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TCM 22644
Level 3
Building Vocabulary from Word Roots Teacher’s Guide
TCM 22644
Table of Contents
Management
Unit IV: A Glance at Suffixes
Program Overview . . . . . . . . . . . . . . . . . . . A1 Components of the Building Vocabulary Kit. . . . . . . . . . . . . . . . . . . . . . A2 How to Use this Program. . . . . . . . . . . . . . A3 About Level Three. . . . . . . . . . . . . . . . . . . . A7 Teaching Vocabulary: Research and Practice. . . . . . . . . . . . . . . . . . . . . . A10 Differentiating Instruction. . . . . . . . . . . . . A14 Standards and Correlations. . . . . . . . . . . . A18 Proficiency Levels for English Language Learners. . . . . . . . . . . . . . . . . . . . . . . . . A20 Response to Intervention. . . . . . . . . . . . . A21 Tips for Implementation . . . . . . . . . . . . . . A22 About the Authors. . . . . . . . . . . . . . . . . . . A24
Lesson 16: Suffix -less = “without” . . . . . B116 Lesson 17: Suffix -ful = “full of”. . . . . . . . B122 Lesson 18: Suffix -er = “more” . . . . . . . . B129 Lesson 19: Suffix -est = “most” . . . . . . . . B135 Lesson 20: Suffix -ly = “in a _____ way or manner”. . . . . . . . . . . . . . . . . . . . . . . . B141 Unit IV Review. . . . . . . . . . . . . . . . . . . . . B148
Unit V: Latin Number Prefixes Lesson 21: Latin Number Prefixes uni-, unit- = “one” . . . . . . . . . . . . . . . . . . . . . . . . . B157 Lesson 22: Latin Number Prefix bi- = “two”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B163 Lesson 23: Latin Number Prefix tri- = “three”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B169 Unit V Review . . . . . . . . . . . . . . . . . . . . . B175
Unit I: Compounds and Prefixes
Lesson 1: Two-Syllable Compound Words. . B1 Lesson 2: Three-Syllable Compound Words. . . . . . . . . . . . . . . . . . . . . . . . . . . B8 Lesson 3: Prefix un- = “not”. . . . . . . . . . . . B15 Lesson 4: Prefix re- = “back, again” . . . . . . B22 Lesson 5: Prefix pre- = “before”. . . . . . . . . B28 Unit I Review. . . . . . . . . . . . . . . . . . . . . . . B34
Assessment
Unit II: Latin Prefixes Lesson 6: Negative Prefix in- = “not” . . . . B39 Lesson 7: Negative Prefixes im-, il- = “not”.B45 Lesson 8: Prefix ex- = “out”. . . . . . . . . . . . B52 Lesson 9: Prefix sub- = “under, below” . . . B58 Lesson 10: Prefixes co-, con- = “with, together” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B64 Unit II Review . . . . . . . . . . . . . . . . . . . . . . B70
Unit III: Essential Latin and Greek Bases Lesson 11: Latin Bases vid, vis = “see”. . . . B74 Lesson 12: Latin Base port = “carry” . . . . B81 Lesson 13: Latin Bases fin, finit = “end, limit, term”. . . . . . . . . . . . . . . . . . . . . . . . . . . B88 Lesson 14: Latin Bases mov, mot, mobil = “move”. . . . . . . . . . . . . . . . . . . . . . . . . . B94 Lesson 15: Greek Bases graph, gram = “write, draw”. . . . . . . . . . . . . . . . . . . . . . . . . . B100 Unit III Review . . . . . . . . . . . . . . . . . . . . B108 ©Teacher Created Materials
A Word About Assessment. . . . . . . . . . . . . C1 Data-Driven Instruction . . . . . . . . . . . . . . . C3 Diagnostic Test Item Analysis. . . . . . . . . . . . C4 Diagnostic Pre-test . . . . . . . . . . . . . . . . . . . C5 Diagnostic Pre-test Answer Key. . . . . . . . . C8 Unit Quizzes . . . . . . . . . . . . . . . . . . . . . . . . C9 Post-test. . . . . . . . . . . . . . . . . . . . . . . . . . . C24 Post-test Answer Key. . . . . . . . . . . . . . . . . C27
Teacher Resources Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . D1 Reproducibles . . . . . . . . . . . . . . . . . . . . . . . D2
Appendices Appendix A: References Cited. . . . . . . . . . . E1 Appendix B: Additional Resources . . . . . . . E3 Appendix C: Contents of Teacher Resource CD. . . . . . . . . . . . . . . E6
#22644 Building Vocabulary from Word Roots
3
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.
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).
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.
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.
TCM 10653
Level 3
Levels One and Two, called Building Vocabulary: Foundations, teach word analysis at the wordfamily 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:
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.
Name:
Building Vocabulary from Word Roots
©Teacher Created Materials
#22644 Building Vocabulary from Word Roots
A1
Management
Components of the Building Vocabulary Kit Teacher’s Guide includes:
and Unit I Compounds
Prefixes nd Words
lable Compou Lesson 1 Two-Syl
lesson plan before Teach this two-page Book. Part A their Guided Practice students work in the lesson is d on the same day should be complete taught.
Note:
Objective Objective #1
Knowledge Activate Background become
Teacher Notes
this year they will 1. Tell students that out the by learning to figure “word detectives” do of words. They will meaning of hundreds connect analyze words and this by learning to word parts. Emphasize and the meanings of the much about words that they already know them along the way. help word parts that will word their begin to #1 of 2. Use Transparency review of the concept adventures with a compound words. Read Compound Words words together orally. airplane backpack Ask students to explain baseball beehive what a compound birthday eyelid word is (i.e., a single goldfish new word. homework word that contains moonlight unit within a compound two or more complete oatmeal • Since each word s toothbrush by itself, compound words). Ask volunteer tiptoe has a clear meaning weekend way to introduce choose a word on to words are a good of a semantic unit. the transparency and Unitconcept the critical 1 compound Compowords words unds two what many and tell Prefixes In addition, it means. As they to students. The it contains and what meaning are already familiar reinforce that the Lesson 1 Two-Syl and Conquer” offer explanations, the strategy of “Divide lable word is built from can be used to Compound Words of each compound two units. (word dissection) the between ip build and semantic relationsh birth.”) identify semantic units a word’s is the “day of your unlocks (Example: A birthday a connection Teach that New Concepts meaning. an 3. Tell students that have and Differentiation Strateg they have just used • Words are interesting will a become Above Level Suppor ies internal logic. Students strategy called Divide to Tip: t how Vocabulary and Conquer that can OptionalHave detectives as they learn wordDivide students make a listword usually be new and Conqu logic byer exploring of applied additional that compound a Words are apply to in many unit words. compound words. made word has a meaning. up of roots. detail They Each root You cangives word meaning Use Transparency The second materials refera to The first of a new can figure out the words. and conquerin word by #2describes the main idea. found in the idea. g” its roots. “dividing that main Bookthat classroom to explain — purpose) about to Guided Practice such asor words are students textbooks toothbrus Direct (such as a function , literature, and h = tooth pages made brush Tooth and upfor of “semantic the activity dictionaries—to create toarefithe+nd 4–8brush roots of pages A toothbrushtoothbrush. bonus units” ” a list. Ask “meaning is a brush Parts A–E.orSee students to share called Unit 1, Lessonfor the1,teeth! their list. You may activities. “roots.” birthday In each lesson even have students on+ dayCD for additional Birth and 1–3= birth pages day draw a small picture A birthday are the roots of they will explore different B1 birthday. is the day to illustrate eachfrom of your birth! Word Roots Vocabulary compound roots and learn to word on Building (i3976) the list. “divide #12733 Materials and conquer” words by ©Teacher Created connecting their roots. English Language Support 4. Use Transparency Form small groups #3 to demonstrate for English Language Learners to work Compound Words Divide and Conquer in to complete with the activities. Work “book” compound with the group s if possible to clarify (bookcase is a “case instructions and expectations. Read bookcase for books,” bookshelf activities aloud a case for books and introduce them is a “shelf for books,” bookshelf fi rst before having a shelf for books students work on bookmark “marks the them independently. bookmark Students can work marks a page in a book book” where the together as a group (though each must reader left off). complete his or her own work) to complete each activity.
in primary • Word study strategies letter-sound grades emphasize Because most relationships (phonics). and defined spelled English words are mean, students by what their parts phonics to word must move beyond emphasize meaning study strategies that s). relationships (semantic to compound words • This lesson uses that word parts introduce the concept to sound. A have meaning in addition two or more compound word contains to create a word units joined together
Standards and Correlations Chart (in Management Section)
from Word Roots #10643 (i1822) Building Vocabulary
Overhead
#10643
(i1822)
Building Vocabulary
Transparency
from Word
Lessons (correspond to each lesson from the student Guided Practice Book)
Overhead Transparency #1
©Teacher Created Materials
#2
Roots
©Teacher
Created
Materials
Overhead Transparency #3
Vocabulary Tip: The second word in a compound word usually describes the main idea. The first word gives a detail about that main idea.
Tips for Implementation
#10643 (i1822) Building Vocabulary from Word Roots
Assessment
_____________ ___ Date _______ _____________________ Name ______________ answer. Directions: Circle
st Diagnostic Pre-te
a. rain b. snow
Assessments
c. heat
the correct
Diagno
treats stic d. before we buy
d. traffic
2. An afternoon class
B2
Assessment we must get movie tickets, 5. To get prepaid them: the theater a. before we go to to the theater b. after we goName _____________________ ______________ c. after we buy treats
, we get a lot of
1. During a snowstorm
a. after lunch. b. early in the morning. c. at night.
13. If I have a finite
. 10. Congealed gelatin is illogical makesis_______ ________________ 7. Something that _ . a. tasty a. no sense b. firmpeople b. sense to some c. melted all people c. sense to almost d. eaten up d. sense to everyone
_ .
to grow ________
a. will grow b. will not grow c. needs sunshine d. needs water
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)
4. A repaired car has
been ______________
a. fixed b. sold c. painted
.
______ . 11. When Iaenvisioned car is ________ the party, I ________ 8. The exterior of _ . a. talked about it a. the inside b. drew a picture of it b. the outside c. saw it in my mind c. the top d. said how I felt about it d. the bottom
d. old
©Teacher Created
Materials
12. If water is portable, C5 you can Roots ________ __ . Vocabulary from Word #12733 (i3976) Building a. carry it
a. am rich
Teacher Resources:
I _____ .
Word Parts: Unit
b. am poor
14. Something that
is immobile ________ __ .
Reproducibles
II
co-, con-
(negative) in-
Teacher Resources (includes activities, word cards, and reproducible templates)
a. is easy to move b. is hard to move
c. cannot be moved at all d. can be moved with a truck
15. Graphite is something a. sew with b. write with
to ____________ .
il(negative) im-,
c. eat d. drink
16. Seedless grapes
Teacher Resources:
Reproducibles
ex-
________________
____ .
a. have seeds b. have no seeds
b. drink it c. wash with it d. throw it away
C6
amount of money,
t
Guided Practice Pages Parts A–E
c. know how much I have d. don’t know how much I have
d. at dawn.
3. A plant that is unable
Below Level Suppor
Let students work in pairs or small groups to finish the activities. This will help offset any anxiety that students may feel at completin g the work independently. You may also want to form mixed-ability pairs so grade-level and on-grade- that abovelevel students can offer assistance to students who are performing below level.
Guide students through lesson plan pages B3–B7 to complete lesson. Read the directionsthe rest of this of each page and complete at the top the activity #12733 (i3976) Building together. Vocabulary from Word Roots ©Teacher Created Materials
___ Date _______ _____________
Pre-test (cont.)
9. Subfreezing temperatu of inequality: res are _________ 6. This is an example . a. above freezing equal a. two things are b. near freezing sometimes equal b. two things are c. right atalways equal almost freezing c. two things are d. below freezing not equal d. two things are
takes place
©Teacher Created Materials
5. Ask students what we mean when we call someone a bookworm (a person who devours books by reading and reading and reading). Tell students that the word “bookworm” is over 400 years old. It was first used in 1599 to describe a kind of worm that actually ate through the pages of a book. Observe that words have interesting histories, and we will discovering many be interesting facts about words we use every day. (You may want to read the following definition of bookworm from the Oxford English Dictionary: which destroys books “A kind of maggot by eating its way through the leaves.”)
Wordo
c. have some seeds d. might have seeds
#12733 (i3976) Building Vocabulary
from Word Roots
©Teacher Created
sub-
Materials
©Teacher
Created Materials
Vocabulary #12733 (i3976) Building
from Word Roots
D5
For use with either Macintosh® or Windows® TCM 12733 i3978
Teacher Resource CD—Level 3
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. Copyright All Rights Reserved.
©Teacher Created
Materials
#12733 (i3976) Building Vocabulary from Word
Roots
D13
Other Components Include: rency #
Overhead Transpa
TCM 10653
Level 3
Guided Practice Book (student book) Name:
Building Vocabu lary from Word Roots
Transparencies (in the transparency folder)
Professional Development DVD
Compound Words airplane backpack baseball beehive Overhead Transparency # birthday eyelid Divide and Conque r goldfish homework Words are made up of roots. Each root has a meaning. You ht can figur nlig e out the moo meaning of a new word by oatmeal and conquering” its roots. “dividing toothbrush toothbrush = toot tiptoe h + brush weekend Tooth and brush are the Vocabulary #10643 (i1822) Building
from Word Roots
roots of Materials toot hbrush. ©Teacher Created A toothbrush is a brush for the teeth !
birthday = birth + day Birth and day are the roots of birthday. A birthday is the day of your birth! #10643 (i1822) Building Vocabulary
A2
#22644 Building Vocabulary from Word Roots
from Word Roots
©Teacher Created
Materials
©Teacher Created Materials
Management
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.
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. Two-Syllable Compound Words
Unit I
Lesson 1
Part B:
Combine and Create
Solving Riddles Directions: Here are some riddles. The answers are compound words.
Lesson Overview
I am a box. Mail gets put in me. I am a _______________________________________________ . I am an animal. I swim in water. My color is gold.
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: Unit I
Lesson 1
Two-Syllable Compound
I am a _______________________________________________ . My second part means a trim. My first part is on your head. I am a _______________________________________________ .
Words
I am a machine. I fly in the sky.
Part A:
I am an ______________________________________________ .
Meet the Root
I am flat. You can stand on me. I let you skate.
Divide and Conquer
I am a ___________________________________ .
Directions: “Divide and “conquer”
writing each base word
these two-syllable compound words by in the blanks. Then select the best definition.
base word
1. bedroom
2. footprint
bed ___________
base word
room ___________
___________
________________
___________
___________
________________
___________
___________
5. sidewalk
________________
___________
___________
________________
6. shoelace
7. carsick
___________
___________
8. skateboard ___________
9. tiptoe
10. sailboat
___________
___________
________________
___________
___________
________________
#10653 Building Vocabulary from Word
Roots
5
#10653 Building Vocabulary from Word Roots
________________
________________
___________
A. a box for mail B. a room with a bed C. sick from the motion of a car D. a print made by your foot E. a walkway along the side of a road
© Teacher Created Materials
________________
___________
___________
Definitions
4
definition
___________ B _____
___________
3. mailbox
4. backpack
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.
F. a boat with a sail G. a pack carried on your back H. a board on skate wheels I. to walk on the tips of the toes J. a lace for shoes
© Teacher Created Materials
Two-Syllable Compound
Lesson 1
Unit I
Read and Reason
Advice Column
column and follow Adelia
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”).
©Teacher Created Materials
Advice’s suggestion
following advice already know. Directions: Read the compound words you might to think of some other
Advice, Dear Adelia trouble am having some What At school, I compound words. understanding are they? Your Friend,
und Confused Compo
Dear Confused Compound, morning and felt the sun’s Have you ever woken up to a beautiful you ever walked along the light hit your face? (sunlight) Have feet? (footprints) Have you beach making prints with your bare Do you carry your school ever seen a fish that is gold? (goldfish) (backpack) books in a pack strapped to your back? together to make one word. Compound words are two words put like the suggestions above. Most often, they seem to fit together, Your Friend,
Adelia Advice Can you list compound
words you might already
_____________________
______________________
_____________________
______________________ ______________________ from Word Roots #10653 Building Vocabulary
6
know?
_____________________
______________________
_____________________
Two-Syllable Compound Words
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.”
Words
Part C:
© Teacher Created Materials
Unit I
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.
Lesson 1
Part D:
Extend and Explore
Making Compound Words Directions: Combine the words at the bottom
of the page to make compound words that mean the following: 1. A place for recreation _________________________________ 2. Below the earth _____________________________________ 3. A friend to have fun with _______________________________ 4. Someone on the same side as you________________________ 5. Someone you learn with _______________________________ 6. A place in a school ____________________________________ 7. Someone you live with _________________________________ 8. A place to sleep ______________________________________
Words bed
class
ground
mate
© Teacher Created Materials
Unit I
play
room
team
under
#10653 Building Vocabulary from Word Roots
Lesson 1
Two-Syllable Compound
7
In Part D (“Extend and Explore”), students work individually and in partners/ small groups to create applications for the new vocabulary.
Words
Part E:
Go for the Gold!
Nine Square Wordo Directions: This game is like Bingo.
First, choose a free box and mark it with an X. Then choose eight of the twelve words from the word list provided by your teacher and write one word in each box. You can choose word. Then, your teacher the box for each will give a clue for each word. Make an X in the box for each word you match to the clue. If you get three words in a row, column, or diagonal, call out, “Wordo!”
8
#10653 Building Vocabulary from Word
Roots
© Teacher Created Materials
In Part E (“Go for the Gold”), students enjoy a variety of vocabulary activities and games for additional word-root practice and review.
#22644 Building Vocabulary from Word Roots
A3
Management
How to Use This Program (cont.) Additional Resources
Pacing Plan
The 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 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.
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.
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 fivepart 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).
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. A4
#22644 Building Vocabulary from Word Roots
©Teacher Created Materials
Management
How to Use This Program (cont.) Objectives are listed for each lesson.
Unit I Compounds and Prefixes Lesson 1 Two-Syllable Compound Words
Objective
The Teacher Notes section provides background information about the roots taught in the lesson.
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.
Teacher Notes
Activate Background Knowledge
• Word study strategies in primary grades emphasize letter-sound relationships (phonics). Because most English words are spelled and defined by what their parts mean, students must move beyond phonics to word study strategies that emphasize meaning relationships (semantics).
1. Tell students that this year they will become “word detectives” by learning to figure out the meaning of hundreds of words. They will do this by learning to analyze words and connect the meanings of the word parts. Emphasize that they already know much about words and word parts that will help them along the way. 2. Use Transparency #1 to begin their word adventures with a review of the concept of compound words. Read words together orally. Compound Words Ask students to explain airplane backpack what a compound baseball beehive word is (i.e., a single birthday eyelid word that contains goldfish homework two or more complete moonlight oatmeal words). Ask volunteers toothbrush tiptoe to choose a word on weekend the transparency and tell what two words it contains and what it means. As they offer explanations, reinforce that the meaning of each compound word is built from the semantic relationship between the two units. (Example: A birthday is the “day of your birth.”)
• This lesson uses compound words to introduce the concept that word parts have meaning in addition to sound. A compound word contains two or more word units joined together to create a new word.
Overhead Transparency #1
• Since each word unit within a compound has a clear meaning by itself, compound words are a good way to introduce the critical concept of a semantic unit. In addition, many compound words are already familiar to students. The strategy of “Divide and Conquer” (word dissection) can be used to identify semantic units and build a connection that unlocks a word’s meaning.
#10643 (i1822) Building Vocabulary from Word Roots
• Words are interesting and have an internal logic. Students will become word detectives as they learn how to apply that logic by exploring new words.
©Teacher Created Materials
The second word unit in a compound word usually describes the main idea. The first word gives a detail (such as a function or purpose) about that main idea.
Prefixes
Unit 1 Compou nds and
lable Com Lesson 1 Two-Syl
3. Tell students that
Divide and Conquer Words are made up of roots. Each root has a meaning. You can figure out the meaning of a new word by “dividing and conquering” its roots. toothbrush = tooth + brush Tooth and brush are the roots of toothbrush. A toothbrush is a brush for the teeth! birthday = birth + day Birth and day are the roots of birthday. A birthday is the day of your birth!
#10643 (i1822) Building Vocabulary from Word Roots
©Teacher Created Materials
a they have just used e strategy called Divid be and Conquer that can s. word many to ed appli #2 Use Transparency are s to explain that word ” made up of “semantic called ” units ning “mea or n “roots.” In each lesso ent they will explore differ “divide roots and learn to s by word uer” conq and s. connecting their root
4. Use Transparency #3 to demonstrate with Divide and Conquer “book” compounds (bookcase is a “case for books,” bookshelf s,” is a “shelf for book bookmark “marks the book” where the reader left off).
Overhead Transparenc
Students will make riddles using compound words. See bonus page 2 on CD.
1. ______________________________
port ____________________ Sup ______________________________ English Language ____________________
Words
bookcase a case for books
Materials
from Word Roots
call we mean when we urs 5. Ask students what (a person who devo someone a bookworm Tell reading and reading). books by reading and is “bookworm” over word the that ents stud used in 1599 to rst fi was It old. 400 years ate worm that actually describe a kind of that of a book. Observe through the pages will be g histories, and we estin inter have s s word g facts about word estin inter many g discoverin to read the want may (You we use every day. the from worm n of book following definitio ot nary: “A kind of magg Oxford English Dictio through s by eating its way which destroys book the leaves.”)
Answers will var y.
______________________________ for English Language Form small groups __________________________________________________ in to complete Learners to work ____________________ ______________________________ group k with2.the the activities. Wor ____________________ ______________________________ ns and uctio instr y clarif to if possible ____________________ ______________________________ aloud ities activ expectations. Read ____________________ re having ______________________________ first befo and introduce them ntly. them independe students work on ther as a group toge work can Students complete his or her (though each must plete each activity. own work) to com © Teacher Created Materials Publishing
bookshelf a shelf for books bookmark in a book marks a page ©Teacher Created
Part B:
Combine and Create
Directions:
word in a Tip: The second Vocabulary describes the word usually a detail compound first word gives main idea. The idea. about that main
Building Vocabulary #10643 (i1822)
pound Words
ional a list of addit Two-Syllable Compound Words 1 Have students make Unit I Lesson They can refer to compound words. — B: room the classPart Combine and Create materials found in , literature, and such as textbooks AskRiddles Making te a list. dictionaries—to crea are some more compound words. Pick two Here may of them. Make riddles with the words. Then see if their list. You someone else can solve students to share reyour riddle. a small pictu drawplayground homework eyelid campfire even have students pound word on to illustrate each com the list. ____________________
y #3
Compound
Par
tpor C: Below Level Sup
#10653 Building Vocabulary from Word Roots
Bonus Page 2
t
Unit I
Read and Reason
in pairs or small Let students work activities. This will the ents groups to finishStud read ents t advice colum a shor stud ty that n and encounte help offset any anxie r the word parts in context. See pletiedng the work may feel at comGuid Practicewant Book to page 6. may also You ntly. ende indep so that abovepairs ility d-ab form mixe Answers willl stud y. rade-leve varents grade-level and on-g to students who are can offer assistance level. w belo g rmin perfo
©Teacher Created Materials
Lesson
1
Two-Syl
lable Com
Part C:
pound Wor ds
Read and Reason
Advice Directions
Column
: Read the follow ing advic to think e colum of some other comp n and follow Adelia ound word s you migh Advice’s suggestion t already Dear Adeli know. a Advice, At schoo l, I understan am having some trouble ding comp ound word are they? s. What
Your Frien d,
Confused Comp ound Dear Confu Have you sed Compound , light hit ever woken up to your beach maki face? (sunl a beautiful morn ight) Have ing and ever seen ng prints with your bare you ever walke felt the sun’s books in a fish that is d along gold? (gold feet? (foot a pack the prints) strapped Have to your fish) Do you Compound carry your you back? (backpack) school Most often words are two words put , they seem to fit toget together to Your Frien make her, like d, the sugge one word. Adelia Adv stions above . ice
Pages Guided Practice Parts A–E
ugh lesson plan Guide students thro Can you plete the rest of this list comp ound word s you migh pages B3–B7 to com t already know? tions at the top direc the Read n. lesso plete the activity com and of each page together. rials Mate ©Teacher Created Word Roots ©Teacher Created ing Vocabular y from Materials #12733 (i3976) Build #12733 (i3976) Build ing Vocabular y from Word Roots 6
B2
Prefixes
Lesson 1 Two-Syl lable Com
tegies Differentiation Stra t por Above Level Sup
pts Teach New Conce Overhead Transparency #2
B1
#12733 (i3976) Building Vocabulary from Word Roots
pound Words
The Teach New Concepts section provides step-by-step instruction to guide students through the lesson.
©Teacher Created Materials
Optional Vocabulary Tip:
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.
nds and Unit 1 Compou
This first section of the lesson helps students activate background knowledge about the root(s) of study.
Note:
Objective #1
#10653
__________ __________ __ __________ __________ __________ __________ _ __ __________ __________ __________ __________ _ __ __________ __________ __________ __________ _ Building Vocab __ __________ ulary from Word Roots __________ _ © Teacher
Answer keys are provided for each student page in the Guided Practice Book.
Created Materials
B5
#22644 Building Vocabulary from Word Roots
A5
Management
How to Use This Program (cont.) nds and Prefixes Unit 1 Compou Unit 1 Compou nd Words nd e Com s and Prepou fixes on 1 Two-Syllabl
Less Lesson 1 Two-Syl lable Com
pound Words
Part B:
ds pound Wor
d Part B: Combine an ted Creea Combin an will make riddles using CreateStudents See bonus page 2 compound words.
lable Com
Unit I
Lesson
Two-Syl
1
Part B:
and Create Combine
Making
Riddles
s. Pick two ound word see if more comp the words. Then are some : Here riddles with riddle. Directions of them. Make solve your else can someone homework eyelid re fi camp d playgroun
__ __
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Students will read on CD. the riddles and think of compoun d word answers. y. See Guided Pract s will var werpage Ans ice Book 5.
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____ 1. ____
________
____ 2. ____
Answers
d Materials
__
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Create © Teacher
#10653
Publishing
ulary from
Building Vocab
Word Roots
Bonus Page
© Teacher
ound
Created
Materials #10653
Lesson 1
Part C:
Advice Column
Part B:
Combine and Create
Dear Adelia Advice, At school, I am having some trouble understanding compound words. What Your Friend,
can, write them as compound words on the chart.
base
day
eye
foot
moon
sun
-light
-ball
Students use a word sort compose English word to s built from the root. See bonu s page 1 on CD.
Confused Compound
Dear Confused Compound, Have you ever woken up to a beautiful morning and felt the sun’s light hit your face? (sunlight) Have you ever walked along the beach making prints with your bare feet? (footprints) Have you ever seen a fish that is gold? (goldfi sh) Do you carry your school books in a pack strapped to your back? (backpack)
Answers
Compound words are two words put together to make one word. Most often, they seem to fit together, like the suggestions above.
___________________________
________________________
___________________________
Adelia ________________________Advice
___________________________
________________________
___________________________
______________________ ________________________
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______________________
________________________
_____________________
___________________________ ___________________________
________________________
___________________________
________________________
Your Friend,
Can you list compound words you might already know?
______________________
6
©Tea
B4
5
to think of some other compound words you might already know.
they? If they are words? Directions: Can these words be used to make compound
baseball, daylight
_____________________
football, sunlight
______________________ _____________________ #10653 Building Vocabulary from Word Roots © Teacher Created Materials
Bonus Page 1
eyeball, moonlight
Word Roots ing Vocabular y from #12733 (i3976) Build #12733 (i3976) Build ing Vocabular y from Word Roots © Teacher Created Materials Publishing
Word Roots
Directions: Read the following advice column and follow Adelia Advice’s suggestion
B: t advice Part Combine and Create Students read a shor parts in context. See encounter the word page 6. Word Sort Guided Practice Book
cher Created Materials
ulary from
Read and Reason
Two-Syllable Compound Words
Lesson 1
Building Vocab
Two-Syllable Compound Words
Part C:
Read and Reason column and y. Answers will var
1
s. The answ ers are comp
2
Unit I
Unit I
Lesson
some riddle
I am
______
____ ________
Unit I
Part B:
Combine and Create
a box. Mail words. gets put in me. I am a ____ ________ ________ ________ I am an ________ animal. ________ I swim in ___ . water. My I am a ____ color is ________ gold. ________ ________ My seco ________ nd part ________ means a ___ . trim. My I am a ____ first part ________ is on your ________ head. ________ I am a mac ________ hine. I fl ________ y in the ___ . sky. I am an ________ ________ ________ ________ ________ I am flat. ______ You can . stand on me. I let I am a ____ you skate ________ . ________ ________ _______ .
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____ ________
pound Wor ds
Riddles
: Here are
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________
lable Com
Directions
mailbox goldfish haircut ________ __ airplane ________ ________ ________ ________ ________ ________ __ skateboard ________ ________ ________ ________ ________
________
Two-Syl
Solving
#10653 Building Vocabulary from Word Roots
B5
©Teacher Created
Materials
Bonus activities are provided on the Teacher Resource CD to differentiate instruction. The answer key for the bonus activities are provided in the lessons.
Unit 1 Compounds and Prefixes Lesson 1 Two-Syllable Compound Words
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.
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. barnyard baseball bookmark doorbell sunlight haircut airplane oatmeal playground shoelace skateboard railroad
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 must determine the target word, and then mark it with an X. When a student has three Xs in a row, column, or diagonal, they can call out “Wordo!” Check his or her words and declare that student the winner.
©Teacher Created Materials
A6
#12733 (i3976) Building Vocabulary from Word Roots
B7
#22644 Building Vocabulary from Word Roots
©Teacher Created Materials
Unit I Compounds and Prefixes Lesson 1 Two-Syllable Compound Words
Objective Objective #1
Teacher Notes • Word study strategies in primary grades emphasize letter-sound relationships (phonics). Because most English words are spelled and defined by what their parts mean, students must move beyond phonics to word study strategies that emphasize meaning relationships (semantics). • This lesson uses compound words to introduce the concept that word parts have meaning in addition to sound. A compound word contains two or more word units joined together to create a new word. • Since each word unit within a compound has a clear meaning by itself, compound words are a good way to introduce the critical concept of a semantic unit. In addition, many compound words are already familiar to students. The strategy of “Divide and Conquer” (word dissection) can be used to identify semantic units and build a connection that unlocks a word’s meaning. • Words are interesting and have an internal logic. Students will become word detectives as they learn how to apply that logic by exploring new words. 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. ©Teacher Created Materials
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.
Activate Background Knowledge 1. Tell students that this year they will become “word detectives” by learning to figure out the meaning of hundreds of words. They will do this by learning to analyze words and connect the meanings of the word parts. Emphasize that they already know much about words and word parts that will help them along the way. 2. Use Transparency #1 to begin their word adventures with a review of the concept of compound words. Read words together orally. Compound Words Ask students to explain airplane backpack what a compound baseball beehive word is (i.e., a single birthday eyelid word that contains goldfish homework two or more complete moonlight oatmeal words). Ask volunteers toothbrush tiptoe to choose a word on weekend the transparency and tell what two words it contains and what it means. As they offer explanations, reinforce that the meaning of each compound word is built from the semantic relationship between the two units. (Example: A birthday is the “day of your birth.”) Overhead Transparency #
#10643 (i1822) Building Vocabulary from Word Roots
©Teacher Created Materials
Optional Vocabulary Tip:
The second word unit in a compound word usually
describes the main idea. The first word gives a detail (such as a function or purpose) about that main idea.
#22644 Building Vocabulary from Word Roots
B1
Unit 1 Compounds and Prefixes Lesson 1 Two-Syllable Compound Words
Teach New Concepts 3. Tell students that they have just used a strategy called Divide and Conquer that can be Divide and Co applied to many words. nquer Words are made up of roots. Eac Use Transparency #2 h root has a meaning. You meaning of a new can figure out the word by “dividin and conquering g to explain that words are ” its roots. made up of “semantic” toothbrush = tooth + brush Tooth and bru sh are the roots of or “meaning units” called toothbrush. A toothbrush is a brush for the teeth! “roots.” In each lesson birthday = bir th + day they will explore different Birth and day are the A birthday is the roots of birthday. day of your birt h! roots and learn to “divide and conquer” words by connecting their roots. Overhead Trans
parency #
#10643 (i1822) Building Vocabulary from
Word Roots
©Teacher Created
Materials
4. Use Transparency #3 to demonstrate Divide and Conquer with “book” compounds (bookcase is a “case for books,” bookshelf is a “shelf for books,” bookmark “marks the book” where the reader left off).
Overhead Transparency #
Compound Words in a Vocabulary Tip: The second word the compound word usually describes main idea. The first word gives a detail idea. main that about
bookcase a case for books bookshelf a shelf for books bookmark marks a page in a book
from Word Roots #10643 (i1822) Building Vocabulary
©Teacher Created Materials
Differentiation Strategies Above Level Support Have students make a list of additional compound words. They can refer to materials found in the classroom— such as textbooks, literature, and dictionaries—to create a list. Ask students to share their list. You may even have students draw a small picture to illustrate each compound word on the list.
English Language Support Form small groups for English Language Learners to work in to complete the activities. Work with the group if possible to clarify instructions and expectations. Read activities aloud and introduce them first before having students work on them independently. Students can work together as a group (though each must complete his or her own work) to complete each activity.
Below Level Support 5. Ask students what we mean when we call someone a bookworm (a person who devours books by reading and reading and reading). Tell students that the word “bookworm” is over 400 years old. It was first used in 1599 to describe a kind of worm that actually ate through the pages of a book. Observe that words have interesting histories, and we will be discovering many interesting facts about words we use every day. (You may want to read the following definition of bookworm from the Oxford English Dictionary: “A kind of maggot which destroys books by eating its way through the leaves.”)
B2
#22644 Building Vocabulary from Word Roots
Let students work in pairs or small groups to finish the activities. This will help offset any anxiety that students may feel at completing the work independently. You may also want to form mixed-ability pairs so that abovegrade-level and on-grade-level students can offer assistance to students who are performing below level.
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. ©Teacher Created Materials
Unit 1 Compounds and Prefixes Lesson 1 Two-Syllable Compound Words
Part A:
Meet the Root Students “divide and conquer” a list of words as they identify the base word. See Guided Practice Book page 4.
Answer Key 1. B 2. D 3. A 4. G 5. E 6. J 7. C 8. H 9. I 10. F
©Teacher Created Materials
#22644 Building Vocabulary from Word Roots
B3
Unit 1 Compounds and Prefixes Lesson 1 Two-Syllable Compound Words
Part B:
Two-Syllable Comp
ound Words
ombine and C Create
Unit I
Lesson 1
Part B:
Combine and Cr eate
Solving Riddle
s
Directions: He re are som
e riddles. The answers are
Students will read the riddles and think of compound word answers. See Guided Practice Book page 5.
I am a box. Mail gets put in me
I am a ______ ______
compound wo
rds.
.
____________ ____________ ___________ . I swim in water . My color is gol d. I am a ______ ____________ ____________ ____________ _____ . My second par t means a trim . My first part is on your hea I am a ______ d. ____________ ____________ ____________ _____ . I am a machine. I fly in the sky. I am an ______ ____________ ____________ ____________ ____ . I am flat. You can stand on me. I let you skate. I am a ______ ____________ ____________ _____ . I am an animal.
Answers mailbox goldfish haircut airplane skateboard
© Teacher Crea
ted Materials
Unit I
te Combine and Crea
make compound
rds be used to
words? If they rt.
Students use a word sort to compose English words built from the root. See bonus page 1 on CD.
cha these wo nd words on the Directions: Can them as compou can, write
base
day
eye
foot
moon
sun
Answers
-light
-ball
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B4
baseball, daylight
____________ ____________
football, sunlight
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eyeball, moonlight
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ts
ry from Word Roo
ls Publishing
ted Materia © Teacher Crea
5
Combine and Create
Part B:
Word Sort
Word Roots
Part B:
ound Words
Comp Two-Syllable
Lesson 1
#10653 Building Vocabulary from
Vocabula #10653 Building
Bonus Page 1
#22644 Building Vocabulary from Word Roots
©Teacher Created Materials
Unit 1 Compounds and Prefixes Lesson 1 Two-Syllable Compound Words
Part B:
ound Words
Unit I
Comp Two-Syllable
Lesson 1
ombine and C Create
Part B:
te Combine and Crea
s
Making Riddle
rds. Pick two re compound wo Then see if re are some mo rds. Directions: He les with the wo ridd ke Ma m. of the riddle. can solve your someone else homework lid eye campfire playground
Students will make riddles using compound words. See bonus page 2 on CD. __
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___ 1. _________
Answers will vary.
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ts ry from Word Roo
erials Publishing
ted Mat © Teacher Crea
Vocabula #10653 Building
Bonus Page 2
Unit I
Part C:
Read and Reason
Lesson 1
Two-Syllable Comp
ound Words
Part C:
Read and Reason
Advice Colum
n
Students read a short advice column and encounter the word parts in context. See Guided Practice Book page 6.
Directions: Rea d the follow
ing advice colum n and follow Ad to think of som elia Advice’s sug e other compou ges nd words you might already kno tion w.
Dear Adelia Advice, At school, I am havi ng some trouble understanding com pound words. Wha t are they?
Answers will vary.
Your Friend,
Confused Compound Dear Confus ed Compound, Have you eve r woken up to a light hit you r face? (sunlig beautiful morning and felt the sun beach makin ht) Have you ’s g prints wit ever walked h your bare along the ever seen a feet? (footp fish that is rints) Have gold? (goldfi books in a pac you sh) Do you carry k strapped to your school your back? (backpack) Compound wo rds are two words put tog Most often, ether to ma they seem to ke one word. fit together, like the sug gestions abo Your Friend, ve.
Adelia Advice
Can you list com pound words you
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6
might already kno w?
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____________ _________ ____________ __________ #10653 Building ____________ Vocabulary from _________ Word Roots © Teacher Crea
ted Materials
©Teacher Created Materials
#22644 Building Vocabulary from Word Roots
B5
Unit 1 Compounds and Prefixes Lesson 1 Two-Syllable Compound Words
Part D:
Two-Syllable Comp
ound Words
Extend and Explore
Part D:
und Words
Directions: Co mbine the
words at the bot tom of the page to make compound words that mean the following: 1. A place for recreation ___ ____________ ____________ ___
___
2. Below the earth
Answers
4. Someone on the 5. Someone you
____________
_
____________
7. Someone you
____________
learn with ___ ____________
____________
____
____________
____________
live with ______
____________
p ____________
class
___
____________
8. A place to slee bed
_
____________
ool _________
ground
___
____________
____________
__
Words
mate
play
room
team
under
© Teacher Crea
ound Words
Word Roots
7
xtend and E Explore
re Extend and Explo
ord Sketch of Compound W h of you take one nd words. Eac es nd word in the
#10653 Building Vocabulary from
Part D:
Part D:
compou
same side as you
6. A place in a sch
Comp Two-Syllable
r, choose two
____________
____________
ted Materials
Unit I
____________
3. A friend to have fun with ___ ___
1. playground 2. underground 3. playmate 4. teammate 5. classmate 6. classroom 7. roommate 8. bedroom
Lesson 1
Extend and Expl ore
Making Compo
Students should work individually to create applications for the new vocabulary, making compound words. See Guided Practice Book page 7.
Lesson 1
Unit I
box
r compou th a partne word units of you partners. Now figure out Directions: Wi of rds. Sketch the
the wo ther pair end three tches with ano out yours! (Sp below. Trade ske rds and see if they can figure wo nd pou t.) com ir uni the word sketching your to five minutes
Students should work with a partner to make a compound word sketch. See bonus page 3 on CD.
Answers will vary.
ts ry from Word Roo
erials Publishing
ted Mat © Teacher Crea
B6
Vocabula #10653 Building
Bonus Page 3
#22644 Building Vocabulary from Word Roots
©Teacher Created Materials
Unit 1 Compounds and Prefixes Lesson 1 Two-Syllable Compound Words
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. barnyard baseball bookmark doorbell sunlight haircut airplane oatmeal playground shoelace skateboard railroad
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 must determine the target word, and then mark it with an X. When a student has three Xs in a row, column, or diagonal, they can call out “Wordo!” Check his or her words and declare that student the winner.
©Teacher Created Materials
#22644 Building Vocabulary from Word Roots
B7
TCM 22645
Level 3
Name:
Building Vocabulary from Word Roots
TCM 22645
Table of Contents Unit I: Compounds and Prefixes Lesson 1: Two-Syllable Compound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Lesson 2: Three-Syllable Compound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Lesson 3: Prefix un- = “not” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Lesson 4: Prefix re- = “back, again”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Lesson 5: Prefix pre- = “before”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Unit I Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Unit II: Latin Prefixes Lesson 6: Negative Prefix in- = “not” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lesson 7: Negative Prefixes im-, il- = “not” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lesson 8: Prefix ex- = “out” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lesson 9: Prefix sub- = “under, below”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lesson 10: Prefixes co-, con- = “with, together” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unit II Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
34 39 44 49 54 59
Unit III: Essential Latin and Greek Bases Lesson 11: Latin Bases vid, vis = “see” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lesson 12: Latin Base port = “carry” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lesson 13: Latin Bases fin, finit = “end, limit, term” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lesson 14: Latin Bases mov, mot, mobil = “move” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lesson 15: Greek Bases graph, gram = “write, draw” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unit III Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
64 69 74 79 84 89
Unit IV: A Glance at Suffixes Lesson 16: Suffix -less = “without” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Lesson 17: Suffix -ful = “full of” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Lesson 18: Suffix -er = “more” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Lesson 19: Suffix -est = “most” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Lesson 20: Suffix -ly = “in a _____ way or manner” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Unit IV Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Unit V: Latin Number Prefixes Lesson 21: Latin Number Prefixes uni-, unit- = “one” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Lesson 22: Latin Number Prefix bi- = “two” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Lesson 23: Latin Number Prefix tri- = “three” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Unit V Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139
© Teacher Created Materials
#22645 Building Vocabulary from Word Roots
3
Unit I
Two-Syllable Compound Words
Lesson 1 Part A:
Meet the Root
Divide and Conquer Directions: “Divide and “conquer” these two-syllable compound words by
writing each base word in the blanks. Then select the best definition.
base word
base word
definition
bed 1. bedroom ____________
room ____________
B _________________
2. footprint ____________
____________
_________________
3. mailbox
____________
____________
_________________
4. backpack ____________
____________
_________________
5. sidewalk
____________
____________
_________________
6. shoelace ____________
____________
_________________
7. carsick
____________
____________
_________________
8. skateboard ____________
____________
_________________
9. tiptoe
____________
____________
_________________
10. sailboat
____________
____________
_________________
Definitions A. B. C. D. E.
4
a box for mail a room with a bed sick from the motion of a car a print made by your foot a walkway along the side of a road
#22645 Building Vocabulary from Word Roots
F. G. H. I. J.
a boat with a sail a pack carried on your back a board on skate wheels to walk on the tips of the toes a lace for shoes
© Teacher Created Materials
Two-Syllable Compound Words
Unit I
Lesson 1
Part B:
Combine and Create
Solving Riddles Directions: Here are some riddles. The answers are compound words.
I am a box. Mail gets put in me. I am a ________________________________________________ . I am an animal. I swim in water. My color is gold. I am a ________________________________________________ . My second part means a trim. My first part is on your head. I am a ________________________________________________ . I am a machine. I fly in the sky. I am an _______________________________________________ . I am flat. You can stand on me. I let you skate. I am a ____________________________________ .
© Teacher Created Materials
#22645 Building Vocabulary from Word Roots
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