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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.


#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



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).


#10645 ( i1824) Building Vocabulary from Word Roots ©Tea

cher Created Materials


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.


#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.


#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.


#10645 ( i1824) Building Vocabulary from Word Roots


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.”



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


#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


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


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


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”) .


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


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) .


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


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


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.


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).




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



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.


#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.



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.



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 .


Management


B5



ord Roots



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.


#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



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


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



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 .




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


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




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.




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.




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.




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


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


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

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2 . voice spectator

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3 . subtract vocabulary

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4 . trace Mediterranean Sea

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5 . invoke auditorium

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