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Grade 2 · unit review

Review: Prefixes, Suffixes, Contractions and Smooth Reading

Apply read a prefix meaning, read a suffix meaning, expand a contraction, choose a meaningful phrase pause using supplied texts and original responses.

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Bring the unit skills together

Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.

Unit review questions
1. Prefix word: unsafe. Suffix word: driver. Contraction: can’t. Sentence: In the morning, we leave. What does the supplied prefix add to its base word?
Need a hint?
  • Unkind means not kind.
  • A word that begins with similar letters may not contain that prefix.
2. Prefix word: unsafe. Suffix word: driver. Contraction: can’t. Sentence: In the morning, we leave. What does the supplied suffix add?
Need a hint?
  • Teacher is a person who teaches.
  • The -er in taller compares; it does not name a person.
3. Prefix word: unsafe. Suffix word: driver. Contraction: can’t. Sentence: In the morning, we leave. Which full form makes the supplied contraction?
Need a hint?
  • We’re means we are.
  • Its without an apostrophe is a possessive form.
4. Prefix word: unsafe. Suffix word: driver. Contraction: can’t. Sentence: In the morning, we leave. Where should a brief reading pause occur in the supplied sentence?
Need a hint?
  • After lunch is one phrase.
  • A pause is not a reason to omit the next word.

The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.

Use the skills in a new task

Make a short complete response demonstrating the four skills in this unit. Decode and expand: Before lunch, we’re rereading a helpful note. Explain before, we are, read again and full of help. Read the sentence in two meaningful phrases without skipping any words. Longer writing targets in optional extensions can be completed in a later session.

Work on paper or in your own document. Explain the choices you made.

  • Read the base and prefix separately. Combine their meanings and verify the complete word against the supplied definition.
  • Locate the ending and state how it changes the base meaning. Read the new word aloud as one complete word.
  • Say the contraction, expand it into its two-word or full negative form and compare the spelling.
  • Find the time phrase before the main action. Read that group together, pause briefly and read the main clause.
Compare with a model response

Before lunch, we’re rereading a helpful note. Before names an earlier time. We’re expands to we are. Rereading combines re-, read and -ing, so the action is reading again and ongoing. Helpful combines help and -ful, meaning full of help. I read Before lunch as the introductory phrase, pause briefly at the comma, then read the rest smoothly without skipping words.

A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.