Day One: Say, Spell, Say

Objective

Students will be able to accurately say, spell, and recognize the meanings of words with the prefixes re-, dis-, and un-.
CCSS.ELA-LITERACY.L.4.4.B: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.

Essential Question

How do prefixes change the meaning of base words?

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Lesson Plan Format

I Do (5 minutes)

• Introduce the three prefixes: re- (again), dis- (not), and un- (not/opposite of) with definitions and examples. Write the prefix on the board.
• Say aloud “repaint.” Stretch the word syllable by syllable while emphasizing the prefix. Then spell it slowly with the class repeating out loud.
• Explain how adding “re-” changes the meaning to “paint again.”

We Do (5 minutes)

• Say another word, e.g., “dislike.” Have the class repeat the word, then spell it together aloud. Discuss how “dis-” changes the meaning.
• Repeat with “unpack.”

Two Do (5 minutes)

• Pair students and give each pair 4 words from the list.
• Students say and spell the words to each other aloud. Each student explains what the prefix means in one of their words. Teacher circulates and offers assistance.

You Do (3 minutes)

• Individually, students say aloud and write down three words from the word wall with prefixes. Then, beside each, write the meaning of the prefix in their own words.

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Exit Ticket (2 minutes)

Write one word with the prefix “re-” and explain what the prefix means.

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Day Two: Prefix Word Sorting

Objective

Students will sort and categorize spelling words by the prefixes re-, dis-, and un- to deepen understanding of word structure and meaning.
CCSS.ELA-LITERACY.L.4.4.A: Use context to confirm or self-correct word meanings and spellings.

Essential Question

How can sorting words by their prefixes help us understand their meanings?

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Lesson Plan Format

I Do (4 minutes)

• Model sorting on a large chart with the words “repaint,” “disorder,” and “unlucky.” Write each word under its prefix column and explain your thinking.

We Do (6 minutes)

• Together as a class, sort these words: redo, dislike, unpack, repaint. Project or use word cards so everyone can see.

Two Do (6 minutes)

• In pairs, students receive a mixed word card set. They sort cards into three labeled envelopes or folders for re-, dis-, and un-.

You Do (4 minutes)

• Individually, students write 3 words from one prefix category and draw a simple picture illustrating the word’s meaning.

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Exit Ticket (2 minutes)

Write one prefix and list two words you sorted under it today.

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Day Three: Fill-in-the-Blank Paragraph

Objective

Students will accurately use correctly spelled words with prefixes to complete sentences, building context understanding and writing skills.
CCSS.ELA-LITERACY.L.4.2.E: Spell grade-appropriate words correctly, consulting references as needed.

Essential Question

How do words with prefixes change the meaning in sentences?

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Lesson Plan Format

I Do (5 minutes)

• Read a short paragraph aloud missing 5 prefix words: “I had to ____ my homework because I made a mistake. Then, I decided to ____ my lunch by reheating it.”
• Model choosing the correct word (“redo” and “reheat”) to complete sentences, writing on the board.

We Do (6 minutes)

• Read the rest of the paragraph as a class. Together, decide on missing words from the list to complete the paragraph.

Two Do (5 minutes)

• Students work in pairs with a paragraph worksheet missing 6 prefix words. They discuss and choose appropriate words to fill in blanks.

You Do (2 minutes)

• Independently, students complete 3 fill-in-the-blank sentences on a mini worksheet.

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Exit Ticket (2 minutes)

Write one sentence using a prefix word from today’s paragraph.

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Day Four: Word Analysis & Proofreading

Objective

Students will analyze words for prefixes, identify meanings from context clues, and proofread sentences for correct spelling.
CCSS.ELA-LITERACY.L.4.4.B & L.4.2.C: Use affixes to determine meaning; use spelling patterns and proofread for errors.

Essential Question

How do prefixes help us find meaning and spell words correctly?

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Lesson Plan Format

I Do (4 minutes)

• Display a sentence with an incorrect prefix spelling: “I have to reppaint the wall.”
• Model spotting the error and correcting the spelling. Discuss the prefix “re-” and why it’s important to spell it correctly.

We Do (6 minutes)

• Review 3 sentences with slight prefix spelling mistakes as a class. Students correct them aloud.

Two Do (6 minutes)

• Partner proofreading: each pair receives a worksheet with 8 sentences containing prefix spelling errors. They find and mark the mistakes.

You Do (2 minutes)

• Individually, students write 2 words with prefixes and write their meanings.

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Exit Ticket (2 minutes)

Spell one word with a prefix correctly and write its meaning.

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Day Five: Prefix Assessment

Objective

Students will demonstrate spelling, usage, and understanding of words with prefixes re-, dis-, and un-.
CCSS.ELA-LITERACY.L.4.2.E & L.4.4.A: Correctly spell words; use context and word parts to understand meanings.

Lesson Plan Format

I Do (3 minutes)

• Briefly review prefixes, saying out loud 3 sample words and their meanings.

We Do (5 minutes)

• Practice one sentence completion as a class, filling in a missing prefix word.

Two Do (7 minutes)

• In pairs, students quiz each other on spelling 5 words aloud and give their meanings.

You Do (5 minutes)

• Assessment: Students complete a written test including:
  • Spell 10 prefix words correctly
  • Fill in blanks in 5 sentences with appropriate prefix words
  • Answer a short question about what each prefix means.

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Exit Ticket (End of Assessment)

Write one new word you learned this week with its prefix meaning.

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Notes for Teachers

• Use multi-sensory strategies: saying words out loud, writing, pairing up.
• Encourage vocabulary discussions: prefixes empower deeper understanding beyond memorization.
• Remind students prefix meanings are clues to unlock unfamiliar words.
• Celebrate students’ discovery moments to build confidence in independent decoding.

This 5-day sequence fully aligns with Common Core standards and fosters strong foundational skills in word analysis, spelling, and vocabulary development tailored for 4th graders.