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AFTER READING
Generalization
OBJECTIVES
Prefixes Prefixes, suffixes, and
some inflected endings usually form separate syllables from
the base word.
  • Use word parts to decode words with prefixes
    un-, re-, mis-, dis-.
  • Review contractions.
  • Blend and read words that contain prefixes.
  • Apply decoding strategies: blend longer words.
ELL
Support Phonics Prefixes are
common in many European languages. Have students work in pairs to come up with a short list of examples of words with prefixes in their home languages. Write some of the words on the board with their translation in English and divide each word into the prefix and the base word. Speakers of monosyllabic languages, such as many Asian languages, may have difficulty understanding that multisyllabic words are single words. Help students practice saying and writing words with prefixes as single words.
See the Phonics Transition Lessons in
the ELL and Transition Handbook.
Practice Book
Practice Book 3.1 p. 119
with | without Answers
Generalization
Contractions A contraction is a
shortened form of two words. An
apostrophe appears where letters
have been dropped.
You may wish to explain the
meanings of these words.
mightn't might not
oughtn't ought not
Vocabulary Tip
Phonics
Phonics
Prefixes un-, re-, mis-, dis-
TEACH
Review the meanings of un-, re-, mis-, dis-. Write the words unhappy, rewrite, misplace,
and disagree.
  • Cover the prefix of the first word.
  • What is the base word? Help students decode the base word if necessary.
  • The prefix un- means “not” or “do the opposite of.” Adding un- to a word will
    change the meaning of the base word.
  • Use the word in a sentence to check understanding.
Think Aloud MODEL The first thing I do when I come to a word like unhappy
is break it into its word parts. I can take off un- and have happy. I
know what happy means. The prefix un- means “not,” so unhappy
must mean “not happy.” I use it in a sentence: I was unhappy I had
to leave. That makes sense, so I know that unhappy means “not happy.”
Model decoding rewrite, misplace, and disagree. (Re- means again; mis- means
bad or badly, wrong or wrongly; and dis- means not, lack of, opposite of.)
Model blending unhappy,
UNHAPPY
REWRITE
MISPLACE
DISAGREE

rewrite, misplace, and
disagree. Then have
students blend the
words with you.
 
PRACTICE AND ASSESS
DECODE LONGER WORDS Write these words. Have students read them,
underline the prefixes, and circle the base words.
   DECODE LONGER WORDS
READ WORDS IN CONTEXT Write these sentences. Have individuals read
them, point out the words containing prefixes, and decode the word. Words
with prefixes are underlined.
They were uninterested in the dishonest activity. (not interested,
not honest)
The lost book had been mislabeled and replaced on the wrong shelf.
(wrongly labeled, put back again)
To assess, have students look through a book or magazine and find other
words with the same prefixes and figure out their meanings.
Review Word Parts
REVIEW CONTRACTIONS
CONNECT Write these words:
can’t I’ll let’s I’m they’re
  • We studied contractions.
  • Look at the word can’t. What two words is this contraction made from?
    (can, not)
Continue in the same way with the remaining words above. (I will, let us, I am,
they are)
PRACTICE AND ASSESS
DECODE LONGER WORDS Have individuals read the following words. Provide
help blending the words as needed.
shouldn’t what’ll don’t doesn’t
oughtn’t couldn’t she’s mightn’t
READ WORDS IN CONTEXT Have students read these sentences. Then have
them rewrite each sentence using a contraction.
Abigail was not in the library. (wasn’t)
Pat could not have broken this glass. (couldn’t)
Shane did not know where the book was. (didn’t)
Put the milk in the refrigerator where it will stay cold. (it’ll)
To assess, make sure that students place the apostrophe in the correct place
in each contraction.