Word Study Weekly Lesson Plan

Name

Mary Hull

Student Grade Level:

Second

This lesson plan is for a word study group based on the assessment of the child below and for other students with this similar
stage in development.
After brief assessment and interaction, I have found that the majority of the class is within the within word pattern
stage of spelling development. After having assessed, in depth, one of the students who struggles, I have found that the
students who are further behind the average student in the class can be classified as middle-late letter name
alphabetic stage spellers. In regards to reading and vocabulary, all of the students seem to be, at minimum, reading at a
second grade level many students in the class have progressed beyond that and are reading at higher grade levels. This
weeks lessons and learning are aimed at meeting the needs of those who are a little behind while simultaneously giving
those who have progressed the opportunity to be challenged.
Objectives for week To understand that suffixes are attached at the end of the root word; To be able to recognize and
construct words ending with suffixes:
-ful/ -er/ -or/ -ly; To understand that the meaning of a root word shifts when suffixes are
added; To use words ending in these suffixes in a spoken and/or written sentence; To understand the pattern suffixes follow and
that this knowledge can help students identify and understand words that are unfamiliar to them when reading
SOLs for week VA SOL 2.7: The student will expand vocabulary when reading.
b) Use knowledge of prefixes and suffixes.
Monday
Tuesday
Wednesday

I will introduce
words ending in
suffixes: -er, -or,
-ly, -ful through a
word sort. We will
review the fact
that suffixes
come at the end
of root words.
I will provide a
word sort sheet
with the following
words: fearful,

The students will

once again, sort
the 15 words into
their appropriate
suffix category.
Once they have
sorted, I will have
the children draw
pictures of the
words in their
sort.
Afterwards the
children will act

The students will

sort their 15
words.
The students will
then use a book
form their book
box to complete
a word search
each of them will
look through one
of their books to
find 3-5 words
that contain one

Thursday
The students will
sort their 15
words.
I will have the
students play a
game: I will
provide 8-12
Ping-Pong balls
with the four
suffixes written
on them (multiple
times). I will have
the students
draw a ping pong

Friday

The students will

individually
complete a blind
word sort, sorting
the words into
the same four
suffix categories,
but without the
headings. I will
add 4 new words
to their list (one
for each suffix) to
see if they are

joyful, careful,
thoughtful, likely,
slowly, quietly,
loudly, painter,
teacher, faster,
higher, elevator,
visitor, and
operator and
will have the
students sort
them according
to suffix
Once they have
sorted the words,
we will discuss
the meaning and
pronunciation of
the words
If there is time, I
will have the
students write
sentences using
the words from
their sort.

out three of their

words to a
partner (or to the
group, depending
on the size of the
group).
Once the words
have been acted
out we will
discuss how they
think the
meanings of the
words change
with suffixes. One
question I may
ask might be,
Was it easier to
draw a picture of
a word with the
suffix? Without it?
Why?

of the suffixes we
are focusing on
(er/or/ful/ly).
They will write
these on a piece
of paper and
once they have
completed the
activity we will
discuss what they
have found,
including any
oddball words
they may have
stumbled upon in
their books.
If there is time
remaining, I will
ask the children
to try and come
up with other
words that
contain one of
the four suffixes.
I will keep these
words on a
combined list for
the group to see
throughout the
discussion.

ball out of a
bucket and have
them place it at
the end of the
appropriate root
word in the
holder of an egg
carton which I
will have made
(Each root word
has its own
section of egg
carton with room
to add a suffix.
The root words
on the egg carton
will be selected
from their word
sort list.)
Once the
students draw a
suffix ball and put
it in an egg
carton slot so
that the suffix
correctly forms a
word. We will
discuss how the
students knew to
do that and what
the new meaning
of the word is.
We will record
these words on a
paper.
Again, if there is

able to follow the

pattern of root
word suffix
(er/or/ful/ly).
The four new
words will be:
helpful, actively,
worker, and
creator.
We will discuss
the placing of the
words and
conclude with a
reflection about
the four suffixes
and the
pattern(s) words
follow.

time remaining, I
will ask the
students to try
and come up with
other, new words
that follow the
same suffix
pattern.

Describe in detail all materials you would use including listing the words for the word sort of the week, any games,
or what they might do in their word study notebook: 17 Word Sort lists with the 15 aforementioned words; scissors; paper;
pencils; plastic bag to hold words from sort; books from their book boxes; 8-12 ping pong balls with one of the four suffixes
written on each ball; egg carton fragments (about 3 eggs worth of slots per root word) labeled with the root words from word
sort list (will need marker, tape, and egg cartons to create this); paper to record word creations from game; (17) End of the week
word sort lists without headings and with the 4 new words.