Objective:

Students will physically act out how word parts (roots, prefixes, and suffixes) come together to form the meaning of a word. They will simulate an algorithm by following step-by-step instructions to decode a word, applying computational thinking through decomposition and abstraction.

Materials Needed:

• Large index cards with prefixes, roots, and suffixes written on them

• Role cards for each student to act as different word parts

• List of common Greek and Latin roots

Steps:

• Introduction:

  • Begin by explaining that words can be broken down just like computer programs, where each part has a specific function. 

  • Just as programmers give instructions to robots, students will "program" each other to form words by following a set of instructions (an algorithm) based on the parts of the word.

• Group Activity:

  • Divide the class into groups. Each group will receive index cards labeled with different prefixes, roots, and suffixes. 

  • One student will act as the "programmer," while the others act as word parts. The "programmer" must call out instructions for the "word robots" to arrange themselves in the correct order to form a meaningful word, like "autograph" (auto- + -graph). 

  • After assembling the word, the group will act out its meaning (e.g., "writing one’s name"). This physical simulation models an algorithm where each step must be followed in sequence.

• Decomposition and Pattern Recognition:

  • After acting out several words, students will discuss patterns they observe in the way words are formed. For example, "tele-" often means something related to "distance," and "-graph" means "to write." 

  • Encourage students to recognize how decomposing words into smaller parts helps reveal the overall meaning, similar to how decomposing code into smaller functions makes it easier to debug and understand.

• Reflection and Class Discussion:

  • After completing several rounds, hold a class discussion on how breaking down words into parts is like writing a computer algorithm, where each part plays a role in the overall process. 

  • Ask students to reflect on how following step-by-step instructions helps them understand both coding and word meanings.

Equity and Access:

Provide scaffolded support by giving students simpler words to start with, and gradually increase the complexity. Pair students with different abilities to encourage collaboration and peer learning.

Real-World Application:

Link the activity to how programmers write step-by-step instructions for robots and how linguists break down words to understand language better. Explain how breaking tasks into smaller steps is critical in both computer science and language learning.

CS Practice(s):

• Developing and Using Abstractions: Students abstract word parts (prefixes, roots) into meaningful whole words, similar to how functions are abstracted in programming.

• Recognizing and Defining Computational Problems: Students recognize the need to decompose words into smaller parts and use these parts to solve the "problem" of determining the word’s meaning.

Standard(s):

• CA CCSS ELA-Literacy.L.4.4.b

• CA CS 3-5.AP.13

Objective:

Students will use Scratch or another coding platform to create an interactive game that helps them and their peers decode the meanings of unknown words by using context clues and word roots. The game will guide players to use computational thinking skills like decomposition and pattern recognition as they break down complex words into smaller parts.

Materials Needed:

• Tablets or computers 

• List of Greek and Latin roots, prefixes, and suffixes

• Sample words and definitions

Steps:

• Introduction:

  • Begin by explaining that just as we break down words into smaller parts like roots and affixes, programmers also break down big problems into smaller steps. 

  • Discuss how computational thinking involves recognizing patterns, using logic, and solving problems step-by-step.

• Game Design Activity:

  • In pairs, students will design a Scratch game where a character collects word parts (prefixes, suffixes, and roots) to form complete words. 

  • The player must then select the correct meaning based on the parts they collected. For example, in the game, if a player collects "tele-" and "-graph," the game will prompt them to choose the meaning "to write over a distance." 

  • Players must navigate through levels to decode more complex words, using visual clues and hints built into the game.

• Coding and Debugging:

  • Guide students through using blocks to animate the game and add conditionals to ensure correct answers are rewarded and incorrect ones provide hints. 

  • For instance, students will use "if-else" blocks to check if the player selects the correct word meaning and give feedback. 

  • Students will test and debug their game to ensure all levels work as intended.

• Presentation and Playtesting:

  • Each group will present their game with another pair of students, explaining how they decomposed the words into smaller parts to help the player understand the meaning. 

  • The class will take turns playing each other’s games and providing feedback, much like playtesting software in real-world programming and iterating based on diverse user preferences.

Equity and Access:

For students needing extra support, provide pre-made coding templates or offer simplified versions of the game design process. Encourage peer collaboration to ensure every student can contribute meaningfully.

Real-World Application:

Connect this activity to the real-world process of coding apps or games. Just like developers create language-learning apps to help users understand new words, students are building a tool that helps decode word meanings. Explain how understanding how technology works allows us to make learning more interactive and engaging.

CS Practice(s):

• Creating Computational Artifacts: Students create a game that decodes word meanings based on roots and affixes.

• Testing and Refining Computational Artifacts: Students test their games by playing them and making improvements based on peer feedback.

Standard(s):

• CA CCSS ELA-Literacy.L.4.4.b

• CA CS 3-5.AP.12

• CA CS 3-5.AP.13

• CA CS 3-5.AP.15

• CA CS 3-5.AP.17