Fun with Prefixes and Suffixes! Patricia Woodward
Texas Essential Knowledge and Skills for Grade 3 <ul><li>(b) Knowledge and skills. </li></ul><ul><li>(4) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: </li></ul><ul><li>(A) identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots; </li></ul>§110.14. English Language Arts and Reading
About Suffixes, Prefixes, and Roots… Watch this short film before starting the game.
Instructions: How to Play the Game <ul><li>This game has 6 questions worth 1 point each </li></ul><ul><li>Read the question and click your answer to see if you are correct. To hear the question repeated, click the speaker icon. </li></ul><ul><li>Correct? Click the “Next Question” arrow to continue. </li></ul><ul><li>Incorrect? Click the “Try Again” arrow to answer the question again. </li></ul><ul><li>Click “End Game” to exit or “Play Again” to start over. </li></ul>Start Here
1. The prefix “im” is another form of the prefix “in”. “Im” is used before the letters B (imbicile),M (immortal), or P (impartial) in a word. What do the prefixes “im” and “in” mean? MANY NOT FIRST
Read the following sentence and answer the question that follows. People who speak one language are considered to be monolingual while people who speak many languages are labeled multilingual . 3. What do the prefixes “mono” and “multi” mean? ONE, MANY PERSON, PEOPLE NONE, FEW
5. Which suffix should be added to the word in red? “ What will you do for a living when you are an adult?” asked Ms. Woodward. “ When I grow up, I want to be a teach just like you!” replied Alice. LY Y ER
Credits Clip Art Graphics/Audio Google.com/Images Youtube.com
Reflections I gained a wealth of new knowledge regarding Powerpoint through this assignment. Initially, I used this program for only slideshows. Now I realize that I can use this program to create a fun, interactive game. As I continued through the steps, I learned that I couldn’t use just one set of feedback slides because each must be linked to a separate question slide. For example, I thought that I could take one “correct” and one “incorrect” slide and use it for each question. That does not work because each slide can only be hyperlinked to one other slide. The hardest part of this assignment is the hyperlinking only because it is the most time consuming of the tasks. It is a long redundant process but there is no way to get around it. My favorite part of this assignment was the creative aspect; developing the layout and inserting graphics, animations, and transitions. Everything came together into an enjoyable educational experience. As a classroom teacher, technological skills are irreplaceable. One cannot assume that they can make an impact on generation M without the ability to engage students electronically. There is no alternative to concrete technological skill if one is interested in effective instruction. The use of web 2.0 tools, technological instructional materials, and teaching aids reflect teacher competency and commitment to desirable student outcomes. To enhance my class, I will use this concept to create many interactive lessons that may then be made available to students on my classroom website. This format can relate to all content areas and grade levels. In addition, this an awesome skill to develop in my students. The class and I can create a nonlinear Powerpoint presentation collaboratively to promote student engagement and technological skill development.