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Phonics/Word Analysis
3.16
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Plan Author: David Riddick
Date Created: 12/3/2002 8:00:20 PM PST
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School:
Dyer St. Elementary
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Grade Level:
5
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Students:
31 Students. 20 boys and 11 girls. 10 E0s; 10 RFP's 10 ELD4-5: 1 ELD2. GATE
class - advanced learners
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Subject Area(s):
Reading
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Goal(s):
Students will have an understanding of how Greek and Latin roots function
within words.
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Concept(s):
Students will learn that knowing Greek and Latin roots is an important skill
to analyze the meaning of complex words.
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Standards:
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 CA-
CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Planning Instruction and Designing
Learning Experiences for all Students
TPE: D. Planning Instruction and Designing Learning Experiences
for Students
CSTP Description: Teachers plan instruction that draws on and values
students’ backgrounds, prior knowledge, and interests. Teachers establish
challenging learning goals for all students based on student experience,
language, development, and home and school expectations. Teachers
sequence curriculum and design long-term and short-range plans that
incorporate subject matter knowledge, reflect grade-level curriculum
expectations, and include a repertoire of instructional strategies.
Teachers use instructional activities that promote learning goals and
connect with student experiences and interests. Teachers modify and
adjust instructional plans according to student engagement and
achievement.
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• CSTP Key Element : Developing and sequencing instructional activities
and materials for student learning.
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 Question : plan to use instructional
strategies appropriate to the complexity of the lesson content and
student learning needs?
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CA-
California K-12 Academic Content Standards
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• Subject : English Language Arts
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• Grade : Grade Five
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• Area : Reading
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• Sub-Strand 1.0: Word Analysis, Fluency, and Systematic Vocabulary
Development
Students use their knowledge of word origins and word relationships, as
well as histori-cal and literary context clues, to determine the meaning
of specialized vocabulary and to understand the precise meaning of
grade-level-appropriate words.
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• Concept : Vocabulary and Concept Development
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Standard 1.4: Know abstract, derived
roots and affixes from Greek and Latin and use this knowledge to
analyze the meaning of complex words (e.g., controversial).
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Objective(s):
Cognitive: Students will learn the most frequently occurring Greek and Latin
word roots and how these elements combine within words.
Observable behavior: Students will work in cooperative groups on their
diagrams of "Root Webs" and find words in their textbooks and
dictionaries.
Criteria: Students will demonstrate their learning of Greek and Latin word
roots by presenting their "Root Web" diagrams with 85% accuracy.
Students must find 5 to 6 words with the root word they choose.
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Prerequisite Background Skills/Knowledge:
Students should remember a few Greek and Latin root words from prior lessons
and understand how they "work" in words.
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Vocabulary / Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students will take notes and write their "Root Webs" in
their vocabulary notebooks and on butcher paper.
Reading: Students read from Open Court anthology and the dictionary.
Vocabulary:
Latin Roots: spect, vis, fract, ject, stat, rupt.
Greek Roots: therm, photo, meter, micro, bio, graph
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Materials:
1) Pencil & Paper
2) Transparencies
3) Transparency pen
4) Dictionaries
5) Open Court Anthologies
6) Butcher Paper
7) Vocabulary notebooks
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Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
I will give out extra credit points for students who participate and
cooperate with lesson.
Extra credit points for actively engaged students
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Procedure:
Procedure: Open
As an attention getter, I call on students who have transitioned well into
Science to be the first volunteers to share what they know about Greek/Latin
root words.
I will give out extra credit points for students who participate and who are
actively engaged.
Procedure: Body
Input:
1st: Point our standards we are working on (posted.
2nd: Activate prior knowledge by listing Greek and Latin roots they remember.
Root words and their meanings will be written on the transparency from
student recollection.
3rd: Pass out a new list of Greek/Latin roots. Some of these roots will be
familiar, while others will be new.
4th: From the new list of roots, I model how to make a "Root Web."
Students copy notes in their vocabulary notebook. The sample Greek root will
be "photo."
5th: Students brainstorm related words and figure out root meaning.
6th: Students use dictionaries to locate root, verify meaning, find origin,
and search for related words.
7th: Working in cooperative groups, students eliminate words that do not fit
the meaning of the root.
8th: The students write their webs on butcher paper and present to the class.
Guided Practice:
I will explain that Greek and Latin word roots form a large part of the new
vocabulary they will learn.
I will demonstrate how to make a "Root Web" on a transparency.
To check for understanding, I use non-verbal hand cues to assess for
confusion and clarification.
Independent Practice:
Students will work independently to discover new words from the Greek/Latin
roots.
Students will work in cooperative groups to share and eliminate words that do
no fit the meaning of the root.
High achieving students will write a story or play using as many Greek/Latin
derived words as they can.
Procedure: Close
To close the lesson and summarize what was learned, students will reflect in
their journals what they learned and vocabulary introduced. I will hand it
over to the class to discuss what they learned, giving them ownership of
their learning.
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Assessment:
Students will demonstrate their understanding of how Greek and Latin roots
function within words by presenting their "Root Webs" to the class
with 85%accuracy. Students must find 5 to 6 words with the root word they
chose.
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Assessment/Rubrics:
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Reflection:
The objective of the lesson was achieved. The students created "Root
Webs" with 85% accuracy. It was exciting to see the connections student
made to the Greek/Latin root words with words they already knew. English
language learners were able to recognize familiarities with words in their
first language. Words such as "agua" and "escribir" are
derived from Latin roots meaning water and to write. The students were
engaged by this new strategy to decode unfamiliar words.
I did not anticipate my English language learners would be more successful in
this lesson than my native English speakers. My English only students
appeared to have more difficulty using the Greek/Latin strategy. I believe I
may have overlooked their needs in this lesson because I was so excited to
see my English language learners so engaged. If I were to teach this lesson
again, I would have provided more support for my English only students by
connecting them to vocabulary words they were familiar with.
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