English lesson plan · 3rd grade (Year 4 in England) · 30 minutes

Spell words with dis-, mis-, in- and re-

Spelling

CCSS L.3.2.ECCSS RF.3.3.AEngland: Y3/4 Spelling (prefixes dis-, mis-, in-, re-)

Objective and success criteria

Students will: Spell words with dis-, mis-, in- and re-.

I can answer questions on today's skill on my own, without help.
I can explain each step and say why it works.
I can check my answer and spot a mistake.

Before and after

Needs first: Prefixes un-, re- and pre- change the meaning

Leads to: Opposites with il-, im-, ir- and in- (illegal, impossible, irregular)

Materials: Word cards, Look-say-cover-write-check sheets, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 4 min

Quick retrieval from earlier learning (Prefixes un-, re- and pre- change the meaning). Students answer on mini whiteboards.
Show answers together and note who needs support in the main task.

What does "replay" mean? (play again / play before / not play / play badly) → play againPrompt: Find the prefix at the start of the word.
Which word fits? Use the clue in brackets. The game froze, so we had to ___ it. (start again) (unstart / prestart / restart) → restartPrompt: Read the clue in brackets.
What does "rebuild" mean? (build before / not build / build again / build alone) → build againPrompt: Find the prefix at the start of the word.

Hook · 3 min

Show a word spelled two ways and ask which looks right, then why.
Share the objective: Spell words with dis-, mis-, in- and re-. Read the success criteria together.

I do: model it · 7 min

Work through the example out loud, saying why you do each step, not just what you do.
Example: Join the prefix and the root word. Type the new word. dis + service
Step 1: Add the prefix to the front and keep every letter of the root word. If the prefix ends with the letter the root starts with, you get a double letter (dis + satisfied).
Step 2: So the answer is: disservice
Answer: disservice
Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

Do these together. Students try each step on whiteboards before you reveal it.
Use the hints as prompts rather than giving the answer.

Join the prefix and the root word. Type the new word. mis + behave → misbehavePrompt: Write the prefix, then the whole root word straight after it.
Which spelling is correct? (misunderstande / misunderstand / missunderstand) → misunderstandPrompt: Say the word slowly and listen for the tricky part.

You do: independent practice · 7 min

Students work on the student sheet. Circulate and check the first two answers of every student early.
Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

Which prefix makes a real word with this meaning? spell wrongly: ___spell (dis / mis / in / re) → misPrompt: dis- and in- often mean 'not' or 'the opposite'. mis- means 'wrongly'. re- means 'again'.
Which spelling is correct? (disobay / disobey / dissobey) → disobeyPrompt: Say the word slowly and listen for the tricky part.

Watch out for

Spelling every word exactly as it sounds.
Learning a list for a test but not using the words in writing.

Support and stretch

Support

Review first: Prefixes un-, re- and pre- change the meaning.
Use concrete materials: word cards.
Give the first step of each question, or a partly worked example to finish.
Pair with a confident partner for the guided practice.

Stretch

Move on to: Opposites with il-, im-, ir- and in- (illegal, impossible, irregular).
Explain a common mistake in writing and how to fix it.
Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-3.

Free lesson plan from eurekami.com/lesson-plan-builder