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TCM 22647
Level 4
Building Vocabulary from Word Roots Teacher’s Guide
TCM 22647
Table of Contents
Management—Section A
Program Overview . . . . . . . . . . . . . . . . . . . A1
Components of the Building
Vocabulary Kit. . . . . . . . . . . . . . . . . . . . . . A2
How to Use this Program. . . . . . . . . . . . . . A3
About Level Four. . . . . . . . . . . . . . . . . . . . . A7
Teaching Vocabulary: Research
and Practice. . . . . . . . . . . . . . . . . . . . . . A11
Differentiating Instruction. . . . . . . . . . . . . A15
Standards and Correlations. . . . . . . . . . . . A19
Proficiency Levels for English Language
Learners. . . . . . . . . . . . . . . . . . . . . . . . . A21
Response to Intervention. . . . . . . . . . . . . A22
Tips for Implementation . . . . . . . . . . . . . . A23
About the Authors. . . . . . . . . . . . . . . . . . . A25
Lessons—Section B
Unit I: Directional Prefixes
Lesson 1: Review of “Divide and Conquer”.B1
Lesson 2: Directional Prefixes in-, im- =
“in, on, into”. . . . . . . . . . . . . . . . . . . . . . . B8
Lesson 3: Directional Prefixes com-, col- =
“with, together”. . . . . . . . . . . . . . . . . . . B14
Lesson 4: Latin Directional Prefix de- =
“down, off of”. . . . . . . . . . . . . . . . . . . . B21
Lesson 5: Latin Directional Prefix pro- =
“forward, for” . . . . . . . . . . . . . . . . . . . . B28
Unit 1 Review . . . . . . . . . . . . . . . . . . . . . . B35
Unit II: Essential Latin Bases
Lesson 6: Latin Bases audi, audit = “hear,
listen”. . . . . . . . . . . . . . . . . . . . . . . . . . . B41
Lesson 7: Latin Bases voc, voke, voice =
“voice, call” . . . . . . . . . . . . . . . . . . . . . . B47
Lesson 8: Latin Bases spec, spect =
“watch, look at”. . . . . . . . . . . . . . . . . . . B54
Lesson 9: Latin Base terr = “land, ground,
earth”. . . . . . . . . . . . . . . . . . . . . . . . . . . B60
Lesson 10: Latin Bases trac, tract =
“pull, draw, drag”. . . . . . . . . . . . . . . . . . B67
Unit II Review . . . . . . . . . . . . . . . . . . . . . . B73
Unit III: Greek and Latin Directional
Prefixes
Lesson 11: Latin Directional Prefix trans- =
“across, change”. . . . . . . . . . . . . . . . . . . B78
Lesson 12: Latin Directional Prefix inter- =
“between, among”. . . . . . . . . . . . . . . . . B83
©Teacher Created Materials
Lesson 13: Latin Directional & Intensive
Prefix per- = “through, thorough(ly)” . . B89
Lesson 14: Greek Prefix auto- = “self” . . . B94
Lesson 15: Greek Prefix tele- =
“far, from afar”. . . . . . . . . . . . . . . . . . . B101
Unit III Review. . . . . . . . . . . . . . . . . . . . . B107
Unit IV: Essential Greek and Latin Suffixes
Lesson 16: Latin Suffixes -ible, -able =
“can or able to be done”. . . . . . . . . . .B112
Lesson 17: Greek Suffixes -ology = “study of”
and -ologist = “studier of, expert in”. . B118
Lesson 18: Latin Suffixes -arium, -ary, -orium,
-ory = “place, room”. . . . . . . . . . . . . . . B123
Lesson 19: Latin Suffixes -or, -er = “someone
who does; something that does”. . . . . B128
Lesson 20: Latin Suffix -ify = “to make”. . B134
Unit IV Review. . . . . . . . . . . . . . . . . . . . . B140
Unit V: Greek and Latin Prefixes of Sum
and Size
Lesson 21: Latin Prefix multi- and Greek
Prefix poly- = “many”. . . . . . . . . . . . . . B145
Lesson 22: Greek Prefix micro- =
“small”. . . . . . . . . . . . . . . . . . . . . . . . . B151
Lesson 23: Greek Prefixes mega-,
megalo- = “big”. . . . . . . . . . . . . . . . . . . B157
Unit V Review . . . . . . . . . . . . . . . . . . . . . B163
Assessment
A Word About Assessment. . . . . . . . . . . . . C1
Data-Driven Instruction . . . . . . . . . . . . . . . C3
Diagnostic Test Item Analysis. . . . . . . . . . . . C4
Diagnostic Pre-test . . . . . . . . . . . . . . . . . . . C5
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
#22647 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 10654
LEVEL 4
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
#22647 Building Vocabulary from Word Roots
A1
Management
Components of the Building Vocabulary Kit
Teacher’s Guide includes:
xes
Directional Prefi
and Conquer”
Unit I
Review of “Divide
Lesson 1
before
two-page lesson plan
Note: Teach this
Book. Part A
their Guided Practice
students work in
the lesson is
d on the same day
should be complete
taught.
Objective
Objective #5
Knowledge
Activate Background
be “word
this year they will
of
1. Tell students that
figure out the meaning
detectives” as they
meaning
by connecting the
hundreds of words
of their roots.
much
they already know
2. Remind them that
them
how they work. Tell
and
about words
they already
to make a list of everything
have
they
what
share
to
s
know. Ask volunteer
on the
want to list their ideas
written. (You may
es
any response that identifi
board. Emphasize
as a strategy.)
“roots” and “word parts”
Teacher Notes
familiar roots to
• This lesson uses
of “Divide and
review the strategy
).
Conquer” (word dissection
Standards and
Correlations
Chart
(in Management
Section)
Building Vocabulary
• Most lessons in
be completed in
from Word Roots can
one may take
10–15 minutes. This
a conceptual
longer because it builds
semantic unit or
foundation for the
to vocabulary
approach
“roots”
learning.
Guided Practice Book
Direct students to
pages for
activity
the
pages 4–8 to find
A–E. See bonus
Unit 1, Lesson 1, Parts
CD for additional
pages 1–3 on the
activities.
Unit I
Directional Prefi
xes
Lesson 1
Review of “Divide
ency
3. Using Transpar
the
#1, briefly review
as
concept of “roots”
prefixes (units added
to the front of a word
that affect its meaning),
bases (units that
provide a word’s main
xes
meaning), and suffi
the
(units attached to
of a word that
andend
Conque
r”
affect its meaning).
Teach New Conce
pts
5. Using Transpar
ency
#3, ask students to
tell what each word
means when the suffi
x
is changed (hard, harder,
hardest; color, colorful,
colorless).
Lessons
(correspond to
each lesson from
the student Guided
Practice Book)
Overhead Transparency #1
Roots:
How do they work?
Prefixes, bases, and suffixes are roots.
Each of these roots has a meaning.
When joined together, these roots
create new words.
The
The base describes the main idea.
prefix and/or suffix give an important
detail about that main idea.
Prefixes come at the beginning.
Bases come in the middle.
Suffixes come at the end.
from Word Roots
#10644 ( i1823) Building Vocabulary
©Teacher Created Materials
ency
4. Using Transpar
Divide and Conquer
tell
#2, ask students to
Prefixes and Bases
word means
what each
Differentiation Strateg
when the prefix is
ies
cycle = circle or wheel
Above = one Suppor
unicycle
changed (unicycle Level
tbicycle
= two
tricycle
Have students
wheel, bicycle
motorcycle
= threelook for examples
tricycle
wheels,word
roots and create a recycle of
list.
=
before the
Students
a root placed
motorcycle
wheels,can
share their words A prefix isbase
of the word.
with students
means
who
[motadditional
movingneed
support.
“move”] wheels,
Overhead Transparency #2
Can you figure out how each of these
prefixes gives a new meaning to the
base “cycle”?
Overhead Transparency #3
Divide and Conquer
Bases and Suffixes
Can you figure out how each of these
suffixes gives a new meaning to the
base?
hard
harder
hardest
from Word Roots
#10644 ( i1823) Building Vocabulary
color
©Teacher Created Materials
colorful
6. Now write the
colorless
again
words
= cyclingLangua
recycleEnglish
A suffix is a root placed at the end
preview and review
ge Support
of the word.
on
or back).
the board. Ask each
B1
Review directions Word Roots
for each activity
Vocabulary from
student to turn to
and model
how to get started.
#12734 (i3982) Building
a
Allow
Materials
neighbor,
students to work
Created
take
one of those words,
©Teacher
in pairs or small
and use the
word’s roots to tell
groups.
what
for volunteers to describethe word means. Ask
how
they
figured out
Below Level Suppor
the word’s meaning.
(If students are new
t
to
Building Vocabulary
from Word Roots program, the
As you review word
roots, practice with
may need to scaffold
you
additional words.
this activity by modeling
Use familiar words
the process using
to
a familiar compound
teach the concept.
word
such as “birthday”
to introduce the concept
“word dissection.”)
of
#10644 ( i1823) Building Vocabulary
from Word Roots
Tips for
Implementation
©Teacher Created Materials
7. Use Transparency
#4 to review the
Divide and Conquer
strategy of “Divide
and Conquer” (word
preview
dissection) with the
words preview and
review
review. (If students
need
more support, practice
additional words.
Compound words
work
well with beginners
. You can also choose
words
from students’ other
texts. Try to stay
with
familiar vocabulary
until they grasp the
concept
of a semantic unit.)
Overhead Transparency #4
You can figure out the meaning of
a new
word by “dividing and conquering”
its
roots.
pre/view
pre = “before”/view = “see”
Preview means to “see” something
“before” others see it.
re/view
re = “back or again”/view = “see”
Review means to go back and “see”
something “again.”
#10644 ( i1823) Building Vocabulary
from Word Roots
Guided Practice
Pages
Parts A–E
©Teacher Created Materials
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
together.
Assessment
_____________
___ Date _______
_____________________
Name ______________
answer.
st
Diagnostic Pre-te
imploded,
1. When the building
Directions: Circle
2. If papers are collated,
_.
they are ________
b. apart
c. together
.
9. A protractedisillness
________
________________
a vocal sound
__.
6. An example of
a. lasts a long time
a. a squeaky hinge
b. requires hospitaliza
tion
b. a train whistle
c. requires medicine
c. a fire alarm
d. is over very quickly
d. a conversation
13. An autocrat is
a computer is to
3. One way to deactivate
___.
________________
________________
a. get new software
b. turn it on
c. run some software
d. turn it off
of the bill, our Senator
4. As a proponent
___.
________________
________________
c. will vote for it
d. will not vote
©Teacher Created
Materials
©Teacher Created
Materials
10. A transatlantic ___________.
________journey from New
York
7. A spectator might
might end in ________
_______________.
game
a. look at a ball
a. Florida
b. collect rocks
b. California
hs
c. take photograp
c. Canada
radio
d. listen tod.the
Europe
11. An interagency _____________.
containagreement is ________
8. A terrarium must
__.
a. easy to make
a. rocks
b. within one agency
b. animals
c. difficult to make
c. insects
d. between two agencies
d. earth
Reproducibles
Teacher Resourses:
a ruler who ________
____.
Word Parts: Unit
a. makes all the rules
himself or herself
b. shares rule making
with others
c. is elected every
four years
d. is a dictator
d. wet
passes
a. doesn’t care if it
it
b. will vote against
from Word Roots
_.
every word
c. understoodName
_____________________
_________________
Date ______________
d. laughed out loud
Diagnostic Pre-te
______
st (cont.)
a. torn
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)
#12734 (i3982) Building
Vocabulary
Assessm
I ________
thatent
inaudibly
a. was frightened
b. couldn’t hear him
a. burned to the ground
b. fell in on itself
with insects
c. became infested
d. flooded with water
Assessments
B2
the correct
5. James spoke so
it _________.
14. A teleprompter
allows you to see
words
________________
________________
__ .
a. up close
trac, tract
audi, audit
b. did not require
electricity
c. sent water through
15. My little horse
statues are
means that they ________ collectible, which
_____________.
a. are expensive
voc, voke, voice
b. are available in
stores
c. are breakable
d. worked on campfi
Reproducibles
a. oceans.
Wordo
c. birds.
res
C6
Teacher Resourses:
spec, spect
16. A gemologist would
probably be interested
in
b. diamonds.
little holes
Teacher
Resources
(includes activities,
word cards, and
reproducible
templates)
b. from far away
c. on the bottom
of a picture
d. as they are written
d. can be collected
12. Old coffeepots
C5
percolated
, which means
Word Roots
from
that Vocabulary
they ________
________________
#12734 (i3982) Building
__.
a. required electricity
II
d. trees.
#12734 (i3982) Building
Vocabulary
from Word Roots
©Teacher Created
terr
Materials
©Teacher
Created Materials
Vocabulary
#12734 (i3982) Building
from Word Roots
D5
For use
with either
Macintosh®
or Windows®
TCM 12734
i3984
Teacher Resource CD—Level 4
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
#12734 (i3982) Building
Vocabulary from Word
Roots
D13
Other Components Include:
rency #
Overhead Transpa
TCM 10654
LEVEL 4
Guided Practice
Book (student
book)
Name:
Building Vocabulary
from Word Roots
Transparencies
(in the
transparency
folder)
Professional
Development
DVD
Roots:
How do they work?
.
suffixes are roots
Prefixes, bases, and
meaning.
has aOverhe
Each of these roots
ad Transpa
ther, these roots rency #
When joined toge
create new words.
Divide and Conque
r
Prefixes and Bases
the main idea. The
The base describes
x give an important
prefix and/or suffi
idea.
Can you figure out
detail about that main
how each of these
prefixes gives a new
meaning to the
base “cycle”?
the beginning.
Prefixes come at
le.
midd cycle
Bases come in the
=
circ
le
or wheel
the end.
Suffixes come at
Vocabular
#10644 ( i1823) Building
y from Word Roots
unicycle
bicycle
tricycle
motorcycle
recycle
©Teacher Created
Materials
A prefix is a root plac
ed before the
base of the word.
#10644 ( i1823) Building
Vocabular
A2
#22647 Building Vocabulary from Word Roots
y 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.
Unit I
Directional Prefixes in-, im- = “in, on, into”
Lesson 21
Part B:
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.
Combine and Create
Chart the Words
Lesson Overview
Directions: Which bases make real words
when joined with in- and im-?
Put these parts together and place them on the chart.
clude
spect
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:
Directional Prefixes in-,
im- = “in, on, into”
Unit I
merse
habit
vent
plode
press
port
side
in-
im-
Lesson 2
Part A:
Meet the Root
Work with a partner. Look at the words listed in the two columns of the chart.
Create a rule that will help you know whether you should add in- or im-.
________________________________________________________________
Divide and Conquer
Directions: “Divide”
words into prefi
xes and
bases. Then “conquer” them
by
writing the meaning of each
word.
prefix
1. inspect
in
___________
in-
base means
look in, stare____
___________
in
2. inhale
___________
___________
hale = breathe
____
3. induct
_______________
___________
___________
duct = lead
____
4. inhabit
_______________
___________
habit = dwell,____
___________
live
_______________
5. import
6. ingest
___________
___________
7. imprison ___________
8. impulse
___________
___________
port = carry
____
___________
gest = carry
____
________________________________________________________
________________________________________________________
10
#10654 Building Vocabulary from Word Roots
© Teacher Created Materials
_______________
_______________
___________
prison, jail
____
_______________
pulse = push,____
___________
drive
_______________
9. input
___________
___________
put ____
10. invoke
_______________
___________
voke = voice,____
___________
call
_______________
© Teacher Created Materials
________________________________________________________
word means
spect = look, ____
___________
watch
#10654 Building Vocabulary
from Word
Roots
Directional Prefixes in-,
9
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
Lesson 2
Part C:
Read and Reason
Word Knowledge
following story
Directions: Read the
and answer
the questions.
president is inaugurated
In the United States, a new
person’s job to include all
every four years. It is this
about what is best for the
people in making decisions
speeches and should include
country. This person gives
that are discussed. Imports
immigrants in the ideas
is impressive.
too. Overall, the speech
should be talked about,
How do you know?
do you think in- means?
1. From the story, what
_________________
______________________
______________________
_________________
______________________
______________________
to inaugurate a president.
in- to explain what it means
2. Use your definition of
_________________
______________________
______________________
_________________
______________________
___________
___________
How do you know?
do you think im- means?
3. Also from the story, what
_________________
______________________
______________________
_________________
______________________
___________
___________
word immigrants means.
im- to explain what the
4. Use your definition of
_________________
______________________
______________________
_________________
______________________
___________
___________
or im- ? What are they?
words that start with in5. Can you think of other
_________________
___________
___________
______________________
_________________
______________________
___________
___________
____________
words in a sentence? ___________
6. Can you use one of those
_________________
___________
___________
______________________
from Word
#10654 Building Vocabulary
© Teacher Created Materials
Unit I
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.”
Unit I
im- = “in, on, into”
11
Roots
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.
Directional Prefixes in-, im- = “in, on, into”
Lesson 2
Part D:
Extend and Explore
Crossword Puzzle
In Part D (“Extend and
Explore”), students work
individually and in partners/
small groups to create
applications for the new
vocabulary.
Directions: Read the clues below. Solve the puzzle.
Across
1. official examination or review
2. one who brings things in
from another country
3. to look at closely
4. the opposite of leaving out
6. a person who comes up with
new ideas
7. to breath in
8. the act of inhaling
4
1
2
3
5
6
7
8
Down
1. a person who leaves one country
to live permanently in another
3. to put totally in water
4. the opposite of outside
5. a vacant home or place of residence
7. another word for something that is amazing
12
#10654 Building Vocabulary from Word Roots
Directional Prefixes in-,
© Teacher Created Materials
im- = “in, on, into”
Unit I
Lesson 2
Part E:
Go for the Gold!
Word Search
Directions: Find and circle
the words in
the puzzle.
Answers can be across,
down, diagonal,
or backwards.
IMPRISON
IMPULSE
INHALE
INSPECT
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INPUT
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#10654 Building Vocabulary
from Word
Roots
13
In Part E (“Go for the
Gold”), students enjoy
a variety of vocabulary
activities and games for
additional word-root practice
and review.
#22647 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
#22647 Building Vocabulary from Word Roots
©Teacher Created Materials
Management
How to Use This Program (cont.)
Objectives are listed
for each lesson.
Unit I
Lesson 1
Objective
The Teacher Notes
section provides
background information
about the roots taught
in the lesson.
Directional Prefixes
Review of “Divide and Conquer”
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.
Objective #5
Activate Background Knowledge
Teacher Notes
• This lesson uses familiar roots to
review the strategy of “Divide and
Conquer” (word dissection).
1. Tell students that this year they will be “word
detectives” as they figure out the meaning of
hundreds of words by connecting the meaning
of their roots.
• Most lessons in Building Vocabulary
from Word Roots can be completed in
10–15 minutes. This one may take
longer because it builds a conceptual
foundation for the semantic unit or
“roots” approach to vocabulary
learning.
2. Remind them that they already know much
about words and how they work. Tell them
to make a list of everything they already
know. Ask volunteers to share what they have
written. (You may want to list their ideas on the
board. Emphasize any response that identifies
“roots” and “word parts” as a strategy.)
Direct students to Guided Practice Book
pages 4–8 to find the activity pages for
Unit 1, Lesson 1, Parts A–E. See bonus
pages 1–3 on the CD for additional
activities.
3. Using Transparency
#1, briefly review the
concept of “roots” as
prefixes (units added
to the front of a word
that affect its meaning),
bases (units that
provide a word’s main
meaning), and suffixes
(units attached to the
end of a word that
affect its meaning).
4. Using Transparency
#2, ask students to tell
what each word means
when the prefix is
changed (unicycle = one
wheel, bicycle = two
wheels, tricycle = three
wheels, motorcycle =
moving [mot means
“move”] wheels,
recycle = cycling again
or back).
©Teacher Created Materials
Overhead Transparency #1
The base describes the main idea.
The
prefix and/or suffix give an important
detail about that main idea.
Prefixes come at the beginning.
Bases come in the middle.
Suffixes come at the end.
#10644 ( i1823) Building Vocabulary
from Word Roots
©Teacher Created Materials
Overhead Transparency #2
Divide and Conquer
Prefixes and Bases
Can you figure out how each of these
prefixes gives a new meaning to the
base “cycle”?
cycle = circle or wheel
unicycle
bicycle
tricycle
motorcycle
recycle
A prefix is a root placed before the
base of the word.
#10644 ( i1823) Building Vocabulary
from Word Roots
©Teacher Created Materials
B1
#12734 (i3982) Building Vocabulary from Word Roots
xes
Directional Prefi
r”
vide and Conque
“Di
of
iew
Rev
Lesson 1
Unit I
The Teach
New Concepts
section provides
step-by-step
instruction to
guide students
through the
lesson.
Overhead Transparenc
Unit I
Lesson 1
e and Conquer”
of Review of “Divide and Conquer”
ples
1
Lesson
I
forUnitexam
Have students look
te a list. Students
Part A:
word roots and crea
who
ents
with stud
Root
s
Meet the
word
their
can share
ort. Divide and Conquer
need additional supp
y #3
uer
Divide and Conq
xes
Bases and Suffi
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out how each
Can you figure
g to the base?
a new meanin
suffixes gives
hard
harder
hardest
Support
prefix
English Language
color
ityex1. export
activ___________
for each
Review directions
___________
2. biweekly
ed. Allow
get start
___________
3. infinite
and model how to
l
smal
or
pairs
in
work
___________
preview
4.
to
students
___________
5. rewrite
groups.
colorless
at the end
root placed
A suffix is a
words
of the word.
6. Now write the
on
preview and review
the board. Ask each
a
student to turn to
use the
of those words, and
neighbor, take one
s. Ask
what the word mean
d out
word’s roots to tell
ribe how they figure
for volunteers to desc
to the
students are new
(If
ing.
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’s
the word
program, you
Roots
Word
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may need to scaffold
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a familiar compoun
of
the process using
duce the concept
intro
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”
hday
“birt
such as
“word dissection.”)
©Teacher Created
Building Vocabulary
#10644 ( i1823)
Materials
from Word Roots
Overhead Transparenc
Part A:
Meet the Root
Students “divide and
conquer” a list of
words as they ident
ify the base word.
They use the Root
Bank to remembe
r
what the parts mean
. See Guided
Practice Book page
4.
Directions: “Divide” words using the Root Bank. Then “conquer”
them by writing the meaning of the words.
colorful
colorless).
6. tricycle
por
Below Level Sup
t
7. tasteless
base
word means
port
___________
send goods out
________________
___________
________________
___________
________________
___________
________________
___________
________________
___________
___________
________________
base
suffix
word means
___________
___________
________________
tice with
prac___________
___________
beautiful
root8. s,
As you review word
words to___________
9. quicker
iar ___________
Use famil
additional words.
___________
___________
10. kindest
ept.
conc
teach the
Root Bank
Possible Answer
s
1. ex + port = send
2. bi + weekly = evergoods out
y two weeks or
twice a week
3. in + fin = endle
ss
4. pre + view = look
befo
re
5. re + write = write
6. tri + cycle = a threeagain
7. taste + less = with -wheeled cycle
out
taste
8. beauty + ful = full
9. quick + er = mov of beauty
es faster than
something else
10. kind + est = the
person who is the
most kind
________________
________________
________________
= three
Prefixes: ex- = out; bi- = two; in- = not; pre- = before; re- = back, again; triBases: port = carry; fin = end; vis = see
Suffixes: -less = without; -ful = full of; -er = more; -est = most
4
#10654 Building Vocabulary from Word Roots
© Teacher Created Materials
y #4
uer
7. Use Transparency
#4 to review the
preview
strategy of “Divide
d
and Conquer” (wor
dissection) with the
review
words preview and
need
review. (If students
tice
prac
ort,
more supp
additional words.
work
Compound words
se words
. You can also choo
well with beginners
with
r texts. Try to stay
from students’ othe
the concept
grasp
they
until
y
familiar vocabular
)
of a semantic unit.
Divide and Conq
g of a new
out the meanin
You can figure g and conquering” its
word by “dividin
roots.
pre/view
”/view = “see”
pre = “before
ing
to “see” someth
Preview means
see it.
“before” others
re/view
= “see”
again”/view
re = “back or
“see”
to go back and
Review means ing “again.”
someth
Part B:
Combine and Crea
te
Review
Students sort
e Pagesthree-syllable compound
Guided Practic
words and place them
on a chart. See
Parts A–E Guided Practice Book
of “Divide
quer”
Unit I
Part B:
Three-Sy
Directions
Combine
and Create
llable Co
: Here
are some
mpound
Materials
from Word Roots
© Teacher
Created
Lesson
1
Answer keys
are provided
for each
student page
in the Guided
Practice Book.
Materials
#10654
©Teacher Created Materials
and Con
Words
page 5.
compound
first word
words with
in
on the chart the compound
three syllab
ugh lesson plan
word. Then
thrower
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trailblazer
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Second
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Second
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word has
short vowe
syllables:
l sound
fingernail
firefighter
honeybee
fingernail
uppercase
watercolor
lowercase
honeybee
Second word has
uppercase
short vow
rials
el sound:
lowercase©Teacher Created Mate
watercolor
Word Roots
©Teacher Created
ing Vocabular y from
Materials
#12734 (i3982) Build
#12734 (i3982) Build
ing Vocabular y from
Word Roots
B3
©Teacher Created
Building Vocabulary
#10644 ( i1823)
B2
Directional Prefi
xes
Review of “Divid
tegies
Differentiation Stra t
por
Above Level Sup
pts
Teach New Conce
ency
5. Using Transpar
#3, ask students to
tell what each word
x
means when the suffi
r,
is changed (hard, harde
hardest; color, colorful,
This first section
of the lesson helps
students activate
background
knowledge about
the root(s) of study.
Roots:
How do they work?
Prefixes, bases, and suffixes are roots.
Each of these roots has a meaning.
When joined together, these roots
create new words.
Building Vocab
ulary from
Word Roots
5
#22647 Building Vocabulary from Word Roots
A5
Management
How to Use This Program (cont.)
xes
Directional Prefi
r”
vide and Conque
“Di
of
iew
Rev
Lesson 1
Unit I
Unit I
Part B:
Read and Reason
un-. Decide which does not make a new word. Put the words
where they belong on the chart.
Sentences
Writing
able
active
Students complete
sentences using
words from a list.
See bonus page 2
on CD.
fold
feel
hook
kids
legal
pack word
pork
un-, re-, pre- or compound
by selecting an lock
from the list. Together choose one of the
sentences to read out loud, but skip over the words
makes
a word See
words.
withifuntheamissing
can guess
make
your classmatesdoesn’t
word with
unyou added.
happy
these sentences
Directions: Work with a partner to complete kind
predict
unlock
fireplace
preview
unfold
everyday
remain
honeybee
readjust
unwrapped
loudspeaker
Answers will var
y.
1. While I was trying to __________________________________________
____________________________________________________________
feel
kids
legal
pork
active
able
fold
hook
happy
kind
lock
pack
Part C:
Word Sort
Combine and Create
Directions: Decide which of these words makes a new word with
the prefix
Doesn’t make
a word with un-:
Makes a word
with un-:
2. How do you know if ___________________________________________
____________________________________________________________
3. Where in the world can ________________________________________
____________________________________________________________
__
4. What would you think about __________________________________
____________________________________________________________
© Teacher Created Materials
#10654 (i1830) Building Vocabulary from Word
________________
Roots
Bonus Page 1
5. Why should __________________________________
____________________________________________________________
© Teacher Created Materials
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____
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unfold
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________
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© Teacher
#10654
ulary from
Building Vocab
Directions
Created
quer”
Unit I
Lesson
1
ng Words
nts: l, s, s,
s, t,
of sit ___
___
word for
3. Oppo
site of lad
4. To notic
e; to calm
t
___
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___
___ ___
e the flavor
5. To decid
Extend and
Explore
vowels and
consonan
The secre
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words that
the end
uses all the
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letters.
.
Consona
1. Past
tense
2. Anot
her
1. sat
2. test
3. lass
4. taste
5. settle
Secret Word: taste
less
and Con
and Writi
: Use the
Answers
_____
________
____
________
________
________
_
_____
________
________
________
________
____
________
________
________
________
________
________
________
____
________
________
________
________
________
_____
of “Divide
Part D:
Making
Students create word
y. of
willfivar
t a list
werss that
Ans
clues. See Guid
ed Practice Book page
7.
_____
________
________
retest
Review
compare pairs of
ExtenStud
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an
d
s. See Guided
nd their difference
Exploand
reice Book page 6.
Pract
Reason
Read and
What’s
Bonus Page 2
#10654 (i1830) Building Vocabulary from Word Roots
Part C:
Part D:Read and Reason
quer”
and Con
of “Divide
Review
1
Part C:
B4
Review of “Divide and Conquer”
Lesson 1
Part B:
prejudge
replay
Answers
6
e and Conquer”
Review of “Divide and Conquer”
Part B:
Unit I
s based on their
Students sort word
un- prefix. See
knowledge of the
CD.
on
1
page
bonus
Lesson
Lesson 1
Directional Prefi
xes
Review of “Divid
Combine and Create
Combine and
Create
Unit I
Unit I
Lesson 1
Vowels:
a, e, e
Bonus activities
are provided
on the Teacher
Resource CD to
differentiate
instruction. The
answer key for the
bonus activities
are provided in
the lessons.
___ ___
___ ___
of some
or quiet
thing; a sense
___ ___
___ ___
___ ___
___ ___
___ ___
___
___ ___
Secret Wor
d: having
___ ___
no #4
___ ___
___ ___
Materials
___
Word Roots
cher Created Materials
©Tea
Word Roots
ing Vocabular y from
#12734 (i3982) Build ©Teacher Created
Materials
© Teacher
Created
Materials
#10654
Building Vocab
#12734 (i3982) Build
ing Vocabular y
Unit I
Lesson 1
ulary from
Word Roots
7
from Word Roots
B5
Directional Prefixes
Review of “Divide and Conquer”
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.
helpful
priceless
prepare
terrier
finish
infinite
contract
vocabulary
bicycle
tricycle
painful
painless
invisible
spectacular
audience
preview
Then call a clue for each word. The clue can be the definition for the word, a
synonym, an antonym, or a sentence with the target word deleted. Students need
to determine the target word and mark it with an X. When a student has four Xs
in a row, column, diagonal, or four corners, they can call out “Wordo!” Check the
student’s words, and declare that student the winner.
©Teacher Created Materials
A6
#12734 (i3982) Building Vocabulary from Word Roots
B7
#22647 Building Vocabulary from Word Roots
©Teacher Created Materials
Unit I
Lesson 1
Objective
Objective #5
Teacher Notes
Directional Prefixes
Review of “Divide and Conquer”
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
• This lesson uses familiar roots to
review the strategy of “Divide and
Conquer” (word dissection).
1. Tell students that this year they will be “word
detectives” as they figure out the meaning of
hundreds of words by connecting the meaning
of their roots.
• Most lessons in Building Vocabulary
from Word Roots can be completed in
10–15 minutes. This one may take
longer because it builds a conceptual
foundation for the semantic unit or
“roots” approach to vocabulary
learning.
2. Remind them that they already know much
about words and how they work. Tell them
to make a list of everything they already
know. Ask volunteers to share what they have
written. (You may want to list their ideas on the
board. Emphasize any response that identifies
“roots” and “word parts” as a strategy.)
Direct students to Guided Practice Book
pages 4–8 to find the activity pages for
Unit 1, Lesson 1, Parts A–E. See bonus
pages 1–3 on the CD for additional
activities.
3.Using Transparency
#1, briefly review the
concept of “roots” as
prefixes (units added
to the front of a word
that affect its meaning),
bases (units that
provide a word’s main
meaning), and suffixes
(units attached to the
end of a word that
affect its meaning).
4.Using Transparency
#2, ask students to tell
what each word means
when the prefix is
changed (unicycle = one
wheel, bicycle = two
wheels, tricycle = three
wheels, motorcycle =
moving [mot means
“move”] wheels,
recycle = cycling again
or back).
©Teacher Created Materials
Overhead Transparency #
Roots:
How do they work?
Prefixes, bases, and suffixes are roots.
Each of these roots has a meaning.
When joined together, these roots
create new words.
The base describes the main idea.
The
prefix and/or suffix give an importa
nt
detail about that main idea.
Prefixes come at the beginning.
Bases come in the middle.
Suffixes come at the end.
#10644 ( i1823) Building Vocabulary
from Word Roots
©Teacher Created Materials
Overhead Transparency #
Divide and Conquer
Prefixes and Bases
Can you figure out how each of these
prefixes gives a new meaning to the
base “cycle”?
cycle = circle or wheel
unicycle
bicycle
tricycle
motorcycle
recycle
A prefix is a root placed before the
base of the word.
#10644 ( i1823) Building Vocabulary
from Word Roots
#22647 Building Vocabulary from Word Roots
©Teacher Created Materials
B1
Unit I
Directional Prefixes
Lesson 1
Review of “Divide and Conquer”
Teach New Concepts
5.Using Transparency
#3, ask students to
tell what each word
means when the suffix
is changed (hard, harder,
hardest; color, colorful,
colorless).
Differentiation Strategies
Above Level Support
Overhead Transparency #
Divide and Conquer
Bases and Suffixes
Can you figure out how each of these
base?
suffixes gives a new meaning to the
hard
harder
hardest
Have students look for examples of
word roots and create a list. Students
can share their words with students who
need additional support.
color
colorful
colorless
6. Now write the words
A suffix is a root placed at the end
of the word.
preview and review on
the board. Ask each
student to turn to a
neighbor, take one of those words, and use the
word’s roots to tell what the word means. Ask
for volunteers to describe how they figured out
the word’s meaning. (If students are new to the
Building Vocabulary from Word Roots program, you
may need to scaffold this activity by modeling
the process using a familiar compound word
such as “birthday” to introduce the concept of
“word dissection.”)
from Word Roots
#10644 ( i1823) Building Vocabulary
©Teacher Created Materials
English Language Support
Review directions for each activity
and model how to get started. Allow
students to work in pairs or small
groups.
Below Level Support
As you review word roots, practice with
additional words. Use familiar words to
teach the concept.
Overhead Transparency #
7.Use Transparency
Divide and Conquer
#4 to review the
strategy of “Divide
preview
and Conquer” (word
dissection) with the
words preview and
review
review. (If students need
more support, practice
additional words.
Compound words work
well with beginners. You can also choose words
from students’ other texts. Try to stay with
familiar vocabulary until they grasp the concept
of a semantic unit.)
a new
You can figure out the meaning of
its
word by “dividing and conquering”
roots.
pre/view
pre = “before”/view = “see”
Preview means to “see” something
“before” others see it.
re/view
re = “back or again”/view = “see”
Review means to go back and “see”
something “again.”
from Word Roots
#10644 ( i1823) Building Vocabulary
B2
Guided Practice Pages
Parts A–E
©Teacher Created Materials
#22647 Building Vocabulary from Word Roots
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 I
Lesson 1
Unit I
Review of “Divide and Conquer”
Part A:
and Conquer”
ivide
Review of “D
Lesson 1
Meet the Root
Part A:
Meet the Root
Students “divide and conquer” a list of
words as they identify the base word.
They use the Root Bank to remember
what the parts mean. See Guided
Practice Book page 4.
nquer
Divide and Co
the meaning
them by writing
nition.
then “conquer”
ct the best defi
ivide” words and
blanks. Then sele
the
Directions: “D
in
x
.
xes
suffi
e, and/or
es, and suffi
bas
bas
fix,
s,
pre
fixe
pre
the
of
gs of
lists the meanin
The Root Bank
definition
base word
prefix
____
_________
____
____
____________
_________
____
______
__________
______
1. export
2. biweekly
3. infinite
4. preview
5. rewrite
6. tricycle
____________
____________
__________
_________
____
____
____________
_________
____
______
____________
____________
____________
____
____________
7. tasteless
8. beautiful
9. quicker
10. kindest
__________
_________
____
____________
_________
suffix
base
____
____________
_
____________
___
____
____________
____
____________
Definitions
or senses
ghting the eye
lovely; pretty; deli
se a text
to change or revi
to write again;
endless
occurring
or,
k;
wee
a
s
time
occurring two
ks
every two wee
vehicle
led
hee
e-w
thre
E. a
A.
B.
C.
D.
____
____
_________
____
_________
____
____________
_________
____________
____________
____________
Vocabula
#10654 Building
Answer Key
1.G
2. D
3.C
4. I
5. B
6.E
7.H
8.A
9. J
10. F
definition
_________
and nice
F. most gentle
out of an area
convey goods
G. to carry or
e or flavor
H. lacking tast
nd
I. to see beforeha
faster
J. more rapid;
ted Materials
ts
ry from Word Roo
4
Directional Prefixes
© Teacher Crea
Part B:
Review of “D
ivide
Combine and Create
Three-Syllabl
Directions: He
re are som
Lesson 1
Combine and Cr
eate
e Compound
Words
e compound wo
rds with three
first word in the
syllables. Circle
compound wo
the
rd. Then write
on the chart.
the compound
word
fingernail
trailblazer
Answers
©Teacher Created Materials
Unit I
Part B:
Students sort three-syllable compound
words and place them on a chart. See
Guided Practice Book page 5.
First word has 1
syllable:
trailblazer
lawnmower
First word has 2
syllables:
firefighter
fingernail
watercolor
honeybee
uppercase
lowercase
and Conquer”
First word has
firefighter
watercolor
honeybee
uppercase
lawnmower
lowercase
one syllable
First word has
two syllables
Second word has
long vowel sound:
trailblazer
Second word has
long vowel sou
nd
Second word has
firefighter
short vowel sou
nd
lawnmower
fingernail
honeybee
uppercase
lowercase
Second word has
short vowel sound:
watercolor
#22647 Building Vocabulary from Word Roots
© Teacher Crea
ted Materials
#10654 Building
Vocabula
ry from Word Roo
ts
5
B3
Unit I
Directional Prefixes
Lesson 1
Review of “Divide and Conquer”
Unit I
Part B:
Combine and
Create
Word Sort
Directions: De
cide which
able
hook
legal
Doesn’t make
a word with un-:
feel
kids
legal
pork
active
r. Write about
rk with a partne
s of words.
Directions: Wo
ween these pair
differences bet
Differences
_
____________
Word Pair
____________
____________
____________
__________
___
___
pretest
___
______
____________
_
____________
____________
retest
____________
____________
____________
recook
Bonus Page 1
___
_
_
____
_________
____________
____________
____________
_
____________
____________
____________
____________
____
____________
_________
____________
____________
_
____________
____________
____________
____________
_
____________
____________
____________
____________
Answers will vary.
____________
_________
____________
____________
precook
ts
____________
____________
____________
____________
unfold
#10654 (i1830)
Building Vocabula
word with un-
Students compare pairs of words
and find their differences. See Guided
Practice Book page 6.
fference?
What’s the Di
the
refold
ted Materials
doesn’t make a
feel
kids
pork
Read and Reason
Read and Reason
review
© Teacher Crea
with un-
fold
kind
pack
Part C:
and Conquer”
Part C:
preview
active
happy
lock
ry from Word Roo
ivide
Review of “D
Lesson 1
of these words
makes a new wo
un-. Decide wh
rd with the pre
ich does not ma
fix
ke a new word.
where they bel
Put the words
ong on the cha
rt.
makes a word
able
fold
hook
happy
kind
lock
pack
and Conquer”
Combine and Cr
eate
Answers
Makes a word
with un-:
Review of “D
ivide
Part B:
Students sort words based on their
knowledge of the un- prefix. See
bonus page 1 on CD.
Unit I
Lesson 1
_
_________
____________
___
____________
____________
______
____________
__________
_________
____________
ted Materials
ts
ry from Word Roo
6
B4
Vocabula
#10654 Building
© Teacher Crea
#22647 Building Vocabulary from Word Roots
©Teacher Created Materials
Unit I
Lesson 1
Unit I
ivide
Review of “D
Lesson 1
Directional Prefixes
Review of “Divide and Conquer”
Part C:
and Conquer”
Read and Reason
Part B:
eate
Combine and Cr
Students complete sentences using
words from a list. See bonus page 2
on CD.
ces
Writing Senten
these sentences
r to complete
rk with a partne
pound word
Directions: Wo
, re-, pre- or com
unan
g
ctin
of the
by sele
ether choose one
rds
from the list. Tog
skip over the wo sing words.
d out loud, but
ss the mis
sentences to rea
smates can gue
clas
r
you
if
you added. See
remain
readjust
preview
honeybee
predict
unwrapped
prejudge
unfold
eaker
ock
dsp
unl
lou
ryday
replay
eve
fireplace
Answers will vary.
____________
____________
____________
ing to ______
____________
___
_________
____________
____________
_
____________
____________
___
___
___
___
____________
know if ______
___
you
___
do
w
___
Ho
___
2.
____________
____________
____________
____
____________
____________
____________
___
___
___
world can ___
___
3. Where in the
____________
___
___
___
____________
____________
___
___
___
____________
___
____________
____________
you think about
____________
4. What would
___
___
___
___
____________
____________
__
____________
____________
____________
____________
___
___
___
___
______
___
___
5. Why should
___
_________
____________
____________
____________
try
1. While I was
ts
ry from Word Roo
erials
ted Mat
© Teacher Crea
Building Vocabula
#10654 (i1830)
Bonus Page 2
Part D:
Review of “D
ivide
Extend and
Explore
Unit I
Lesson 1
Part D:
Extend and Expl
ore
Making and W
riting Words
Directions: Use
the vowels and
consonants to
make words tha
t fit the clues.
rd at the end use
s all the letters
.
The secret wo
Students create words that fit a list of
clues. See Guided Practice Book page 7.
Consonants: l,
s, s, s, t, t
1. Past tense
of sit
Answers
1.sat
2.test
3.lass
4.taste
5.settle
Secret Word: tasteless
and Conquer”
2. Another wo
rd
for exam ___
___ ___ ___
3. Opposite of
lad
4. To notice the
fl
Vowels: a, e, e
___ ___ ___
___ ___ ___ ___
avor of someth
5. To decide;
to calm
ing; a sense ___
___ ___ ___
or quiet ___ ___
___ ___
___
___ ___
Secret Word:
having no #4
___ ___ ___ ___
___ ___ ___ ___
___
© Teacher Crea
ted Materials
©Teacher Created Materials
#10654 Building
Vocabulary from
Word Roots
7
#22647 Building Vocabulary from Word Roots
B5
Unit I
Directional Prefixes
Lesson 1
Review of “Divide and Conquer”
Unit I
Part D:
Extend and
Explore
and Conquer”
Extend and Expl
ore
Word Ladder
Directions: Clim
b the wo
rd ladder by rea
ding the clues
correct words
and the
.
n writing the
1. Write quic
kest.
2. Remove suffi
x.
___ ___ ___ ___
___ ___ ___ ___
3. Change beg
inn
___ ___ ___ ___
___
ing sound to ma
Answers
B6
Review of “D
ivide
Part D:
Students write correct words to a
list of clues. See bonus page 3 on
CD.
1.quickest
2.quick
3.sick
4.slick
5.slack
6.slaw
7.slow
8.slowest
Lesson 1
ke “ill.” ___ ___
4. Add a letter
to ma
ke “very slipper
5. Change vow
el
6. Change end
ing
7. Change vow
el
to make “loose
___ ___
y.” ___ ___ ___
___
,” as in a rope.
sound: cole ___
___ ___ ___
___
___ ___ ___ ___
___
to make opposit
e of fast. ___ ___
___ ___
8. Opposite of
#1. ___ ___ ___
___ ___ ___ ___
© Teacher Crea
#22647 Building Vocabulary from Word Roots
ted Materials
#10654 (i1830)
Building Vocabula
ry from Word Roo
ts
Bonus Page 3
©Teacher Created Materials
Unit I
Lesson 1
Directional Prefixes
Review of “Divide and Conquer”
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.
helpful
priceless
prepare
terrier
finish
infinite
contract
vocabulary
bicycle
tricycle
painful
painless
invisible
spectacular
audience
preview
Then call a clue for each word. The clue can be the definition for the word, a
synonym, an antonym, or a sentence with the target word deleted. Students need
to determine the target word and mark it with an X. When a student has four Xs
in a row, column, diagonal, or four corners, they can call out “Wordo!” Check the
student’s words, and declare that student the winner.
©Teacher Created Materials
#22647 Building Vocabulary from Word Roots
B7
TCM 22648
Level 4
Name:
Building Vocabulary from Word Roots
TCM 22648
Table of Contents
Table of Contents
Unit I: Directional Prefixes
Lesson 1: Review of “Divide and Conquer” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lesson 2: Directional Prefixes in-, im- = “in, on, into” . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Lesson 3: Directional Prefixes com-, col- = “with, together” . . . . . . . . . . . . . . . . . . . . 14
Lesson 4: Latin Directional Prefix de- = “down, off of” . . . . . . . . . . . . . . . . . . . . . . . 19
Lesson 5: Latin Directional Prefix pro- = “forward, for” . . . . . . . . . . . . . . . . . . . . . . 24
Unit I Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Unit II: Essential Latin Bases
Lesson 6: Latin Bases audi , audit = “hear, listen” . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 7: Latin Bases voc , voke, voice = “voice, call” . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 8: Latin Bases spec , spect = “watch, look at” . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 9: Latin Base terr = “land, ground, earth” . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 10: Latin Bases trac , tract = “pull, draw, drag” . . . . . . . . . . . . . . . . . . . . . . . . .
Unit II Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit III: Greek and Latin Directional Prefixes
Lesson 11: Latin Directional Prefix trans- = “across, change” . . . . . . . . . . . . . . . . . .
Lesson 12: Latin Directional Prefix inter- = “between, among” . . . . . . . . . . . . . . . . .
Lesson 13: Latin Directional & Intensive Prefix per- = “through, thorough(ly)” . . . .
Lesson 14: Greek Prefix auto- = “self” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 15: Greek Prefix tele- = “far, from afar” . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit III Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
34
39
44
49
54
59
64
69
74
79
84
89
Unit IV: Essential Greek and Latin Suffixes
Lesson 16: Latin Suffixes -ible, -able = “can or able to be done” . . . . . . . . . . . . . . . . 94
Lesson 17: Greek Suffixes -ology = “study of” and -ologist = “studier of, expert in”. . 99
Lesson 18: Latin Suffixes -arium, -ary, -orium, -ory = “place, room” . . . . . . . . . . . . . . 104
Lesson 19: Latin Suffixes -or, -er = “someone who does; something that does” . . . 109
Lesson 20: Latin Suffix -ify = “to make” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Unit IV Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Unit V: Greek and Latin Prefixes of Sum and Size
Lesson 21: Latin Prefix multi- and Greek Prefix poly- = “many” . . . . . . . . . . . . . . . .
Lesson 22: Greek Prefix micro- = “small” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 23: Greek Prefixes mega-, megalo- = “big” . . . . . . . . . . . . . . . . . . . . . . . . .
Unit V Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
© Teacher Created Materials
#22648 Building Vocabulary from Word Roots
124
129
134
139
3
Unit I
Lesson 1
Review of “Divide and Conquer”
Part A:
Meet the Root
Divide and Conquer
Directions: “Divide” words and then “conquer” them by writing the meaning
of the prefix, base, and/or suffix in the blanks. Then select the best definition.
The Root Bank lists the meanings of prefixes, bases, and suffixes.
prefix
definition
1. export _________________
_________________
__________
2. biweekly
_________________
_________________
__________
3. infinite
_________________
_________________
__________
4. preview
_________________
_________________
__________
5. rewrite
_________________
_________________
__________
6. tricycle
_________________
_________________
__________
base
suffix definition
7. tasteless _________________
_________________
__________
8. beautiful
_________________
_________________
__________
9. quicker
_________________
_________________
__________
10. kindest
_________________
_________________
__________
Definitions
A.lovely; pretty; delighting the eye or senses
B.to write again; to change or revise a text
C.endless
D.occurring two times a week; or, occurring
every two weeks
E.a three-wheeled vehicle
4
base word
F.most gentle and nice
G. to carry or convey goods out of an area
H.lacking taste or flavor
I.to see beforehand
J.more rapid; faster
#22648 Building Vocabulary from Word Roots
© Teacher Created Materials
Review of “Divide and Conquer”
Unit I
Lesson 1
Part B:
Combine and
Three-Syllable Compound Words
Directions: Here are some compound words with three syllables. Circle the
first word in the compound word. Then write the compound word
on the chart.
fingernail
trailblazer
firefighter
watercolor
honeybee
uppercase
lawnmower
lowercase
First word has one syllable
First word has two syllables
Second word has long vowel sound
Second word has short vowel sound
© Teacher Created Materials
#22648 Building Vocabulary from Word Roots
5