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Antonyms by adding a prefix

  • Grade: Year 3
    Activity type: Tutorial

Antonyms by adding a prefix

Course
English
Grade
Year 3
Section
Grammar
Outcome
Antonyms by adding a prefix
Activity Type
Tutorial
Activity ID
27846

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  • Year 2
    • Language
      • Language for interaction

        • ACELA1462 – Identify language that can be used for appreciating texts and the qualities of people and things

      • Text structure and organisation

        • ACELA1464 – Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms

      • Sound and letter knowledge

        • ACELA1474 – Recognise most sound-letter matches including silent letters, vowel/consonant digraphs and many less common sound-letter combinations

  • Y3 – Year 3
    • Y3.R – Reading
      • They draw on knowledge and skills that include:

        • Y3.R.3 – Knowing the meanings of some common prefixes (e.g., un-, re-, in-, dis-) and suffixes (e.g., -s, -es, -ed, -ing, -ly, -er, -less, -ful) and understanding how they affect the meanings of words

    • Y3.W – Writing
      • They draw on knowledge and skills that include:

        • Y3.W.1 – Using increasingly specific words and phrases (e.g., adjectives and more precise nouns and verbs) that are appropriate to the content of the text

        • Y3.W.2 – Using their visual memory to spell personal vocabulary and high-frequency words (e.g., many words from essential lists 1-4 and some from list 5 and list 61)

        • Y3.W.10 – Using capital letters, full stops, question marks, and exclamation marks correctly

  • Y2 – Year 2
    • Y2.R – Reading
      • They draw on knowledge and skills that include:

        • Y2.R.2 – Decoding unfamiliar words by:

          • Y2.R.2.b – Recognising common chunks of words and making analogies to words that look similar

          • Y2.R.2.c – Using their developing knowledge of morphology (such as knowledge of prefixes and suffixes)

  • Y4 – Year 4
    • Y4.R – Reading
      • They draw on knowledge and skills that include:

        • Y4.R.3 – Working out the meanings of new words, using strategies such as:

          • Y4.R.3.a – Applying knowledge of the meanings of most common prefixes (e.g., over-, mis-, sub-, pre-, inter-, semi-, mid-) and most common suffixes (e.g., -ist, -ity, -ty, -ion, -able/-ible, -ness, -ment)

This activity is not included in United Kingdom – National Curriculum.

You can go to an overview of all the curricula here.

  • K – Kindergarten
    • L.K – Language
      • Literacy

        • L.K.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

          • L.K.4.b – Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

          • L.K.4.e – Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

  • 5 – Grade 5
    • L.5 – Language
      • Literacy

        • L.5.5 – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

          • L.5.5.c – Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.