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Join The 3AM Teacher, the Reading Olympians, and over 80 SUPREME education bloggers as we take you through a tour of the Reading Olympians Root Study Program!!
Then, we underlined the prefix of each word.
Day 2: We discussed the prefix -un. We made an anchor chart for each prefix that we discussed. Students helped think up the words for the chart. Since this was the first day that we discussed a prefix, we wrote both the word and its definition on the chart. We came up with several different sentences for each word.
Day 3: We discussed the prefix -dis. This went well with -un since they had the same meaning. When we learned about -un, the kids were able to come up with it's meaning without any help. They had a much more difficult time defining -dis. Instead of telling them what it meant, we made a list of -dis words. Then, we discussed what each word meant. After we defined several words, the kids were able to figure out it's meaning. They were really pleased with themselves for figuring it out without me telling them.
Kayla disappeared after dinner. (I love that the person is hanging upside down in the door frame!) |
I dislocated my shoulder while riding my bike. |
I was dismissed from school and never came back. |
Discover the program IN ACTION in more K-6th grade classrooms as you Pass the Torch!! Get ideas, discover the progression of the program, and enter the Raffle for a chance to win ONE of the three prizes listed below!!
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I am loving this pass the torch linky! I am discovering new ways to implement this into my 1st grade classroom. I am recovering from back surgery and will return to my classroom in one week. I can't wait to use this. I'm super excited!
ReplyDeleteSounds like your students got a lot out of the program! I imagine your special education students would benefit from this type of word study. It is great to read about each teacher's approach with the program. Thanks for sharing!
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