Freebie Suffix Passage Review

Digital Access on Pages 4-5
Suffix review
Printable
+ DIGITAL
 Science of Reading Aligned

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passages? Click here
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About the Resource
Want to review a variety of grade level suffixes in an engaging way? This high-interest
passage with extension printables for 4th and 5th graders is the perfect way to
authentically review suffixes.
About the Suffix Review Practice Set
This practice set includes the following:
• teaching poster(s) to review suffixes
• ONE passage that includes several words with a variety of suffixes
• a lesson plan
• extension practice printables
About the Extension Practice Printables
There are several extension printables included to pair with the text and one printable
that can be used without the text.
Several of the printables differ only slightly. Choose the ones that work best for your
students and your instructional goals.
• Find the Words: Students will record the words from the story that use suffixes.
• Code the Words: Students are given the words from the story and must code them
by drawing a box around the suffixes and underlining the base.
• What’s the Meaning?: Students are given the words from the story. They draw a box
around the suffix and then write the meaning of each word.
• Show What You Know: Students demonstrate their understanding of the focus words
from the story by answering questions.
• Word Generation: Students generate a list of new words that contain suffixes.
• Writing Sentences: Students choose 5 words from the story to use in unique
sentences.
• Completing Sentences: Students complete new sentences with words from the
story. There are two pages of practice for this activity.
About the Digital Version
The digital version has been redesigned for optimal digital use with Google Slides. The
slides contain visually appealing colors and designs. They are also ready-to-go with
text boxes and/or moveable pieces for the students to use.
Students must be in EDIT mode to complete the slides versions.
Remember to delete the slides you do not want to assign your students before
assigning.
© Jennifer Findley
Contents
Title Pages
Digital Access 4-5
Teacher’s Guide 7-13
Posters 14-17
Passage 19
Comprehension Questions 20
Find the Words 21
Code the Words 22-23
What’s the Meaning? 24-25
Show What You Know 26-28
Word Generation 29
Writing Sentences 30-31
Completing Sentences 32-33
Answer Keys 34-35

© Jennifer Findley
Important Information About Google Slides
1. Make sure that you’re logged in under the Google

account you want to use the file with, which is most likely
your school account.
2. Click on the link below to access the digital file. The

webpage will ask you to use the template shown. By
default, Google Drive will save your copy in your main
drive, not a folder.
3. The slides each have moveable pieces and editable text

boxes. The students must be in “edit” mode (and not
“present” mode) to manipulate the editable elements on
the slides.
4. To assign students pages from the Google Slides file, make

a copy of your master. (You can do this by right-clicking
on the file, or while the file is open, go to FILE > MAKE A
COPY.)
5. Rename your new copy. Delete any pages you don’t

want to assign.
6. If you’re using the file with Google Classroom, make sure

that you make a copy for each student. Otherwise, all of
your students will be editing the same copy.
Click here for a guide to assigning

Google Slides.
© Jennifer Findley
Digital Access
Click here to access in

Google Slides
© Jennifer Findley
Suffix Review
Teacher’s Guide
& Posters
© Jennifer Findley
Game-Changing Whistle Teacher’s Guide
Suffix Review
Review suffixes
Suffixes are word parts (or morphemes) that can be added to the end of a word to
modify its meaning and/or part of speech. Suffixes can be attached to both free
bases (kindness) and bound roots (structure). Words can have no suffix, one suffix, or
more than one.
This set focuses on derivational suffixes that change the meaning and/or part of
speech of a word. While the story does include some inflectional suffixes (-ed, -‘s, -s’,
-s, and –ing), those are not the focus of the review. Inflectional suffixes are those that
show tense, number, or possession without changing the word's part of speech or
basic meaning.
Use the teaching

posters to teach or
review suffixes.
Introduce the Story
Picture a soccer field in turmoil! Coach Ned Ward had thought his rigorous practice
schedule and strategic planning would ensure victory, but the results were anything
but expected. With the championship match on the line, he must navigate through
the unpredictability of the game. Step into the story to discover how it all unfolds!
Read the Story

 Read and then reread and underline words with suffixes OR
 Read and underline words with suffixes and then reread for understanding
Optional Comprehension Check

1. How did the team prepare for the championship?
The team prepared for the championship by practicing intensely on the field,
studying game films, and having strategic team meetings.
2. What happened when Lew Mangino passed the ball to Carl Olaf?
Lew Mangino passed the ball to Carl Olaf who made an impressive leap and
headed the ball into the goal.
3. Why did the goal by Carl Olaf not count?
The goal by Carl Olaf didn't count because the referee wrongly said he was "offsides."
This means the referee thought Carl was too close to the opponent's goal when the
ball was passed to him.
4. What did the team find out when they watched the game tape later on?
When the team watched the game tape later on, they found out that the referee
was wrong in calling Carl offsides. Carl's goal should have counted, and they should
have won the game.
© Jennifer Findley
Teacher’s Guide
Game-Changing Whistle Suffix Review

Honestly, it was the most rigorous the team had ever practiced. In the
two weeks before the championship, they put in four hours a day on the field.
They also had an hour of film study and another hour of team meetings to go
over tactics. The Buffalo’s coach, Ned Ward, was a master strategist. He could
strategize and plan movements like no other. Whatever the Falcons threw at
them, they’d have a reliable way to counter it. However, this didn't consider
one key thing. That was the referee. That was something neither team, for
better or worse, had any control over.
On paper, the Falcons’ speediness and skillfulness gave them an edge
over others. However, from the opening whistle, Coach Ward’s strategic game
plan kept things pretty even. The game was played at a feverish pace, as the
virtually tireless players on both sides zipped around the field. Even with all the
action, the score remained at zero-zero as the game neared its end. The jumpy
crowd was in a state of nail-biting anticipation.
Then, suddenly, the Buffalo’s star player, Lew Mangino, stole the ball. He
raced down the sideline, barely keeping his balance as he acrobatically kept
the ball in bounds. Lew glanced over to see his teammate, Carl Olaf, streaking
down the center of the field towards the goal. Lew fired a beautiful pass to
Carl. Then, Carl made a impressive leap and headed the ball into the goal!
There was so much cheering, though, that no one had heard the referee’s
inaudible whistle. He had called Carl offsides. This meant that the goal did not
count. As Carl and Lew had an argument with the referee, the Falcons raced
in the other direction with the ball. They were trying desperately to score before
time ran out! That’s just what they did. Game over. The Falcons were victorious.
When Coach and the team watched the game tape later on, they saw
that the referee was clearly wrong. Carl wasn’t offsides. His goal, in all
likelihood, should have ended the game. Coach was just as upset as his
players, but he saw this was also a teachable moment. “Things aren’t always
going to go your way,” Coach said, highlighting the realness of the situation.
“Control what you can control, and never stop playing till the game is officially
over.”
© Jennifer Findley
Teacher’s Guide
Word with Suffix Meaning Question

What is a way to answer honestly
honestly done in an honest, truthful way
but not hurt someone’s feelings?
How do you feel when you have

rigorous very tough; strict; full or rigor
to do something that is rigorous?
If you could be in any

a big game or contest where the winner
championship becomes the champion
championship, what would it be
and why?
someone who makes plans and strategies What type of skills does a
strategist to solve a problem or win a game strategist need to have?
to make a plan or strategy to solve a How would you strategize to win

strategize problem or win a game a game of tag?
What is a movement that you

movement the act of moving your body or an object
learned in your PE or gym class?
able to be trusted; able to rely on What are some things a reliable

reliable something or someone person would say and do?
a person in charge of making sure games

How would you feel if you were
referee or sports are played fairly and following the
chosen to be a referee?
rules; coaches and players refer to them
the quality of being fast or quick in doing In what situations is speediness

speediness something important?
being good at doing something because

Why is skillfulness important when
skillfulness you have practiced and learned how to
learning something new?
do it well; the quality of being skilled
thinking and planning ahead to achieve a How does being strategic help in
strategic goal or solve a problem games or activities?
feeling very excited, energetic, or busy, as Would you feel feverish with
feverish if you have a lot of energy excitement over a test at school?
Would you turn in an assignment

virtually almost entirely or for the most part
that was virtually done?
What is an activity that you

tireless without tiring; never getting tired
would feel tireless doing?
When was a time when you

a person or people who take part in a
player(s) game or sport
worked with other players in a
game or to achieve a goal?
doing something or moving your body to What are some actions you do
action get things done everyday?
© Jennifer Findley
Teacher’s Guide
Word with Suffix Meaning Question

feeling nervous or scared, like when you
Would you be jumpy if you were
jumpy might jump because you're surprised or
home alone and the lights went out?
frightened
the state of feeling excited and looking What is something you have waited
anticipation forward to something that is going to for or would wait for with great
happen anticipation?
happening without warning; How does it feel when something
suddenly happening in a sudden way happens suddenly?
something is done in an acrobatic way What skills or abilities are needed to
acrobatically using balance and flexibility move acrobatically?
full of beauty; pleasing to the eye; very What is something beautiful that you
beautiful pretty saw recently?
someone or something that impresses What's the most impressive thing
impressive others you've ever seen or done?
How would you communicate if your
inaudible unable to be heard
voice was inaudible?
What tips would you give someone
argument a disagreement; the process of arguing
trying to avoid having an argument?
the way to go or the path to follow to If a friend was lost, how would you
direction get to a specific place or achieve a be able to give them directions to
goal your house?
to do something in a desperate way; to How does it feel to want something
desperately do something in a way that shows you like a new game or device
have a very strong need, desire, or fear desperately?
winning or being successful in a game, How does it feel to be victorious in a
victorious competition, or task game or competition?
How do you make sure you are
clearly easy to see, hear, or understand
describing something clearly?
the chance or probability that
If you study well for a test, what's the
likelihood something will happen; the state of
likelihood of getting a good grade?
something being likely
being willing and able to learn new Do you think everyone is teachable?
teachable things and being open to being taught Why or why not?
Is realness an important trait for your
realness the state of being real or genuine
friends to have?
in a way that is official, formally officially recognized for an
officially recognized, or publicly acknowledged achievement? Why would it matter if
it was official?
© Jennifer Findley
Teacher’s Guide

Note: This page includes words from the story with more than one suffix.
Word Breakdown
The base word is "champ," which refers to a person who has won a
competition or event. First, we add the suffix "-ion" to "champ," creating the
championship word "champion." This tells us someone is a winner or victor. Then, we add
another suffix "-ship" to "champion," creating "championship." This word
represents a contest or event in which a champion is decided.
The base word is "speed," which means how fast something moves. We first
add the suffix "-y" to "speed," making the word "speedy." This tells us
speediness someone or something is moving fast. Then, we add another suffix "-ness" to
"speedy," creating "speediness." This word describes the state or quality of
being fast.
We start with the base word "skill," which refers to the ability to do
something well. First, we add the suffix "-ful" to "skill," making the word
skillfulness "skillful." This tells us someone has a lot of skill. Then, we add another suffix
"-ness" to "skillful," creating "skillfulness." This word describes the state or
quality of being skilled.
The base word is "play," which means to engage in an activity for

enjoyment or recreation. We first add the suffix "-er" to "play," making the
players word "player." This tells us someone is participating in a game or sport. Then,
we add another suffix "-s" to "player," creating "players." This word indicates
more than one participant in a game or sport.
The base word is "acrobat," which refers to someone who performs

spectacular gymnastic feats. We add the suffix "-ic" to "acrobat" to create
"acrobatic," meaning something that is related to or using acrobatic skills.
acrobatically
Then, we add another double suffix "-ally" to "acrobatic," creating
"acrobatically." This word is an adverb, meaning in a way that uses or
resembles acrobatic skills.
We start with the base word "victor," which means someone who defeats
an enemy or opponent in a battle, game, or other competition. First, we
add the suffix "-y" to "victor," making the word "victory." This means a
victorious
success or triumph over an enemy or opponent. Then, we add another
suffix "-ous" to "victory," creating "victorious." This word describes the state or
quality of being successful in a battle, game, or other competition.
The base word is "like," which means to feel attraction toward or take
pleasure in. We first add the suffix "-ly" to "like," making the word "likely." This
likelihood tells us something is probable or expected. Then, we add another suffix
"-hood" to "likely," creating "likelihood." This word describes the state or
quality of being probable or expected.
© Jennifer Findley
Teacher’s Guide

Note: This page includes word sums for the suffixed words.
honestly honest + -ly
rigorous rigor + -ous
championship champ + -ion + -ship
strategist strategy + -ist
strategize strategy + -ize
movement move + -ment
reliable rely + -able
referee refer + -ee
speediness speed + -y + -ness
skillfulness skill + -ful + -ness
strategic strategy + -ic
feverish fever + -ish
virtually virtual + -ly
tireless tire + -less
player(s) play + -er + -s
action act + -ion
jumpy jump + y
anticipation anticipate + -ion
suddenly sudden + -ly
acrobatically acrobat + -ic + -al + -ly
beautiful beauty + -ful
impressive impress + -ive
inaudible In- + aud + -ible
argument argue + -ment
direction direct + -ion
desperately desperate + -ly
victorious victor + -y + -ous
clearly clear + -ly
likelihood like + -ly + -hood
teachable teach + -able
realness real + -ness
officially official + -ly
© Jennifer Findley
Teacher’s Guide
Suffix Review
After Reading Word Work Activities © Jennifer Findley
Code the Words*

Find the Words*
Students are given the
Students will record words from the story
the words from the and must code them
story that use the by circling the suffixes
target suffix(es). and underlining the
base.
What’s the Meaning?*

Show What You Know
Students are given the
Students demonstrate
words from the story.
their understanding of
They circle the suffix
the focus words from
and then write the
the story by answering
meaning of each
questions.
word.
Word Generation Writing Sentences
Students generate a Students choose 5

list of new words that words from the story to
contain the target use in unique
suffixes. sentences.
Completing Sentences
Students complete
new sentences with
words from the story.
Answer Key Included
*These three activities are different variations of finding and coding words from the story. You may
want to choose only one based on your goals.
Suffixes are word parts (morphemes) that can be added to the
end of a word to change its meaning and part of speech.
© Jennifer Findley
Common Suffixes:
Suffix Meaning Examples
-able
able to be; capable of; having the quality of enjoyable and visible
-ible
-al related to or having characteristics of musical and local
a person who receives or is affected by the

-ee trainee and employee
action
-er a person or thing that performs a specific action

teacher and inventor
-or or has a quality
-ful full of or characterized by graceful and playful
-hood the state, condition, or quality of childhood and neighborhood
-ic related to or having characteristics of heroic and athletic
-ion the act, process, or result of invention and discussion
-ish somewhat, kind of; having the characteristics of foolish and reddish
-ist a person who practices or is an expert in an area artist and pianist
-ive of or relating to active and talkative
-ize to make or become apologize and energize
-less without or lacking careless and hopeless
-ly in a certain manner or way rapidly and happily
-ment the result of an action agreement and development
-ness the state or condition of kindness and darkness
-ous full of or having the qualities of courageous and joyous
-ship the state, condition, or skill of friendship and leadership
-y characterized by or filled with rainy and messy

Suffixes can be added to free bases
and bound roots.
Free Base - can stand alone and has

its own meaning.
Bound Root - cannot stand alone as a
word. It needs a prefix, a suffix, or both.
Free Base Example:

breakable
“Break” is a free base because it is a word with its own
meaning. When we add the suffix “-able” to “break,”
we change its meaning to indicate that something is
capable of being broken.
Bound Root Example:

visible
“Vis" is a bound root that cannot stand alone. When
combined with the suffix “-ible,” it forms the word
“visible." The suffix “-ible” means “able to" or “capable
of." The bound root “vis" means “to see.” The word
“visible” means able to be seen.
© Jennifer Findley
Words can have no suffix, one suffix, or
more than one suffix.
Words with more than one suffix can be a bit
trickier to read. Let’s look at some examples!
Example #1:
luckiness  luck + -y + -ness
We start with the base word “luck,” which means good fortune.
First, we add the suffix “-y” to “luck,” making the word “lucky.”
This tells us someone is fortunate or has good luck. Then, we add
another suffix “-ness” to “lucky,” creating “luckiness.” This word
describes the state or quality of being fortunate or lucky. Notice
that there was a spelling change to lucky when the -ness was
added. The “y” was changed to an “i.”
Example #2
magically  magic + -al + -ly
The base word is “magic,” which means the power to change
things using mystery or special powers that can't be explained.
We add the suffix “-al” to “magic” to create “magical,”
meaning something that is related to or using magic. Then, we
add another suffix “-ly” to “magical,” creating “magically.”
This word is an adverb, meaning in a way that uses or
resembles magic.
© Jennifer Findley
Spelling with Suffixes
1-1-1 Doubling Rule Examples:

Check the word: stop + -able  stoppable
 Is it ONE syllable? grit + -y  gritty
 Does it have ONE vowel?
 Does it end with ONE consonant? run + -er  runner
If yes to all, double the consonant Exception: Don’t double if

before adding a VOWEL suffix. the consonant is w, x, or y.
The Silent E Rule Examples:

When the word ends in a silent e… sense + -ible  sensible
 drop the “e” IF adding a vowel suffix
create + -ive  creative
 keep the “e” IF adding a consonant
suffix shine + -y  shiny
Exception: If a word ends in “ce” or “ge,” keep the “e” if adding a

vowel suffix that starts with “a” or “o.”
The Y Rule Examples:

If the word ends in y and… happy + -ness  happiness
 there is a consonant before the y carry + -er  carrier
 the suffix does NOT begin with i
plenty + -ful  plentiful
If yes to all, change the “y” to “i” penny + -less  penniless
before adding a suffix.
© Jennifer Findley
Suffix Review
Student Printables
© Jennifer Findley
Name __________________________ Date _______________
Honestly, it was the most rigorous the team had ever practiced. In the
two weeks before the championship, they put in four hours a day on the field.
They also had an hour of film study and another hour of team meetings to go
over tactics. The Buffalo’s coach, Ned Ward, was a master strategist. He could
strategize and plan movements like no other. Whatever the Falcons threw at
them, they’d have a reliable way to counter it. However, this didn't consider
one key thing. That was the referee. That was something neither team, for
better or worse, had any control over.
On paper, the Falcons’ speediness and skillfulness gave them an edge
over others. However, from the opening whistle, Coach Ward’s strategic
game plan kept things pretty even. The game was played at a feverish pace,
as the virtually tireless players on both sides zipped around the field. Even with
all the action, the score remained at zero-zero as the game neared its end.
The jumpy crowd was in a state of nail-biting anticipation.
Then, suddenly, the Buffalo’s star player, Lew Mangino, stole the ball. He
raced down the sideline, barely keeping his balance as he acrobatically kept
the ball in bounds. Lew glanced over to see his teammate, Carl Olaf,
streaking down the center of the field towards the goal. Lew fired a beautiful
pass to Carl. Then, Carl made a impressive leap and headed the ball into the
goal! There was so much cheering, though, that no one had heard the
referee’s inaudible whistle. He had called Carl offsides. This meant that the
goal did not count. As Carl and Lew had an argument with the referee, the
Falcons raced in the other direction with the ball. They were trying
desperately to score before time ran out! That’s just what they did. Game
over. The Falcons were victorious.
When Coach and the team watched the game tape later on, they saw
that the referee was clearly wrong. Carl wasn’t offsides. His goal, in all
likelihood, should have ended the game. Coach was just as upset as his
players, but he saw this was also a teachable moment. “Things aren’t always
going to go your way,” Coach said, highlighting the realness of the situation.
“Control what you can control, and never stop playing till the game is
officially over.”
© Jennifer Findley
Name __________________________ Date _______________
Comprehension Check Suffix Review
Directions: Answer the questions below after reading the story.
1. How did the team prepare for the championship?
2. What happened when Lew Mangino passed the ball to Carl Olaf?
3. Why did the goal by Carl Olaf not count?
4. What did the team find out when they watched the game tape
later on?
© Jennifer Findley
Name __________________________ Date _______________
Suffix Review
Find the Words
Directions: Read back over the story and find the words that contain the
suffixes shown. Record them in the correct column.
Suffix Word(s) from the Story

-able/-ible
-al
-ee
-er and -or
-ful
-hood
-ic
-ion
-ish
-ist
-ive
-ize
-less
-ly
-ment
-ness
-ous
-ship
-y
© Jennifer Findley
Name __________________________ Date _______________
Code the Words #1 Suffix Review

Directions: Read the words from the story with suffixes. Draw a box around
each suffix. Some of the words have more than one suffix. Put a check mark if
there was a spelling change to the base and write the base on the line.
honestly rigorous
 Spelling Change _____________________  Spelling Change _____________________
championship strategist
strategize movement
reliable referee
speediness skillfulness
strategic feverish
virtually tireless
players action
© Jennifer Findley
Name __________________________ Date _______________
Code the Words #2 Suffix Review

Directions: Read the words from the story with suffixes. Draw a box around
each suffix. Some of the words have more than one suffix. Put a check mark if
there was a spelling change to the base and write the base on the line.
jumpy anticipation
suddenly acrobatically
beautiful impressive
inaudible argument
direction desperately
victorious clearly
likelihood teachable
realness officially
© Jennifer Findley
Name __________________________ Date _______________
What’s the Meaning? #1 Suffix Review

Directions: Draw a box around each suffix. Use what you know about the meaning
of the suffix AND context from the story to write the meaning of the word.
Word with Suffix Meaning
honestly
rigorous
championship
strategist
strategize
movement
reliable
referee
speediness
skillfulness
strategic
feverish
virtually
tireless
player(s)
action
jumpy
© Jennifer Findley
Name __________________________ Date _______________
What’s the Meaning? #2 Suffix Review

Directions: Draw a box around each suffix. Use what you know about the meaning
of the suffix AND context from the story to write the meaning of the word.
Word with Suffix Meaning
anticipation
suddenly
acrobatically
beautiful
impressive
inaudible
argument
direction
desperately
victorious
clearly
likelihood
teachable
realness
officially
© Jennifer Findley
Name __________________________ Date _______________
Show What You Know #1 Suffix Review

Directions: Show what you know about the meanings of the focus words
by answering each question. Explain or prove each answer.
Question Answer
What is a way to answer
honestly but not hurt
someone’s feelings?
How do you feel when you

have to do something that
is rigorous?
If you could be in any

championship, what
would it be and why?
What type of skills does a

strategist need to have?
How would you strategize

to win a game of tag?
What is a movement that

you learned in your PE or
gym class?
What are some things a

reliable person would say
and do?
How would you feel if you

were chosen to be a
referee?
In what situations is
speediness important?
Why is skillfulness
important when learning
something new?
How does being strategic

help in games or
activities?
© Jennifer Findley
Name __________________________ Date _______________

Question Answer
Would you feel feverish with
excitement over a test at
school?
Would you turn in an

assignment that was virtually
done?
What is an activity that you

would feel tireless doing?
When was a time when you

worked with other players in a
game or to achieve a goal?
What are some actions you do

everyday?
Would you be jumpy if you

were home alone and the
lights went out?
What is something you have

waited for or would wait for
with great anticipation?
How does it feel when

something happens suddenly?
What skills or abilities are

needed to move
acrobatically?
What is something beautiful

that you saw recently?
What's the most impressive

thing you've ever seen or
done?
© Jennifer Findley
Name __________________________ Date _______________

Question Answer
How would you communicate

if your voice was inaudible?
What tips would you give

someone trying to avoid
having an argument?
If a friend was lost, how would

you be able to give them
directions to your house?
How does it feel to want

something like a new game or
device desperately?
How does it feel to be

victorious in a game or
competition?
How do you make sure you are

describing something clearly?
If you study well for a test,

what's the likelihood of getting
a good grade?
Do you think everyone is

teachable? Why or why not?
Is realness an important trait

for your friends to have?

officially recognized for an
achievement? Why would it
matter if it was official?
© Jennifer Findley
Name __________________________ Date _______________
Word Generation Suffix Review
Directions: Generate a list of words that contain the suffixes

shown in the table. Do not include words from the story.
Suffix Word
-able/-ible
-al
-ee
-er and -or
-ful
-hood
-ic
-ion
-ish
-ist
-ive
-ize
-less
-ly
-ment
-ness
-ous
-ship
-y
© Jennifer Findley
Name __________________________ Date _______________
Writing Sentences #1 Suffix Review

Directions: Choose 5 words from the story with a suffix. Write each in
unique sentences. Check off each one that you use.
 honestly  movement  strategic
 rigorous  reliable  feverish
 championship  referee  virtually
 strategist  speediness  tireless
 strategize  skillfulness  players
© Jennifer Findley
Name __________________________ Date _______________
Writing Sentences #2 Suffix Review

Directions: Choose 5 words from the story with a suffix. Write each in
unique sentences. Check off each one that you use.
 action  impressive  clearly
 jumpy  inaudible  likelihood
 anticipation  argument  teachable
 suddenly  direction  realness
 acrobatically  desperately  officially
 beautiful  victorious
© Jennifer Findley
Name __________________________ Date _______________
Completing Sentences #1 Suffix Review

Directions: Use words from the story to complete each sentence below. You
will not use all of the words.
1. Jamal had to ______________________________ carefully to win the intense
game of Capture the Flag at summer camp.
2. Ava's ______________________________ was unmatched, making her the

star of the school's track and field team.
3. Jason found the ______________________________ practice for the race

quite challenging, but he knew it would be worth it.
4. Despite the long hike, the ______________________________ scouts

remained energetic and eager to reach the campsite.
5. Diego found that the most ______________________________ way to

remember his multiplication facts was to practice them every day.
6. With a ______________________________ approach, Zoe managed to

organize the perfect surprise party for her best friend.
7. Even after hours of gaming, Emily was ______________________________

unbeatable at her favorite game.
8. Oliver admired his big sister's ______________________________ as she

played a complicated song on the piano.
9. My older sister claimed she didn’t eat the last oatmeal cookie, but
______________________________, I think she did because I saw crumbs on
her shirt.
Word Bank
© Jennifer Findley
Name __________________________ Date _______________

1. Kayla flipped ___________________________ on the trampoline, earning
cheers from her friends.
2. After hours of competition, the blue team was ___________________________

in the field day events.
3. Ravi felt a flutter of ___________________________ as he opened the

envelope containing his report card.
4. Julian made an ___________________________ model of the solar system for

his science project.
5. Mrs. Ramirez used the mix-up in the chemistry experiment as a

___________________________ moment about the importance of careful
measurements.
6. After a heated ___________________________ about the last slice of pizza,

the twins decided to share it.
7. Based on the clues in the mystery book, the ___________________________ of

Mr. Green being the thief seemed high.
8. Colin's whisper was ___________________________ over the sound of the

thunderstorm outside.
9. In the middle of our math lesson, the fire alarm

___________________________ went off, and we had to evacuate the
building.
Word Bank
 anticipation  impressive  victorious
 suddenly  inaudible  likelihood
 acrobatically  argument  teachable
 beautiful  desperately  officially © Jennifer Findley
ANSWER KEY
1. Jamal had to strategize carefully to win the intense game of Capture
the Flag at summer camp.
2. Ava's speediness was unmatched, making her the star of the school's
track and field team.
3. Jason found the rigorous practice for the race quite challenging, but
he knew it would be worth it.
4. Despite the long hike, the tireless scouts remained energetic and
eager to reach the campsite.
5. Diego found that the most reliable way to remember his
multiplication facts was to practice them every day.
6. With a strategic approach, Zoe managed to organize the perfect
surprise party for her best friend.
7. Even after hours of gaming, Emily was virtually unbeatable at her
favorite game.
8. Oliver admired his big sister's skillfulness as she played a complicated

song on the piano.
9. My older sister claimed she didn’t eat the last oatmeal cookie, but
honestly, I think she did because I saw crumbs on her shirt.
Word Bank
© Jennifer Findley
ANSWER KEY
1. Kayla flipped acrobatically on the trampoline, earning cheers from
her friends.
2. After hours of competition, the blue team was victorious in the field
day events.
3. Ravi felt a flutter of anticipation as he opened the envelope

containing his report card.
4. Julian made an impressive model of the solar system for his science
project.
5. Mrs. Ramirez used the mix-up in the chemistry experiment as a
teachable moment about the importance of careful measurements.
6. After a heated argument about the last slice of pizza, the twins
decided to share it.
7. Based on the clues in the mystery book, the likelihood of Mr. Green
being the thief seemed high.
8. Colin's whisper was inaudible over the sound of the thunderstorm

outside.
9. In the middle of our math lesson, the fire alarm suddenly went off,
and we had to evacuate the building.
Word Bank
 anticipation  impressive  victorious
 suddenly  inaudible  likelihood
 acrobatically  argument  teachable
 beautiful  desperately  officially © Jennifer Findley
This resource was created by Jennifer Findley, LLC.
• It may be printed and photocopied for single classroom use.
• It may be placed on secure learning management systems or
platforms such as Canvas and Google Classroom. It may NOT be put
in the Canvas Commons.
• It may not be put on the open, searchable, unsecure Internet, sold, or

distributed in any other form.
Check out my store for more resources for reading instruction.
Follow my blog for updates and freebies.
www.JenniferFindley.com
Thanks!
Jennifer Findley

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Digital Access on Pages 4-5

 Science of Reading Aligned

Digital Access 4-5

Teacher’s Guide 7-13

Find the Words 21

Code the Words 22-23

What’s the Meaning? 24-25

Show What You Know 26-28

Writing Sentences 30-31

Completing Sentences 32-33

Answer Keys 34-35

1. Make sure that you’re logged in under the Google

2. Click on the link below to access the digital file. The

3. The slides each have moveable pieces and editable text

4. To assign students pages from the Google Slides file, make

5. Rename your new copy. Delete any pages you don’t

6. If you’re using the file with Google Classroom, make sure

Click here for a guide to assigning

Click here to access in

Use the teaching

Read the Story

Optional Comprehension Check

Game-Changing Whistle Suffix Review

Game-Changing Whistle Suffix Review

Word with Suffix Meaning Question

How do you feel when you have

If you could be in any

to make a plan or strategy to solve a How would you strategize to win

What is a movement that you

able to be trusted; able to rely on What are some things a reliable

a person in charge of making sure games

the quality of being fast or quick in doing In what situations is speediness

being good at doing something because

Would you turn in an assignment

What is an activity that you

When was a time when you

Game-Changing Whistle Suffix Review

Word with Suffix Meaning Question

Game-Changing Whistle Suffix Review

The base word is "play," which means to engage in an activity for

The base word is "acrobat," which refers to someone who performs

Game-Changing Whistle Suffix Review

Code the Words*

What’s the Meaning?*

Word Generation Writing Sentences

Students generate a Students choose 5

Answer Key Included

-al related to or having characteristics of musical and local

a person who receives or is affected by the

-er a person or thing that performs a specific action

-ful full of or characterized by graceful and playful

-hood the state, condition, or quality of childhood and neighborhood

-ic related to or having characteristics of heroic and athletic

-ion the act, process, or result of invention and discussion

-ist a person who practices or is an expert in an area artist and pianist

-ive of or relating to active and talkative

-ize to make or become apologize and energize

-less without or lacking careless and hopeless

-ly in a certain manner or way rapidly and happily