2019 Capital Preparatory Harbor Lower School Winter Project Grades 5 and 6 Assignment Objective: I know how to minimize my winter learning loss because I can complete a subject specific project and participate in learning activities to reassess on standards taught during first semester. Description of Winter Learning Project: Winter Learning Projects (WLP) are required assignments for all scholars attending CPHS for the 2019-2020 school year. SLPs are designed as Harbor Lower’s means to re-assess in standards taught during the first semester of the 2019-2020 school year. Each grade level project will consist of numerous tasks to complete, allowing scholars to demonstrate what they have learned during the semester. All assignments will be posted on Illuminator’s Google Classrooms. All scholars in grades 5 and 6 will complete all assignment tasks outlined in this document. Projects are due on the first Monday back from vacation, January 6 th , and will be graded as assessment scores for Common Core/NGSS Standards for each class. Projects may be completed online using Google Docs (shared with your Illuminators) or worksheets may be printed out and submitted.
Transcript
2019 Capital Preparatory Harbor Lower School Winter Project
Grades 5 and 6
Assignment Objective:
I know how to minimize my winter learning loss because I can complete a subject specific project and participate in learning activities to reassess on standards taught during first semester.
Description of Winter Learning Project:
Winter Learning Projects (WLP) are required assignments for all scholars attending CPHS for the 2019-2020 school year. SLPs are designed as Harbor Lower’s means to re-assess in standards taught during the first semester of the 2019-2020 school year.
Each grade level project will consist of numerous tasks to complete, allowing scholars to demonstrate what they have learned during the semester.
All assignments will be posted on Illuminator’s Google Classrooms.
All scholars in grades 5 and 6 will complete all assignment tasks outlined in this document.
Projects are due on the first Monday back from vacation, January 6th, and will be graded as assessment scores for Common Core/NGSS Standards for each class.
Projects may be completed online using Google Docs (shared with your Illuminators) or worksheets may be printed out and submitted.
Grades 5 and 6 Winter Learning Projects
Common Core Standards and NGSS to be Assessed
ELA:
CCSS ELA RL6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS ELA RL6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
CCSS ELA RL6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS ELA RL5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS ELA RL5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
CCSS ELA RL5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
History
CCSS.ELA-LITERACY.L.5.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.5.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.RL.5.4
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
CCSS.ELA-LITERACY.RI.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Mathematics
5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
6.RP.A.3.c Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
Science
NGSS.5.PS 1.1 Develop a model to describe that matter is made of particles to small to be seen.
NGSS.5. PS 1.3 Make observations and measurements to identify materials based on their properties.
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales
Assignment Objective:
I know how to minimize my winter learning loss because I can complete a subject specific project and participate in learning activities to reassess on standards taught during first semester.
Grades 5 and 6 Tasks (worksheets attached)
Scholars must complete all the activities the following tasks
ELA : Scholars in grades 5 & 6 will independently select a book appropriate for their reading level, read the selection and create a book report in the form of a cereal box. They will highlight important ideas from the text- main characters, setting, problem/solution, etc and write a summary of the book. Finally, they will write a brief review and explain their stance.
History: Scholars in both 5th and 6th grade will work independently to complete a packet of writing and grammar practice. Scholars will correct run-on sentences, identify independent and dependent clauses, review root words, prefixes and suffixes, and use context clues to determine the meaning of words.
Science Grade 5 scholars will “Adopt an Element.” They will use a minimum of 3 resources to research their element and create an advertisement or commercial of the element. They will prepare a 3 minute presentation of their work and present in class after the break.
Grade scholars will explain the three types of plate boundaries, describe the forces that are thought to move the plates and explain the process of subduction at deep ocean ridges by completing one of three 3 project formats. They will prepare a 3 minute presentation of their work and will present in class after the break.
Mathematics Grade scholars go to the grocery store and find the prices of 15 of their favorite items. Scholars then create a slideshow with pictures and prices for each of the items they’ve selected. Pictures should be taken in person for full credit. Scholars should answer the following questions within the slideshow:
Grade 6 scholars will do the same project as 5th Grade with the added task of calculating the taxes and clearly representing it in the slideshow. Slideshow should state the cost before and after tax for each question.
Grade 5 Winter Project
Adopt An Element
1) Complete an “Adopt An Element information sheet”. (50% of grade)
You may use a variety of sources or references. Possible ideas are encyclopedias (book or CD), science encyclopedias, science catalogs, magazines, and/or internet sites. Be careful with internet sites and the reliability of the information. Information sheets must be neat, written in black ink or typed, and contain all the information requested. You also need to provide a list of your sources/references on the back of your information sheet. A minimum of three sources/references are required.
2) (50% of grade)Option A: Create an Advertisement for your element, Table of Elements Style.
The advertisement must include the element’s name, symbol, atomic number, average atomic mass, cost, your name, and an advertising slogan that describes one or more of its important uses. Advertisements must be neat, colorful, and contain all the information listed
above (see grading sheet). You may add pictures that relate to your advertisement theme. You may also choose to produce a digital copy of your advertisement by using Microsoft Word, PowerPoint, or any other compatible program. Your advertisement must follow a very similar format to the example below.
Option B: Create a Commercial or Short Infomercial for your element. (50% of grade)
The commercial must include the elements’ names, symbols, atomic numbers, average atomic masses, costs, and an advertising slogan that describes one or more of their important uses. Each commercial/infomercial must be neat, colorful, contain all the information listed above, and have all members of the group acting in the video (see grading sheet). You may add pictures, props, costumes, etc that relate to your advertisement theme and are school appropriate. Commercials or infomercials must be turned in as a digital copy on flash drive, CD, DVD, etc. An example commercial or information can be provided by the teacher upon request.
EXAMPLE
Atomic Mass
Atomic Number
Symbol and Name
Slogan
Cost
John Smith
Cost = $3.20 for 1 gram
Arsenic’s a sure-fire way to deal with a nasty rat and
works better than a mean, old, stinky cat!
AsArsenic
74.933
Adopt An Element Name _______________________________
Fact Sheet Element _______________________
Symbol Atomic Number Atomic Mass
______________ ______________ ______________
# of Protons # of Neutrons # of Electrons
______________ ______________ ______________
Melting Point Boiling Point Normal Phase
______________ ______________ ______________
Cost = ___________________ for __________________
Classification: ○ Nonmetal ○ Metal ○ Metalloid
My element belongs to the ___________________________________ family.
Origin of Element’s Name: _____________________________________________________________
Discovered By and Date:________________________________________________________________
Interesting Information (may include important uses, interesting facts, common compounds, etc
Total Points = _____________ out of 12 points = __________ %
Final Grade = ___________
3) Using the advertisement or commercial, you will present your element to a group of your peers and teachers. You will give a three minute
presentation, followed by a “Question and Answer” session.
4 3 2 1 Complex sentences are produced with creative and accurate word choices that support the content.
Presenter thoroughly understands the content and can answer questions about it.
Presenter’s Eye contact, volume and enunciation are sufficient so that all of the audience is engaged, can hear and understand.
Exceeded 3minute mark
Complex sentences are produced that support the content.
Presenter understands the content and can answer most questions.
Presenter’s Eye contact, volume and enunciation are sufficient so that most of the audience is engaged, can hear and understand.
2:30 to 3 minutes
Sentences or phrases are produced that support the content most of the time.
Presenter understands the content and can answer some questions.
Presenter’s Eye contact volume and enunciation are inconsistent which makes it difficult for some of the audience to be engaged, hear and understand.
2 to 2:30 minutes
Phrases or simple sentences are produced to communicate intent.
Presenter has a basic understanding of the content, but cannot answer questions.
Presenter’s Eye contact volume and enunciation make it difficult for the audience to be engaged, hear and understand.
Less than 2 minutes
Grade 6 ScienceWinter Project
Objective: I know how landforms are created because I can explain and compare the tree types of boundaries, describe the forces that are thought to move tectonic plates, and explain the process of seduction at deep-ocean trenches in my winter project. Part 1: Choose one of the following three projects to answer the question: How do convection currents and density help explain the creation of landforms such as mid-ocean ridges and mountains? Option A: Create a Venn Diagram comparing the role of density and convection currents in the creation of three landforms as follows:
· 2 landforms created from convergent boundaries and 1 from a divergent boundary.· Determine if density and/or convection currents played a more significant role in creating one of the three landforms and star it.· Each section of the Venn Diagram must include at least 3 differences and 1 similarity.· Use 12 plus vocabulary words from Ever Changing Earth Unit· Write in grammatically correct full sentences.
Option B: Create a concept map that shows the different ways density and convection currents are involved in the creation of three landforms as follows:
· 2 landforms created from convergent boundaries and 1 from a divergent boundary.· Each landmark includes at least 3 supporting details to justify your position.· Use 12 plus vocabulary words from Ever Changing Earth Unit· Write in grammatically correct full sentences.
Option C: Write personal narratives from the perspective of three landforms that describes how density and convection currents formed each landform as follows:
· Write 3 personal narratives from perspective of 2 landforms created from convergent boundaries and 1 from a divergent boundary.· Each landmark includes at least 3 supporting details to justify your position.· Use 12 plus vocabulary words from Ever Changing Earth Unit· Write in grammatically correct full sentences.
Part 2: Using your project you will you will give a three-minute presentation, followed by a “Question and Answer” session.
4 3 2 1
Complex sentences are produced with
creative and accurate word choices that
support the content.
Presenter thoroughly understands the content and can
answer questions about it.
Presenter’s Eye contact, volume and
enunciation are sufficient so that all of the audience is engaged, can hear and understand.
Exceeded 3 minute
mark
Complex sentences are produced that
support the content.
Presenter
understands the content and can
answer most questions.
Presenter’s Eye contact, volume and
enunciation are sufficient so that most
of the audience is engaged, can hear and understand.
2:30 to 3 minutes
Sentences or phrases are produced that support
the content most of the time.
Presenter understands the content and can
answer some questions.
Presenter’s Eye contact
volume and enunciation are inconsistent which
makes it difficult for some of the audience to be
engaged, hear and understand.
2 to 2:30 minutes
Phrases or simple sentences are produced to
communicate intent.
Presenter has a
basic understanding of the content, but
cannot answer questions.
Presenter’s Eye contact volume and enunciation make it
difficult for the audience to be
engaged, hear and understand.
Less than 2 minutes
ELA: Cereal Box Book Report
DUE: Monday, January 6th, 2020
Front of Box:Use a piece of white or colored paper to cover the front of your cereal box (it would be a good idea to create your cover before gluing it to the box). On your cover make sure you include a creative name for your cereal and a drawing of your favorite scene from the book. Do not use the exact title of the book you read, or any of the cover work.
Back of Box:Write a brief summary of the book, including all important events, in the right order so that anyone who reads the summary gets a clear understanding of the story. Your summary should include a general theme, be at least 3 paragraphs, each about 4-5 complete sentences long.
Right Side:Make a list of the book’s “ingredients”: this list should include the characters and setting. List the main characters and write a sentence about each one, then describe the setting of the novel.
Left Side:Create a game, rap, poem, or puzzle related to the events that happened in the book. * 6th graders should include similes and metaphors in their rap or poems.
Top of Box:Include the author’s name, book title, and the number of pages. If you liked the book, write a quick recommendation. If you didn’t like the book, explain why- your review should be at least 4 sentences.
Bottom:Be SURE to include your name and class!!
Cereal Box Book Report Grading Rubric
4 3 2 1 Score
Neatness
The cereal box is neatly designed. The box has an attractive design
and layout.
Most sections are neatly designed. The box has an attractive design
and layout.
Some sections are neatly designed. The box layout is
a bit messy.
The cereal box is not neatly
designed and does not have an attractive layout.
Front
The front of the cereal box has a drawing & a title that relates to the
The front of the box has a drawing & title but does not relate to the book.
The front of the box has a
drawing but no title.
The front of the box has no title
or drawing.
book.
Back
The summary highlights
important story events in a
meaningful order, includes the
overall theme, and meets the
required length
The summary highlights
important story events in a not so
clear order, includes the overall
theme, is barely meets required
length
The summary does not highlight
important story events, an
overall theme is missing, and is shorter than the required length.
The summary is scanty and/or does not make much meaning.
Right Side
Contains a detailed, well-
written character list, includes a
brief description of each character, and includes the
setting of the novel.
Contains a character list &
setting description that could be
improved in terms of spelling,
grammar, and content.
There are several mistakes and/or the character list
& setting description is
poorly written.
The “ingredients” are
missing: no character list and/or setting description.
Left Side
Includes a game, rap, poem, or
puzzle related to the events that
happened in the book
Includes a game, rap, poem, or
puzzle that is fairly related to the events that
happened in the book
Includes a game, rap, poem, or puzzle that is
minimally related to the events that happened in the
book
Includes a game, rap, poem, or puzzle that is
unrelated to the events that
happened in the book/ is Blank
Top
Includes title, author, number of pages, and a brief but well-written
recommendation.
Includes title, author, number of
pages, but the recommendation is
poorly written.
One element is missing.
Two or more elements are
missing.
TOTAL
Mathematics: Grocery Project DUE: Monday, January 6th, 2020
Grade 5: Scholars go to the grocery store and find the prices of 15 of their favorite items. Scholars then create a slideshow with pictures and prices for each of the items they’ve selected. Pictures should be taken in person for full credit. Scholars should answer the following questions within the slideshow:
What would the total be (without tax) if you bought these items? What would the cost be (without tax) if you divided the total of the 15 items between you and 4 friends? What would be the total cost (without tax)if you bought the same 15 items for 10 different families?
Round all your answers to the nearest hundredth.
Grade 6: 6th Grade scholars will do the same project as 5th Grade with the added task of calculating the taxes and clearly representing it in the slideshow. Slideshow should state the cost before and after tax for each question.
5th & 6th Grade Math Rubric:
4 3 2 1
All calculations are correct (excluding
taxes)
For 6th Grade taxes are included and calculations are
correct.
All calculations are correct (excluding
taxes)
For 6th Grade taxes are included and calculations are
correct
Some calculations are correct (excluding taxes)
For 6th Grade taxes are missing or incorrectly
calculated
All calculations are incorrect (excluding
taxes)
For 6th Grade taxes are missing or
incorrectly calculated
Correctly rounded to the nearest hundredth
Prices represent realistic cost of items
Pictures of items included in
presentation
Slideshow arranged neatly
Correctly rounded to the nearest hundredth
Prices represent realistic cost of items
Pictures are not included or, they
were obviously not taken in person
Slideshow mostly arranged neatly
Incorrectly rounded to the nearest hundredth
Prices are made or not realistic
No pictures of Items
Slideshow unorganized
Incorrectly rounded to the nearest
hundredth
Prices are made or not realistic
No pictures of Items
Slideshow unorganized
Grade 5 and 6 History Winter Assignment
Due: January 6th, 2020Definition: A run-on contains two independent clauses combined without proper punctuation (or two sentences in one).
History Grade 5 and 6
Winter Project
Directions: This packet will focus on vocabulary and writing. Write in PENCIL for credit.
Name:____________________
Date:_____________________
Cohort:___________________
Tuesday
1. The red car is in the parking lot I don't know where the van and the motorcycle are.Correct:
2. She was the best student in the class all the study groups invited her to participate.Correct:
3. She found the house once she didn't think she could find it again.Correct:
4. There are four possible routes I don’t know which is the best.Correct:
5. He wanted to meet the group at the restaurant he called to find out what time to arrive.Correct:
6. There weren't enough copies to go around we had to share the copies that were available.Correct:
7. You finished your work early you don't have to stay.Correct:
8. She didn't want to miss her meeting she made sure she left early.Correct:
1- Emerging 2- Proficient 3- Mastery 4- Advanced5 or less 6/8 7/8 8/8
1. The red car is in the parking lot I don't know where the van and the motorcycle are.Correct:
2. She was the best student in the class all the study groups invited her to participate.Correct:
3. She found the house once she didn't think she could find it again.
Correct:
4. There are four possible routes I don’t know which is the best.Correct:
5. He wanted to meet the group at the restaurant he called to find out what time to arrive.Correct:
6. There weren't enough copies to go around we had to share the copies that were available.Correct:
7. You finished your work early you don't have to stay.Correct:
8. She didn't want to miss her meeting she made sure she left early.Correct:
1- Emerging 2- Proficient 3- Mastery 4- Advanced5 or less 6/8 7/8 8/8
1. The red car is in the parking lot I don't know where the van and the motorcycle are.Correct:
2. She was the best student in the class all the study groups invited her to participate.Correct:
3. She found the house once she didn't think she could find it again.Correct:
4. There are four possible routes I don’t know which is the best.Correct:
5. He wanted to meet the group at the restaurant he called to find out what time to arrive.Correct:
6. There weren't enough copies to go around we had to share the copies that were available.Correct:
7. You finished your work early you don't have to stay.Correct:
8. She didn't want to miss her meeting she made sure she left early.Correct:
1- Emerging 2- Proficient 3- Mastery 4- Advanced5 or less 6/8 7/8 8/8
Thursday
DIRECTIONS
Decide which of the following groups of words are run-on sentences.
_ If the group of words is a correct sentence, write S; if it is a run-on, write R-O.
_ Revise each run-on sentence by (1) making it two separate sentences; (2) inserting a semicolon, or (3) using a comma and a coordinating conjunction.
______ 1. Brown bears include the grizzly and the kodiak, the largest brown bear is the kodiak.
______ 2. Kodiak bears weigh as much as 1,700 pounds, they grow to a height of ten feet.
______ 3. Bears can live more than 30 years in the wild.
______ 4. Bears’ sense of smell is more developed than their hearing or sight.
______ 5. Females give birth to as many as four cubs, the cubs stay with their mother two
or three years.
______ 6. Many people are afraid of bears, encounters with bears are actually infrequent.
______ 7. Grizzly bears are solitary animals, they do not want to interact with people.
______ 8. Generally, bears attack only when they are surprised, or when they are protecting
their young.
______ 9. People should always store food and garbage properly, bears could be attracted by
the smell.
______ 10. Never try to outrun a bear, it can run more than 30 miles per hour.
______ 11. School in Munich was too rigid and boring for young Einstein he did not do well.
______ 12. However, young Einstein showed a talent for mathematics, at the age of 12,
he taught himself Euclidean geometry.
______ 13. After finishing secondary school, he entered the Federal Polytechnic Academy
in Switzerland, he did not like the teaching methods there.
______ 14. The academy frustrated him he could learn in a way that interested him.
______ 15. Einstein chose to educate himself, he missed classes often and spent the time studying physics on his own.
______ 16. His professors had low opinions of him, he graduated anyway in 1900.
______ 17. In 1905, he published a paper on physics the University of Zürich awarded him a Ph.D. for this work.
______ 18. In the same year, he published four more papers that presented new thoughts on the
nature of light and other important concepts.
______ 19. Physicists resisted his ideas at first, eventually his general theory of relativity was
confirmed through observation.
______ 20. Einstein achieved international recognition, in 1921 he received the Nobel Prize
in physics.
1- Emerging 2- Proficient 3- Mastery 4- Advanced15 or less 16-17/20 18-19/20 20/20
Sunday
Exercise 1: Identifying Run-on Sentences: Decide if the sentence is a run-on or a complete sentence.
1) My academic advisor told me not to take 18 credit hours for the fall semester I'm regretting not having listened to her.
a) Run-On b) Complete Sentence
2) My cat was upset all day he didn't get canned food for breakfast.
a) Run-On b) Complete Sentence
3) Organizations that promise students a scholarship if they pay an extraordinarily high application fee are most likely scams.
a) Run-On b) Complete Sentence
4) Because Rose was late for the all-you-can-eat buffet, she had to order from the main menu.
a) Run-On b) Complete Sentence
5) The student fell asleep in class everyone thought this was rude behavior.
a) Run-On b) Complete Sentence
6) Although an immigration lawyer might help me to stay in this country, his fees are too expensive for me to afford.
a) Run-On b) Complete Sentence
7) I like the history class because the material is explained so well.
a) Run-On b) Complete Sentence
8) We followed the map we ended up in Canada instead.
a) Run-On b) Complete Sentence
1- Emerging 2- Proficient 3- Mastery 4- Advanced5 or less 6/8 7/8 8/8
Monday
Exercise 2: Choosing the corrected sentence
1) My academic advisor told me not to take 18 credit hours for the fall semester I regret I didn't listen to her.
a.) My academic advisor told me not to take 18 credit hours this semester, and now I regret not having listened to her.
b.) When my academic advisor told me not to take 18 credit hours this semester, and I now regret not having listened to her.
c.) My academic advisor told me not to take 18 credit hours this semester, now I regret that I did not listen to her.
2) My cat was upset all day he didn't get canned food for breakfast.
a.) My can was upset all day. Because he did not get canned food for breakfast.
b.) My cat was upset all day because he did not get canned food for breakfast.
c.) Because my cat was upset today and did not get canned food for breakfast.
3) The student fell asleep in class everyone thought this was rude behavior.
a.) The student fell asleep in class, and everyone thought this was rude behavior.
b.) The student was falling asleep in class, and although everyone thought this was rude behavior.
c.) Even though the student fell asleep in class, and everyone thought this was rude behavior.
4) Ron was chopping the vegetables Ginny was boiling the rice.
a.) Ron was chopping the vegetables, and Ginny was boiling the rice.
b.) When Ron was chopping the vegetables and Ginny was boiling the rice.
c.) Ron was chopping vegetables and while Ginny was boiling the rice.
5) When we wanted to drive to the park we followed the direction from our neighbors we ended up in Canada instead.
a.) When we wanted to drive to the park, we followed the directions we received from our neighbors and ended up in Canada instead.
b.) We wanted to drive to the park as we followed the directions we received from our neighbors we ended up in Canada.
c.) Because we wanted to drive to the park and got wrong directions and ended up in Canada.
6) Peggy is a writing instructor she knows how to write a brilliant essay.
a.) Because Peggy is a writing instructor and knows how to write a brilliant essay.
b.) Peggy who is a writing instructor and knows how to write and essay.
c.) Peggy is a writing instructor. She knows how to write a brilliant essay.
7) I prefer walking riding the bike hurts my knees.
a.) I prefer walking. So riding the bike hurts my knees.
b.) I prefer walking for riding the bike hurts my knees.
c.) Since riding the bike hurts my knees and I prefer walking.
8) The anatomy test was very hard Joann got an A.
a.) Just as Joann got an A in the very hard anatomy test.
b.) Because the anatomy test was hard and Joann got an A.
c.) Although the anatomy test was very hard, Joann got an A.
1- Emerging 2- Proficient 3- Mastery 4- Advanced5 or less 6/8 7/8 8/8
Tuesday
Directions: Complete the Prefix organizer below. An example is provided for you.
Root Word Prefix New Word New word Meaning Prefix meaning
Read Re Reread To read again again
belief Dis —thought that something is not true
understood Mis —failed to understand; thought wrong
start Restart
possible not able to happen.
Biweekly —happening either twice a week or every two weeks.
fill Re
game happening before a game.
Directions: Complete the Suffix organizer below. An example is provided for you.
Root Word Suffix New Word New word Meaning Suffix meaning
prevent able Preventable Able to be
big er more
ful Playful Full pf
harm Less of something
notice able
tion Attraction act, process
Root Words/Base Words A.
Directions 1. Read the word in the first column aloud with your teacher. 2. Find the prefixes and suffixes and write them in the correct columns. 3. Write the meanings of the prefixes and suffixes. 4. Write the root word in the fourth column. 5. Write the word meaning in the last column.
Word Prefix and meaning Suffix an meaning Root Word Word MeetingUnhappy
Unhappiness
Previewed
disagree
Unsafe
Unfit
Wednesday
Directions 1. Add a prefix or a suffix from the boxes below to the root word in parentheses ( ) to complete each sentence. 2. Write the complete word in the blank.
1- Emerging 2- Proficient 3- Mastery 4- Advanced6 or less 7/10 8-9/10 10/10
