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Lesson 1 Prefxes and Suffxes  TexT STrucTureS 1 Lesson 1 Level c Before the Lesson Preview Vocabulary explain act out and defne the challenging vocabulary your students will encounter in this lesson. Then have students complete a vocabulary word card for each term. A reproducible vocabulary word card template can be found on page xx. biweekly—happening either twice a week or every two weeks. Use a calendar to explain biweekly. blinked—closed and opened the eyes. Demonstrate blinking and have the students blink their eyes. I blinked my eyes. disbelief—thought that something is not true. Ask students if they have ever seen a home makeover program on television. Explain what happens in this type of show. When the family comes home and sees how different their house looks they do not believe it is the same house They are in disbelief. impossible—not able to happen. Pick up a book. I can pick up this book. It is possible. Try to pick up your desk. I cannot pick up this desk. It is impossible not possible. misread—read incorrectly. Read a sentence from a book and make a mistake. I misread. I read it wrong. misunderstood—failed to understand thought wrong. I thought I knew what you had said but I was wrong. I misunderstood you. pregame—happening before a game. The show starts before the game. It is a pregame show. restart—start over start again. Do a simple math problem on the board. Make a mistake. I made a mistake so I need to restart the math problem. I need to start again. Do the math problem over solving it correctly this time. refll —fll again. Pretend to fll a glass. I flled the glass. Now pretend to dump it out. I dumped out the water. Pretend to fll the glass again. I flled it again. I reflled the glass. Preteach Academic Vocabulary and Concepts prefxes Preteach the academic vocabulary: root word base word and prefx using a fve-column chart such as the one below. Root Word Prefx New Word Meaning Prefx Meaning read re- reread to read again again Write the word reread on the board. Let’s determine the meaning of reread. Write the action word read underneath root word in the chart. This is the root word. The word we start with. Act out the word by opening a book to the frst page. I will read the frst page. Close the book. I want to read the book again. I will reread. Write re- in the second column. This is the prefx. It comes before the root word. It changes the meaning of the word. Write reread in column three. This is the new word because we added the prefx re- to the base word. Reread means “to read again.” Write read again in column four. Write again in column fve. The prefx re- means “again.” Complete the chart using each vocabulary word from the Preview Vocabulary section. After a few examples work together with the students to fll out the chart by asking questions. What is the root word What is the prefx How did the word change What does the word mean now What does the prefx mean Assess Understanding Complete the eLL explore Prefxes I activity with students. As students work with you ask comprehension questions. How did this word change What does the word mean now What does the prefx ___ mean How did the prefx change the word After you have completed eLL explore Prefxes I with students have students try to complete eLL explore Prefxes II independently. Prefxes Objectives • Preteach the terms root word and prefx • Check for understanding of new words created by using prefxes • Review diffcult vocabulary • Summarize the Re-Explore story

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Level c Lesson 1 Prefxes and Suffxes  TexT STrucTureS 2 1 Lesson Prefxes continued Students should now be ready to participate in the Explain and Expand minilesson. During the Lesson Explore I Complete explore I together. Ask questions as you go through the activity with students. What is the root word What is the prefx How did the word change What does the word mean now What does the prefx mean Explore II Review the following words from the Preview Vocabulary section: biweekly blinked disbelief impossible. Then complete explore II allowing appropriate support for students. Depending on their level of understanding you can complete the activity together with students pair up students or have students try the activity independently. Re-Explore Before completing the Re-Explore activity have students echo-read each sentence in the paragraph. Then summarize the paragraph using simple vocabulary. Muffn is a dog. Muffn wanted to go outside for a walk. Muffn barked and jumped up and down. Dad misunderstood didn’t understand what Muffn wanted. So Muffn dragged or pulled his leash into the living room where Dad sat. Dad wanted to watch the pregame show the show that started before the game began but he knew Muffn wanted to go outside for a walk. Dad and Muffn took a long walk and then Dad watched the game. Check for understanding by asking questions. What is Muffn What did Dad misunderstand What did Muffn want What did Dad miss What did Dad and Muffn do together

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Prefxes 1 Lesson Level c ©Perfection Learning ® name ______________________________ Date ___________ Lesson 1 Prefxes  TexT STrucTureS 3 ELL Explore I. A. Directions: 1 . Match the prefx to its meaning. 2. Circle the correct answer. example: bi– a. same b. twice two times c. wrong 1. dis– a. not b. after c. again 2. im– a. not b. before c. wrong 3. mis– a. correctly b. wrongly c. after 4. pre– a. before b. not c. wrongly 5. re– a. correctly b. again c. after B. Directions: 1 . Write the prefx in parentheses before the root word in the New Word column. 2. Write the meaning of each new word in the Meaning column. Root Word New Word Meaning example: mis– understood misunderstood not understood 1. bi– weekly ___________________ ___________________ 2. dis– belief ___________________ ___________________ 3. im– possible ___________________ ___________________ 4. re– read ___________________ ___________________ 5. re– start ___________________ ___________________ 6. re– fll ___________________ ___________________ 7. pre– game ___________________ ___________________ 8. mis– read ___________________ ___________________

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Prefxes 1 Lesson ©Perfection Learning ® 4 Lesson 1 Prefxes  TexT STrucTureS Level c name ______________________________ Date ___________ ELL Explore II. A. Directions 1 . Match the prefx to its meaning. 2. Color in the correct circle. 1. bi-  same  twice  wrong 2. dis-  not  after  again 3. im-  not  before  wrong 4. mis-  correctly  wrongly  after 5. pre-  before  not  wrongly 6. re-  correctly  again  after B. Directions 1 . In the New Word column combine the prefx and the root word to form a new word. 2. Write the meaning of the new word in the Meaning column. Prefx Root Word New Word Meaning example: mis- understood misunderstood not understood 1. bi- weekly ___________________ ___________________ 2. dis- belief ___________________ ___________________ 3. im- possible ___________________ ___________________ 4. re- read ___________________ ___________________ 5. re- start ___________________ ___________________ 6. re- fll ___________________ ___________________ 7. pre- game ___________________ ___________________ 8. mis- read ___________________ ___________________

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Lesson 5 Level c Lesson 2 Suffxes  TexT STrucTureS 2 Before the Lesson Preview Vocabulary explain act out and defne the challenging vocabulary your students will encounter in this lesson. Then have students complete a vocabulary word card for each word. A reproducible vocabulary word card can be found on page xx. career—type of work that someone does. My career is teaching. What do you want your career to be someday excite—to make someone feel happy. I can excite him by telling him we won the game health—how I feel sick or well. My health is great I am not sick. hope—to really want something to happen. I hope it is sunny for my soccer game because I really want to play. ill—sick. Act out coughing and being sick. I am ill I am sick. motion—movement of an object. Gently throw a small object. The _____ is in motion. patient—someone who is receiving medical care. Our friend was sick. He was a patient in the hospital so he could get better. treat—to deal with in a certain way. I treat my students well. I am good to my students. uncle—brother of your mother or father. We visit my uncle aunt and cousins every summer. wonder—to be unsure of something. I wonder what this book is about. Pick up and look at a book curiously. Preteach Academic Vocabulary and Concepts root word and suffx Create a graphic organizer such as the one shown below to introduce root words and show how suffxes change the meaning of words. Root Word Suffx New Word New Word Meaning Suffx Meaning help -ing helping giving help now action happening now Write the word help in the frst column. This is the root word. This is the word we start with. Demonstrate the word help by picking up a dropped pencil and handing it to a student. Write the suffx -ing in the second column. This is the suffx. It comes at the end of the word. It changes the meaning of the word. “I help you” means “I help you all the time.” When I add the suffx -ing it means that “I am helping you right now.” Write helping in the third column and giving help now in the fourth column. Write action happening now in the ffth column. Add another row to the organizer and write help in the frst column and -ed in the second column. Another suffx is -ed. The root word help is still the same but instead of adding -ing to the end of the word we add -ed. Adding -ed changes the meaning of help to something that’s already happened. Suffxes that create past tense verbs -ed Fill in the chart to show that the suffx -ed changes words to show “actions that happened already.” Give examples explain and act out each root word and new word for: help/helped comfort/comforted correct/corrected love/loved and work/worked. Suffxes that change verbs to nouns -ing Fill in the graphic organizer to show that the suffx -ing can change verbs to nouns. Sometimes the suffx -ing can change an action word to a noun that names something. Write the root word help in the frst column -ing in the second column and helping in the third column. Helping is fun In this sentence helping is a naming word not an action word. It names something I do. Write name for something I do in column four and naming word in column fve. Repeat the procedure for verbs that end with -ing that can be used as nouns such as comfort/comforting correct/ correcting love/loving and work/working. Point Out Spelling Changes Point out spelling changes such as with words that end in -e drop the fnal -e before adding the suffxes -ing or –ed and with some words that end with -y change the -y to -i and then add the suffx. Objectives • Preteach the terms root word and suffx • Check for understanding of new words created by adding suffxes • Review diffcult vocabulary • Review the Heads Up section Suffxes

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Level c 6 Lesson Lesson 2 Suffxes  TexT STrucTureS Suffxes continued 2 Suffxes that change verbs to nouns -er and -or Use the graphic organizer to show the suffxes -er and -or. explain that these suffxes change the meanings of verbs to name a person who does a job or action: work/worker love/lover help/helper act/actor. Suffxes that change verbs to nouns -ness and -ment Use the graphic organizer to show the suffxes -ness a state of or condition of and -ment a result of. explain the root words suffxes and new word meanings for happy/happiness dark/darkness excite/ excitement ill/illness treat/treatment. Suffxes that create adverbs -ly Use the graphic organizer to show the suffx -ly. explain that words that end in -ly usually describe action words or adjectives describing words. Introduce these words: correct/correctly love/lovely happy/happily. As you complete the chart write describes a verb or adjective in column fve. Suffxes that create adjectives -able -less -est and -ful Use the graphic organizer to show the suffxes -able -less -est and -ful. Write the meaning of each suffx in column fve: -able can do it -less without -est the most -ful full of. These suffxes change words so that they describe things. Assess Understanding Before presenting eLL explore suffxes ask the following questions. Where do we fnd a suffx What does a suffx do How can a suffx change a word Read aloud and explain the directions and example for eLL explore suffxes. Complete the worksheet with the students using the vocabulary word cards as a reference. As students are working with you ask questions using sentence frames. The root word is _____. The suffx is _____. The new word means _____. The suffx means _____. This word makes sense because _____. We need a/an _____ word because _____. Students should now be ready to participate in the Explain and Expand minilesson. During the Lesson Heads Up explain and list the important information in the Heads Up section on page 7 of the Student Book using the word joyful as an example in locating the suffx and root word. Explore I Complete explore I together. Ask questions as you go through the activity with students. What is the root word What is the suffx How did the word change What does the word mean now What does the suffx mean Explore II Review the following words from the Preview Vocabulary section: health ill patient treat. Then complete explore II providing appropriate support for students. Depending on their level of understanding you can complete the activity together with students pair up students or have students try the activity independently. Re-Explore Before completing the Re-Explore activity check for understanding of the following words: howling fashlight near. Defne any words that students do not know . Have students echo-read each sentence with you. Then have the students use the graphic organizer to complete the Re-Explore activity .

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Lesson Level c ©Perfection Learning ® name ______________________________ Date ___________ 7 ELL Explore Lesson 2 Suffxes  TexT STrucTureS 2 Suffxes Directions 1 . Read each sentence. 2. Choose the word below that makes the most sense in the sentence. 3. Circle the correct word. Example: Jim is a soccer player . Because of his accident he couldn’t play all summer. a. playing b. played c. player 1. His doctor told him to keep his leg _____. a. motioning b. motionless c. motioned 2. His mother _____ him exercise his leg every day . a. helping b. helped c. helper 3. He didn’ t feel _____ because he could do many things by himself. a. helper b. helping c. helpless 4. He was _____ of playing soccer in September . a. hoping b. hopeful c. hopeless 5. _____ the doctor’s suggestions made him get better faster. a. Followed b. Following c. Follower 6. _____ flled the air as Jim ran onto the soccer feld in september. a. excited b. exciting c. excitement

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Level c 8 Lesson Lesson 3 root Words/Base Words  TexT STrucTureS 3 Before the Lesson Preview Vocabulary explain act out and defne the challenging vocabulary your students will encounter in this lesson. Then have students complete a vocabulary word card for each word. approval—agreement. What game do you want to play at recess Provide options students are familiar with. I agree. I give my approval. fair—event that usually includes displays and presentations. I demonstrated an experiment at our science fair. ft—in good physical shape. I exercise every day. I am ft. The word ft can also have other meanings such as the correct size or to try on clothing to see if it is the correct size. We add prefxes and suffxes that change the meaning of the word depending on what the word means in the sentence. forget—when you don’t remember. Where is the book I need I can’t fnd it. I forget where I put it. Pretend to look for a book. forgive—to say it is okay when someone does something bad to you. He said something that hurt my feelings. He said he was sorry. I forgive him. I’m not angry anymore. spot—dirty mark or stain on something. I have a spot a mark on my shirt. Point to your shirt and pretend to have a stain on it. Preteach Academic Vocabulary and Concepts root word prefx suffx Copy the graphic organizer below on the board to show students how to fnd root words prefxes and suffxes in words they read. Word Prefx and Meaning Suffx and Meaning Root Word Word Meaning reschedule re- again schedule to plan again rescheduled re- again -ed happened already past schedule to plan again in the past Looking for prefxes and suffxes Write the word reschedule in the frst column. This word has two parts. When we look at a word we need to look at the entire word. Words that have a beginning part have a prefx. A prefx changes the meaning of the word we start with the root word or base word. Read the word reschedule aloud emphasizing the prefx re-. Re- is the prefx. It comes at the beginning of the word reschedule. I know that the prefx re- means “again.” Write re- again in the second column. Cover the prefx re- in the word reschedule with a sticky note. The word that is left after we take away the prefx the beginning part of the word is the root word or base word the word we start with. The root word is schedule. Write schedule in the fourth column. Now I put the meaning of the prefx and root word together. The prefx re- means “again.” The word schedule means “to plan.” The word reschedule means “to plan again.” Write to plan again in the ffth column. Repeat the procedure for the word rescheduled. say the word rescheduled emphasizing the prefx and suffx. Write rescheduled in the frst column. Have students help you fnd the prefx re-. Point to it on the graphic organizer and remind them of its meaning. Write re- again in the second column next to rescheduled. Now look at the end of the word. The word rescheduled has a beginning part a prefx re- and an ending part a suffx -ed. I know the suffx -ed means “happened already.” Write -ed happened already in the third column. I know schedule means “to plan.” I know what the prefx and suffx mean. Write plan again in the past in the ffth column. The word rescheduled means “to plan again in the past.” Objectives • Preteach the terms root word prefx and suffx • Practice fnding root/base words and suffxes • T each meanings of new words created by adding suffxes and/or prefxes Root Words/Base Words

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Lesson 9 Level c Lesson 3 root Words/Base Words  TexT STrucTureS 3 Cover the prefx and suffx with sticky notes. The word that is left over after I take away the prefx and suffx is the root word the word I start with. The root word is schedule. Write schedule in the fourth column. Teach meanings of prefxes dis- mis- non- re- un- Write the word understand on the board. Write and solve a math problem. I understand how to do this math problem. Now try to solve a more diffcult math problem and make a mistake. I don’t understand. I did it wrong. I misunderstand how to do this. Write the prefx mis- and the word misunderstand next to the word understand. The prefx mis- means “not” the word misunderstand means “do not understand.” Write these on the board. Repeat the procedure for each prefx explaining each one using examples and acting out. Remind students that prefxes come at the beginning of words and change the meanings of root words. Teach meanings of suffxes -able -al -ful -less -ness Follow the same procedure used to teach meanings of prefxes. Remind students that suffxes come at the end of words and change the meanings of root words. Teach meanings of new words by adding suffxes and prefxes Complete the chart using the following words and the same procedure: misprint unforgiving underground breakable spotless ftness nonliving. Point out how to fnd prefxes and suffxes how they change the words and their meanings and the new meanings of each word. Assess Understanding Check that students are able to fnd prefxes suffxes and root words and then understand their meanings. T ogether complete ELL Explore Root W ords/Base Words. As you complete the worksheet ask the students questions. Does this word make sense in the sentence What is the base word What is the root word What is a suffx What is a prefx How does a suffx/prefx change the meaning of a word Students should now be ready to participate in the Explain and Expand minilesson. During the Lesson Re-Explore Together do numbers 5 and 6. explain the sidebars beside these sentences. Then have students work with a partner to complete the other fve sentences. Root Words/Base Words continued

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Lesson ©Perfection Learning ® 10 Level c name ______________________________ Date ___________ ELL Explore continued Lesson 3 root Words/Base Words  TexT STrucTureS 3 Root Words/Base Words A. Directions 1 . Read the word in the frst column aloud with your teacher. 2. Find the prefxes and suffxes and write them in the correct columns. 3. Write the meanings of the prefxes and suffxes. 4. Write the root word in the fourth column. 5. Write the word meaning in the last column. Word Prefx and Meaning Suffx and Meaning Root Word Word Meaning 1. unhappy 2. unhappiness 3. previewed 4. disagree 5. unsafely 6. unft

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Lesson Level c ©Perfection Learning ® name ______________________________ Date ___________ 11 ELL Explore Lesson 3 root Words/Base Words  TexT STrucTureS 3 Root Words/Base Words continued B. Directions 1 . Add a prefx or a suffx from the boxes below to the root word in parentheses to complete each sentence. 2. Write the complete word in the blank. Prefxes Suffxes dis ful un ed example: I had a wonderful trip to the amusement park. wonder 1. I ____________________ all the rides before we went to the amusement park. preview 2. I ____________________ with my friend. I didn’t want to go on the roller coaster. agree 3. I felt it was an ____________________ ride because it was very old. safe 4. My friend was ____________________ because I didn’t want to ride the roller coaster with him. happy 5. I explained that it was an ____________________ ride and we should fnd a different ride to go on. ft 6. I was ____________________. I convinced my friend to ride the Ferris wheel instead. success

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