th
8 Grade Reading SOL
Instructor Materials
Prototype
By:
Katrina Allangba
EDIT 705: Instructional
Technology
Spring 2008
1 Table of Contents Prefixes, Suffixes, Roots I. Teacher’s Instructional Plan II. Student Materials a. Brainpop: Prefixes and Suffixes Handout (Attachment A) b. Brainpop: Prefixes, Suffixes, Roots Video (Attachment B) i. Please Note: Video is only available during school hours c. Common Prefixes, Suffixes, and Roots Handout (Attachment C) d. Prefixes, Suffixes, Roots Quiz (Attachment D) e. Frequently Used Word Parts (Attachment E) III. Student Materials Answer Keys a. Attachment A – KEY b. Attachment C – KEY c. Attachment D – KEY Context Clues IV. Teacher’s Instructional Plan V. Student Materials a. Five Types of Context Clues Graphic Organizer (Attachment A) b. Graphic Organizer Transparency (Attachment B) c. Reading Comprehension: Context Clues (Attachment C) VI. Student Materials Answer Keys a. Attachment C – KEY Connotation and Denotation VII. Teacher’s Instructional Plan VIII. Student Materials a. Positive, Negative, Neutral Handout (Attachment A) b. Word Map (Attachment B) c. The Meaning of Words Handout (Attachment C IX. Student Materials Answer Keys a. Attachment A – KEY b. Attachment C – KEY 2 4 6 7 8 17 19 27 29 38 41 43 45 47 49 52 54 56 57 58 60 Prefixes,
Suffixes, and
Roots
3 Teacher’s Instructional Plan Teacher: ______________________ Subject: Reading SOL Remediation Grade Level: Eight Content: Word Meaning (Prefixes, Suffixes, Roots) Objective: Students will be able to: a. Define prefix, suffix, and root. b. Determine a word’s meaning using knowledge of the function of commonly used prefixes, suffixes, and roots. Procedure: Anticipatory Set 1. Students will respond to the following instructions that are written on the board: a. Define these three words: “reappear”, “redo”, “repeat”. 2. Students will share their responses. 3. Teacher should emphasize that they all mean to do something again, and they all begin with the word “re”. 4. Teacher should explain that “re” is a prefix that means again and that today we will be learning different frequently used prefixes, suffixes, and roots. 5. Teacher should explain how knowing word parts is one way that students can figure out the meanings of words that they have never seen or heard before. Presentation 1. Give students the “Brainpop: Prefixes and Suffixes” handout (Attachment A) to complete as they view the video. 2. Play the Brainpop.com Prefixes, Suffixes, and Roots video (Attachment B). 3. Review the answers to the questions with the students. 4. Give students the “Common Prefixes, Suffixes, and Roots” packet (Attachment C). 5. Show students the process of completing the sheets. a. Look up the word in the dictionary. b. Write down the definition in their own words. c. Write down one or two examples of the word. d. Draw a picture that shows the meaning of the word. e. Answer the question about the word. 6. Show students a page that does not have a word already written in the box. Go over the instructions for those pages 7. Students should work independently to complete the appropriate pages of the packet. 8. After students have finished their independent practice sheets, they should follow through and complete the instructions for the empty boxes. Closure 1. Students should complete a “3‐2‐1” activity on an index card to be turned in. 4 Assessment/Evaluation 1. Students will take Prefixes, Suffixes, and Roots quiz (Attachment D). Follow‐Up Activity 1. Assign students to choose ten prefixes, ten suffixes, and ten roots from a list of Frequently Used Word Parts (Attachment E) 2. Students should create flashcards out of index cards that contain the following information: a. On one side, students write the prefix, suffix, or root. b. On the opposite side, students should write what the prefix, suffix, or root means AND an example word. Materials and Equipment 1. A computer with internet access connected to a projector. 2. Copies of Brainpop.com Prefixes, Suffixes, and Roots video questions. 3. Copies of Common Prefixes, Suffixes, and Roots packet. 4. Copies of Prefixes, Suffixes, and Roots quiz. 5. Copies of Dictionaries. 6. Pens/pencils, paper. 7. Index cards 5 Name: _______________________________ Date: __________ Block: __________ Brainpop.com Prefixes, Suffixes, and Roots
(Attachment A)
Directions: Write the answers to the following questions as you watch the video. 1. What are the three parts that words can be separated into? 2. What is the “root”? 3. What is the “prefix”? 4. What is the “suffix”? 5. What does the prefix “de” mean? 6. What does the root “hydro” mean? 7. What does the suffix “tion” mean? 8. What does “dehydration” mean? 9. What does the prefix “un” mean? 10. What does the suffix “ness” mean? 11. What does “unpleasantness” mean? 12. A lot of prefixes and suffixes come from what two languages? 13. When you add the suffix “‐er” to the end of a verb, what part of speech does the word change into? 14. What changes when you add a prefix or suffix to a root? 6 Brainpop.com Prefixes, Suffixes and Roots (Attachment B)
7 Common Prefixes (Attachment C) “Pre” ‐ Before Note that 'before' can have to do with time *or* space. To "predict" is say something will happen before it does; but to "present" something to you is to place it before you in space. I. FOR EACH WORD: 1. Write the word 2. Write what it means 3. Draw a picture to go with it 4. Answer the question about it. Word Meaning Example Picture Question Answer Predict To tell what one thinks will happen in the future weather, peoples' behavior, or the outcome of a contest What are two things
you would like to be
able to predict? Preoccupied What are three things someone who is "preoccupied" might say? Preview What is something besides a movie or TV show that you could preview? Prevent What are three things you would like to be able to prevent? 8 “Un” – Not Un‐ words are usually verbs (unplug or untie) or adjectives (untidy, unbreakable) Word Meaning Example Picture Question Answer Uncertain What is something you are uncertain about? Unthinkable What is something that is “unthinkable” to some people but not to others? Unconditional What is the difference between an “unconditional agreement” and one with conditions? Unruly What’s something else that could be unruly? 9 “Con” – With or Together In the empty boxes, write your own word that contains the prefix “con”. Leave the “Meaning”, “Example”, “Picture”, and “Answer” boxes empty. When everyone has finished, you will trade your paper with your partner and he/she will complete the empty boxes. Word Meaning Example Picture Question Answer Concur What are two things you and a friend have recently concurred? Conspire What are three things people might say if they were conspiring together? 10 Common Suffixes “‐Able/‐Ible” – Able to be In the empty boxes, write your own word that contains the suffix “able/ible”. Leave the “Meaning”, “Example”, “Picture”, and “Answer” boxes empty. When everyone has finished, you will trade your paper with your partner and he/she will complete the empty boxes. Word Meaning Example Picture Question Answer Movable What are three items in the room that are movable? 11 “‐logy” – study of In the empty boxes, write your own word that contains the suffix “logy”. Leave the “Meaning”, “Example”, “Picture”, and “Answer” boxes empty. When everyone has finished, you will trade your paper with your partner and he/she will complete the empty boxes. Word Meaning Example Picture Question Answer Biology What are three different things a biologist would study? 12 “‐less” – without In the empty boxes, write your own word that contains the suffix “less”. Leave the “Meaning”, “Example”, “Picture”, and “Answer” boxes empty. When everyone has finished, you will trade your paper with your partner and he/she will complete the empty boxes. Word Meaning Example Picture Question Answer Powerless When is a time that you have felt powerless? 13 Common Roots “‐ject‐“ – To throw In the empty boxes, write your own word that contains the root “ject”. Leave the “Meaning”, “Example”, “Picture”, and “Answer” boxes empty. When everyone has finished, you will trade your paper with your partner and he/she will complete the empty boxes. Word Meaning Example Picture Question Answer Eject What are three examples of people or things being ejected? 14 “‐port” – To carry In the empty boxes, write your own word that contains the root “port”. Leave the “Meaning”, “Example”, “Picture”, and “Answer” boxes empty. When everyone has finished, you will trade your paper with your partner and he/she will complete the empty boxes. Word Meaning Example Picture Question Answer Support When have you supported someone or something? 15 “‐vert‐“ – To turn or twist In the empty boxes, write your own word that contains the root “vert”. Leave the “Meaning”, “Example”, “Picture”, and “Answer” boxes empty. When everyone has finished, you will trade your paper with your partner and he/she will complete the empty boxes. Word Meaning Example Picture Question Answer Invert What is something you shouldn’t invert and why? 16 Name: ____________________________ Date: ________ Class: ________ Prefixes, Suffixes, and Roots Quiz (Attachment D) Directions: Circle the letter of the best answer to each question. 1. What is a root word? a. A part of a word that goes after a suffix. b. The essential part of a word, or its basic meaning c. A part of a word that goes before a prefix 2. In the word “deconstructionist” what is the prefix? a. Ist b. Construct c. De 3. In the word “dehydration” what is the root word? a. de b. hydro c. tion 4. How can adding a prefix or a suffix to a word affect the word? a. It can change its meaning and its part of speech. b. It always makes the word mean its opposite. c. It only changes the spelling of the word. 5. Where do suffixes go? a. Before the prefix b. Before the root word c. After the root word 6. Where do a lot of words from the English language come from? a. Spanish b. Greek and Latin 17 c. Japanese 7. Where do prefixes go? a. Before the suffix b. Before the root word c. After the root word 8. What does the word “mythology” mean? a. The study of myths b. The study of life c. The state of myths 9. What suffix can change an adjective into a noun? a. –ly b. –ness c. –ing 10. How does adding an –er to a verb change its part of speech? a. It makes the verb an adjective b. It makes the verb an adverb c. It makes the verb a noun 18 Frequently Used Word Parts (Attachment E) Prefixes Prefix Meaning Word ab away from absent ac, acr sharp, sour acid, acerbic, exacerbate, acute, acuity, acumen, acrid, acrimony ad, ac, ag, at to, against aggressive, attract an without anarchy ante before antedate anti, ant against antipathy, antonym bene well benefactor bi two biannual circum around circumvent, circumlocution, circumnavigate com, con, col together commit, collage contra against contraband de from, down descend dis, di apart, away distract, divert dom home, rule domicile, dominate ex, e out, from exit, emit 19 extra beyond, outside extracurricular in, im, ir, il, un not (inept, irregular, illegal) in, im in, into (interest, imbibe) intra, intro within (intramural) inter between (interscholastic) mal bad (malcontent) medi middle mis wrong (misspell) non not (nonentity) ob against (obstacle) omni all (omnivorous) per through (permeate, perspicacious) peri around, about (periscope, perimeter) poly many (polytheism, polygon, polymer) post after (postmortem) pre before (premonition) pro forward, for (propose) re again, back (review, redeem) se apart, away (seclude) 20 semi half (semicircle) sub under (submarine) super above, over (superimpose) sur on, upon (surmount) syn, sym together, with (sympathy) trans across, beyond (transpose) un not (unwelcome) ali, altr another alias, alienate, inalienable, altruism am, ami love amorous, amicable, amiable, amity 21 Suffixes capable of
(applicable, reversible)
place, thing,
idea
(storage)
pertaining to
(instructional)
relating to
(reliance)
relating to
(dictionary)
an action of
(confiscate)
the quality of
(democracy)
past action
(subsided)
relating to
(confidence)
one who
(adviser, actor)
pertaining to
(democratic)
present action
(surmising)
able, ible
age
al
ance
ary
ate
cy
ed
ence
er, or
ic
ing
22 ion
the act or state
of
(radiation)
full of
(rebellious)
having the
quality of
(creative)
to make
(harmonize)
to do with the
quality of
(carefully)
the result of
(amusement)
the quality of
being
(selfishness)
condition of
being
(sanity)
ious
ive
ize
ly
ment
ness
ty
23 Roots ROOTS
alter
ami, amicamphi
ann, enni
anthrop
aqua, aque
arch
arthro
aud
bell
biblio
biobrev
cap
carn
ced
chromchroncogn
cord/chord
corp
crac, crat
cred
cruc
crusta
crypt
culp
dei
demodent
dermdic
dox
duc, duct
duo
dynamego
equ
fac
fil
frater
MEANING
other
love
both ends or all
sides
year
human, man
water
chief, leader, ruler
joint
sound
war
book
life
short
take, seize
meat
yield, go
color
time
know
cord
body
rule, ruler
believe
cross
shell
hidden
guilt
god
people
tooth
skin
speak, say
belief, opinion
lead
two
power
self
equal
make, do
threadlike
brother
WORD
alternate, alter ego
amiable, amicable
amphibian
anniversary, annual, biennial, perennial
anthropology, anthropomorphic, misanthrope
aquatic, aquarium, aqueduct
archangel, monarch, archaic, archenemy
arthritis
auditorium, audible, audiologist, audiotape
belligerent, bellicose
bibliography, bibliophile
biography, autobiography, biology, antibiotic
brief, abbreviate
capture, captivate, capacity
carnivorous, chili con carne
recede, secede, proceed, intercede, concession
chromatic, monochrome, polychrome
chronicle, chronology, chronometer, synchronize
recognize, cognitive, incognito
harpsichord
corpus, corpse, corporal
autocrat, democracy, bureaucrat, democracy
credible, credulous, credibility, credit, credo
crucifix, crucial
crustacean
cryptogram, cryptology, cryptic
culpable, culprit
deity, deify
demography, democracy, epidemic
dentist, dentifrice, dentin
dermatology, epidermis, hypodermic
dictate, predict, diction, indict
orthodoxy, paradox, heterodoxy
induce, deduce, seduction, conduct, abduct
duo
dynamo, hydrodynamics
egotist, egomania
equal, equity, equanimity, equate, equidistant
manufacture, factory, benefactor
filament
fraternal, fraternize
24 gamgeoglyph
grad, gress
graphgym
gynhemo, hema,
hem
holo
hydro, hydr
iso
ject
jud
leg, lect
liter
loc
log
luc
magn
man
mar
mater
mere
meta, met
metri, metermin
mit, miss
mob, mot, mov
mon
mor, mort
morph
mut
neuro
nomen /nomin
nov
nym, onym
odonto
orthopac
pater
path
ped, pod
pel, puls
pend
marriage
earth
vertical groove
step
writing, printing
naked
woman
blood
monogamy, polygamy, bigamy
geopolitical, geology, geography, geothermal
Hieroglyphics—Egyptian “sky writing”
gradual, progression, transgression
graphology, biography, telegraph, geography
gymnasium
gynecologist, androgynous
hemophilia, hematology, hemoglobin
whole, entire
water
equal, identical
throw
judge
read, choose
letter
place
word
light
large
hand
sea
mother
part, segment
behind, between
measure
small
send
move
warn
death
form, structure
change
nerve
name
new
word, name
tooth
straight, correct
peace
father
feeling, suffering
foot
push
hang, weigh
holograph
dehydrate, hydraulics, hydroelectric, hydroplane
isolate
inject, reject, subject, projection
judicial, judge, adjudicate
legible, lectern, lecturer, election
literature, illiterate, literal
local, location
monologue, epilogue
lucid, elucidate
magnify, magnate, magnificent
manufacture, manual, manuscript
marine, mariner
maternal, maternity, matriarchy, matricide
mere
metacognition—behind the thinking
geometric, thermometer, odometer
minority, minuscule, minute
permit, submission, mission, emit,
mobile, automobile, motion, promote, movie
premonition, admonition
mortal, mortician, immortality
metamorphosis, amorphous, morphology
mutant, mutability, mutate
neurology, neurosis, neurobiology
nominal, nominate, nomenclature
novel, renovate, innovation, novella
synonym, acronym, anonymous, pseudonym
orthodontist—one who straightens teeth
orthodox, orthodontist, orthopedic
pacify, Pacific Ocean, pacifist
paternal, paternity, patricide, patrilineal, patriotic
sympathy, apathy, empathy, telepathy, pathology
pedal, pedometer, centipede, gastropod
pulsate, repulsive, impulse, compel, propel
pendulum, pendant, suspend, pending
25 phon-, phonoplan
pneum
pod
port
pot
psychpugna
quer, quis
scent, scend
schizo, schiz
sci
sciss
scrib, script
sec, sect
sed, sess
sens, sent
sequ, secu
serv
simil
siphon
sol
son
soph
spec, spic
spir
spir
spond, spons
spont
stat
tang, tact
temp
ten, tent
terr
theo
thermtrophy
uro
vac
ven, vent
ver
vert
vit
voc
zoo
sound, voice
flat
lung
feet
carry
power
soul, spirit, mind
fight
ask
climb
division, split
know
cut
write
cut
sit
feel, be aware
follow
serve, protect
same
tube
sun
sound
wisdom, knowledge
look, see
coil
breathe
promise, answer for
by one's own force
stay, position
touch
time
hold
earth
god, deity
heat
nutrition, food
urine
empty
come, go
truth
turn
life
call
animal
telephone, euphony, cacophony, phonograph
planar, plantation, plane
pneumatic
podiatrist
portable, transport, portage, report,
potent, omnipotent, potentate
psychology, psychic, psychobiography
pugnacious, pugilist
query, inquisition,
ascend, ascent
schizophrenic
scientific
scissors
manuscript, scribe, proscribe, scripture
dissect, section
sedentary, session
sensible, sentient
sequence, sequel, consecutive
service
similar, assimilate, simile, facsimile (fax)
siphon
solar
sonar, resonate, unison
philosophy, sophisticated, sophomore (wise fool)
spectacles, spectator, inauspicious, prospect
spiral
inspire, respiration, conspire, perspiration
respond, responsible
spontaneous
station
tactile, tangible
temporary, temporize
tentative, tenable, tenuous
subterranean, terrain, terrestrial, disinter
theology, polytheism, atheist, monotheism
thermal, thermos, thermometer
atrophy—without nutrition
urologist
vacation, vacuum, vacuous, vacant
intervene, convene, contravene
veracity, verify, verity
introvert, irreversible, vertigo
vital, revitalize, vitamin
revoke, invocation, vocal, evocative, convocation
zoo, zoology, zoolatry
26 Brainpop.com Prefixes, Suffixes, and Roots
(Attachment A: ANSWER KEY)
Directions: Write the answers to the following questions as you watch the video. 1. What are the three parts that words can be separated into? Prefix, Suffix, Root 2. What is the “root”? The essential part of the word 3. What is the “prefix”? Part of the word that goes before the root 4. What is the “suffix”? Part of the word that comes after the root 5. What does the prefix “de” mean? Lack of 6. What does the root “hydro” mean? water 7. What does the suffix “tion” mean? A state of being 8. What does “dehydration” mean? A state in which someone or something lacks water 27 9. What does the prefix “un” mean? not 10. What does the suffix “ness” mean? The state of 11. What does “unpleasantness” mean? The state of not being pleasent 12. A lot of prefixes and suffixes come from what two languages? Greek and Latin 13. When you add the suffix “‐er” to the end of a verb, what part of speech does the word change into? A noun, (someone or something that performs the action of the verb) 14. What changes when you add a prefix or suffix to a root? Its meaning and its part of speech 28 Common Prefixes (Attachment C: ANWER KEY) “Pre” ‐ Before Note that 'before' can have to do with time *or* space. To "predict" is say something will happen before it does; but to "present" something to you is to place it before you in space. I. FOR EACH WORD: 1. Write the word 2. Write what it means 3. Draw a picture to go with it 4. Answer the question about it. Word Meaning Predict To tell what one thinks will weather, peoples' happen in the future behavior, or the outcome of a contest Preoccupied Having your attention already taken up by something, so you are not paying attention to what is happening around you. Preview A view or showing ahead of time. Example If you are preoccupied with a test that is coming, you might not pay attention to what people are saying to you. Previews of a movie Picture Question Answer What are two things
you would like to be
able to predict? What are three things someone who is "preoccupied" might say? What is something besides a movie or TV show that you could preview? 29 Prevent To keep something from happening before it happens A window being broken or a person catching a cold What are three things you would like to be able to prevent? “Un” – Not Un‐ words are usually verbs (unplug or untie) or adjectives (untidy, unbreakable) Word Meaning Example Picture Question Answer What is something you are uncertain about? Slavery (now) What is something that is “unthinkable” to some people but not to others? Unconditional Not conditional, not limited, always there. A mother’s love for her child What is the difference between an “unconditional agreement” and one with conditions? Unruly Hair, children What’s something else that could be unruly? Uncertain Weather Not sure about something, or something not clearly one way or the other Unthinkable “Out of the question,” going against what is reasonable, desirable, or probably Not following any rules; hard to manage 30 “Con” – With or Together In the empty boxes, write your own word that contains the prefix “con”. Leave the “Meaning”, “Example”, “Picture”, and “Answer” boxes empty. When everyone has finished, you will trade your paper with your partner and he/she will complete the empty boxes. Word Meaning Example Picture Question Answer Concur To agree with A family agrees to have pizza for dinner What are two things you and a friend have recently concurred? Conspire To join in a secret Starting a rumor agreement to do something What are three things people might say if they were conspiring together? 31 Common Suffixes “‐Able/‐Ible” – Able to be In the empty boxes, write your own word that contains the suffix “able/ible”. Leave the “Meaning”, “Example”, “Picture”, and “Answer” boxes empty. When everyone has finished, you will trade your paper with your partner and he/she will complete the empty boxes. Word Meaning Example Picture Question Answer Movable Able to be moved A couch What are three items in the room that are movable? 32 “‐logy” – study of In the empty boxes, write your own word that contains the suffix “logy”. Leave the “Meaning”, “Example”, “Picture”, and “Answer” boxes empty. When everyone has finished, you will trade your paper with your partner and he/she will complete the empty boxes. Word Meaning Example Picture Question Answer Biology The study of life Cells, DNA What are three different things a biologist would study? 33 “‐less” – without In the empty boxes, write your own word that contains the suffix “less”. Leave the “Meaning”, “Example”, “Picture”, and “Answer” boxes empty. When everyone has finished, you will trade your paper with your partner and he/she will complete the empty boxes. Word Meaning Example Picture Question Answer Powerless Without power A newborn baby When is a time that you have felt powerless? 34 Common Roots “‐ject‐“ – To throw In the empty boxes, write your own word that contains the root “ject”. Leave the “Meaning”, “Example”, “Picture”, and “Answer” boxes empty. When everyone has finished, you will trade your paper with your partner and he/she will complete the empty boxes. Word Meaning Example Picture Question Answer Eject To push or throw out with force An angry player out of a game What are three examples of people or things being ejected? 35 “‐port” – To carry In the empty boxes, write your own word that contains the root “port”. Leave the “Meaning”, “Example”, “Picture”, and “Answer” boxes empty. When everyone has finished, you will trade your paper with your partner and he/she will complete the empty boxes. Word Meaning Example Picture Question Answer Support To carry or hold something up Crutches for a person with a broken leg When have you supported someone or something? 36 “‐vert‐“ – To turn or twist In the empty boxes, write your own word that contains the root “vert”. Leave the “Meaning”, “Example”, “Picture”, and “Answer” boxes empty. When everyone has finished, you will trade your paper with your partner and he/she will complete the empty boxes. Word Meaning Example Picture Question Answer Invert To turn inside out or upside down A cup, a shirt What is something you shouldn’t invert and why? 37 Name: ____________________________ Date: ________ Class: ________ Prefixes, Suffixes, and Roots Quiz (Attachment D: ANSWER KEY) Directions: Circle the letter of the best answer to each question. 1. What is a root word? a. A part of a word that goes after a suffix. b. The essential part of a word, or its basic meaning c. A part of a word that goes before a prefix 2. In the word “deconstructionist” what is the prefix? a. Ist b. Construct c. De 3. In the word “dehydration” what is the root word? a. de b. hydro c. tion 4. How can adding a prefix or a suffix to a word affect the word? a. It can change its meaning and its part of speech. b. It always makes the word mean its opposite. c. It only changes the spelling of the word. 5. Where do suffixes go? a. Before the prefix b. Before the root word c. After the root word 6. Where do a lot of words from the English language come from? 38 a. Spanish b. Greek and Latin c. Japanese 7. Where do prefixes go? a. Before the suffix b. Before the root word c. After the root word 8. What does the word “mythology” mean? a. The study of myths b. The study of life c. The state of myths 9. What suffix can change an adjective into a noun? a. –ly b. –ness c. –ing 10. How does adding an –er to a verb change its part of speech? a. It makes the verb an adjective b. It makes the verb an adverb c. It makes the verb a noun 39 Context Clues
40 Teacher’s Instructional Plan Teacher: ______________________ Subject: Reading SOL Remediation Grade Level: Eight Content: Word Meaning (Context Clues) Prerequisites: None Objective: Students will be able to: c. Use context clues to determine the meanings of unknown vocabulary. Procedure: Anticipatory Set 1. On the board, write two sentences that each includes an unknown vocabulary word and a context clue. Underline the unknown words. 2. Ask students to give predictions to the meaning of the words. Presentation 1.
2.
3.
4.
5.
Explain that these predictions were made based on the use of context clues. Distribute the Five Types of Context Clues graphic organizer (Attachment A) to each student. Place a transparency of the same graphic organizer (Attachment B) on the overhead. Explain that there are five main types of context clues. Students should copy down the definition and write an example of each on their graphic organizers. 6. Place students in groups of 2‐3 with varying levels of ability in each group. Assign each group a set of four different vocabulary words from a recently discussed piece of literature from their textbook. 7. Give each group a transparency of the Five Types of Context Clues graphic organizer and a transparency marker. Using the glossary in the textbook, groups locate the definition for each word and then create sentences on the graphic organizer. Each word should be used in a sentence and each of the five types of context clues should be attempted. 8. When finished each group places its transparency on the overhead and reads each sentence to the class, allowing the other students to raise their hands and make predictions of the words’ definitions based on the student‐generated context clues. (With each group having a list of four different words, the class will easily be able to generate definitions for an entire list of words, used in context.) Closure 1. Inform students that determining the meaning of a word through a context clue is an easy way to help with comprehension. If a student is able to create context clues in his or her writing, identifying context clues in an author’s writing will be simple. Assessment/Evaluation 41 1. The students’ presentation of their transparency with context clue examples will serve as the assessment. 2. Completion of the “Reading Comprehension: Context Clues” (Attachment C) handout with an 80% or higher. Follow Up Activities 1. As a Warm‐Up/Review activity the following class, give students the “Reading Comprehension: Context Clues” handout to complete. Materials and Equipment 1.
2.
3.
4.
5.
Copies of the Five Types of Context Clues graphic organizer. List of vocabulary words. Overhead projector. Multiple overhead transparencies of the Five Types of Context Clues graphic organizer. Overhead markers. 42 Five Types of Context Clues (Attachment A)
1. Definition/Explanation Clues
Definition Example 2. Restatement/Synonym Clues
Definition Example 3. Contrast/Antonym Clues
Definition Example 43 4. Inference/General Context Clues
Definition Example 5. Punctuation
Definition Example 44 Five Types of Context Clues Transparency
(Attachment B)
1. Definition/Explanation Clues
Definition Sometimes a word's
or phrase's meaning is explained immediately
after its use. Example "Haberdashery, which is a store that sells men’s clothing, is
becoming more common today.”
2. Restatement/Synonym Clues
Definition Sometimes a hard
Example word or phrase is said in a simple way. "Lou was sent to the haberdashery to find a new suit. He needed to
wear one for his uncle’s wedding."
Because the sentence says that Lou would find a suit at the haberdashery,
then it must be a place where clothes for men are sold.
3. Contrast/Antonym Clues
Definition Sometimes a
word or phrase is clarified by the presentation of the
opposite meaning somewhere close to its use. Look for signal
words when applying context clues.
Example "Lou wanted to go to the haberdashery, but Ann wanted to shop at
the boutique.”
The signal word but tells the reader that an opposite thought is going to be
stated. 45 4. Inference/General Context Clues
Definition Sometimes a word
Example or phrase is not immediately clarified within the
same sentence.
Relationships, which are not directly apparent, are inferred or
implied. The reader must look for clues within, before, and after the
sentence in which the word is used.
“The haberdashery was Lou’s favorite place. He loved shopping for
nice suits. The people who worked there were so kind and helpful.”
5. Punctuation
Definition Readers
Example can also use clues of punctuation and type style to infer
meaning, such as
quotation marks (showing the word has a special meaning), dashes
, parentheses or brackets (enclosing a definition), and italics
(showing the word will be defined).
“Tom's father was a haberdasher, or men’s shop keeper, in the
story.”
“Tom's father was a haberdasher (men’s shop keeper) in the story.
In the story, Tom's father was a haberdasher-or men’s shop
keeper.”
“Tom's father was a “haberdasher”. He had a clothing store for
men.” 46 Name: __________________________
Date: ________ Class: _______
Reading Comprehension: Context Clues (Attachment C)
Directions: Circle the best answer for each question below.
1. Mr. Huge was very proud of his auto superstore. “We have such an extensive
selection of cars,” he said, “so everyone should find a vehicle that he or she will
love!”
The word “extensive” means __________.
a. costing a lot of money
b. large amount
c. having no color
d. not enough
2. Friendship is a priceless thing. If Chris put a price, or conditions, on her
friendship, it’s no longer priceless. In fact, it’s not real friendship at all!
If something is priceless, __________.
a. it has a missing tag
b. it has no value
c. it has great value
d. it is made out of rice
3. The news story was based on a letter that was a fabrication. Now the reporter
who wrote the story is in big trouble. Will anyone believe him again?
A fabrication is __________.
a. made of cloth
b. full of long words
c. funny
d. fake
4. The reporter insisted that the letter he used was authentic. He said that he had
shown it to many experts before he used it in his story.
When something is authentic, it’s __________.
a. genuine, or real
b. carefully written
c. poetic
d. very old
5. In 1975, Governor James promised to do something about the high taxes in our
state. She didn’t present a tax cut bill to lawmakers until 1985. It took her a
decade to keep her promise, but better late than never.
How long is a decade?
a. 75 years
b. 85 years
c. a century
d. 10 years
47 6. Your plan looks good. I hope it will really work. It’s time to implement it and see if it’s
as brilliant as you claim.
a. instrument
b. take apart
c. change
d. carry out
7. If your plan fails, we’ll have to find someone who can devise a better one.
a. design
b. dislike
c. appliance
d. read
8. Of course, I’m not saying that your plan is no good. I tend to be optimistic, so I won’t
be surprised when you succeed.
a. expecting the best to happen
b. needing glasses to see
c. untruthful
d. unselfish
9. When your plan brings us great wealth, you will be rewarded for your sagacity.
a. good looks
b. mistakes
c. intelligence
d. huge appetite for herbs
10. No matter what happens, I assure you that I will not forget how hard you have
worked on this project.
a. dare
b. promise
c. hate
d. forget
48 Name: __________________________
Date: ________ Class: _______
Reading Comprehension: Context Clues (Attachment C)
ANSWER KEY
Directions: Circle the best answer for each question below.
1. Mr. Huge was very proud of his auto superstore. “We have such an extensive
selection of cars,” he said, “so everyone should find a vehicle that he or she will
love!”
The word “extensive” means __________.
a. costing a lot of money
b. large amount
c. having no color
d. not enough
2. Friendship is a priceless thing. If Chris put a price, or conditions, on her
friendship, it’s no longer priceless. In fact, it’s not real friendship at all!
If something is priceless, __________.
a. it has a missing tag
b. it has no value
c. it has great value
d. it is made out of rice
3. The news story was based on a letter that was a fabrication. Now the reporter
who wrote the story is in big trouble. Will anyone believe him again?
A fabrication is __________.
a. made of cloth
b. full of long words
c. funny
d. fake
4. The reporter insisted that the letter he used was authentic. He said that he had
shown it to many experts before he used it in his story.
When something is authentic, it’s __________.
a. genuine, or real
b. carefully written
c. poetic
d. very old
5. In 1975, Governor James promised to do something about the high taxes in our
state. She didn’t present a tax cut bill to lawmakers until 1985. It took her a
decade to keep her promise, but better late than never.
How long is a decade?
a. 75 years
b. 85 years
49 c. a century
d. 10 years
6. Your plan looks good. I hope it will really work. It’s time to implement it and see if it’s
as brilliant as you claim.
a. instrument
b. take apart
c. change
d. carry out
7. If your plan fails, we’ll have to find someone who can devise a better one.
a. design
b. dislike
c. appliance
d. read
8. Of course, I’m not saying that your plan is no good. I tend to be optimistic, so I won’t
be surprised when you succeed.
a. expecting the best to happen
b. needing glasses to see
c. untruthful
d. unselfish
9. When your plan brings us great wealth, you will be rewarded for your sagacity.
a. good looks
b. mistakes
c. intelligence
d. huge appetite for herbs
10. No matter what happens, I assure you that I will not forget how hard you have
worked on this project.
a. dare
b. promise
c. hate
d. forget
50 Connotation
and
Denotation
51 Teacher’s Instructional Plan Teacher: ______________________ Subject: Reading SOL Remediation Grade Level: Eight Content: Word Meaning (Connotation and Denotation) Prerequisites: None Objective: Students will be able to: a. Identify and examine the concept of connotation.
b. Differentiate between the connotative and denotative meaning of words.
c. Interpret the connotative power of words
Procedure: Anticipatory Set 1. On the board or overhead projector, write the following quotation from Shakespeare: a. “What’s in a name? That which we call a rose by any other name would smell as sweet.” 2. Have students write what they think Shakespeare meant by this statement. 3. Have students “Think‐Pair‐Share” their responses. 4. Explain to students that today we will discuss the connotations and denotations that words can have. Process 1. Engage the class in a discussion by asking if anyone has ever heard of the connotative definition of words, and if they know that words can have denotative, as well as connotative, meanings. 2. Give a student the dictionary and ask them to find the definition of the word ‘Gray.' (For a quicker response mark the page.) Definition: Gray ‐ a shade between, or a mixture of, black and white. 3. Explain that the student has just supplied the class with the denotation or definition, of the word as supplied by a dictionary of everyday language. It's easy to remember that denotation, definition, and dictionary all begin with the letter ‘D.' They all have to do with a word's actual meaning. 4. Now explain that a word also has another kind of meaning, and that meaning is called "Connotation." 5. Give the class a connotative example of the word ‘gray.' "To me, gray means a cold, cloudy day." 6. Now ask the class what the connotation is saying. Direct responses to the word ‘emotion.' Explain that a word’s connotation refers to the emotions or human reactions and feelings that come from a word. 52 7. Explain how some words can have positive connotations or negative connotations or have no connotations (neutral). 8. Write the word “home” on the board. Ask students what the denotation for the word “home” is (ex. “Where you live” or “The place you stay”, etc.). Then ask students what the connotation for the word “home” is (ex. “Comfort”, “A place you’re safe and loved”, etc.). 9. To demonstrate a neutral word, write the word “DVD”. Ask students what the denotation for the word “DVD” is. Then ask students what the connotation for the word “DVD” is. Emphasize that there generally are no “good” or “bad” feelings that a person associates with this word, making it neutral. 10. Working with a partner, students should complete the Positive, Negative, Neutral (Attachment A) handout. 11. Discuss students’ answers when complete. Closure 1. Have students complete word maps (Attachment B) for the words “connotation” and “denotation”. Assessment/Evaluation 1. Accurate completion of the word maps. 2. Completion of The Meaning of Words handout (Attachment C) with 80% accuracy or higher. Follow‐Up Activities 1. Assign The Meaning of Words handout for homework. Materials and Equipment 1. Dictionaries 2. Pen/pencils and paper. 3. Copies of Positive, Negative, or Neutral handout. 4. Copies of Word Maps (two per student). 5. Copies of The Meaning of Words handout. 6. Overhead projector or Chalkboard to write on. 53 Positive, Negative or Neutral? (Attachment A)
For each numbered set below, write the individual word under the column which best
describes its connotation. Then complete the activity on the back of this paper.
1.
2.
3.
4.
5.
mansion, shack, residence, house, home, dump
spinster, old maid, unmarried woman, maiden lady, career woman
arrogant, conceited, cocky, vain, self-satisfied, proud
titter, giggle, chuckle, laugh, guffaw, roar, snicker, snigger, cackle
corpulent, plump, obese, heavyset, fleshy, fat, overweight
Positive
Neutral
54 Negative
Now, choose one word from each numbered set. Write the word on the line, and
then write its denotation in the space provided.
1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________
5. ____________________________
55 VOCABULARY WORD MAP (Attachment B) Antonyms Definition or Synonyms
Vocabulary Word Write a Sentence Using It Meaningfully Draw a Picture of It 56 Name___________________________ Date_________ Class: _________ The Meaning of Words: Denotation and Connotation (Attachment C) A. Circle the word in parentheses that has the more positive connotation. 1.
Our trip to the amusement park was (fine, wonderful). 2. (Brave, Foolhardy) people rode on the roller coaster. 3. We saw (fascinating, weird) animals in the animal house. 4. Some of the monkeys made (hilarious, funny) faces. 5. We got a chance to watch the workers feed the (starving, hungry) animals. B. Circle the word in parentheses that has the more negative connotation. 6. Mike (nagged, reminded) us to go to the funny house. 7. The funny house was (comical, silly). 8. I didn’t like the (smirk, grin) on the clown’s face. 9. It made me feel (uneasy, frightened). 10. We were told to remove our (filthy, dirty) shoes before getting on the bus. 57 Positive, Negative or Neutral?
(Attachment A - ANSWER KEY)
For each numbered set below, write the individual word under the column which best
describes its connotation. Then complete the activity on the back of this paper.
1.
2.
3.
4.
5.
mansion, shack, residence, house, home, dump
spinster, old maid, unmarried woman, maiden lady, career woman
arrogant, conceited, cocky, vain, self-satisfied, proud
titter, giggle, chuckle, laugh, guffaw, roar, snicker, snigger, cackle
corpulent, plump, obese, heavyset, fleshy, fat, overweight
Positive
Neutral
Negative
MANSION
RESIDENCE
SHACK
HOME
HOUSE
SPINSTER
MAIDEN LADY
UNMARRIED WOMAN
OLD MAID
CAREER WOMAN
SELF-SATISFIED
ARROGANT
PROUD
CONCEITED
GIGGLE
TITTER
COCKY
PLUMP
CHUCKLE
VAIN
HEAVYSET
LAUGH
GUFFAW
FLESHY
ROAR
SNICKER
CORPULENT
SNIGGER
OBESE
CACKLE
OVERWEIGHT
FAT
58 Now, choose one word from each numbered set. Write the word on the line, and
then write its denotation in the space provided.
1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________
5. ____________________________
59 Name___________________________ Date_________ Class: _________ The Meaning of Words: Denotation and Connotation (Attachment C: ANSWER KEY) A. Circle the word in parentheses that has the more positive connotation. 1.
Our trip to the amusement park was (fine, wonderful). 2. (Brave, Foolhardy) people rode on the roller coaster. 3. We saw (fascinating, weird) animals in the animal house. 4. Some of the monkeys made (hilarious, funny) faces. 5. We got a chance to watch the workers feed the (starving, hungry) animals. B. Circle the word in parentheses that has the more negative connotation. 6. Mike (nagged, reminded) us to go to the funny house. 7. The funny house was (comical, silly). 8. I didn’t like the (smirk, grin) on the clown’s face. 9. It made me feel (uneasy, frightened). 10. We were told to remove our (filthy, dirty) shoes before getting on the bus. 60