Which Prefix Fits? Worksheet: Year 6 SPaG

Year 6 SATs SPaG worksheet on choosing prefixes: 14 questions in the style of the SATs, with answers. Free PDF.

3-page A4 PDF from the Tiger Shark Education question bank (Vocabulary and Standard English): two pages of questions (tick one) and an answer page. Example questions: Which prefix could be added to all three words to make new words? Tick one. paid · used · cook (inter-, trans-, under-, super-) / Which prefix could be added to all three words to make new words? Tick one. judge · hear · lead (mis-, sub-, non-, dis-)

Which prefix fits? Choosing the right prefix depends on the root word. Many prefixes that mean ‘not’ are used with different roots: unhappy, disagree, incorrect, impossible, irregular, illegal. Some prefixes change form to match the first letter of the root (im- before m or p, ir- before r, il- before l).

Common mistakes and tips: Children often choose a prefix that sounds right but is not the conventional form (unpossible, disregular). Teaching the ‘im- before m and p, ir- before r, il- before l’ pattern is very helpful. Encourage pupils to say the word aloud and check whether it is a real word, using a dictionary if needed.

Quick example to try: give pupils the roots possible, regular, legal, mature and patient, and ask them to choose im-, ir-, il- or in- for each. Then ask them to spot the pattern linking the prefix to the first letter of the root.

In the KS2 SATs, grammar and punctuation are tested in a separate paper of around 50 short questions, and this topic regularly appears. The questions on this sheet use the same styles as the test (circle, tick, underline, insert), so children practise the format as well as the knowledge.

Teaching ideas: model the first two questions together and talk through the reasoning, then let children complete the rest independently. Use the answers to group pupils for a follow-up session. For extra challenge, ask children to explain their answers in a full sentence using the correct grammatical terms.

Supporting all learners: for children who find grammar difficult, read the questions aloud and work through the first few together before they continue alone. Colour-coding word classes or clauses on mini whiteboards makes abstract ideas more concrete, and sorting word cards or building sentences from strips helps too. More confident pupils can write their own test-style questions for a partner, with the answers and a short explanation. Once each topic is secure, mix it with others, because the real test does not group questions by topic and pupils need to recognise what each question is asking them to do.