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Created by Teachers for Teachers and Students

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Building Vocabulary from

Word R

oots Teacher’s G

uideTC

M 2

2647

Level 4

TCM 22647

©Teacher Created Materials #22647 Building Vocabulary from Word Roots 3

Table of Contents

Management—Section AProgram Overview . . . . . . . . . . . . . . . . . . A1Components of the Building

Vocabulary Kit . . . . . . . . . . . . . . . . . . . . . A2How to Use this Program . . . . . . . . . . . . . A3About Level Four . . . . . . . . . . . . . . . . . . . . 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—Section BUnit I: Directional Prefixes

Lesson 1: Review of “Divide and Conquer” B1Lesson 2: Directional Prefixes in-, im- =

“in, on, into” . . . . . . . . . . . . . . . . . . . . . . .B8Lesson 3: Directional Prefixes com-, col- =

“with, together” . . . . . . . . . . . . . . . . . . .B14Lesson 4: Latin Directional Prefix de- =

“down, off of” . . . . . . . . . . . . . . . . . . . B21Lesson 5: Latin Directional Prefix pro- =

“forward, for” . . . . . . . . . . . . . . . . . . . .B28Unit 1 Review . . . . . . . . . . . . . . . . . . . . . .B35

Unit II: Essential Latin BasesLesson 6: Latin Bases audi, audit = “hear,

listen” . . . . . . . . . . . . . . . . . . . . . . . . . . .B41Lesson 7: Latin Bases voc, voke, voice =

“voice, call” . . . . . . . . . . . . . . . . . . . . . .B47Lesson 8: Latin Bases spec, spect =

“watch, look at” . . . . . . . . . . . . . . . . . . .B54Lesson 9: Latin Base terr = “land, ground,

earth” . . . . . . . . . . . . . . . . . . . . . . . . . . .B60Lesson 10: Latin Bases trac, tract =

“pull, draw, drag” . . . . . . . . . . . . . . . . . .B67Unit II Review . . . . . . . . . . . . . . . . . . . . . .B73

Unit III: Greek and Latin Directional PrefixesLesson 11: Latin Directional Prefix trans- =

“across, change” . . . . . . . . . . . . . . . . . . .B78Lesson 12: Latin Directional Prefix inter- =

“between, among” . . . . . . . . . . . . . . . . .B83

Lesson 13: Latin Directional & Intensive Prefix per- = “through, thorough(ly)” . .B89

Lesson 14: Greek Prefix auto- = “self” . . .B94Lesson 15: Greek Prefix tele- =

“far, from afar” . . . . . . . . . . . . . . . . . . .B101Unit III Review . . . . . . . . . . . . . . . . . . . . .B107

Unit IV: Essential Greek and Latin SuffixesLesson 16: Latin Suffixes -ible, -able =

“can or able to be done” . . . . . . . . . . .B112Lesson 17: Greek Suffixes -ology = “study of”

and -ologist = “studier of, expert in” . .B118Lesson 18: Latin Suffixes -arium, -ary, -orium,

-ory = “place, room” . . . . . . . . . . . . . . .B123Lesson 19: Latin Suffixes -or, -er = “someone

who does; something that does” . . . . .B128Lesson 20: Latin Suffix -ify = “to make” . .B134Unit IV Review . . . . . . . . . . . . . . . . . . . . .B140

Unit V: Greek and Latin Prefixes of Sum and SizeLesson 21: Latin Prefix multi- and Greek

Prefix poly- = “many” . . . . . . . . . . . . . .B145Lesson 22: Greek Prefix micro- =

“small” . . . . . . . . . . . . . . . . . . . . . . . . .B151Lesson 23: Greek Prefixes mega-,

megalo- = “big” . . . . . . . . . . . . . . . . . . .B157Unit V Review . . . . . . . . . . . . . . . . . . . . .B163

AssessmentA Word About Assessment . . . . . . . . . . . . C1Data-Driven Instruction . . . . . . . . . . . . . . C3Diagnostic Test Item Analysis . . . . . . . . . . . C4Diagnostic Pre-test . . . . . . . . . . . . . . . . . . C5Pre-test Answer Key . . . . . . . . . . . . . . . . . C8Unit Quizzes . . . . . . . . . . . . . . . . . . . . . . . C9Post-test . . . . . . . . . . . . . . . . . . . . . . . . . . C24 Post-test Answer Key . . . . . . . . . . . . . . . . C27

Teacher ResourcesActivities . . . . . . . . . . . . . . . . . . . . . . . . . . D1 Reproducibles . . . . . . . . . . . . . . . . . . . . . . D2

AppendicesAppendix A: References Cited . . . . . . . . . . . E1Appendix B: Additional Resources . . . . . . . E3 Appendix C: Contents of

Teacher Resource CD . . . . . . . . . . . . . . . E6

©Teacher Created Materials #22647 Building Vocabulary from Word Roots A1

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 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 10654

Name:

LEVEL 4

A2 #22647 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

©Teacher Created Materials #12734 (i3982) Building Vocabulary from Word Roots D5


Word Parts: Unit II

Teacher Resourses: Reproducibles

audi, audit trac, tract

voc, voke, voice

spec, spect

terr


Teacher Resourses: Reproducibles


Wordo

Overhead Transparency #�

#10644 ( i1823) Building Vocabulary from Word Roots ©Teacher Created Materials

Roots:

How do they work?

Prefixes, bases, and suffixes are roots.

Each of these roots has a meaning.

When joined together, these roots

create new words.

The base describes the main idea. The

prefix and/or suffix give an important

detail about that main idea.

Prefixes come at the beginning.

Bases come in the middle.

Suffixes come at the end.



Divide and Conquer Prefixes and Bases

Can you figure out how each of these prefixes gives a new meaning to the base “cycle”?

cycle = circle or wheel

unicyclebicycletricycle

motorcyclerecycle

A prefix is a root placed before the base of the word.

©Teacher Created Materials #12734 (i3982) Building Vocabulary from Word Roots B1

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 Directional Prefi xes

Lesson 1 Review of “Divide and Conquer”

Objective

Objective #5

Teacher Notes

• This lesson uses familiar roots to

review the strategy of “Divide and

Conquer” (word dissection).

• Most lessons in Building Vocabulary

from Word Roots can be completed in

10–15 minutes. This one may 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 the CD for additional

activities.

Activate Background Knowledge

1. Tell students that this year they will 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. (You may want to 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 (units added

to the front of a word

that affect its meaning),

bases (units that

provide a word’s main

meaning), and suffi xes

(units attached to the

end of a word that

affect its meaning).


#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).

Overhead Transparency #1


Roots:How do they work?

Prefixes, bases, and suffixes are roots.

Each of these roots has a meaning.

When joined together, these roots

create new words.

The base describes the main idea. The

prefix and/or suffix give an important


Prefixes come at the beginning.

Bases come in the middle.

Suffixes come at the end.



Divide and Conquer

Prefixes and Bases

Can you figure out how each of these

prefixes gives a new meaning to the

base “cycle”?



motorcyclerecycle

A prefix is a root placed before the

base of the word.

B2 #12734 (i3982) Building Vocabulary from Word Roots ©Teacher Created Materials

Unit I Directional Prefi xesLesson 1 Review of “Divide and Conquer”

Differentiation StrategiesAbove Level SupportHave students look for examples of word roots and create a list. Students can share their words with students who need additional support.

English Language SupportReview directions for each activity and model how to get started. Allow students to work in pairs or small groups.

Below Level SupportAs you review word roots, practice with additional words. Use familiar words to teach the concept.

Teach New Concepts 5. Using Transparency #3, ask students to

tell what each word means when the suffi x is changed (hard, harder, hardest; color, colorful, colorless).

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 Building Vocabulary from Word Roots 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 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.)

Guided Practice PagesParts A–EGuide 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.



Divide and ConquerBases and Suffixes

Can you figure out how each of these suffixes gives a new meaning to the base?

hard

harder

hardest

color

colorful

colorless

A suffix is a root placed at the endof the word.



Divide and ConquerYou can figure 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.”

©Teacher Created Materials #12734 (i3982) Building Vocabulary from Word Roots C5

Name ______________________________________ Date ____________________

Assessment

1. When the building imploded, it _________.

a. burned to the ground

b. fell in on itself

c. became infested with insects

d. fl ooded with water

2. If papers are collated, they are _________.

a. torn

b. apart

c. together

d. wet

3. One way to deactivate a computer is to

___________________________________.

a. get new software

b. turn it on

c. run some software

d. turn it off

4. As a proponent of the bill, our Senator

___________________________________.

a. doesn’t care if it passes

b. will vote against it

c. will vote for it

d. will not vote

5. James spoke so inaudibly that I _________.

a. was frightened

b. couldn’t hear him

c. understood every word

d. laughed out loud

6. An example of a vocal sound is ________.

a. a squeaky hinge

b. a train whistle

c. a fi re alarm

d. a conversation

7. A spectator might ___________________.

a. look at a ball game

b. collect rocks

c. take photographs

d. listen to the radio

8. A terrarium must contain _____________.

a. rocks

b. animals

c. insects

d. earth

Diagnostic Pre-test Directions: Circle the correct answer.

C6 #12734 (i3982) Building Vocabulary from Word Roots ©Teacher Created Materials

Name ______________________________________ Date ____________________

Assessment

Diagnostic Pre-test (cont.)

9. A protracted illness __________________. a. lasts a long time b. requires hospitalization c. requires medicine d. is over very quickly

10. A transatlantic journey from New York might end in _______________________. a. Florida b. California c. Canada d. Europe

11. An interagency agreement is __________. a. easy to make b. within one agency c. diffi cult to make d. between two agencies

12. Old coffeepots percolated, which meansthat they __________________________. a. required electricity b. did not require electricity c. sent water through little holes d. worked on campfi res

13. An autocrat is a ruler who ____________. a. makes all the rules himself or herself b. shares rule making with others c. is elected every four years d. is a dictator

14. A teleprompter allows you to see words__________________________________ . a. up close b. from far away c. on the bottom of a picture d. as they are written

15. My little horse statues are collectible, which means that they _____________________. a. are expensive b. are available in stores c. are breakable d. can be collected

16. A gemologist would probably be interested in

a. oceans. b. diamonds. c. birds. d. trees.

Building Vocabulary from W

ord Roots

TCM 10654

Name:

LEVEL 4

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 4

TCM 12734i3984

For use with either Macintosh®

or Windows®

Guided Practice Book (student book)

Teacher’s Guide includes:

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 .

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 X means Y and the prefix X 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”) .

9

© Teacher Created Materials #10654 Building Vocabulary from Word Roots

Unit I Lesson 2

Directional Prefi xes in-, im- = “in, on, into”

Part A: Meet the Root

in

Divide and ConquerDirections: “Divide” words into prefi xes and bases. Then “conquer” them by writing the meaning of each word. prefi x base means word means

1. inspect ___________ _______________ _______________ 2. inhale ___________ _______________ _______________ 3. induct ___________ _______________ _______________ 4. inhabit ___________ _______________ _______________ 5. import ___________ _______________ _______________ 6. ingest ___________ _______________ _______________ 7. imprison ___________ _______________ _______________ 8. impulse ___________ _______________ _______________ 9. input ___________ _______________ _______________

10. invoke ___________ _______________ _______________

spect = look, watch

hale = breathe

duct = lead

habit = dwell, live

port = carry

gest = carry

prison, jail

pulse = push, drive

put

voke = voice, call

in-look in, stare in #10654 Building Vocabulary from Word Roots © Teacher Created Materials 10

Directional Prefi xes in-, im- = “in, on, into”Unit I Lesson 1

Chart the WordsDirections: Which bases make real words

when joined with in- and im-? Put these parts together and place them on the chart.

clude merse vent press side spect habit plode port

in- im-

Work with a partner. Look at the words listed in the two columns of the chart. Create a rule that will help you know whether you should add in- or im-.________________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Part B:Combine and Create

Unit I Lesson 2

11


Unit I Lesson 2


Part C:

Read and Reason

Word Knowledge

Directions: Read the following story and answer

the questions.

In the United States, a new president is inaugurated

every four years. It is this person’s job to include all

people in making decisions about what is best for the

country. This person gives speeches and should include

immigrants in the ideas that are discussed. Imports

should be talked about, too. Overall, the speech is impressive.

1. From the story, what do you think in- means? How do you know?

_____________________________________________________________

_____________________________________________________________

2. Use your defi nition of in- to explain what it means to inaugurate a president.

_____________________________________________________________

_____________________________________________________________

3. Also from the story, what do you think im- means? How do you know?

_____________________________________________________________

_____________________________________________________________

4. Use your defi nition of im- to explain what the word immigrants means.

_____________________________________________________________

_____________________________________________________________

5. Can you think of other words that start with in- or im- ? What are they?

_____________________________________________________________

_____________________________________________________________

6. Can you use one of those words in a sentence? _______________________

_____________________________________________________________

#10654 Building Vocabulary from Word Roots © Teacher Created Materials 12

1

2

3

8

5

6

7

4

Crossword PuzzleDirections: Read the clues below. Solve the puzzle. Across1. offi cial examination or review2. one who brings things in

from another country3. to look at closely4. the opposite of leaving out6. a person who comes up with

new ideas7. to breath in8. the act of inhaling

Part D:Extend and Explore


Down1. a person who leaves one country

to live permanently in another3. to put totally in water4. the opposite of outside5. a vacant home or place of residence7. another word for something that is amazing

Unit I Lesson 2

13


Unit I Lesson 2


Part E: Go for the Gold!

Word SearchDirections: Find and circle the words in the puzzle. Answers can be across, down, diagonal, or backwards.

IMPRISON IMPORT IMPULSE INCLUDE INHALE INPUT INSPECT

I H N T R O P M I EN B O I Z T Q S D VH O S L M V U U I TA V I P X P L P S ML J R A G C U O N LE D P D N Z W L E IY K M I N Y R C S ZB X I N S P E C T EF N J I A F E I S EL J K E R K I N R M


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


Unit I Directional Prefi xesLesson 1 Review of “Divide and Conquer”

Part A: Meet the RootStudents “divide and conquer” a list of words as they identify the base word. They use the Root Bank to remember what the parts mean. See Guided Practice Book page 4.

Possible Answers 1. ex + port = send goods out 2. bi + weekly = every two weeks or twice a week 3. in + fi n = endless 4. pre + view = look before 5. re + write = write again 6. tri + cycle = a three-wheeled cycle 7. taste + less = without taste 8. beauty + ful = full of beauty 9. quick + er = moves faster than something else 10. kind + est = the person who is the most kind

#10654 Building Vocabulary from Word Roots © Teacher Created Materials 4

Unit I Lesson 1

Divide and ConquerDirections: “Divide” words using the Root Bank. Then “conquer”

them by writing the meaning of the words.

prefi x base word means

1. export ___________ ___________ ________________

2. biweekly ___________ ___________ ________________

3. infi nite ___________ ___________ ________________

4. preview ___________ ___________ ________________

5. rewrite ___________ ___________ ________________

6. tricycle ___________ ___________ ________________

base suffi x word means

7. tasteless ___________ ___________ ________________

8. beautiful ___________ ___________ ________________

9. quicker ___________ ___________ ________________

10. kindest ___________ ___________ ________________

Review of “Divide and Conquer”

Part A:

Meet the Root

Root Bank

Prefi xes: ex- = out; bi- = two; in- = not; pre- = before; re- = back, again; tri- = three

Bases: port = carry; fi n = end; vis = see

Suffi xes: -less = without; -ful = full of; -er = more; -est = most

export send goods out

5

© Teacher Created Materials

#10654 Building Vocabulary from Word Roots


Review of “Divide and Conquer”Unit I Lesson 1

Three-Syllable Compound WordsDirections: Here are some compound words with three syllables. Circle the

fi rst word in the compound word. Then write the compound word

on the chart. fi ngernail

fi refi ghter honeybee lawnmower

trailblazer watercolor uppercase lowercaseFirst word has one syllable

First word has two syllables

Second word has long vowel sound Second word has short vowel sound

Part B: Combine and CreateStudents sort three-syllable compound words and place them on a chart. See Guided Practice Book page 5.AnswersFirst word has 1 syllable:trailblazerlawnmowerFirst word has 2 syllables:fi refi ghterfi ngernailwatercolorhoneybeeuppercaselowercase

Second word has long vowel sound:trailblazerfi refi ghterlawnmowerfi ngernailhoneybeeuppercaselowercaseSecond word has short vowel sound:watercolor


Objectives are listed for each lesson .

The Teacher Notes section provides background information about the roots taught in the lesson .


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.



ObjectiveObjective #5

Teacher Notes• This lesson uses familiar roots to

review the strategy of “Divide and Conquer” (word dissection).

• Most lessons in Building Vocabulary from Word Roots can be completed in 10–15 minutes. This one may 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 the CD for additional activities.

Activate Background Knowledge 1. Tell students that this year they will 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. (You may want to 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 (units added to the front of a word that affect its meaning), bases (units that provide a word’s main meaning), and suffi xes (units attached to the end of a word that affect its meaning).

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).



Roots:How do they work?

Prefixes, bases, and suffixes are roots. Each of these roots has a meaning. When joined together, these roots

create new words.

The base describes the main idea. The prefix and/or suffix give an important


Prefixes come at the beginning.Bases come in the middle.Suffixes come at the end.



Divide and ConquerPrefixes and Bases




motorcyclerecycle


The Teach New Concepts section provides step-by-step instruction to guide students through the lesson .




Differentiation Strategies

Above Level Support

Have students look for examples of

word roots and create a list. Students

can share their words with students who

need additional support.

English Language Support

Review directions for each activity

and model how to get started. Allow

students to work in pairs or small

groups.

Below Level Support

As you review word roots, practice with

additional words. Use familiar words to

teach the concept.

Teach New Concepts


#3, ask students to

tell what each word

means when the suffi x

is changed (hard, harder,

hardest; color, colorful,

colorless).

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

Building Vocabulary from Word Roots 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 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.)

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.


#10644 ( i1823) Building Vocabulary from Word Roots©Teacher Created Materials

Divide and Conquer

Bases and Suffixes


suffixes gives a new meaning to the base?

hard

harder

hardest

color

colorful

colorless

A suffix is a root placed at the end

of the word.


#10644 ( i1823) Building Vocabulary from Word Roots©Teacher Created Materials

Divide and Conquer

You can figure out the meaning of a new

word by “dividing and conquering” its

roots.

previewpre/view

pre = “before”/view = “see”

Preview means to “see” something


reviewre/view

re = “back or again”/view = “see”

Review means to go back and “see”


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




Part B:

Combine and

CreateStudents sort words based on their

knowledge of the un- prefi x. See

bonus page 1 on CD.

Answers

Bonus Page 1© Teacher Created Materials #10654 (i1830) Building Vocabulary from Word Roots



Word SortDirections: Decide which of these words makes a new word with the prefi x

un-. Decide which does not make a new word. Put the words where they belong on the chart.

able active fold feel hook happy kind kids legal lock pack pork

makes a word with un- doesn’t make a word with un-

Unit I Lesson 1



6

Part C:

Read and Reason


What’s the Difference?

Directions: Work with a partner. Write about the

differences between these pairs of words.

Word Pair

Differences

pretest _________________________________________________

retest _________________________________________________

_________________________________________________

preview _________________________________________________

review _________________________________________________

_________________________________________________

refold _________________________________________________

unfold _________________________________________________

_________________________________________________

precook _________________________________________________

recook _________________________________________________

_________________________________________________

Unit I Lesson 1

Part C:

Read and Reason

Students compare pairs of words

and fi nd their differences. See Guided

Practice Book page 6.

Answers will vary.

Makes a word

with un-:

ablefoldhookhappykind lockpack

Doesn’t make

a word with un-:

feelkidslegalporkactive




Part C: Read and ReasonStudents complete sentences using words from a list. See bonus page 2 on CD.

Answers will vary.

Bonus Page 2© Teacher Created Materials #10654 (i1830) Building Vocabulary from Word Roots

Unit I Lesson 1

Part B:

Combine and Create


Writing SentencesDirections: Work with a partner to complete these sentences

by selecting an un-, re-, pre- or compound word

from the list. Together choose one of the

sentences to read out loud, but skip over the words

you added. See if your classmates can guess the missing words.

prejudge predict preview readjust remain

replay unlock unfold unwrapped honeybee

fi replace everyday loudspeaker

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 __________________________________________________

____________________________________________________________

7



Part D: Extend and Explore

Review of “Divide and Conquer”Unit I Lesson 1

Making and Writing WordsDirections: Use the vowels and consonants to make words that fi t the clues.

The secret word at the end uses all the letters.Consonants: l, s, s, s, t, t Vowels: a, e, e1. Past tense of sit ___ ___ ___

2. Another word for exam ___ ___ ___ ___ 3. Opposite of lad ___ ___ ___ ___ 4. To notice the fl avor of something; a sense ___ ___ ___ ___ ___

5. To decide; to calm or quiet ___ ___ ___ ___ ___ ___

Secret Word: having no #4 ___ ___ ___ ___ ___ ___ ___ ___ ___

Part D: Extend and ExploreStudents create words that fi t a list of clues. See Guided Practice Book page 7.Answers 1. sat 2. test 3. lass 4. taste 5. settleSecret Word: tasteless




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.

helpfulpricelessprepareterrierfi nishinfi nitecontractvocabularybicycletricyclepainfulpainlessinvisiblespectacularaudiencepreview

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 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 the student’s 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 .

©Teacher Created Materials #22647 Building Vocabulary from Word Roots B1

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 Directional Prefixes


ObjectiveObjective #5

Teacher Notes• This lesson uses familiar roots to

review the strategy of “Divide and Conquer” (word dissection) .

• Most lessons in Building Vocabulary from Word Roots can be completed in 10–15 minutes . This one may 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 the CD for additional activities .

Activate Background Knowledge 1 . Tell students that this year they will 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 . (You may want to 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 (units added to the front of a word that affect its meaning), bases (units that provide a word’s main meaning), and suffixes (units attached to the end of a word that affect its meaning) .

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) .



Roots: How do they work?

Prefixes, bases, and suffixes are roots. Each of these roots has a meaning. When joined together, these roots

create new words.

The base describes the main idea. The prefix and/or suffix give an important


Prefixes come at the beginning.Bases come in the middle.Suffixes come at the end.



Divide and Conquer Prefixes and Bases




motorcyclerecycle


B2 #22647 Building Vocabulary from Word Roots ©Teacher Created Materials



Differentiation Strategies Above Level Support

Have students look for examples of word roots and create a list . Students can share their words with students who need additional support .

English Language Support

Review directions for each activity and model how to get started . Allow students to work in pairs or small groups .

Below Level Support

As you review word roots, practice with additional words . Use familiar words to teach the concept .

Teach New Concepts 5 . Using Transparency

#3, ask students to tell what each word means when the suffix is changed (hard, harder, hardest; color, colorful, colorless) .

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 Building Vocabulary from Word Roots 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 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 .)

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 .



Divide and Conquer

Bases and Suffixes


suffixes gives a new meaning to the base?

hard

harder

hardest

color

colorful

colorless

A suffix is a root placed at the end

of the word.



Divide and Conquer

You can figure out the meaning of a new

word by “dividing and conquering” its

roots.

previewpre/view

pre = “before”/view = “see”

Preview means to “see” something


reviewre/view

re = “back or again”/view = “see”

Review means to go back and “see”





Part A: Meet the RootStudents “divide and conquer” a list of words as they identify the base word . They use the Root Bank to remember what the parts mean . See Guided Practice Book page 4 .

Answer Key 1 . G 2 . D 3 . C 4 . I 5 . B 6 . E 7 . H 8 . A 9 . J 10 . F

#10654 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 Conquer

Directions: “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 base word definition

1. export ________________ ________________ _________

2. biweekly ________________ ________________ _________

3. infinite ________________ ________________ _________

4. preview ________________ ________________ _________

5. rewrite ________________ ________________ _________

6. tricycle ________________ ________________ _________

base suffix definition

7. tasteless ________________ ________________ _________

8. beautiful ________________ ________________ _________

9. quicker ________________ ________________ _________

10. kindest ________________ ________________ _________

Definitions

A. lovely; pretty; delighting the eye or senses

B. to write again; to change or revise a text

C. endless

D. occurring two times a week; or, occurring

every two weeks

E. a three-wheeled vehicle

F. most gentle and nice

G. to carry or convey goods out of an area

H. lacking taste or flavor

I. to see beforehand

J. more rapid; faster

5



Review of “Divide and Conquer” Unit I Lesson 1

Three-Syllable Compound WordsDirections: Here are some compound words with three syllables. Circle the fi rst word in the compound word. Then write the compound word on the chart.

fi ngernail fi refi ghter honeybee lawnmower trailblazer watercolor uppercase lowercase

First word has one syllable First word has two syllables


Part B: Combine and CreateStudents sort three-syllable compound words and place them on a chart . See Guided Practice Book page 5 .

AnswersFirst word has 1 syllable:trailblazerlawnmowerFirst word has 2 syllables:firefighterfingernailwatercolorhoneybeeuppercaselowercase

Second word has long vowel sound:trailblazerfirefighterlawnmowerfingernailhoneybeeuppercaselowercaseSecond word has short vowel sound:watercolor



Part B: Combine and CreateStudents sort words based on their knowledge of the un- prefix . See bonus page 1 on CD .

Answers

Bonus Page 1

© Teacher Created Materials #10654 (i1830) Building Vocabulary from Word Roots



Word SortDirections: Decide which of these words makes a new word with the prefi x

un-. Decide which does not make a new word. Put the words where they belong on the chart.

able active fold feel hook happy kind kids legal lock pack pork

makes a word with un- doesn’t make a word with un-

Unit I Lesson 1

#10654 Building Vocabulary from Word Roots © Teacher Created Materials

6

Part C:

Read and Reason


What’s the Difference?

Directions: Work with a partner. Write about the

differences between these pairs of words.

Word Pair Differences

pretest _________________________________________________

retest _________________________________________________

_________________________________________________

preview _________________________________________________

review _________________________________________________

_________________________________________________

refold _________________________________________________

unfold _________________________________________________

_________________________________________________

precook _________________________________________________

recook _________________________________________________

_________________________________________________

Unit I Lesson 1 Part C: Read and ReasonStudents compare pairs of words and find their differences . See Guided Practice Book page 6 .

Answers will vary.

Makes a word with un-:

ablefoldhookhappykind lockpack

Doesn’t make a word with un-:

feelkidslegalporkactive




Part C: Read and ReasonStudents complete sentences using words from a list . See bonus page 2 on CD .

Answers will vary.

Bonus Page 2


Unit I Lesson 1

Part B:

Combine and Create


Writing Sentences

Directions: Work with a partner to complete these sentences

by selecting an un-, re-, pre- or compound word

from the list. Together choose one of the

sentences to read out loud, but skip over the words

you added. See if your classmates can guess the missing words.

prejudge predict preview readjust remain

replay unlock unfold unwrapped honeybee

fi replace everyday loudspeaker

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 __________________________________________________

____________________________________________________________

7




Making and Writing WordsDirections: Use the vowels and consonants to make words that fi t the clues.The secret word at the end uses all the letters.

Consonants: l, s, s, s, t, t Vowels: a, e, e1. Past tense of sit ___ ___ ___

2. Another word for exam ___ ___ ___ ___

3. Opposite of lad ___ ___ ___ ___

4. To notice the fl avor of something; a sense ___ ___ ___ ___ ___ 5. To decide; to calm or quiet ___ ___ ___ ___ ___ ___

Secret Word: having no #4

___ ___ ___ ___ ___ ___ ___ ___ ___

Part D: Extend and ExploreStudents create words that fit a list of clues . See Guided Practice Book page 7 .

Answers 1 . sat 2 . test 3 . lass 4 . taste 5 . settleSecret Word: tasteless




Part D: Extend and Explore Students write correct words to a list of clues . See bonus page 3 on CD .

Answers 1 . quickest 2 . quick 3 . sick 4 . slick 5 . slack 6 . slaw 7 . slow 8 . slowest

Bonus Page 3


Unit I Lesson 1



Word LadderDirections: Climb the word ladder by reading the clues and then writing the

correct words.

1. Write quickest. ___ ___ ___ ___ ___ ___ ___ ___ 2. Remove suffi x. ___ ___ ___ ___ ___ 3. Change beginning sound to make “ill.” ___ ___ ___ ___ 4. Add a letter to make “very slippery.” ___ ___ ___ ___ ___ 5. Change vowel to make “loose,” as in a rope. ___ ___ ___ ___ ___ 6. Change ending sound: cole ___ ___ ___ ___

7. Change vowel to make opposite of fast. ___ ___ ___ ___ 8. Opposite of #1. ___ ___ ___ ___ ___ ___ ___




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 .

helpfulpricelessprepareterrierfinishinfinitecontractvocabularybicycletricyclepainfulpainlessinvisiblespectacularaudiencepreview

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 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 the student’s words, and declare that student the winner .

Unit I Directional PrefixesUnit I Directional Prefixes

Build

ing

Vocabulary from

Word

RootsTC

M 22648

Name:

Level 4

TCM 22648

3© Teacher Created Materials #22648 Building Vocabulary from Word Roots

Table of Contents

Unit I: Directional PrefixesLesson 1: Review of “Divide and Conquer” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Lesson 2: Directional Prefixes in-, im- = “in, on, into” . . . . . . . . . . . . . . . . . . . . . . . . . . 9Lesson 3: Directional Prefixes com-, col- = “with, together” . . . . . . . . . . . . . . . . . . . . 14Lesson 4: Latin Directional Prefix de- = “down, off of” . . . . . . . . . . . . . . . . . . . . . . . 19Lesson 5: Latin Directional Prefix pro- = “forward, for” . . . . . . . . . . . . . . . . . . . . . . 24Unit I Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Unit II: Essential Latin BasesLesson 6: Latin Bases audi , audit = “hear, listen” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Lesson 7: Latin Bases voc , voke, voice = “voice, call” . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Lesson 8: Latin Bases spec , spect = “watch, look at” . . . . . . . . . . . . . . . . . . . . . . . . . . 44Lesson 9: Latin Base terr = “land, ground, earth” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Lesson 10: Latin Bases trac , tract = “pull, draw, drag” . . . . . . . . . . . . . . . . . . . . . . . . . 54Unit II Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Unit III: Greek and Latin Directional PrefixesLesson 11: Latin Directional Prefix trans- = “across, change” . . . . . . . . . . . . . . . . . . . 64Lesson 12: Latin Directional Prefix inter- = “between, among” . . . . . . . . . . . . . . . . . . 69Lesson 13: Latin Directional & Intensive Prefix per- = “through, thorough(ly)” . . . . . 74Lesson 14: Greek Prefix auto- = “self” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79Lesson 15: Greek Prefix tele- = “far, from afar” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Unit III Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Unit IV: Essential Greek and Latin SuffixesLesson 16: Latin Suffixes -ible, -able = “can or able to be done” . . . . . . . . . . . . . . . . . 94Lesson 17: Greek Suffixes -ology = “study of” and -ologist = “studier of, expert in” 99Lesson 18: Latin Suffixes -arium, -ary, -orium, -ory = “place, room” . . . . . . . . . . . . . . 104Lesson 19: Latin Suffixes -or, -er = “someone who does; something that does” . . . 109Lesson 20: Latin Suffix -ify = “to make” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114Unit IV Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Unit V: Greek and Latin Prefixes of Sum and SizeLesson 21: Latin Prefix multi- and Greek Prefix poly- = “many” . . . . . . . . . . . . . . . . 124Lesson 22: Greek Prefix micro- = “small” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129Lesson 23: Greek Prefixes mega-, megalo- = “big” . . . . . . . . . . . . . . . . . . . . . . . . . . 134Unit V Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

Table of Contents

. .

#22648 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 base word definition

1 . export ________________ ________________ _________

2 . biweekly ________________ ________________ _________

3 . infinite ________________ ________________ _________

4 . preview ________________ ________________ _________

5 . rewrite ________________ ________________ _________

6 . tricycle ________________ ________________ _________

base suffix definition

7 . tasteless ________________ ________________ _________

8 . beautiful ________________ ________________ _________

9 . quicker ________________ ________________ _________

10 . kindest ________________ ________________ _________

Definitions A . lovely; pretty; delighting the eye or senses B . to write again; to change or revise a text C . endless D . occurring two times a week; or, occurring

every two weeks E . a three-wheeled vehicle

F . most gentle and nice G . to carry or convey goods out of an area H . lacking taste or flavor I . to see beforehand J . more rapid; faster

5© Teacher Created Materials #22648 Building Vocabulary from Word Roots

Part B: Combine and


Three-Syllable Compound WordsDirections: Here are some compound words with three syllables . Circle the

first word in the compound word . Then write the compound word on the chart .

fingernail firefighter honeybee lawnmower trailblazer watercolor uppercase lowercase

First word has one syllable First word has two syllables


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