LANGUAGE ARTS STUDENT BOOK

6th Grade | Unit 2

Unit 2 | Forming New Words

LANGUAGE ARTS 602 Forming New Words INTRODUCTION |3

1. SECTION ONE

5

SPELLING AND HANDWRITING |6 ROOTS |8 PREFIXES AND SUFFIXES |10 VOCABULARY DEVELOPMENT |13 SYNONYMS AND ANTONYMS |14 SELF TEST 1 |16

2. SECTION TWO

19

HANDWRITING AND SPELLING |20 KING JEHOSHAPHAT |23 IDIOMATIC EXPRESSIONS |26 SELF TEST 2 |28

3. SECTION THREE

31

SPELLING AND HANDWRITING |32 COMPREHENSION |36 SELF TEST 3 |41

4. SECTION FOUR

43

SPELLING AND HANDWRITING |43 COMPOSITION |46 SELF TEST 4 |49 LIFEPAC Test is located in the center of the booklet. Please remove before starting the unit. Section 1 |1

Forming New Words | Unit 2

Author: William M. Stone, M.A. Editor: Richard W. Wheeler, M.A.Ed. Consulting Editor: Rudolph Moore, Ph.D. Revision Editor: Alan Christopherson, M.S. MEDIA CREDITS: Page 10: © olm26250, iStock, Thinkstock; 26: © Balazs Kovacs, iStock, Thinkstock; 38: © Maciej Maksymowicz, iStock, Thinkstock; 39: © olezzo, iStock, Thinkstock; © Stephen Pell, iStock, Thinkstock; 46: © Stratos Giannikos, iStock, Thinkstock;

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All trademarks and/or service marks referenced in this material are the property of their respective owners. Alpha Omega Publications, Inc. makes no claim of ownership to any trademarks and/ or service marks other than their own and their affiliates, and makes no claim of affiliation to any companies whose trademarks may be listed in this material, other than their own.

2| Section 1

Unit 2 | Forming New Words

Forming New Words Introduction Communication is a strange word. A dictionary might define communication as the passing of information from one to another. Some animals can communicate by making certain noises. Others can find meaning from some type of action. A deer, for example, can pass information by moving its ear or tail. Human beings have many ways of communicating. A simple smile can sometimes get a message across as easily as a sentence. People can also communicate through actions or emotions, or through music or art. People, like the animals, can understand simple forms of communication. You might be able to understand the meaning of a simple smile or frown, but it would become very frustrating if we had to depend completely on these kinds of communication. However, human beings have the best means of communication available to them. That is, of course, the spoken language. The Bible says that God created man in His own image. That creation included the ability to speak and to understand what is spoken. The more skills we have to express ourselves, the more we can make ourselves understood, and the more we can understand as others express their ideas to us.

What would it be like if we couldn’t talk, And we couldn’t visit with friends or chat? We couldn’t ask for the things we need. Now, what do you think of that?



What would it be like if we couldn’t talk, And we couldn’t get our ideas across? Would we nod or tap or wiggle or knock Or squirm or turn and toss?



Would a nod mean to go left or right? I fear I’ve forgotten which way! Would a wiggle mean that you’re happy or sad, ‘Cause you failed your math today?



We’d be in a terrible fix if we couldn’t talk, Or if language wasn’t real! But I’m glad I know what it’s like to talk, So I can say what I really feel!

Objectives Read the following objectives. The objectives tell you what you should be able to do when you have completed this LIFEPAC®. When you have finished this LIFEPAC©, you should be able to: 1. Define two kinds of root words. 2. Tell whether or not a root word can be used as a word by itself.

7. Supply synonyms and antonyms for words in a sentence. 8. Tell the main idea of a story.

3. Identify and define prefixes and suffixes.

9. Give details of a story.

4. Form new words by combining prefixes and/or suffixes with root words.

10. Put the events of a story in their proper order.

5. Define vocabulary words by the way they are used in sentences. 6. Identify and define synonyms and antonyms.

11. Speculate what may have happened between events in a story. 12. Give the true meanings of idiomatic expressions.

Section 1 |3

Forming New Words | Unit 2

13. Tell the difference between facts and opinions.

17. Define adjectives and adverbs.

14. Tell whether or not a sentence is valid (supported by facts).

18. Expand sentences by adding adjec tives and adverbs.

15. Tell implied meanings.

19. Spell words correctly.

16. Tell whether an event is right or wrong.

20. Use the first nineteen objectives in story writing.

Survey the LIFEPAC. Ask yourself some questions about this study and write your questions here.

_________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________

4| Section 1

Unit 2 | Forming New Words

1. SECTION ONE In this section, you will learn to spell some two-syllable words. You will also learn some helpful handwriting hints. Pay special attention to the importance of root words and how their meanings can be changed. The lessons presented in this section should be very valuable in helping you improve your vocabulary.

Section Objectives Review these objectives. When you have finished this section, you should be able to: 1. Define two kinds of root words. 2. Tell whether or not a root word can be used as a word by itself. 3. Identify and define prefixes and suffixes. 4. Form new words by combining prefixes and/or suffixes with root words. 5. Define vocabulary words by the way they are used in sentences. 6. Identify and define synonyms and antonyms. 7. Supply synonyms and antonyms for words in a sentence. 19. Spell words correctly.

Vocabulary Study these words to enhance your learning success in this section. antique (an tēk’). Something made long ago. antonym (an’ tu nim). A word that means the opposite of another word. obsolete (ob’ su lēt). No longer in use; out-of-date. padlock (pad’ lok’). A lock that hangs by a curved bar and can be put on and removed. Note: All vocabulary words in this LIFEPAC appear in boldface print the first time they are used. If you are unsure of the meaning when you are reading, study the definitions given.

.

Pronunciation Key: hat, āge, cãre, fär; let, ēqual, term; it, īce; hot, ōpen, ôrder; oil; out; cup, put, rüle; child; long; thin; /TH/ for then; /zh/ for measure; /u/ represents /a/ in about, /e/ in taken, /i/ in pencil, /o/ in lemon, and /u/ in circus.

Section 1 |5

Forming New Words | Unit 2

Spelling and Handwriting Helpful spelling hints are given at the beginning of this section, but they are meant to be used for all spelling lists. Spacing of letters is practiced in the handwriting section. Spelling. Each spelling list in this LIFEPAC will be given at the beginning of each section. Studying each unit will be up to you. A helper or teacher will give you a practice spelling test. At the end of each section, you will take the spelling test on a separate piece of paper. Some helpful hints for studying your words follow. 1. Look at the word. 2. Check in your dictionary if you are not sure of its meaning, or how to pronounce it. 3. Say the word. 4. Listen for sounds that have unusual spellings. 5. Think of how the word is made. For example, how many syllables does the word have? Does the word have any prefixes or suffixes? Does the word have any silent letters? 6. Write the word. Say the word as you write it so you can associate the sound of the word with the correct spelling. When you have written the word once, check to see that you have spelled it correctly. Then practice writing the word several times. Learn to spell the words from Spelling Words-1.

SPELLING WORDS-1

absent

conduct

mercy



achieve

conscience

presence



ascend

create

progress



billion

forgive

reserve



chapter

gracious

sacred



college

humble

version



commit

joyful

6| Section 1

Unit 2 | Forming New Words

Copy the spelling words in your best handwriting. Have your teacher check your handwriting. 1.1 _ Spelling Words-1

a. __________________________________________

b. ___________________________________________



c. ___________________________________________ d. ___________________________________________



e. ___________________________________________ f. ___________________________________________



g. ___________________________________________ h. ___________________________________________



i. ___________________________________________ j. ___________________________________________



k. ___________________________________________ l. ___________________________________________

m. ___________________________________________ n. ___________________________________________

o. ___________________________________________

p. ___________________________________________



q. ___________________________________________

r. ___________________________________________



s. ___________________________________________

t. ___________________________________________

TEACHER CHECK

initials

date

Complete the following activities. 1.2 _ In your best handwriting write the words that end with silent e.

___________________________________________ ___________________________________________



___________________________________________ ___________________________________________



___________________________________________ ___________________________________________



___________________________________________

1.3 _ Write the words that have double consonants.

___________________________________________ ___________________________________________ ___________________________________________

1.4 _ Which word follows the rule, “i before e except after c”? ___________________________ 1.5 _ Which word in the spelling list is an exception to the rule, “i before e except after c”? __________________________



Ask your teacher to give you a practice spelling test of Spelling Words-1. Restudy the words you missed. Section 1 |7

Forming New Words | Unit 2

Handwriting. Notice the spacing in the sentence below.

S`pacing `is an `important `skill. Look at the example and copy it on the following lines. 1.6_

Roots There are many combinations of words or parts of words in the English language. You must understand these combinations to express yourself clearly. For example, you can change the meaning of a word by combining one or more letters or

syllables with the word. Thousands of new words are made by adding letters or syllables to the beginning or to the end of words. A word whose meaning can be changed by adding one or more syllables to either the beginning or to the end is called a root word.

Look at the following chart.

BEGINNING SYLLABLE

re mis

ROOT WORD

ENDING SYLLABLE

MEANING

use

+ ful

= helpful

use + use + use

+ less

= of no use = to use over again = to use something incorrectly

In the English language are two kinds of root words. A free root is a word that can be used as a word by itself. Most free roots are English words that can be used without adding syllables to them. The second kind of root word usually comes from Latin and cannot be used as a word by

8| Section 1

itself. Since it is not free to be used alone, and must have one or more syllables added to it, we will call it a locked root. The following illustration contains a list of locked roots. In order to free the locked roots, or to make them usable, you must add a syllable either to the beginning or to the end.

Unit 2 | Forming New Words

Complete this activity. 1.7_ Which syllable key would you use to unlock each root? Draw a line from each key on the left to show which syllable you would add to each locked root on the right to make the new word match the meaning in parentheses. Check your work by a dictionary. Write each word on the blanks below.

Keys

Roots

ence

spect −

ion

audi −

acle

fract −

(An assembly of listeners) (to change from one position to another) (eyeglasses or something displayed)

e Pre

(to throw out) (to tell beforehand)

ure

(broken)

“to see” “to hear” “to break”

mot −

“to move”

− dict

“to speak”

− ject

“to throw”

Section 1 |9

Forming New Words | Unit 2

Prefixes and Suffixes Prefixes and suffixes are word parts that attach to whole words. A prefix is one or more letters or syllables added to the beginning of a word to change its meaning. A letter or group of letters added to the end of a word is called a suffix. The English language contains many prefixes and suffixes. If you are not sure about the meaning of a prefix or a suffix, or how it changes the meaning of a word, look in your dictionary. Prefixes. Study the chart below for several commonly used prefixes with their meanings.

PREFIX

MEANING

EXAMPLE

1. to separate from; away

dismiss

2. not

disobey; disable

3. opposite; absense of

dishonest

1. back

retrace

2. again

recount

1. not

unable; unlucky

1. wrong; wrongly used

misspelled; misbehave

2. opposite of

misfortune

1. before

preview

1. with; together

confirm

2. to make

condense

de-

1. reverse; undo

deform; deface

in-

1. not; opposite

incapable

dis-

reunmisprecon-

Answer the following questions. 1.8_ What is a free root? ____________________________________________________________________________ _________________________________________________________________________________________________ 1.9 _ What is a locked root?__________________________________________________________________________ _________________________________________________________________________________________________

10| Section 1

Unit 2 | Forming New Words

Write the prefix, the root word, and tell whether the root word is a free or locked root.

PREFIX

ROOT WORD

FREE OR LOCKED?

1.10 disagree

__________

__________

_____________

1.11 re-enter

__________

__________

_____________

1.12 predict

__________

__________

_____________

1.13 inspect

__________

__________

_____________

1.14 unwise

__________

__________

_____________

1.15 respect

__________

__________

_____________

1.16 misprint

__________

__________

_____________

1.17 disappear

__________

__________

_____________

1.18 deject

__________

__________

_____________

1.19 contract

__________

__________

_____________

Suffixes. Look at the following chart that lists several commonly used suffixes and their meanings. Keep in mind that sometimes the

spelling of a word may have to be changed slightly before adding certain suffixes.

SUFFIX

MEANING

EXAMPLE

-ful

1. full of; having

joyful; graceful

1. result of; act of

entertainment

2. state or condition

development

1. able to

movable

2. can be

likable

1. without

colorless

1. made of

wooden; golden

2. to make

harden; quicken

1. act of; process, or its results

correction

2. state of; condition

elevation

-ment -able -less -en -ion

Section 1 |11

Forming New Words | Unit 2

Write the prefix, the root word, and tell whether the root word is a free or locked root. ROOT WORD SUFFIX FREE OR LOCKED? 1.20 peaceful

______________

__________

_____________

1.21 strengthen

______________

__________

_____________

1.22 harmless

______________

__________

_____________

1.23 bearable

______________

__________

_____________

1.24 action

______________

__________

_____________

1.25 amazement

______________

__________

_____________

1.26 fraction

______________

__________

_____________

1.27 plentiful

______________

__________

_____________

1.28 basement

______________

__________

_____________

Add a prefix to each root word in parentheses to make a word that will complete the sentence. 1.29 _(code) The army tried to __________________________ the enemy’s message. 1.30 _(correct) Roger’s math problem was marked ______________________________ because his answer was wrong. 1.31 _(duct - a locked root meaning to lead) I will _____________________ your tour through the building. 1.32 _(caution) We should take every _______________________________ against colds during the winter. 1.33 _(appoint) “Don’t ______________________________ me, Jimmy,” said Mother, as she sent him on an errand. 1.34 _(fund) That store will ____________________________ your money if you are not satisfied. 1.35 _(tie) “Doug, will you help me ____________________________ this knot?” asked Paul. 1.36 _(handle) “This package is fragile,” Dave told the postmaster. “Please do not _________________________ it.” 1.37 _(happy) The boy was ____________________________ because he lost his watch. 1.38 _(trial) The angry lawyer quickly asked the judge for a ___________________ .

12| Section 1

Unit 2 | Forming New Words

Add a suffix to each word in parentheses to make a word that will complete the sentence. 1.39 _(dark) The rain clouds will _______________________________ the sky. 1.40 _(joy) Make a _______________________________ noise unto the Lord (Psalm 98:4). 1.41 _(white) The bleach should _______________________________ the wash. 1.42 _(enjoy) The concert was very ______________________________ . 1.43 _(inspect) Major Jensen prepared his troops for their morning ____________________________ . 1.44 _(pay) “Our monthly house ______________________________ is due tomorrow,” Mr. Sanders said to his wife. 1.45 _(care) The ___________________________ boy dropped and broke the vase. 1.46 _(comfort) Dan bought the big, _____________________________ chair. 1.47 _(excite) You could see the ________________________________ on Jim’s face as he won the race. 1.48 _(hope) The __________________________ candidate anxiously awaited the election returns.

Vocabulary Development The English language contains more than six hundred thousand words. Most people, however, only use a few thousand of these words when they speak. Think of how much easier it would be for people to communicate if they would learn to use more of the words that are available. One way to become familiar with words you don’t know is to look for clues to their meanings in their context. Many times there will be a word, phrase, or sentence in the paragraph in which the word is used that explains or gives clues to its meaning.

If you cannot determine the meaning of a word by the way it is used, look it up in the dictionary. When you find the definition that matches the way it was used in the sentence you had been reading, go back and read the sentence again. This way, you can associate the word with its meaning, which will make it easier for you to remember that word. When you look for the meaning of a word in its context, many times you will find its meaning set apart by parentheses, by commas, or by dashes. Other times, the sentence itself will give you clues as to the meaning of a word (as in example d).

Section 1 |13

Forming New Words | Unit 2

Look at the following example sentences:

a. The speaker used a marionette (a puppet moved by strings) to tell his story.



b. A frog is an amphibian — an animal that lives on land and in water.



c. A physicist, one who studies physics, will speak at our science club meeting tonight.



d. The temperature became unbearably hot because of the torrid sun.



For each of the following sentences, underline the part of the sentence that explains or defines the word in boldface.

1.49 _The doctor was describing the function of the Eustachian tube—a canal that equalizes pressure on both sides of the eardrum. 1.50 _An abundant life, consisting of more than a person will ever need, is promised by God to those who will trust in His Son, Jesus Christ. 1.51 _My mother bought a huge, broad-brimmed hat, (called a sombrero) when she visited Mexico. 1.52 _Jim’s grandmother wears a shawl made of woolen crewel—a loosely twisted yarn. 1.53 _A terrible drought, or a long time without rain, caused many crops to die last year. 1.54 _At Yellowstone National Park are many underground springs. I watched one geyser as it spewed hot water and steam into the air every fifty-six minutes. 1.55 _Cellulose (the woody part of trees and plants) is used in making paper. 1.56 _A person on a diet should be careful about the amounts of sugars and starches (called carbohydrates) he or she eats.

Synonyms and Antonyms Synonyms and antonyms are also handy word tools when trying to develop a good vocabulary. Synonyms are words that are similar in meaning. If you were trying to say how old an object was, it would be easier to get the exact meaning across if you could choose from several synonyms such as ancient, antique, obsolete, or worn-out. 14| Section 1

Antonyms are words that have opposite meanings. For example, the antonym for happy would be unhappy or sad. Antonyms make communication easier. Not only is it easier to communicate when you are familiar with synonyms and antonyms, but being able to choose more colorful words also makes your speech or writing much more interesting.

Unit 2 | Forming New Words

Complete the sentences. Choose a word from the list that has the same meaning as the word in parentheses. Then write that word in the blank space. Use a dictionary if you need to. ridiculous pain enough danger soak interfere tight persuade build enlarge 1.57 _Mr. Jones will soon (expand) ___________________________ his hardware store. 1.58 _Sally tried to (coax) _________________________ her kitten down from the tree. 1.59 _John’s costume was (absurd) ____________________________ . 1.60 _The boy scout pulled the rope (taut) ______________________________ before he tied the knot. 1.61 _Dad said the squirrels had (ample) _____________________________ food for the winter. 1.62 _The rain will surely (drench) ______________________________ my clothes if I go outside. 1.63 _The city has plans to (erect) __________________________________ a new parking garage. 1.64 _Bob was in severe (agony) _______________________________ when he broke his arm. 1.65 _“I won’t (meddle) _____________________________ with your plans,” replied Mr. Jenson. 1.66 _The sign warned us of the (peril) ________________________________ of crossing the old wooden bridge. Rewrite the following paragraphs using an antonym in place of each word in boldface. 1.67 _Write the word that you substitute above the word in boldface. _

This is the true story of a tall, light-haired man who was very rich. He had just arrived on is very fast plane. He just bought it yesterday. It was expensive and very new.

_

As the man came toward us with his unusual walk, we quickly noticed that he was a very strong man. As we talked with him, however, we found him to be very polite and friendly.

_

After our visit, we both frowned and said how sad we were to see him climb back in his beautiful plane and disappear into the clouds.

Review the material in this section to prepare for the Self Test. The Self Test will check your understanding of this section. Any items you miss on this test will show you what areas you need to restudy. Section 1 |15

Forming New Words | Unit 2

SELF TEST 1 Match these items. Put the letter of the definition on the line beside each question (each answer, 3 points). a. A word (usually Latin) that cannot be used by itself.

1.01

_________ What is a root word?

1.02

_________ What is a free root?

1.03

_________ What is a locked root?

1.04

_________ What is a prefix?

1.05

_________ What is a suffix?

b. A letter or group of letters added to the beginning of a word to change its meaning. c. A word to which letters or syllables are added to form new words. d. A root word that can be used by itself. e. A letter or group of letters added to the end of a word to change its meaning.

Fill in the blanks. Each of these words may have a prefix, a suffix, or both. Write the prefix or suffix in the blank space beside each word. If the word does not have either a prefix or a suffix, leave that space blank (each answer, 4 points). 1.06

repay

prefix

suffix

_________________

_________________

1.07 movement

_________________

_________________

1.08

harmful

_________________

_________________

1.09

incorrect

_________________

_________________

_________________

_________________

1.010 dispose

Add a prefix to each of these words to make it match the meaning in parentheses (each answer, 3 points). 1.011 real

_________________

(not real)

1.012 approve _________________ 1.013 apply _________________

(to turn down; to vote against; to oppose) (to apply wrongly)

1.014 caution _________________ 1.015 turn _________________

(to warn ahead of time; to ensure safety ahead of time) (to turn back; go back; give back)

16| Section 1

Unit 2 | Forming New Words

Add a suffix to each of these words to make it match the meaning in parentheses (each answer, 3 points). 1.016 hope

_________________

(without hope)

1.017 pass _________________ 1.018 involve _________________ 1.019 joy _________________

(capable of being passed; able to pass) (act of being involved; or result of being involved) (filled with joy)

1.020 bright

(to make bright)

_________________

Read the sentences. On the line under each sentence, tell what the word in boldface means by using information given in the sentence (each answer, 3 points). 1.021 _ The rock wall (that makes up the breakwater) kept the huge waves from destroying the dock. _

_______________________________________________________________________________________________

1.022 _ The giant statues of Apollo in Europe and the Statue of Liberty in New York Harbor are both good examples of a colossus. _

_______________________________________________________________________________________________

1.023 _ The doctor gave me penicillin, a medicine made from mold, for my tonsillitis. _

_______________________________________________________________________________________________

1.024 _ God’s supernatural powers are certainly beyond our natural understanding. _

_______________________________________________________________________________________________

1.025 _ A story about a desert odyssey would be about a series of travels through the desert. _

_______________________________________________________________________________________________

Section 1 |17

Forming New Words | Unit 2

Circle the word that has the same meaning as the word in boldface (each answer, 2 points). 1.026 _ Too much rain will destroy a cotton crop. a. delay b. decline

c. ruin

1.027 _ A farmer should labor to produce a good crop. a. grow b. work

c. cover

1.028 _ Not many plants will grow in the dry desert. a. arid region b. sleepy

c. huge

1.029 _ The boy ran at an even pace. a. bridge b. flood

c. speed

1.030 _ The singer finally emerged from behind the curtain. a. came out b. escaped

c. removed

Circle the word that has the meaning opposite to the word in boldface (each answer, 2 points). 1.031 _ The television network will ban the program from being shown. a. cancel the program b. allow it to be shown c. have a contest 1.032 _A conflict has arisen between the two ideas. a. agreement b. conference

c. guarantee

1.033 _ The players were dejected when they lost the game. a. smart b. shy

c. cheerful

1.034 _ This math problem is extremely difficult. a. easy b. long

c. hard

1.035 _ The skies this morning were overcast. a. warm b. clear

c. cool

80

100

SCORE

Take your spelling test of Spelling Words-1. 18| Section 1

TEACHER

initials

date

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