You will learn
- Say what a prefix is.
- Know the meanings of un-, re-, pre-, dis-.
- Add prefixes to words.
- Use prefixes to work out meaning.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- A prefix goes at the start of a word.
- un- means not.
- re- means again.
- pre- means before.
Words to know
a word part added to the start
the word before a prefix is added
a prefix meaning not
a prefix meaning again
1. Discover: Unlock and relock
Tolu is unhappy because he cannot open the box. He tries the key. “Unlock!” he says. He opens it, takes a toy and closes it. “Now I must relock it,” he says. His sister replays the game. “I am unhappy,” he says, “but I will retry.”
Think: What do un- and re- do to the words?
2. Understand: Prefixes
Idea 1: What is a prefix?
A prefix is a word part added to the start of a base word. It changes the meaning.
Idea 2: Common prefixes
un- means not: unhappy (not happy). re- means again: replay. pre- means before: preheat. dis- means not or opposite: disagree.
Idea 3: Use meaning
Cover the prefix. What is the base word? Add the meaning of the prefix. un + happy = not happy.
3. Worked examples
Example 1 (I show you): Add
un + kind = ?
- Not kind.
Answer: unkind
Example 2 (We do it together): Again
re + read = ?
- Read again.
Answer: reread
Example 3 (You try): Meaning
What does disagree mean?
Show the steps and answer
- Not agree.
Answer: not agree
Did you know?
Prefixes come from Latin and Greek. That is why many words share them.
Why this matters
Prefixes help you work out the meaning of many new words.
4. Explore: Prefix maker
Add prefixes to words.
- Choose a base word.
- Add a prefix.
- Say the new word.
- Write what it means.
Think about it: what did you notice?
You can use prefixes.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- un- means ___.
- re- means ___.
- unhappy means ___.
- replay means ___.
Guided practice
Question 1. What is a prefix?
a part added to the start
Question 2. What does un- mean?
not
Question 3. What does re- mean?
again
Independent practice
Level 1: Start
- A word part added to the start is a ___.
- un- means ___.
- re- means ___.
- pre- means ___.
- dis- means ___.
Level 2: Grow
- Add un- to kind.
- Add re- to write.
- Add dis- to like.
Level 3: Stretch
- Why do prefixes help?
- Does the base word change?
- Make a word with pre-.
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Find five prefix words and say what they mean.
Show a sample answer
unhappy, replay…
Another one. Write a sentence with three prefix words.
Show a sample answer
I am unhappy so I will retry.
7. Common mistakes
Fix: Keep it the same.
Fix: Prefixes go at the start.
8. Lesson summary and revision card
- I can say what a prefix is.
- I can use un-, re-, pre-, dis-.
- I can add prefixes.
- I can use prefixes for meaning.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- A prefix goes at the start.
- un- not, re- again.
- pre- before, dis- not.
- The base word stays the same.
11. Next lesson
Next lesson: Common suffixes. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is a prefix? [1 mark]
- What do un- and re- mean? [2 marks]
- Add prefixes: kind, write. [2 marks]
- What does disagree mean? [1 mark]
- Explain how a prefix changes a word. [3 marks]
Total: 9 marks.
Marking guide and model answers
- a word part added to the start of a word [1]
- not [1]; again [1]
- unkind [1]; rewrite [1]
- not agree [1]
- added to the start [1]; changes the meaning [1]; example [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- A word part at the start is a ___.
- un- means ___.
- re- means ___.
- pre- means ___.
- dis- means ___.
- True or false: prefixes go at the end.
- True or false: un- means not.
- Add un- to happy.
- Add re- to play.
- Use a prefix word in a sentence.
Homework
Find five prefix words and say what they mean.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A word part at the start is a ___. | prefix | 1 |
| 2. un- means ___. | not | 1 |
| 3. re- means ___. | again | 1 |
| 4. pre- means ___. | before | 1 |
| 5. dis- means ___. | not | 1 |
| 6. True or false: prefixes go at the end. | false | 1 |
| 7. True or false: un- means not. | true | 1 |
| 8. Add un- to happy. | unhappy | 1 |
| 9. Add re- to play. | replay | 1 |
| 10. Use a prefix word in a sentence. | I am unhappy. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 prefix; 2 not; 3 again; 4 before; 5 not. Level 2: 1 unkind; 2 rewrite; 3 dislike. Level 3: 1 they change meaning; 2 no; 3 preheat.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Say what a prefix is | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Know the meanings of un-, re-, pre-, dis- | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Add prefixes to words | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Use prefixes to work out meaning | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Changing the base word. Keep it the same.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use prefix cards.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns common prefixes. You do not need to be an expert to help.
- Hunt for prefix words.
- Play with meanings.
- Praise noticing.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: say what a prefix is; know the meanings of un-, re-, pre-, dis-; add prefixes to words; use prefixes to work out meaning.
Prerequisite knowledge. Compound words.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Review base words.
Explanation (10 min). Teach prefixes.
Guided activity (10 min). Practise.
Independent activity (10 min). Check.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the prefix? What does it mean?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use prefix cards. Extension. Find more prefixes.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Changing the base word. Keep it the same.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use prefix cards. Enrichment. Find more prefixes. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 2 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core L.2.4b (determine the meaning of the new word formed when a known prefix is added to a known word); Cambridge Primary English Stage 2 (vocabulary). These sources informed the lesson.