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Prefix Origins: 'micro'

  • Grade: Grade 6
    Activity type: Printable

Prefix Origins: 'micro'

Course
English
Grade
Grade 6
Section
Spelling and Vocabulary
Outcome
Prefix Origins: 'micro'
Activity Type
Printable
Activity ID
22798

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

        • L.5.6 – Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

        • L.5.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

          • L.5.4.a – Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

          • L.5.4.b – Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

          • L.5.4.c – Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

      • Literacy

        • L.5.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

          • L.5.1.a – Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

          • L.5.1.b – Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

          • L.5.1.c – Use verb tense to convey various times, sequences, states, and conditions.

          • L.5.1.e – Use correlative conjunctions (e.g., either/or, neither/nor).

        • L.5.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

          • L.5.2.a – Use punctuation to separate items in a series.*

          • L.5.2.b – Use a comma to separate an introductory element from the rest of the sentence.

          • L.5.2.c – Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

          • L.5.2.e – Spell grade-appropriate words correctly, consulting references as needed.

      • Literacy

        • L.5.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.

          • L.5.3.a – Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

    • RF.5 – Reading: Foundational Skills
      • Literacy

        • RF.5.3 – Know and apply grade-level phonics and word analysis skills in decoding words.

          • RF.5.3.a – Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

  • Year 6
    • Language
      • Expressing and developing ideas

        • ACELA1526 – Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages

  • Y5&6 – Year 5 and 6
    • Y5&6.R – Reading
      • They draw on knowledge and skills that include:

        • Y5&6.R.1 – Decoding texts fluently and accurately, using a range of reliable strategies

        • Y5&6.R.2 – Finding and learning the meanings of unknown vocabulary by using strategies such as applying their knowledge of how words work or seeking explanations in the text or in illustrations

        • Y5&6.R.3 – Understanding that words and phrases can have figurative as well as literal meanings and that some words have different meanings depending on the context

        • Y5&6.R.4 – Recognising basic grammatical constructions and understanding how these affect meaning

        • Y5&6.R.5 – Identifying the specific language features and structures of many common continuous and non-continuous text types (including mixed text types)

    • Y5&6 – Writing
      • They draw on knowledge and skills that include:

        • Y5&6.W.2 – Selecting vocabulary that is appropriate to the topic, register, and purpose (e.g., academic and subject-specific vocabulary appropriate for specific learning areas or precise and descriptive words to create a mental image)

        • Y5&6.W.3 – Using written language features (such as emotive vocabulary) and visual language features (such as headings, charts, or maps) to extend or clarify meaning and to engage their audience

        • Y5&6.W.4 – Using their knowledge of how words work (e.g., knowledge of diverse phoneme-grapheme relationships, of common, reliable spelling rules and conventions, and of the meanings and spellings of morphemes), along with their knowledge of word derivations, to fluently and correctly encode most unfamiliar words, including words of many syllables

        • Y5&6.W.5 – Correctly spelling all high-frequency words1 used in their writing

        • Y5&6.W.7 – Using simple and compound sentences that are correct grammatically and have a variety of structures, beginnings, and lengths and using some complex sentences that are mostly correct grammatically

        • Y5&6.W.8 – Using basic punctuation that is mostly correct (e.g., when punctuating dialogue)

        • Y5&6.W.9 – Attempting some complex punctuation (e.g., using apostrophes for possession, commas for clauses, or semicolons).

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

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