specific Academic Learning Objectives:
• In this lesson, students will learn how to use suffixes in order to create new words. They will also know how each
suffix changes the meaning of the word.
• By the end of the lesson, students will be able to write a list of words that have suffixes. To do this, they will use
flashcards with suffixes and familiar base words. With a partner, they will generate a list of words and then show
their knowledge of the meaning of these words during the whole-class share out.
Prerequisites:
• Students must already know the meaning of each base word in order to understand how the word changes when a
suffix is added. They must also be somewhat familiar with the meanings of the suffixes, which was discussed and
explored in the previous lesson.
• They need to be familiar with the routines for working in partners, listening to a read aloud, and sharing out to the
whole class. These are all done daily in various content areas.
• This connects to students’ interests because they love working with a classmate, and they get excited when
learning new words. Many students need visuals and tangible materials in order to fully comprehend the concepts,
so the flashcards meet their needs. They also like presenting their work, so there is an opportunity for them to do
so at the end of the lesson.
Key ELD Standard(s):
Collaborative 1 – Exchanging information and ideas with others through oral collaborative conversations on a range of
social and academic topics.
Interpretive 5 – Listening actively to spoken English in a range of social and academic contexts.
Academic language demands:
• Academic language in this lesson focuses on the suffixes –ed, -ing, and –s.
• Some of the base words that will be used are from the Dolch sight words. Some examples of base words include
ask, her, him, know, open, let, do, work, talk, play, eat, fall, drink, sing, ride, make, like, give.
• Receptive demands include listening and reading.
• Productive demands include writing, speaking, and manipulating the flashcards.
• The genre includes discussing ideas with a partner, sharing their work with the class, and making judgments on
whether they have created a real word or a nonsense word with the flashcards.
Accommodations (to ensure all students have access to the curriculum):
• Academic language will be made accessible through giving students multiple modalities to learn the material:
from the read-aloud, referencing the easel from the previous lesson, discussing with a partner, experimenting with
flashcards, listening to the instructor and classmates, as well as writing. This gives students many opportunities to
absorb the information in various ways.
• I will meet the needs of English learners by using SDAIE strategies. I will speak clearly, use repetition, and
incorporate visuals (book and flashcards). The book also gives context to ground the concept. Working in pairs will
lower the affective filter, allowing them to feel more comfortable. During pair work, I will make sure to periodically
check in on the English learners and students with special needs.
Assessment:
• I will judge student engagement and understanding during the read-aloud by observing them carefully and asking
questions throughout. I will also carefully monitor each student during pair work to see how they are working
with the flashcards (are they writing down nonsense words or real words?)
• I will use questioning throughout the lesson to gauge understanding. I might ask students what words they
created, what they mean, if they have ever seen this word in a book before, how they knew it was a real word, etc.
• During the share out, I will ask students to use some words in a sentence to see if they can apply it correctly.
• At the end of the lesson, I will collect the students’ workmats and read the word they generated. If they generated
real words and avoided nonsense words, they are showing a good understanding.
Instructional Sequence:
Time
10
min
15
min
Set or introduction:
How will you begin the lesson? How will you engage and motivate learners, connect to prior experience,
activate prior knowledge and/or share learning outcomes?
- I will read If You Were a Suffix aloud to the students (whole-class on the carpet).
- Occasionally, I will point out certain aspects of the book for students to pay special attention to.
Developing Content/Body of Lesson: What instructional strategies and learning tasks will you use in the main
part of the lesson?
- After reading the book, I will quickly review the previous day’s lesson on suffixes.
- I will refer to the easel to discuss what we already know about base words and suffixes.
- Students may be asked to generate more examples of words that have suffixes.
- Students will return to their desks.
- Using the DocuCam, I will demonstrate how to use the flashcards on the workmat. First, put down a
base word, then put down a suffix in the designated areas. Then we will decide whether I made a real
word or a nonsense word. Then I will model how to write the word on the lines. Nonsense words will
not be recorded.
- After passing out the workmats and flashcards, I will circulate the classroom and monitor student work.
I will observe them working with the flashcards, read what they are writing, and ask questions.
Checks for Understanding / On-going informal assessment:
How will you know what students are understanding? (questioning and observing throughout the lesson)
- I will listen carefully to student responses to my questions in order to check if they are understanding.
- During pair work, I will make sure to spend some time talking to the ELD students and those who are
lower performing. If they need further explanation, I can provide it in a more personal setting at that
time.
10
Closure:
min
How will learners summarize or reflect on what they learned (for example, share work, share a strategy, share a
process, discuss what they learned, raise a new question)?
- When students are done, they will choose one word to share out to the class.
- I will write the word on the board, and that student will use the word in a sentence. This will allow me to
check if they understand the proper meaning of the word and how the suffix changes it.
Extending the Lesson/Homework (optional):
Reflection, Next Steps:
- If students seem to understand suffixes, the next lesson will move onto prefixes.