NY Next Generation ELA 2L4.b

ELA2nd GradeDetermine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from an array of strategies.

The Standard

Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

New York State Next Generation English Language Arts Learning Standards

Teacher's field guide

What Students Need to Do: Students determine how a known prefix changes a familiar word's meaning. They combine the prefix meaning with the base word instead of memorizing each new word separately.
What Mastery Looks Like: A student can separate a prefix from its base word and explain both parts. The student uses the newly formed word accurately in a sentence.
Common Misconceptions: Students may ignore the prefix or assume it changes only the sound of a word. They may apply a prefix meaning mechanically when the resulting explanation does not make sense.
How to Assess It: Give students unhappy, retell, and preview. Ask them to mark the prefix and base, explain each new meaning, and use one word.

Lesson moves

Attach prefix cards to familiar base-word cards, then draw or act out each newly formed meaning.
Ask, ‘How do tell and retell differ, and what meaning does re- contribute?’
Play Prefix Builder by matching prefix, base-word, and definition cards to form sensible sets.
Find prefixed words in classroom directions and explain how the prefix changes what students must do.

Free download

A ready-to-print activity worksheet aligned to 2L4.b, with an answer key for the teacher on its own page. No account needed.

PDF, US Letter, prints cleanly in black and white.

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