Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
Sample Pages from
Created by Teachers for Teachers and Students
Thanks for checking us out. Please call us at 800-858-7339 with questions or feedback, or to order this product. You can also order this product online at www.tcmpub.com.
For correlations to State Standards, please visit www.tcmpub.com/administrators/correlations
800-858-7339 • www.tcmpub.com
Building Vocabulary from
Word R
oots Teacher’s G
uideTC
M 2
2650
Level 5
TCM 22650
3© Teacher Created Materials #22650 Building Vocabulary from Word Roots
Table of Contents
ManagementProgram Overview . . . . . . . . . . . . . . . . . . . . A1Components of the Building
Vocabulary Kit . . . . . . . . . . . . . . . . . . . . . . A2How to Use this Program . . . . . . . . . . . . . . . A3About Level Five . . . . . . . . . . . . . . . . . . . . . . A7Teaching Vocabulary: Research
and Practice . . . . . . . . . . . . . . . . . . . . . . . A11Differentiating Instruction . . . . . . . . . . . . . . A15Standards and Correlations . . . . . . . . . . . . . A19Proficiency Levels for English Language
Learners . . . . . . . . . . . . . . . . . . . . . . . . . A21Response to Intervention . . . . . . . . . . . . . . A22Tips for Implementation . . . . . . . . . . . . . . . A23About the Authors . . . . . . . . . . . . . . . . . . . A25
Lessons Unit I: Latin Directional Prefixes
Lesson 1: Review of “Divide and Conquer” . .B1Lesson 2: Directional Prefixes di-, dif-, dis- =
“apart, in different directions, not” . . . . . . .B8Lesson 3: Latin Directional Prefixes a-, ab-, abs-
= “away, from” . . . . . . . . . . . . . . . . . . . . . B14Lesson 4: Latin Directional Prefixes super-, sur-
= “on top of, over, above” . . . . . . . . . . . B19Lesson 5: Latin Directional Prefix ad- = “to,
toward, add to” . . . . . . . . . . . . . . . . . . . . B25Unit I Review . . . . . . . . . . . . . . . . . . . . . . . B33
Unit II: Latin BasesLesson 6: Latin Bases scrib, script = “write” . . B38Lesson 7: Latin Base dict = “say, speak, tell” . . B44Lesson 8: Latin Bases pon, pos, posit
= “put, place” . . . . . . . . . . . . . . . . . . . . . . . B50Lesson 9: Latin Bases sed, sid, sess
= “sit, settle” . . . . . . . . . . . . . . . . . . . . . . B56Lesson 10: Latin Bases cur, curs, cour, cours
= “run, go” . . . . . . . . . . . . . . . . . . . . . . . . B61Unit II Review . . . . . . . . . . . . . . . . . . . . . . . B67
Unit III: Parallel Latin and Greek BasesLesson 11: Latin Base aqua and Greek Base
hydr(o) = “water” . . . . . . . . . . . . . . . . . . . B72Lesson 12: Latin Base dent and Greek Base
odont = “tooth, teeth” . . . . . . . . . . . . . . . B78Lesson 13: Latin Base ped and Greek Base pod
= “foot, feet” . . . . . . . . . . . . . . . . . . . . . . B84
Lesson 14: Latin Base tempor and Greek Base chron(o) = “time” . . . . . . . . . . . . . . . . . . . B91
Lesson 15: Latin Base sol and Greek Base mon(o) = “alone, only, one” . . . . . . . . . . . B97
Unit III Review . . . . . . . . . . . . . . . . . . . . . B104
Unit IV: More Latin Bases and Latin Prefix ReviewLesson 16: Latin Base rupt = “break” . . . . . B109Lesson 17: Latin Bases leg, lig, lect
= “pick, read” . . . . . . . . . . . . . . . . . . . . . B116Lesson 18: Latin Bases duc, duct = “lead” . . B122Lesson 19: Latin Bases grad, gress
= “step, go” . . . . . . . . . . . . . . . . . . . . . . . . B128Lesson 20: Latin Bases stru, struct = “build” . . B134Unit IV Review . . . . . . . . . . . . . . . . . . . . . . B139
Unit V: “Flexing” with SuffixesLesson 21: Greek Suffixes -cracy = “rule by”
and -crat = “ruler, one who believes in rule by” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B145
Lesson 22: Greek Suffixes -phobia = “fear of” and -phobe = “one who fears” . . . . . . . B152
Lesson 23: Latin Suffixes -ate = “to make or do” and -ation = “the result of making or doing” . . . . . . . . . . . . . . . . . . . . . . . . . . B159
Unit V Review . . . . . . . . . . . . . . . . . . . . . . B166
AssessmentA Word About Assessment . . . . . . . . . . . . . . C1Data-Driven Instruction . . . . . . . . . . . . . . . . C3Diagnostic Test Item Analysis . . . . . . . . . . . . . C4Diagnostic Pre-test . . . . . . . . . . . . . . . . . . . . C5Diagnostic Pre-test Answer Key . . . . . . . . . . C9Unit Quizzes . . . . . . . . . . . . . . . . . . . . . . . . C10Post-test . . . . . . . . . . . . . . . . . . . . . . . . . . . . C25 Post-test Answer Key . . . . . . . . . . . . . . . . . C29
Teacher ResourcesActivities . . . . . . . . . . . . . . . . . . . . . . . . . . . . D1 Reproducibles . . . . . . . . . . . . . . . . . . . . . . . . D2
AppendicesAppendix A: References Cited . . . . . . . . . . . .E1Appendix B: Additional Resources . . . . . . . . .E3 Appendix C: Contents of
Teacher Resource CD . . . . . . . . . . . . . . . .E6
A1© Teacher Created Materials #22650 Building Vocabulary from Word Roots
Management
Program Overview
Building Vocabulary from Word Roots is a systematic approach to word awareness and vocabulary building for students in grades one through eleven . Based on the dual premises that over 90 percent of English words of two or more syllables are of Greek or Latin origin and that most academic vocabulary is derived from Latin and Greek origins, this series teaches essential word strategies that enable students to unlock the meaning of vocabulary words they encounter inside and outside of school . Building Vocabulary from Word Roots teaches Greek and Latin prefixes, bases, and suffixes—the semantic units from which the vast majority of English words are derived .
The Building Vocabulary series consists of Teacher’s Guides with accompanying Guided Practice Books for students . Every student should have a Guided Practice Book, which is used throughout the entire year .
Each part of a lesson can be completed in 10–15 minutes per day, and the entire lesson can be completed in a week . Since the series is designed to support students with a range of reading and vocabulary levels, you can select the activities that will best meet your students’ needs . Each lesson contains plenty of activities to choose from . Ideas for differentiating instruction are also provided to enhance and diversify instruction .
Levels One and Two, called Building Vocabulary: Foundations, teach word analysis at the word-family level . In other words, students are learning words mainly through word parts that share sounds (also called word families) . Students learning to read often naturally use the sound patterns of familiar print words to make analogies that help them pronounce unfamiliar print words (Moustafa 2002) . The activities in Building Vocabulary: Foundations, Level One build proficiency with this skill . Level Two of Building Vocabulary:
Foundations continues this focus on sound—spelling patterns using common diphthongs and digraphs as the focus of activity . Level Two also begins to focus on parts that share meanings (e .g ., Greek and Latin roots) .
Levels Three through Eight, called Building Vocabulary from Word Roots, more thoroughly teach Greek and Latin prefixes, bases, and suffixes . These are the semantic units from which the vast majority of English words are derived . Conceptually, then, the series focuses on learning words through their roots (parts of words that consist of letter combinations that have consistent sounds and/or meanings) .
Levels Nine through Eleven build on the roots taught in previous levels, teaching each root with greater depth and complexity . New words for roots are introduced with an emphasis on content-area vocabulary . Levels nine through eleven effectively prepare students for standardized tests like the SAT and ACT .
To see a complete listing of all of the word families and roots taught throughout the series, view the file titled Building Vocabulary—Word Families and Word Roots List on the Teacher Resource CD .
Building Vocabulary from W
ord Roots
TCM 10655
Name:
Level 5
A2 #22650 Building Vocabulary from Word Roots © Teacher Created Materials
Management
Teacher Resources (includes activities, word cards, and reproducible templates)
Transparencies (in the transparency folder)
Lessons (correspond to each lesson from the student Guided Practice Book)
Teacher Resource CD (includes bonus activities to differentiate instruction, reproducible templates, word cards, assessment charts, transparencies, and a list of all the word families and word roots in the series)
Assessments
Standards and Correlations Chart(in Management Section)
Professional Development DVD
D5
© Teacher Created Materials
#12735 (i3988) Building Vocabulary from W
ord Roots
Word Parts: Unit II
Teacher Resources: Reproducibles
scrib, scriptcur, curs,
cour, cours
dict
pon, pos, posit
sed, sid, sess
©Teacher Created Materials #10648 (i1821) Building Vocabulary from Word Roots D15
Wordo
Teacher Resources: Reproducibles
Overhead Transparency #1
#10645 ( i1824) Building Vocabulary from W
ord Roots © Teacher Created Ma
terials
Roots:How do they work?
Prefi xes, bases, and suffi xes are roots.
Each of these roots has a meaning.
When joined together, these roots create
new words.
The base describes the main idea. The
prefi x and/or suffi x give an important
detail about that main idea.
Prefi xes come at the beginning.
Bases come in the middle.
Suffi xes come at the end.
Overhead Transparency #2
#10645 ( i1824) Building Vocabulary from Word Roots © Teacher Created Materials
Divide and ConquerPrefi xes and BasesCan you fi gure out how each of these prefi xes gives a new meaning to the base “cycle”?
cycle = circle or wheelunicyclebicycletricycle
motorcyclerecycle
A prefi x is a root placed before the base of the word.
B1
© Teacher Created Materials
#12735 (i3988) Building Vocabulary from W
ord Roots
Note: Teach this two-page lesson plan before
students work in their Guided Practice Boo
k.
Part A should be completed on the same d
ay the
lesson is taught.
Unit I Latin Directional Prefi xes
Lesson 1 Review of “Divide and Conque
r”
Teacher Notes (cont.)
• These are core activities in the Building
Vocabulary
from Word Roots series.
• Most lessons in Building Vocabulary from W
ord Roots
can be completed in 10–15 minutes. This
one
will take longer because it builds a concept
ual
foundation for the semantic unit or “roots
”
approach to vocabulary learning.
Direct students to Guided Practice Book pa
ges 4–8 to
fi nd the activity pages for Unit 1, Lesson 1
, Parts A–E.
See bonus pages 1–3 on CD for additiona
l activities.
Activate Background Knowledge
1. Tell students that this year they will c
ontinue
to be “word detectives” as they fi gure out
the
meaning of hundreds of words by connect
ing the
meaning of their roots.
2. Remind them that they already know m
uch about
words and how they work. Tell them to mak
e a list
of everything they already know. Ask volunte
ers to
share what they have written. List their idea
s on
the board. Emphasize any
response that identifi es
“roots” and “word parts”
as a strategy.
3. Using Transparency
#1, briefl y review the
concept of “roots” as
prefi xes (unit added to
the front of a word that
affects its meaning), bases
(unit that provides a
word’s main meaning), and suffi xes (unit atta
ched
to the end of a word that affects its meanin
g).
Overhead Transparency #1
#10645 ( i1824) Building Vocabulary from Word Roots ©Tea
cher Created Materials
Roots:How do they work?
Prefi xes, bases, and suffi xes are roots.
Each of these roots has a meaning.
When joined together, these roots create
new words.
The base describes the main idea. The
prefi x and/or suffi x give an important
detail about that main idea.
Prefi xes come at the beginning.
Bases come in the middle.
Suffi xes come at the end.
Objective
Objective #2
Teacher Notes
• Since most English words are spelled
and defi ned by what their parts mean,
students must learn word study
strategies that emphasize meaning
relationships (semantics) between the
parts of a word. Approaching words
“from the roots up,” students will
progress in vocabulary building without
having to memorize long word lists.
• Level Five will build on these important
concepts as students meet a new set of
roots.
1. Words are made up of roots which
have meaning. A semantic relationship
exists between the roots in a word.
2. A word’s meaning can be unlocked
through recognition of its roots. The
strategies of “Divide and Conquer”
(word dissection) and “Combine and
Create” (word composition) can
be used to identify roots and build
a connection to unlock a word’s
meaning.
3. Many words have interesting historie
s
and all words are fun to explore. As
“word detectives,” students can fi gure
out the meaning of many diffi cult or
unusual words on their own just by
using the roots as clues.
• This lesson uses familiar roots to review
the strategy of “Divide and Conquer.”
B2 #12735 (i3988) Building Vocabulary from Word Roots © Teacher Created Materials
Unit I Latin Directional Prefi xes Lesson 1 Review of “Divide and Conquer”
beginners. You can also choose words from students’ other texts. Try to stay with familiar vocabulary until they grasp the concept of a semantic unit.)
Differentiation StrategiesAbove Level SupportHave students take words from this lesson and write a story or make up a short skit. Tell students that words must be used appropriately in context with other words. Have them share their products with the rest of the class.
English Language SupportProvide visuals and other supporting materials for students to complete the “What Do You Know” activity in Part C. Explain words and defi nitions as needed before requiring students to complete the lesson activities.
Below Level SupportLet students work in pairs or small groups to fi nish the activities. This may help reduce any anxiety that students may feel at completing the work independently.
4. Using Transparency #2, ask students to tell what each word means when the prefi x is changed (unicycle = one wheel; bicycle = two wheels; tricycle = three wheels; motorcycle = moving [mot means “move”] wheels; recycle = cycling again or back).
5. Using Transparency #3, ask students to tell what each word means when the suffi x is changed (hard, harder, hardest; color, colorful, colorless).
Teach New Concepts 6. Now write the words preview and review
on the board. Ask each student to turn to a neighbor, take one of those words and use the word’s roots to tell what the word means. Ask for volunteers to describe how they fi gured out the word’s meaning. (If students are new to the program, you may need to scaffold this activity by modeling the process using a familiar compound word such as “birthday” to introduce the concept of “word dissection.”) 7. Use Transparency
#4 to review the strategy of “Divide and Conquer” (word dissection) with the words preview and review. (If students need more support, practice additional words. Compound words work well with
Guided Practice PagesParts A–E
Guide students through lesson plan pages 3–7 to complete the rest of this lesson. Read the directions at the top of each page and complete the activity together.
Overhead Transparency #3
#10645 ( i1824) Building Vocabulary from Word Roots ©Teacher Created Materials
Divide and ConquerBases and Suffi xesCan you fi gure out how each of these suffi xes gives a new meaning to the base?
hardharder
hardest
colorcolorful
colorlessA suffi x is a root placed at the end of the word.
Overhead Transparency #2
#10645 ( i1824) Building Vocabulary from Word Roots
©Teacher Created Materials
Divide and ConquerPrefi xes and BasesCan you fi gure out how each of these prefi xes gives a new meaning to the base “cycle”?
cycle = circle or wheelunicyclebicycle
tricyclemotorcycle
recycleA prefi x is a root placed before the base of the word.
Overhead Transparency #4
#10645 ( i1824) Building Vocabulary from Word Roots
©Teacher Created Materials
Divide and ConquerYou can fi gure out the meaning of a new word by “dividing and conquering” its roots.
previewpre/viewpre = “before”/view = “see”Preview means to “see” something
“before” others see it.
reviewre/viewre = “back or again”/view = “see”Review means to go back and “see” something “again.”
©Teacher Created Materials
#10648 (i1821) Building Vocabulary from W
ord Roots C3
17. We accepted the buyer’s proffer, whi
ch means that we ________________.
a. considered it
b. rejected it
c. asked for time to think
d. profi ted from it
18. Lupine movements are like those of _
_______________.
a. a cat
b. a cow
c. an eagle
d. a wolf
19. A heptagon has _____ sides.
a. fi ve
b. six
c. seven
d. eight
20. Symbiotic creatures _____________
___.
a. frequently fi ght
b. get along
c. ignore each other
d. are parasites
Pre-test (cont.)
Name _____________________________
____________________________________
_
Assessment
C4 #10648 (i1821) Building Vocabulary from Word Roots ©Teacher Created Materials
Assessment
Post-test Directions: Circle the correct answer. 1. An amoral person has ________________. a. very strong morals b. unusual morals c. no morals d. situational morals
2. A disjointed story is _________________. a. disconnected from reality b. very funny c. hard to understand d. connected to reality
3. The new medicine alleviated her symptoms, which means that it __________________. a. relieved the symptoms b. made the symptoms worse c. masked the symptoms d. complicated the symptoms
4. A dysfunctional machine ______________. a. functions very well b. does not function well c. functions erratically d. needs a special part
5. Since he is the epitome of health, he is ________________________________. a. very sickly b. very healthy c. becoming healthy d. becoming sickly
6. The audience member’s intrusion at the speech ____________________________. a. led to great applause b. interrupted the speaker c. preceded intermission d. caused laughter
7. When we aggregated our money, we _______________________________. a. put it in the bank b. gathered it together c. divided it among all of us d. withdrew it from the bank
8. A stringent workout plan is ___________. a. easy to implement b. unhealthy c. rigorous d. not rigorous enough
Name __________________________________________________________________
A23
Management
© Teacher Created Materials
#12738 (i4006) Building Vocabulary from Wo
rd Roots
Standards and Correlations
The No Child Left Behind legislation man
dates
that all states adopt academic standards
that identify the skills students will learn in
kindergarten through grade 12. While ma
ny
states had already adopted academic stand
ards
prior to NCLB, the legislation set require
ments
to ensure the standards were detailed and
comprehensive.
Standards are designed to focus instructio
n
and guide adoption of curricula. Standard
s are
statements that describe the criteria nece
ssary
for students to meet specifi c academic go
als.
They defi ne the knowledge, skills, and cont
ent
students should acquire at each level. Sta
ndards
are also used to develop standardized test
s to
evaluate students’ academic progress.
In many states today, teachers are require
d
to demonstrate how their lessons meet s
tate
standards. State standards are used in the
development of all of our products, so ed
ucators
can be assured that they meet the academ
ic
requirements of each state.
Teacher Created Materials is committed
to producing educational materials that ar
e
research and standards based. In this effo
rt,
we have correlated all of our products to
the
academic standard sof all 50 states, the Di
strict
of Columbia, and the Department of Defe
nse
Dependent Schools. You can print a corre
lation
report customized for your state directly
from
our website at http://www.tcmpub.com
. If
you require assistance in printing correlat
ion
reports, please contact Customer Service
at
1-888-858-7339.
Teacher Created Materials uses the Mid-
continent Research for Education and Lea
rning
(McREL) Compendium to create standard
s
correlations. Each year, McREL analyzes s
tate
standards and revises the compendium. B
y
following this procedure, they are able to
produce
a general compilation of national standard
s.
Each lesson in this book is based on one o
r more
McREL content standards. The chart on t
he
following page shows the McREL standard
s that
correlate to each lesson. To see a state-s
pecifi c
correlation, visit the Teacher Created Ma
terials
website at http://www.tcmpub.com.
#12731 (i3962)—Building Vocabulary: Foundations © Teacher Created Materials
A22
Tips for Implementation
1. Keep the instructional goals in mind.Building Vocabulary has two broad goals: 1) to increase students’ knowledge of words, particularly those words they need to be successful in school and; 2) to deepen their knowledge about words so that students have strategies to fi gure out the meaning of many new words on their own. 2. Make sure to read the “Teacher Notes” section for each new lesson.
This section provides the background information you need to teach the lesson. In levels one and two a list of words for each word family is provided. In levels three and up, information is given to help teach Greek and Latin roots. The teacher notes section provides a wealth of interesting information and ideas for you to use with students. Each week there are also suggestions for differentiating instruction to meet the needs of all learners. It is important for children to feel successful, so use the suggestions and feel free to adapt them to meet your students’ needs.3. Develop regular routines with activities that scaffold increasingly independent learning. Although the program gives day-to-day activities in a quick and regular routine, you should feel free to modify or adapt the program to meet your own particular instructional needs. The key is to make your instruction a regular routine that gets students to think deeply about the word families or roots. Plan to spend 10-15 minutes each day on vocabulary.
4. Try to fi nd time for students to explore words with others. Many of the activities in “Building Vocabulary” can be completed with partners or in small groups. Some specifi cally invite students to work together. When students complete an assignment with others, they have a chance to try out new words and talk about how they “work.” Remember that games like “Wordo” and “Word Spokes” are not just fun––they are good instruction!
5. Keep the learning outcomes in mind. By the end of the program, your students’ should have 1) learned the meaning of some of the most common word roots in the English language; 2) understood how to apply those meanings to “divide and conquer” unfamiliar words; 3) deepened their “word awareness.” Above all, we hope your students will have become independent word sleuths and lifelong word lovers! 6. Keep the focus on thinking about the roots or word families, not on memorizing particular words.
Students need to become convinced that they have knowledge and processes to fi gure out the meanings of words. Roots can help here because prefi xes and bases represent familiar concepts (un = not; pre = before; graph = write). Word families help students see spelling patterns for many words. As students fi gure out the meaning of new words, ask them “What do you think? Why?” rather than “What’s the right answer?” Remember that the most effective way to teach vocabulary is not through mindless repetition or memorization.
Management
Building Vocabulary from W
ord Roots
TCM 10655
Name:
Level 5
Tips for Implementation
Copyright All Rights Reserved.
This CD contains the bonus pages, assessments, transparencies, and reproducible pages for this program. Teachers can use these
digital copies to complete the activities described in the book.
Teacher Resource CD—Level 5
TCM 12735i3990
For use with either Macintosh®
or Windows®
Guided Practice Book (student book)
Teacher’s Guide includes:
TCM 11534
(i3273)
This Professional Development DVD show
s real teachers
implementing diff erentiated lessons in the
ir
classrooms. The following features are inc
luded:
• Timothy Rasinski, Nancy Padak, Rick M
. Newton,
and Evangeline Newton, authors of Greek
and Latin
Roots: Keys to Building Vocabulary explain
ing their
rationale and philosophy for teaching wor
d-learning
strategies in a live professional developm
ent training
• Overview of the Building Vocabulary pr
ogram,
also by these authors, and tips for implem
entation
• Live classroom demonstrations
by a fi rst-grade teacher
• Live classroom demonstrations
by a fi fth-grade teacher
Running Time 81 minutes
Fifth-grade students are learning
about Latin and Greek bases aqua
and hydr(o).
First-grade students are learning
about the –an word family.
i3966
Other Components Include:
Components of the Building Vocabulary Kit
A3© Teacher Created Materials #22650 Building Vocabulary from Word Roots
Management
The first word in each “Divide and Conquer” activity is often the most challenging, so students will benefit from explicit instruction . Then students will be better able to independently “divide and conquer” the remaining words on the list .
In Part B (“Combine and Create”), students compose English words from the word roots . Usually, in this part of the lesson, students analyze something and record an English word as the answer .
In Part C (“Read and Reason”), students read a variety of passages that use word roots in context and then answer questions in pairs or small groups about the root-based vocabulary .
In Part D (“Extend and Explore”), students work individually and in partners/small groups to create applications for the new vocabulary .
In Part E (“Go for the Gold”), students enjoy a variety of vocabulary activities and games for additional word-root practice and review .
© Teacher Created Materials #10658 Building Vocabulary from Word Roots 75
Unit III Lesson 13
Word Bankdisinclination incubator refuse recline succumb
Greek clin and Latin cumb, cub = “lie, lean”
AnalogiesDirections: Analogies are statements about how words or concepts are related to each other.
Here are some sample relationships:
Part to Whole: Steering wheel is to car as handlebar is to bicycle.Opposites: Night is to day as win is to lose.Cause and Effect: Storm is to rain as blizzard is to snow.Geography: New York City is to United States as London is to England.Synonym: Boat is to ship as chilly is to cold.Word Form: Write is to writer as farm is to farmer.
Determine the word relationship for the fi rst pair of words. Then, using the Word Bank, fi ll in the blanks to complete the analogies.
1. Incline is to board as ______________________ is to chair.
2. Inclination is to preference as ______________________ is to a container for hatching eggs.
3. Inclined is to inclination as disinclined is to ______________________.
4. Incubate is to incubated as ______________________ is to succumbed.
5. To have a liking for is to prefer as ______________________ is to decline.
Part B:Combine and Create
#10658 Building Vocabulary from Word Roots
© Teacher Created Materials
76
Unit III Lesson 13Greek clin and Latin cumb,
cub = “lie, lean”
Advice Column Directions: Read the follow
ing letters from an advice column and answer the questi
ons.
Dear Adelia Advice,
I must confess. I felt inclined
to fi b to my mother the other d
ay.
I told her that I declined a coll
ege acceptance to go to Harva
rd.
In reality, I was not accepted t
o the school. Should I tell her
the
truth? I’m disinclined to do so
, but I don’t think that’s right e
ither.
Larry
Fibs
Dear Larry Fibs,
I understand why you succumbed to temptation and fi bbed
to your mother. Of course you don’t want your mother to be
disappointed by a rejection letter, so you let her down easy.
But ultimately, my advice is to tell the truth. It’s always the
best policy. You need to be inclined to be honest.
Adelia Advice
1. What did Larry Fibs feel inclined to do?
______________________________________________
_________________________________
2. What does it mean to decline something?
______________________________________________
_________________________________
3. What does someone do when they succumb to te
mptation?
______________________________________________
_________________________________
4. When someone is disinclined to do something, ho
w do they feel?
______________________________________________
_________________________________
5. When someone is inclined to do something, how
do they feel?
______________________________________________
_________________________________
Part C:
Read and Reason
© Teacher Created Materials #10658 Building Vocabulary from Word Roots 77
Unit III Lesson 13Greek clin and Latin cumb, cub = “lie, lean”
1. Write the Greek base clin on the tree roots.
2. Write the meaning of clin on the trunk.
3. In two minutes, write as many clin words as you can on each leaf.
4. Trade papers with your partner.
5. On a separate sheet of paper, write the meaning of as many of your partner’s words as you can in two minutes.
6. How many different words and defi nitions did your team come up with? (If the same word was on both your trees, only count it once!)
“Timed” Word TreesDirections: Work with a partner to fi ll the tree with clin words. You and your partner are
a team. The team that brainstorms the most words and defi nitions will win! First, select the word part you are going to work with. Then follow thedirections below.
Part D: Extend and Explore
#10658 Building Vocabulary from Word Roots © Teacher Created Materials
78
Unit III Lesson 13
Word SearchDirections: Find and circle the words listed below in the puzzle. Answers can be across, down, backwards, or on a diagonal.CLINIC DECLINE DISINCLINED INCLINATIONINCLINE INCUBATE INCUMBENT RECLINE RECLINER SUCCUMB
X C R I C I N R R D L W N D UU E E L D A N O B W P O N U EE N C K H K I C X M I J T W SA I L X K G Z D U T U L U K UP L I U H A L E A B W C I M ZW C N T M L L N N D A N C U VO E E T F B I I I A C T O U SU D R S U L K L P L Y L E P SY K R N C P G C I X Q Y Q V XM I E N T N E N I L C E R P CH Z I H G R E I A X G Q Q I XC P I C X I T S G N N Q N O TN P X G Q R R I G M P I R N KD Q C C S C K D J O L Q S C SI N C U M B E N T C P X M A Q
Greek clin and Latin cumb, cub = “lie, lean”
Part E: Go for the Gold!
How to Use This Program
The following provides a more detailed overview of the various components of this program, including the differentiated, five-part lessons, the Assessment section, the Teacher Resources section, and the Teacher Resource CD . Each component offers support for the entire program, making students’ word learning meaningful and fun .
Lesson Overview Each lesson in the Guided Practice Book begins with Part A (“Meet the Root”) . This activity is called “Divide and Conquer,” and it provides the foundation for all activities that follow, as it asks students to divide words into their
word parts . This requires students to identify the Greek and Latin roots from each lesson . Students “conquer” words by writing the meaning of each word part and finally, the meaning of the entire word . Since this is intended as an explicit instruction day, help students by using the following suggestions:
Remind students that when we translate bases and prefixes, we normally put the base first (as the core of the word) and then add the meaning of the prefix . For example, the word convene does not mean “together come,” although the roots appear in that order; translate the base first in order to produce “come together .”
After students divide and translate the word parts in the first two blanks, ask the question, “If the base A means X and the prefix B means Y, then the whole word means XY .” For example, “If the base oper means “work” and the prefix co- means “with, together,” then the whole word means “work together” (formally defined as “work together in harmonious fashion”) .
#10658 Building Vocabulary from Word Roots © Teacher Created Materials
74
Unit III Lesson 13 Greek clin and Latin cumb, cub = “lie, lean”
Divide and ConquerDirections: “Divide” words and then “conquer” them by writing the meaning of the words. The word with an X does not have a prefi x.
prefi x means base means word means 1. recliner ______________ ____________________ ______________________ 2. incubate ______________ ____________________ ______________________ 3. incumbent ______________ ____________________ ______________________ 4. clinic ______________ ____________________ ______________________ 5. procumbent ______________ ____________________ ______________________ 6. recumbent ______________ ____________________ ______________________ 7. succumb ______________ ____________________ ______________________ 8. incline ______________ ____________________ ______________________ 9. decline ______________ ____________________ ______________________ 10. incubus ______________ ____________________ ______________________
DID YOU KNOW?Have you ever had a friend with a cold sneeze or cough on you? Did you wait to see if you would get sick too? If so, by the time you got sick, your friend was probably well. The time between exposure to germs and the outbreak of symptoms is called the incubation period. Curiously, this term comes from observing that mother hens “lie” (cub) “on” (in-) their eggs to keep them warm until they hatch. Just as hens who lay eggs must wait awhile until they hatch, so too we wait to see if we will get sick after we have been exposed to someone else’s germs. Our ideas can also have an incubation period. Do you ever “sit” “on” a new idea before trying it out? Letting our thoughts incubate before taking action sometimes makes for better decisions!
Part A: Meet the Root
X
A4 #22650 Building Vocabulary from Word Roots © Teacher Created Materials
Management
How to Use This Program (cont.)
Additional ResourcesThe Assessment section of the Teacher’s Guide contains a diagnostic pre-test and item analysis for gauging students’ root knowledge at the beginning of the school year, unit quizzes to assess students’ learning after each unit of study, and a post-test for assessing students’ learning over the course of the school year . Keep your assessment focus on the extent to which students have learned roots, not particular words containing them . Students will learn particular words, of course, but it is more important that they learn the words that will help them unlock new words in the future .
The Teacher’s Guide has a Teacher Resources section . This section offers a number of activities that you can use to enrich your students’ learning experiences, using the word cards and additional activity template provided .
Transparencies are provided to supplement instruction for each lesson with guided practice activities .
The Teacher Resource CD that accompanies the series, which is located at the end of this Teacher’s Guide, offers additional teaching and practice ideas . The CD contains Bonus Pages (activities for each lesson to differentiate instruction), copies of the Assessments and Transparencies, Reproducibles (such as activity templates and word cards), and a comprehensive Word Families and Word Roots List .
This kit includes a copy of the Building Vocabulary Professional Development DVD . See Building Vocabulary lessons modeled in real classrooms at different grade levels . Learn from a professional development in-service facilitated by the authors, four renowned experts in the field of vocabulary instruction .
Pacing Plan The Building Vocabulary program for each level is designed to fit within a 28-week school year . The five units for each level (3–11) present students with 20–25 essential prefixes, bases, and suffixes . This prepares students for high school, college, and beyond . The program can also be condensed to fit a summer program . Parts of lessons can be combined so that the entire lesson is taught each day .
Year long Program—In an ongoing program with a minimum of 2 .5 hrs ./wk ., up to 40 weeks, you can cover the whole program by doing one lesson per week . Spend approximately 30 minutes each day to complete one part of the five-part lesson . For example, Part A can be completed on the first day of the week and all remaining sections on subsequent days of the week . Each unit is designed to be completed in a five-week period, with the sixth week for review .
Summer School Program—Used in a summer school setting, this program is designed to cover one unit per week, for a 4–6 week program . Cover one lesson per day by condensing the five-part lesson to meet the needs of your students . For example, discuss the poems from Parts A and C and then choose an activity (or activities, as time permits) for word-family practice . Review lessons can be incorporated throughout the week for additional practice (as time does not allow for a sixth day of practice for the week) .
A5© Teacher Created Materials #22650 Building Vocabulary from Word Roots
Management
B3
© Teacher Created Materials #12735 (i3988) Building Vocabulary from Word Roots
Unit I Latin Directional Prefi xes Lesson 1 Review of “Divide and Conquer”
Part A: Meet the RootStudents “divide and conquer” a list of words as they identify the base words and prefi xes. See Guided Practice Book page 4.
Possible Answers 1. out + carry = to carry or send items out of the country 2. carry + can or able to be done = able to be carried or sent from one place to another 3. in, on, into + look at = to look into something closely 4. in, on, into + call = to call on or ask for something
5. many + voice = using many voices
#10655 Building Vocabulary from Word Roots © Teacher Created Materials
4
Unit I Lesson 1 Review of “Divide and Conquer”
Part A:
Meet the Root
Divide and ConquerDirections: “Divide” words and then “conquer” them by writing the meaning of
the words. Use the Root Bank at the bottom of the page to help
you remember what each of the parts means. An X means the word
does not have a prefi x or a base.
prefi x means base means word means
1. export __________ __________ ______________
2. portable __________ __________ ______________
3. inspect __________ __________ ______________
4. invoke __________ __________ ______________
5. multivocal __________ __________ ______________
6. respect __________ __________ ______________
7. subtract __________ __________ ______________
8. autograph __________ __________ ______________
9. visible __________ __________ ______________
10. unify __________ __________ ______________
Root BankPrefi xes: auto- = self; ex- = out; in- = in, on, into; multi- = many; re- = back,
again; sub- = under; tri- = three; uni- = one
Bases: audi, audit = hear or listen; port = carry; graph = write; spect =
watch, look at; terr = land, ground, earth; tract = pull, draw, drag;
vis = see; voc, voke = call, voice
Suffi xes: -able, -ible = can or able to be done; -ify = to make
outX
X
carryto carry or send things
out of the country
X
6. back + look at = looking back with consideration; to look up to someone 7. under + pull, draw, drag = to “pull” a number from another 8. self + write = to write one’s own name
9. see + can or able to be done = to be able to see 10. one + to make = to make something come together as one
How to Use This Program (cont.)
Objectives are listed for each lesson .
The Teacher Notes section provides background information about the roots taught in the lesson .
B1© Teacher Created Materials #12735 (i3988) Building Vocabulary from Word Roots
Note: Teach this two-page lesson plan before students work in their Guided Practice Book. Part A should be completed on the same day the lesson is taught.
Unit I Latin Directional Prefi xes
Lesson 1 Review of “Divide and Conquer”
Teacher Notes (cont.)• These are core activities in the Building Vocabulary
from Word Roots series.
• Most lessons in Building Vocabulary from Word Roots can be completed in 10–15 minutes. This one will take longer because it builds a conceptual foundation for the semantic unit or “roots” approach to vocabulary learning.
Direct students to Guided Practice Book pages 4–8 to fi nd the activity pages for Unit 1, Lesson 1, Parts A–E. See bonus pages 1–3 on CD for additional activities.
Activate Background Knowledge 1. Tell students that this year they will continue
to be “word detectives” as they fi gure out the meaning of hundreds of words by connecting the meaning of their roots.
2. Remind them that they already know much about words and how they work. Tell them to make a list of everything they already know. Ask volunteers to share what they have written. List their ideas on the board. Emphasize any response that identifi es “roots” and “word parts” as a strategy.
3. Using Transparency #1, briefl y review the concept of “roots” as prefi xes (unit added to the front of a word that affects its meaning), bases (unit that provides a word’s main meaning), and suffi xes (unit attached to the end of a word that affects its meaning).
Overhead Transparency #1
#10645 ( i1824) Building Vocabulary from Word Roots ©Teacher Created Materials
Roots:How do they work?
Prefi xes, bases, and suffi xes are roots. Each of these roots has a meaning. When joined together, these roots create new words.
The base describes the main idea. The prefi x and/or suffi x give an important detail about that main idea.
Prefi xes come at the beginning.Bases come in the middle.Suffi xes come at the end.
ObjectiveObjective #2
Teacher Notes• Since most English words are spelled
and defi ned by what their parts mean, students must learn word study strategies that emphasize meaning relationships (semantics) between the parts of a word. Approaching words “from the roots up,” students will progress in vocabulary building without having to memorize long word lists.
• Level Five will build on these important concepts as students meet a new set of roots.
1. Words are made up of roots which have meaning. A semantic relationship exists between the roots in a word.
2. A word’s meaning can be unlocked through recognition of its roots. The strategies of “Divide and Conquer” (word dissection) and “Combine and Create” (word composition) can be used to identify roots and build a connection to unlock a word’s meaning.
3. Many words have interesting histories and all words are fun to explore. As “word detectives,” students can fi gure out the meaning of many diffi cult or unusual words on their own just by using the roots as clues.
• This lesson uses familiar roots to review the strategy of “Divide and Conquer.”
The Teach New Concepts section provides step-by-step instruction to guide students through the lesson .
B2 #12735 (i3988) Building Vocabulary fr
om Word Roots © Teacher Created Ma
terials
Unit I Latin Directional Prefi xes
Lesson 1 Review of “Divide and Conque
r”
beginners. You can also choose words
from students’ other texts. Try to stay
with familiar vocabulary until they
grasp the concept of a semantic unit.)
Differentiation Strategies
Above Level Support
Have students take words from this
lesson and write a story or make up a
short skit. Tell students that words must
be used appropriately in context with
other words. Have them share their
products with the rest of the class.
English Language Support
Provide visuals and other supporting
materials for students to complete the
“What Do You Know” activity in Part C.
Explain words and defi nitions as needed
before requiring students to complete
the lesson activities.
Below Level Support
Let students work in pairs or small
groups to fi nish the activities. This may
help reduce any anxiety that students
may feel at completing the work
independently.
4. Using Transparency #2, ask student
s to
tell what each word means when the prefi
x
is changed (unicycle =
one wheel; bicycle = two
wheels; tricycle = three
wheels; motorcycle =
moving [mot means
“move”] wheels; recycle =
cycling again or back).
5. Using Transparency
#3, ask students to
tell what each word
means when the suffi x
is changed (hard, harder,
hardest; color, colorful,
colorless).
Teach New
Concepts
6. Now write the words
preview and review
on the board. Ask each student to turn to
a
neighbor, take one of those words and use
the
word’s roots to tell what the word means.
Ask
for volunteers to describe how they fi gure
d out
the word’s meaning. (If students are new to
the
program, you may need to scaffold this activity
by
modeling the process using a familiar compou
nd
word such as “birthday” to introduce the conc
ept of
“word dissection.”)
7. Use Transparency
#4 to review the
strategy of “Divide
and Conquer” (word
dissection) with the
words preview and
review. (If students
need more support,
practice additional
words. Compound
words work well with
Guided Practice Pages
Parts A–E
Guide students through lesson plan
pages 3–7 to complete the rest of this
lesson. Read the directions at the top
of each page and complete the activity
together.
Overhead Transparency #3
#10645 ( i1824) Building Vocabulary from Word Roots ©Tea
cher Created Materials
Divide and ConquerBases and Suffi xes
Can you fi gure out how each of these
suffi xes gives a new meaning to the base?
hard
harder
hardest
color
colorful
colorless
A suffi x is a root placed at the end
of the word.
Overhead Transparency #2
#10645 ( i1824) Building Vocabulary from Word Roots ©Teacher Created Materials
Divide and ConquerPrefi xes and Bases
Can you fi gure out how each of these prefi xes gives a new meaning to the base “cycle”?
cycle = circle or wheel
unicyclebicycletricycle
motorcyclerecycle
A prefi x is a root placed before the base of the word.
Overhead Transparency #4
#10645 ( i1824) Building Vocabulary from Word Roots ©Teacher Created Materials
Divide and ConquerYou can fi gure out the meaning of a new word by “dividing and conquering” its roots.
previewpre/view
pre = “before”/view = “see”
Preview means to “see” something “before” others see it.
reviewre/view
re = “back or again”/view = “see”
Review means to go back and “see” something “again.”
Answer keys are provided for each student page in the Guided Practice Book .
This first section of the lesson helps students activate background knowledge about the root(s) of study .
A6 #22650 Building Vocabulary from Word Roots © Teacher Created Materials
Management
How to Use This Program (cont.)
B5
© Teacher Created Materials
#12735 (i3988) Building Vocabulary from W
ord Roots
Unit I Latin Directional Prefi xes
Lesson 1 Review of “Divide and Conque
r”
Part C:
Read and Reason
Students answer comprehension
questions based on their knowledge
of word parts. See Guided Practice
Book page 6.
Possible Answers
1. A terrarium is a container for land
animals. An aquarium is a container
for water animals.
2. An earthworm is a subterranean
animal because it lives
underground.
3. Vocalizing is saying something aloud.
Subvocalizing is mouthing a word,
but not saying it aloud.
4. A vocal clue is one you say, while an
auditory clue is one you hear.#10655 Bu
ilding Vocabulary from
Word Roots
© Teacher Created M
aterials
6
Part C:
Read and Reason
Unit I Lesson 1
Review of “Divide
and Conquer”
What Do You Know
?
Directions: Answe
r the questions.
1. What is the m
ajor difference betw
een a terrarium and
an aquarium?
___________
________________
________________
________________
___
___________
________________
________________
________________
___
2. Is an earthw
orm a subterranean
animal or a subaqua
tic animal? Why?
___________
________________
________________
________________
___
___________
________________
________________
________________
___
3. What is the
difference betwee
n vocalizing and subv
ocalizing?
___________
________________
________________
________________
___
___________
________________
________________
________________
___
4. What is the
difference betwee
n a vocal clue and an
auditory clue?
___________
________________
________________
________________
___
___________
________________
________________
________________
___
Bonus Page 2© Teacher Created Materials #10655 (i1831) Building Vocabulary from Word Roots
Part C:Read and Reason
Review of “Divide and Conquer”Unit I Lesson 1
Odd Word Out Directions: Work with a partner. Cross out the word that does not belong
in the group of four. On the lines tell why the word does not belong. (Hint: -ology = The study of.)
collectible _________________________________________________
insectology _________________________________________________
laboratory _________________________________________________
zoology _________________________________________________
criminology _________________________________________________
debatable _________________________________________________
defensible _________________________________________________
testify _________________________________________________
auditorium _________________________________________________
director _________________________________________________
library _________________________________________________
producer _________________________________________________
Part C:
Read and Reason
Students cross out words that don’t
belong and explain why. See bonus
page 2 on CD.
Answers will vary.
B6 #12735 (i3988) Building Vocabulary from Word Roots © Teacher Created Materials
Unit I Latin Directional Prefi xesLesson 1 Review of “Divide and Conquer”
Part D: Extend and ExploreStudents write sentences using vocabulary words. See Guided Practice Book page 7.
Answers will vary.
© Teacher Created Materials
#10655 Building Vocabulary from Word Roots7
Part D: Extend and Explore
Review of “Divide and Conquer”Unit I Lesson 1
Sentence StartersDirections: Work with a partner to complete these sentences using a word from
the list. Together choose one of the sentences to read out loud, but
skip over the word from the list. See if your classmates can guess the
missing word. Use the Root Bank in “Divide and Conquer” to fi gure
out any words that are new.Word List: detract contract
vocal revoke
terrarium terracotta spectacular spectator
auditorium inaudible audible
1. While I was trying to ____________________________
_____________________________________________
2. How do you know if ____________________________
_____________________________________________
3. Where in the world can __________________________
_____________________________________________
4. What would you think about ______________________
_____________________________________________
5. Why should ___________________________________
Sentences:
Bonus Page 3© Teacher Created Materials #10655 (i1831) Building Vocabulary from Wor
d Roots
Part D:
Extend and Explore
Unit I Lesson 1
Word Invention RiddlesDirections: Work with a partner to invent new audi, voc, spect, terr, or trac words.
Follow these directions.
1. Make up words using the Latin bases audi, voc, spect, terr, or trac.
2. Choose one of your invented words to create a riddle.
3. Write the invented word. 4. Write three clues to help others fi gure it out.
5. One of the clues must describe the meaning of the prefi x.
6. Choose one invented word riddle to share with the class.
See if they can fi gure it out!
Here is an example:
Clues:
1. It swims in the ocean. 2. It also likes land. 3. It can be caught and fried for dinner.
Invented Word: terrafi sh
Now you try it!
Clues:
1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
Invented Word: __________________________________________
Review of “Divide and Conquer”
audi = “hear” voc, voke = “call, voice” spect = “watch, look at”
terr = “earth” trac = “pull, draw, drag”
Part D: Extend and Explore Students write riddles about silly words and give others clues to try and solve the words. See bonus page 3 on CD.
Answers will vary.
B7© Teacher Created Materials #12735 (i3988) Building Vocabulary from Word Roots
Unit I Latin Directional Prefi xes
Lesson 1 Review of “Divide and Conquer”
Part E: Go for the Gold!Students play the game “Wordo” to review the words and concepts for the lesson.Direct students to the blank Wordo form. See Guided Practice Book page 8. Have them choose a free box and mark it. Then have them choose from the following words and write one word per box. Students choose the box in which they wish to write each word.
telescopetractorterriercollectiblevocabularymegastoretricyclemultivitaminpacifyinaudiblespectatorautographbiologyrespectprovokeimport
Then, call a clue for each word. The clue can be the defi nition for the word, a synonym, an antonym, or a sentence with the target word deleted. Students need to determine the target word and then mark it with an X. When a student has four Xs in a row, column, diagonal, or four corners, they can call out “Wordo!” Check his or her words, and declare that student the winner.
The last day of each lesson (Part E) provides a game-like activity to give students extra practice and to reinforce learning of new roots and words .
Bonus activities are provided on the Teacher Resource CD to differentiate instruction . The answer key for the bonus activities are provided in the lessons .
B1© Teacher Created Materials #22650 Building Vocabulary from Word Roots
Note: Teach this two-page lesson plan before students work in their Guided Practice Book. Part A should be completed on the same day the lesson is taught.
Unit I Latin Directional Prefixes
Lesson 1 Review of “Divide and Conquer”
Teacher Notes (cont.)• These are core activities in the Building Vocabulary
from Word Roots series .
• Most lessons in Building Vocabulary from Word Roots can be completed in 10–15 minutes . This one will take longer because it builds a conceptual foundation for the semantic unit or “roots” approach to vocabulary learning .
Direct students to Guided Practice Book pages 4–8 to find the activity pages for Unit 1, Lesson 1, Parts A–E . See bonus pages 1–3 on CD for additional activities .
Activate Background Knowledge 1 . Tell students that this year they will continue
to be “word detectives” as they figure out the meaning of hundreds of words by connecting the meaning of their roots .
2 . Remind them that they already know much about words and how they work . Tell them to make a list of everything they already know . Ask volunteers to share what they have written . List their ideas on the board . Emphasize any response that identifies “roots” and “word parts” as a strategy .
3 . Using Transparency #1, briefly review the concept of “roots” as prefixes (unit added to the front of a word that affects its meaning), bases (unit that provides a word’s main meaning), and suffixes (unit attached to the end of a word that affects its meaning).
ObjectiveObjective #2
Teacher Notes• Since most English words are spelled
and defined by what their parts mean, students must learn word study strategies that emphasize meaning relationships (semantics) between the parts of a word . Approaching words “from the roots up,” students will progress in vocabulary building without having to memorize long word lists .
• Level Five will build on these important concepts as students meet a new set of roots .
1 . Words are made up of roots which have meaning . A semantic relationship exists between the roots in a word .
2 . A word’s meaning can be unlocked through recognition of its roots . The strategies of “Divide and Conquer” (word dissection) and “Combine and Create” (word composition) can be used to identify roots and build a connection to unlock a word’s meaning .
3 . Many words have interesting histories and all words are fun to explore . As “word detectives,” students can figure out the meaning of many difficult or unusual words on their own just by using the roots as clues .
• This lesson uses familiar roots to review the strategy of “Divide and Conquer .”
B2 #22650 Building Vocabulary from Word Roots © Teacher Created Materials
Unit I Latin Directional Prefixes
Lesson 1 Review of “Divide and Conquer”
beginners. You can also choose words from students’ other texts. Try to stay with familiar vocabulary until they grasp the concept of a semantic unit.)
Differentiation Strategies Above Level Support
Have students take words from this lesson and write a story or make up a short skit . Tell students that words must be used appropriately in context with other words . Have them share their products with the rest of the class .
English Language Support
Provide visuals and other supporting materials for students to complete the “What Do You Know” activity in Part C . Explain words and definitions as needed before requiring students to complete the lesson activities .
Below Level Support
Let students work in pairs or small groups to finish the activities . This may help reduce any anxiety that students may feel at completing the work independently .
4 . Using Transparency #2, ask students to tell what each word means when the prefix is changed (unicycle = one wheel; bicycle = two wheels; tricycle = three wheels; motorcycle = moving [mot means “move”] wheels; recycle = cycling again or back).
5 . Using Transparency #3, ask students to tell what each word means when the suffix is changed (hard, harder, hardest; color, colorful, colorless) .
Teach New Concepts 6 . Now write the words
preview and review on the board . Ask each student to turn to a neighbor, take one of those words and use the word’s roots to tell what the word means . Ask for volunteers to describe how they figured out the word’s meaning . (If students are new to the program, you may need to scaffold this activity by modeling the process using a familiar compound word such as “birthday” to introduce the concept of “word dissection.”)
7 . Use Transparency #4 to review the strategy of “Divide and Conquer” (word dissection) with the words preview and review . (If students need more support, practice additional words. Compound words work well with
Guided Practice Pages Parts A–E
Guide students through lesson plan pages B3–B7 to complete the rest of this lesson . Read the directions at the top of each page and complete the activity together .
B3© Teacher Created Materials #22650 Building Vocabulary from Word Roots
Unit I Latin Directional Prefixes
Lesson 1 Review of “Divide and Conquer”
Part A: Meet the RootStudents “divide and conquer” a list of words as they identify the base words and prefixes . See Guided Practice Book page 4 .
Answer Key 1 . G 2 . J 3 . A 4 . E 5 . I 6 . F 7 . D 8 . C 9 . H#10655 Building Vocabulary from Word Roots
© Teacher Created Materials
4
Unit I Lesson 1 R
eview of “Divide and Conquer”
Part A:
Meet the Root
Divide and Conquer
Directions: “Divide” words and t
hen “conquer” them by writing the
meaning of
the prefix, base, and/or suffix in th
e blanks. Then select the best defi
nition. The
Root Bank lists the meanings of p
refixes, bases, and suffixes.
prefix/
2nd base/ definition
1st base means
suffix means
1. export _______________
_ ________________ ___
______
2. portable _______________
_ ________________ ___
______
3. inspect _______________
_ ________________ ___
______
4. invoke _______________
_ ________________ ___
______
5. multivocal _______________
_ ________________ ___
______
6. respect _______________
_ ________________ ___
______
7. subtract _______________
_ ________________ ___
______
8. autograph _______________
_ ________________ ___
______
9. visible _______________
_ ________________ ___
______
Definitions
A. to examine; to look into
B. a handwritten signature
C. to deduct; to take one numb
er from another
D. to call on (a deity or a higher
power)
E to hold in high regard; to loo
k at with esteem
F. to carry or convey goods ou
t of an area
G. able to be seen
H. consisting of many voices; ch
oral
I. able to be lifted and carried
Root Bank
Prefixes: auto- = self; ex- = out; in
- = in, on, into; multi- = many; re- =
back, again; sub- = under
Bases: port = carry; graph = w
rite; spect = watch, look at; tract =
pull, draw, drag; vis = see; voc, voke
=
call, voice
Suffixes: -able, -ible = can or able
to be done
B4 #22650 Building Vocabulary from Word Roots © Teacher Created Materials
Unit I Latin Directional Prefixes
Lesson 1 Review of “Divide and Conquer”
Part B: Combine and CreateStudents write a sentence using the vocabulary words provided . See Guided Practice Book page 5 .
Answers will vary.
Part B: Combine and Create Students make words from word parts . See bonus page 1 on CD .
Answers will vary.
B5© Teacher Created Materials #22650 Building Vocabulary from Word Roots
Unit I Latin Directional Prefixes
Lesson 1 Review of “Divide and Conquer”
Part C: Read and ReasonStudents answer comprehension questions based on their knowledge of word parts . See Guided Practice Book page 6 .
Possible Answers 1 . A terrarium is a container for land
animals . An aquarium is a container for water animals .
2 . An earthworm is a subterranean animal because it lives underground .
3. Vocalizing is saying something aloud . Subvocalizing is mouthing a word, but not saying it aloud .
4 . A vocal clue is one you say, while an auditory clue is one you hear .
Part C: Read and Reason Students cross out words that don’t belong and explain why . See bonus page 2 on CD .
Answers will vary.
B6 #22650 Building Vocabulary from Word Roots © Teacher Created Materials
Unit I Latin Directional Prefixes
Lesson 1 Review of “Divide and Conquer”
Part D: Extend and ExploreStudents write sentences using vocabulary words . See Guided Practice Book page 7 .
Answers will vary.
Part D: Extend and Explore Students write riddles about silly words and give others clues to try and solve the words . See bonus page 3 on CD .
Answers will vary.
B7© Teacher Created Materials #22650 Building Vocabulary from Word Roots
Unit I Latin Directional Prefixes
Lesson 1 Review of “Divide and Conquer”
Part E: Go for the Gold!Students play the game “Wordo” to review the words and concepts for the lesson .Direct students to the blank Wordo form . See Guided Practice Book page 8 . Have them choose a free box and mark it . Then have them choose from the following words and write one word per box . Students choose the box in which they wish to write each word .
telescopetractorterriercollectiblevocabularymegastoretricyclemultivitaminpacifyinaudiblespectatorautographbiologyrespectprovokeimport
Then, call a clue for each word . The clue can be the definition for the word, a synonym, an antonym, or a sentence with the target word deleted . Students need to determine the target word and then mark it with an X . When a student has four Xs in a row, column, diagonal, or four corners, they can call out “Wordo!” Check his or her words, and declare that student the winner .
Build
ing
Vocabulary from
Word
RootsTC
M 22651
Name:
Level 5
TCM 22651
© Teacher Created Materials #22651 Building Vocabulary from Word Roots 3
Table of Contents
Unit I: Latin Directional PrefixesLesson 1: Review of “Divide and Conquer” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Lesson 2: Directional Prefixes di-, dif-, dis- = “apart, in different directions, not” . . . . . . . . . . . . . . . . . .9Lesson 3: Latin Directional Prefixes a-, ab-, abs- = “away, from” . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Lesson 4: Latin Directional Prefixes super-, sur- = “on top of, over, above” . . . . . . . . . . . . . . . . . . . .19Lesson 5: Latin Directional Prefix ad- = “to, toward, add to” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Unit I Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Unit II: Latin BasesLesson 6: Latin Bases scrib, script = “write” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34Lesson 7: Latin Base dict = “say, speak, tell” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39Lesson 8: Latin Bases pon, pos, posit = “put, place” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44Lesson 9: Latin Bases sed, sid, sess = “sit, settle” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49Lesson 10: Latin Bases cur, curs, cour, cours = “run, go” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54Unit II Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
Unit III: Parallel Latin and Greek BasesLesson 11: Latin Base aqua and Greek Base hydr(o) = “water” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64Lesson 12: Latin Base dent and Greek Base odont = “tooth, teeth” . . . . . . . . . . . . . . . . . . . . . . . . . .69Lesson 13: Latin Base ped and Greek Base pod = “foot, feet” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74Lesson 14: Latin Base tempor and Greek Base chron(o) = “time” . . . . . . . . . . . . . . . . . . . . . . . . . . . .79Lesson 15: Latin Base sol and Greek Base mon(o) = “alone, only, one” . . . . . . . . . . . . . . . . . . . . . . . .84Unit III Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89
Unit IV: More Latin Bases and Latin Prefix ReviewLesson 16: Latin Base rupt = “break” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94Lesson 17: Latin Bases leg, lig, lect = “pick, read” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99Lesson 18: Latin Bases duc, duct = “lead” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104Lesson 19: Latin Bases grad, gress = “step, go” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109Lesson 20: Latin Bases stru, struct = “build” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114Unit IV Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119
Unit V: “Flexing” with SuffixesLesson 21: Greek Suffixes -cracy = “rule by” and -crat = “ruler, one who believes in rule by” . . . . .124Lesson 22: Greek Suffixes -phobia = “fear of” and -phobe = “one who fears” . . . . . . . . . . . . . . . . .129Lesson 23: Latin Suffixes -ate = “to make or do” and -ation = “the result of making or doing” . . . .134Unit V Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139
#22651 Building Vocabulary from Word Roots © Teacher Created Materials4
Unit I Lesson 1 Review of “Divide and Conquer”
Part A: Meet the Root
Divide and ConquerDirections: “Divide” words and then “conquer” them by writing the meaning of the prefix, base, and/or suffix in the blanks . Then select the best definition . The Root Bank lists the meanings of prefixes, bases, and suffixes .
prefix/ 2nd base/ definition 1st base means suffix means
1 . export ________________ ________________ _________
2 . portable ________________ ________________ _________
3 . inspect ________________ ________________ _________
4 . invoke ________________ ________________ _________
5 . multivocal ________________ ________________ _________
6 . respect ________________ ________________ _________
7 . subtract ________________ ________________ _________
8 . autograph ________________ ________________ _________
9 . visible ________________ ________________ _________
Definitions A . to examine; to look into B . a handwritten signature C . to deduct; to take one number from another D . to call on (a deity or a higher power) E to hold in high regard; to look at with esteem
F . to carry or convey goods out of an area G . able to be seen H . consisting of many voices; choral I . able to be lifted and carried
Root BankPrefixes: auto- = self; ex- = out; in- = in, on, into; multi- = many; re- = back, again; sub- = underBases: port = carry; graph = write; spect = watch, look at; tract = pull, draw, drag; vis = see; voc, voke =
call, voice Suffixes: -able, -ible = can or able to be done
© Teacher Created Materials #22651 Building Vocabulary from Word Roots 5
Part B: Combine and Create
Review of “Divide and Conquer” Unit I Lesson 1
Making WordsDirections: Write one sentence that includes both of these words . Use the Root Bank in
“Divide and Conquer” to figure out any words that are new .
1 . terrier spectacles
____________________________________________________
____________________________________________________
2 . voice spectator
____________________________________________________
____________________________________________________
3 . subtract vocabulary
____________________________________________________
____________________________________________________
4 . trace Mediterranean Sea
____________________________________________________
____________________________________________________
5 . invoke auditorium
____________________________________________________
____________________________________________________