Questioning strategies

Practitioner: What other words do you think have prefixes?
Learner (Samantha): Incorrect. I heard this word a lot when I went to school.

The practitioner writes the word and encourages the group to write the word and then asks for a learner to break the word down into root and prefix. Ask the group for the meaning. Continue this to help ensure the learners are getting the skill. In addition, ask how else this new knowledge of prefixes could help with language skills. Discuss how it can help with spelling, writing, etc.

Guided Practice (two possible examples using a collaborative model)

1) Break the learners into groups of three and give them each a sample reading passage. Together have each group read it over orally (if comfortable) by taking turns to read each sentence and allowing time to read it over silently. Ask them to highlight or list the prefixes they see in the reading and attempt to put meaning to the words. Have the groups come back and report and together go through the answers. The practitioner provides continuous feedback throughout the process. The practitioner should interact with the groups during the activity to model and give feedback.

OR

2) Do a prefix game by offering the prefixes that they have learned (un, re, in) and a list of root words. Hand out root words on cards and distribute an equal number to each learner. Use a dice that has the prefixes on the sides. Each person roles the dice - if they have a root word that would go with the prefix, then they can discard the card (if everyone agrees the correct meaning has been identified).

Closure

Bring the groups together and ask them to identify the prefixes that were learned today. Learner (Samantha): Un
Practitioner: Yes and how does this prefix change the meaning Samantha?
Learner (Samantha): It can make it mean the opposite.
Practitioner: Give me an example of this.
Learner (Joe): Unhappy means not happy.