Look, Cover, Write - Prefix Origins 'super'

  • Grade: Grade 4
    Activity type: Interactive Activity

Look, Cover, Write - Prefix Origins 'super'

Grade 4
Spelling and Vocabulary
Prefix Origins 'super'
Activity Type
Interactive Activity
Activity ID


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  • 3 – Grade 3
    • W.3.1 – Writing
      • Literacy

        • W.3.10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

    • SL.3 – Speaking & Listening
      • Literacy

        • SL.3.6 – Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

      • Literacy

        • SL.3.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

          • SL.3.1.b – Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

    • L.3 – Language
      • Literacy

        • L.3.6 – Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

        • L.3.4 – Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

          • L.3.4.a – Use sentence-level context as a clue to the meaning of a word or phrase.

          • L.3.4.b – Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

          • L.3.4.c – Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

          • L.3.4.d – Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

        • L.3.5 – Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

          • L.3.5.b – Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

      • Literacy

        • L.3.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

          • L.3.1.i – Produce simple, compound, and complex sentences.

        • L.3.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

          • L.3.2.a – Capitalize appropriate words in titles.

          • L.3.2.e – Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

          • L.3.2.f – Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

          • L.3.2.g – Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

      • Literacy

        • L.3.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.

          • L.3.3.b – Recognize and observe differences between the conventions of spoken and written standard English.

    • RF.3 – Reading: Foundational Skills
      • Literacy

        • RF.3.3 – Know and apply grade-level phonics and word analysis skills in decoding words.

          • RF.3.3.a – Identify and know the meaning of the most common prefixes and derivational suffixes.

          • RF.3.3.c – Decode multisyllable words.

          • RF.3.3.d – Read grade-appropriate irregularly spelled words.

  • 2 – Grade 2
    • RF.2 – Reading: Foundational Skills
      • Literacy

        • RF.2.3 – Know and apply grade-level phonics and word analysis skills in decoding words.

          • RF.2.3.d – Decode words with common prefixes and suffixes.

    • L.2 – Language
      • Literacy

        • L.2.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

          • L.2.4.b – Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

  • 4 – Grade 4
    • L.4 – Language
      • Literacy

        • L.4.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • Year 3
    • Language
      • Expressing and developing ideas

        • ACELA1485 – Understand how to use sound-letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example 'tion'

  • Year 4
    • Language
      • Language variation and change

        • ACELA1487 – Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages

      • Expressing and developing ideas

        • ACELA1498 – Incorporate new vocabulary from a range of sources into students' own texts including vocabulary encountered in research

  • 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

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

        • Y4.R.1 – Automatically reading all high-frequency words

        • Y4.R.2 – Automatically selecting an appropriate decoding strategy when they encounter unknown words

        • Y4.R.5 – Recognising the features and purposes of some common text types and using this knowledge to navigate and understand texts

        • 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)

          • Y4.R.3.c – Inferring word meanings from known roots and affixes (e.g., by using the known meaning of tele- and -port to infer the meaning of teleport)

    • Y4.W – Writing
      • They draw on knowledge and skills that include:

        • Y4.W.2 – Using vocabulary (in particular, nouns, verbs, adjectives, and adverbs) that clearly conveys ideas, experiences, or information

        • Y4.W.6 – Using mainly simple and compound sentences, along with some complex sentences, that vary in their beginnings, structures, and lengths and are mostly correct grammatically

        • Y4.W.8 – Using capital letters, full stops, question marks, and exclamation marks correctly and using speech marks, commas for lists, and apostrophes for contractions correctly most of the time.

        • Y4.W.3 – Encoding (spelling) by:

          • Y4.W.3.a – Using their knowledge of diverse phoneme-grapheme relationships (e.g.,ship, chef, ocean, station, special), of the meaning and spelling of morphemes (e.g., root words and affixes), and of common, reliable spelling rules and conventions

          • Y4.W.3.b – Using their visual memory to help them spell personal vocabulary and high-frequency words correctly (the high-frequency words include most words from essential lists 1-4 and many from essential lists 5-71)

        • Y4.W.4 – Expanding their writing vocabulary by using strategies such as:

          • Y4.W.4.a – Applying their knowledge of the meaning of most common prefixes (e.g.,un-, sub-, pre-, non-) and most common suffixes (e.g., -ful, -ly, -tion, -able/-ible, and -ment)

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

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