English lesson plan · 2nd grade (Year 3 in England) · 45 minutes
Find the root word (unhelpful → help)
Vocabulary
CCSS L.2.4.CEngland: Y2 VocabularyEngland: Y3 Vocabulary (word families)
Objective and success criteria
Students will: Find the root word (unhelpful → help).
- 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; Suffixes -ment, -ness, -ful, -less, -ly
Leads to: the next skill in this area.
Materials: Word cards, A thesaurus or dictionary, A short text with the target words, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Prefixes un-, re- and pre- change the meaning; Suffixes -ment, -ness, -ful, -less, -ly). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- What does "unfair" mean? (very fair / fair before / fair again / not fair) → not fairPrompt: Find the prefix at the start of the word.
- Choose the word with the right suffix to finish the sentence. The broken toy was ___. (use) (usement / useful / useness / useless) → uselessPrompt: Read the sentence with each choice.
- Which word fits? Use the clue in brackets. I could not open the box, so Dad helped me ___ the lid. (opposite of screw) (unscrew / rescrew / prescrew) → unscrewPrompt: Read the clue in brackets.
Hook · 5 min
- Show an interesting word in a sentence and ask what it might mean from the clues around it.
- Share the objective: Find the root word (unhelpful → help). Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: What is the root word in "painter"? Type it.
- Step 1: The root word is the main part of a word, before prefixes and suffixes are added.
- Step 2: So the answer is: paint
- Answer: paint
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- What is the root word in "playful"? Type it. → playPrompt: Cover any prefix at the start and any suffix at the end.
- Read the question. Which word is in the same word family as "play"? (place / plate / plan / playground) → playgroundPrompt: Words in the same family share a root word AND a meaning.
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- What is the root word in "jumping"? Type it. → jumpPrompt: Cover any prefix at the start and any suffix at the end.
- Read the question. Which word is in the same word family as "dark"? (dare / darkness / dad / dart) → darknessPrompt: Words in the same family share a root word AND a meaning.
Watch out for
- Picking a "bigger" synonym that doesn't fit the meaning.
- Ignoring the clues in the rest of the sentence.
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
- 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-2.
Free lesson plan from eurekami.com/lesson-plan-builder