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Finding Meaning in Suffixes -ful and -less
Alex Clarkeon 7 February 2013
Transcript of Finding Meaning in Suffixes -ful and -less
Create a sentence for each word your table has chosen.
Write complete sentences and use correct grammar.
Successfully use the interactive whiteboard to write and save one of your sentences.
Successfully type your sentences into a Google document. Use your personal whiteboard to make a sentence with your -ful word and with your -less word. softsupplier.com Write on the interactive whiteboard. Choose one of your sentences to write on the interactive whiteboard. Evaluation Please take this online quiz to show what you have learned. The password is brick.
https://testmoz.com/118650#student http://www.funenglishgames.com/grammargames/prefixsuffix.html This interactive website allows students to play a game where they have to select the accurate prefix or suffix to attach to a word. http://www.sadlier-oxford.com/phonics/grade2_3/suffixes/suffix.htm This interactive website gives students a definition and they have to type in a word from the word bank to match the definition. http://www.learnenglish.org.uk/CET/flashactivities/suffixes02.html This interactive website gives student a list of words and they have to categorize them as to whether they would have the suffix -less or -meant. Standards and Benchmarks Grade 3 Phonics and Word Recognition (Common Core)
Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
Grade Level Content Expectations
R.WS.03.02 use structural, syntactic, and semantic cues including letter-sound, rimes, base words, and afﬁxes to automatically read frequently encountered words, decode unknown words, and decide meanings including multiple meaning words
W.GR.03.01 in the context of writing, correctly use subjects and verbs that are in agreement; verb tenses; nouns and possessives; commas in a series; and begin use of quotation marks and capitalization in dialogue.
W.SP.03.01 in the context of writing, correctly spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compounds, common homophones); for less frequently encountered words, use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).
W.AT.03.01 be enthusiastic about writing and learning to write. Click on your table's page. Conclusion Students you have successfully written sentences for words ending in suffixes -less and -ful.
The sentences will be saved on the whiteboard missing the suffixes on the words. You will have to read the sentence to determine which suffix belongs on the word. Work with other students at your table to come up with words together. Technology Standards ISTE.NETS.S
2.Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. Make sentences with your words. Type Your Sentence Click on the website below to enter your sentence into a Google document. The whole class will see your work and know that it is yours.
https://docs.google.com/document/d/1BsrX6IYK4-Jske9hQ5dGrNY1RseAldkkAEqNkO1y4l8/edit?usp=sharing www.heathersanimations.com www.heathersanimations.com Conclusion Continued We will be working with other suffixes next. Some of them are: -able Ex: presentable
-ive Ex: massive
-ish Ex: selfish
-ness Ex: emptiness www.notforitchingears.com Here are some helpful websites for learning about suffixes. Fun English Games Suffix Definitions Grouping Suffixes Here are some added bonuses! Importance of Technology in the Lesson Using an Interactive Whiteboard www.theage.com.au