teaching resource

Building Words with Prefixes Sorting Activity

Updated: 24 Apr 2023

Build words by matching the root word to prefixes and recording the new terms on the answer sheet.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 3 - 4

Curriculum

VC2E4LY04

Understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, word origins, and common prefixes and suffixes to spell more complex words <ul> <li>applying generalisations for adding affixes; for example, ‘hope’ becomes ‘hoping’, ‘begin’ becomes ‘beginning’, ‘country’ becomes ‘countries’</li> <li>building morphemic word families and exploring word origins, for example ‘tricycle’, ‘tripod’ and ‘triangle’</li> </ul>
VC2E5LY04

Build and spell new words from knowledge of known words, base words, prefixes and suffixes, word origins (etymology), letter patterns and spelling generalisations <ul> <li>using knowledge of known words and base words to spell new words, for example the spelling and meaning connections between ‘vision’, ‘television’ and ‘revision’</li> <li>applying knowledge of spelling generalisations to spell new words, for example ‘suitable’, ‘likeable’ and ‘collapsible’</li> </ul>
VC2E6LY04

Use their knowledge of known words, base words, prefixes, suffixes, letter patterns, spelling generalisations and word origins (etymology), including some Latin and Greek roots, to spell new words, including technical words <ul> <li>using a dictionary to explore word origins, including some Greek roots, in order to spell words; for example, the Greek root ‘ath’ meaning ‘contest’ or ‘outstanding skill’, ‘pent’ meaning the number 5 and ‘dec’ meaning the number 10 inform the spelling and meaning of the words ‘athlete’, ‘pentathlon’ and ‘decathlon’</li> <li>applying accumulated knowledge of a wide range of letter patterns and spelling generalisations to spell new words, for example ‘ratio’ and ‘synthesis’</li> <li>expanding knowledge of prefixes and suffixes, and exploring meaning relationships between words, for example ‘disappearance’, ‘submarine’, ‘subterranean’, ‘poisonous’ and ‘nervous’</li> <li>applying accumulated knowledge of a wide range of letter patterns and spelling generalisations to spell new words; for example, knowing how and why these words are spelt as follows: ‘reliability’, ‘handkerchief’, ‘receive’, ‘lollies’, ‘trolleys’, ‘climbing’, ‘designed’ and ‘emergency’</li> <li>spelling technical words by applying morphemic knowledge, for example ‘metaphorical’, ‘biology’ and ‘biodegradable’</li> </ul>

teaching resource

Building Words with Prefixes Sorting Activity

Updated: 24 Apr 2023

Build words by matching the root word to prefixes and recording the new terms on the answer sheet.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 3 - 4

Build words by matching the root word to prefixes and recording the new terms on the answer sheet.

Build New Words with Our Prefixes Activity

Use this resource in your reading group, as a guided reading activity, or as a whole class exercise (see below) to practise building words with root words and prefixes.

Students will match a root word card to a prefix card to create a new word. Once they have found their match, they’ll write the new word on the recording sheet.

Scaffolding + Extension Tips

Challenge students who already understand the concept to use the new words in a sentence or explain the meaning of the root word, prefix, and new word. Support students who need help understanding the concepts by assigning peer pairs to build new words with prefixes and root words.

More Prefix Exercises

Use this resource as independent practise for fast finishers and full-class learning opportunities like scoot activities, lesson reviews, comprehension assessments, and more.

✍️ Write the Room (Scoot Activity)

Hang sheets of chart paper around the room and post a prefix card above each one. Individually or with a partner, have students rotate around the room, adding a root word that can be used with the prefix. Words may be used only once.

🤩 Show Me!

Give each student a mini dry-erase board and a dry-erase marker. Project all 4 of the prefix cards on the screen and a root word card. Have your students write the word with the correct prefix on their board. When everyone has written down their answer, say, “Show Me.” Students will flip their boards, allowing you to see who needs extra support.

➕ Odd Man Out

Place three cards at each station, making sure 1 of the cards can use the applicable prefix. Student pairs will rotate through each station and identify the new word, writing their answers on a separate sheet of paper.

Easily Prepare This Resource for Your Students

Print on card for added durability and longevity. Place all pieces in a folder or large envelope for easy access.

Because this activity includes an answer sheet, we recommend printing one copy of the entire file first. Then, make photocopies of the blank worksheet for students to complete.

Before You Download

Use the dropdown icon on the Download button to choose between the PDF or Google Slides version of this resource. A recording sheet and answer key are also included with this download.

This resource was created by Kirstin Sowers, a Teacher Starter Collaborator.

Curriculum

VC2E4LY04

Understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, word origins, and common prefixes and suffixes to spell more complex words <ul> <li>applying generalisations for adding affixes; for example, ‘hope’ becomes ‘hoping’, ‘begin’ becomes ‘beginning’, ‘country’ becomes ‘countries’</li> <li>building morphemic word families and exploring word origins, for example ‘tricycle’, ‘tripod’ and ‘triangle’</li> </ul>
VC2E5LY04

Build and spell new words from knowledge of known words, base words, prefixes and suffixes, word origins (etymology), letter patterns and spelling generalisations <ul> <li>using knowledge of known words and base words to spell new words, for example the spelling and meaning connections between ‘vision’, ‘television’ and ‘revision’</li> <li>applying knowledge of spelling generalisations to spell new words, for example ‘suitable’, ‘likeable’ and ‘collapsible’</li> </ul>
VC2E6LY04

Use their knowledge of known words, base words, prefixes, suffixes, letter patterns, spelling generalisations and word origins (etymology), including some Latin and Greek roots, to spell new words, including technical words <ul> <li>using a dictionary to explore word origins, including some Greek roots, in order to spell words; for example, the Greek root ‘ath’ meaning ‘contest’ or ‘outstanding skill’, ‘pent’ meaning the number 5 and ‘dec’ meaning the number 10 inform the spelling and meaning of the words ‘athlete’, ‘pentathlon’ and ‘decathlon’</li> <li>applying accumulated knowledge of a wide range of letter patterns and spelling generalisations to spell new words, for example ‘ratio’ and ‘synthesis’</li> <li>expanding knowledge of prefixes and suffixes, and exploring meaning relationships between words, for example ‘disappearance’, ‘submarine’, ‘subterranean’, ‘poisonous’ and ‘nervous’</li> <li>applying accumulated knowledge of a wide range of letter patterns and spelling generalisations to spell new words; for example, knowing how and why these words are spelt as follows: ‘reliability’, ‘handkerchief’, ‘receive’, ‘lollies’, ‘trolleys’, ‘climbing’, ‘designed’ and ‘emergency’</li> <li>spelling technical words by applying morphemic knowledge, for example ‘metaphorical’, ‘biology’ and ‘biodegradable’</li> </ul>

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