NEW YORK • TORONTO • LONDON • AUCKLAND • SYDNEY
M E X I CO C I T Y • N E W D E L H I • H O N G KO N G • B U E N O S A I R E S
Word Study Learning Packs © Scholastic Teaching Resources
Cover design by Jay Namerow
Chart illustrations by Kelly Kennedy and Doug Jones
Chart designs by Maria Lilja, Jason Robinson, and NEO Grafika
Teaching pages design by Maria Lilja
Teaching material written by Jacqueline B. Glasthal, Jeanne Rosenblatt, and Christy Jehn
ISBN-13: 978-0-439-90363-9
ISBN-10: 0-439-90363-7
Copyright © 2007 by Scholastic Inc.
Published by Scholastic Inc. All rights reserved.
Printed in the U.S.A.
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Word Study Learning Packs © Scholastic Teaching Resources
Scholastic Inc. grants teachers permission to photocopy the activity pages in this book for classroom use. No other part of this
publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any other form or
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For information regarding permission, write to Scholastic Teaching Resources, 557 Broadway, New York, NY 10012.
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Overused Words
Good . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Nice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Beautiful . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Big . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Said . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Metaphors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Roots
Latin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Greek . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Prefixes
Un-, Pre-, De-, Re-, Dis-, Bi-, Im- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Tele-, Anti-, Uni-, Sub-, Inter-, Ex-, Com- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Suffixes
-ist, -ment, -ion, -arium, -ize, -ish, -ous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Word Study Learning Packs © Scholastic Teaching Resources
-ology, -ful, -some, -or, -ly, -ate, -ness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Idioms
Animal-Related . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Plant-Related . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Compound Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
3
Introduction
The research is clear: a rich vocabulary is crucial for students to
become successful readers and writers. But what is the best way to teach
students vocabulary? Researchers Michael Graves and Susan Watts-Taffe
(2002) have suggested that teaching individual words, teaching word-learning
strategies, and fostering word consciousness are three important parts of a good
vocabulary program. The goal of this book is to help you with all three. Exploring
synonyms for overused words such as said, nice, and beautiful will help your students
learn individual words. Getting to know roots, prefixes, and suffixes will add to students’
repertoires of word-learning strategies and making them aware of idioms and metaphors
will help you create a classroom environment where a love of words is valued.
Each word-study packet includes a mini-chart, a teaching page, and two reproducible
activity pages. The teaching page provides suggestions for introducing each chart as well as
additional activity ideas. The reproducibles are perfect for homework and independent work.
Suggest that students store the mini-charts in a folder or notebook
so they can use them as references when they are writing. You may
students to find words related to the topic of each chart and post
them on index cards alongside it. As you introduce each chart, be
sure to have dictionaries and thesauruses available for students.
Consulting more than one reference and comparing definitions
and synonyms will enrich students’ study of words.
4
Word Study Learning Packs © Scholastic Teaching Resources
want to create a bulletin board display for each chart. Encourage
5
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Overused Word: Good
Getting Started
Goodie, Goodie!
Write these five sentences on your chalkboard:
Ask students if they think they ever overuse the word good
in their own writing. Then distribute a copy of page 8 to
each student. Explain that the made-up letter shown here
was written by a child who relies on the word good too
often. It is up to your students to help him improve his letter
by finding other words to replace good. Have students use
the mini-chart as reference, but assure them that they need
not limit themselves to the synonyms found on the chart.
(If possible, also provide students with a thesaurus to help
them with this activity.) When students are done, compare
their letters, pointing out how the specific words they chose
can have an effect—subtle or not—on each sentence’s
meaning.
I am a good student.
My mom let me stay up late because I was
good all day.
This is a good sentence.
I just finished reading a really good book.
Ask students if the word good means the same thing in
each sentence. (No.) Invite students to brainstorm additional
words that would work in each case. Point out how there
may even be slight distinctions among meanings, depending
on which word choice they decide on. For example, to call a
dinner “scrumptious” has a more emphatic connotation than
describing it as “tasty.” Once you have a few synonyms listed,
give students a copy of the mini-chart on page 5. Point out
just how many other words there are that, at times, are
“good” replacements for the word good in a sentence.
The Many Meanings of Good
Distribute a copy of page 7 to each student and explain that
a few different definitions of the word good are listed here,
along with a sentence that relies on each meaning.
Challenge students to match each definition with the sentence
in which that meaning applies. You can also extend this
activity by having students look up other definitions for the
word good in a dictionary, then creating an original sentence
for each one.
I Am Good At . . .
Now that students are conscious of how many meanings
the word good can have, and how it can be overused if
they are not careful, challenge students to write an essay
titled “Something I Am Good at Doing.” When writing their
paragraphs, remind students to rely on a variety of synonyms
for the word good, depending on what point they are trying
to make. When they’re done, offer students an opportunity
to read their final papers aloud to their classmates.
Answers: Page 7: a. 5; b. 7; c. 2; d. 4; e. 3; f. 1; g. 6.
Answers on page 8 will vary.
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Word Study Learning Packs © Scholastic Teaching Resources
Last night’s dinner was good.
Name _______________________________________________ Date _____________________________
“Good” for You!
The word good has many different meanings. Listed below are a few of these. Draw a line matching each
Word Study Learning Packs © Scholastic Teaching Resources
sentence on the left with the definition that seems most appropriate to that sentence on the right side.
Sentences
Definitions
a. Vitamin C is supposed to be
good for a cold.
1. Suitable or appropriate
b. Most people think Evan looks
good in a suit.
2. Skilled
c. I wish I were as good a painter
as you.
3. Kind
d. Even after it fell in the water,
the watch was still good.
4. Undamaged
e. It’s very good of you to help
Eva with her homework.
5. Healthy or wholesome
f. This is a good outfit for camping.
6. Close or loyal
g. Genevieve has always been
a good friend to me.
7. Handsome or attractive
7
Name _______________________________________________ Date _____________________________
Such a Good Day!
Ari is writing a letter to his friend, Sharetta—but he used the word good a few times too many! When he
realized it, he replaced each good with a blank space instead. For each, find an appropriate replacement
adjective for Ari to use.
Dear Sharetta,
Leo and I had a ____________________ time at the
carnival yesterday. Wish you could have been there. A band played
really ____________________ music the whole time. And you
should have seen some of the snacks they were selling. I spent too
much of my spending money on them. But it was worth it. They were
so ____________________!
My favorite ride was the roller coaster. It was really
____________________. I also liked the jugglers and other
performers. They were all quite ____________________ at
my ____________________ sneakers, so even though we
walked a lot, I never got tired.
Hope you can come with us next time!
Best regards,
Ari
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what they did. We got home late, and it was a long day. But I wore
Word Study Learning Packs © Scholastic Teaching Resources
Overused Word: Nice
Getting Started
A Really Nice Note
Write these five sentences on your chalkboard:
Ask students if they think they ever overuse the word nice in
their own writings. Then distribute copies of the reproducible
on page 12. Explain that the made-up letter shown here
was written by a child who relies on the word nice too
often. It is up to your students to help him improve his
letter by finding other words to replace nice. Students can
use their mini-chart as reference, but assure them that they
need not limit themselves to the synonyms found on the
chart. (If possible, also provide students with a thesaurus
to help them with this activity.) When students are done,
compare their letters, pointing out how the specific words
they chose can have an impact—subtle or not—on each
sentence’s meaning.
Andrew gave me a really nice present.
It was nice of you to help me
carry my groceries.
Today we had a nice day at the zoo.
What a nice hat you’re wearing!
The pitcher made a nice throw
to the outfield.
Ask students if the word nice means the same thing in each
sentence. (No.) Then invite students to brainstorm additional
words that would work in each case. Point out how there
may even be slight distinctions among meanings, depending
on which word choice they decide on. For example, to call
a person “kind” and “courteous” are similar, and both reflect
a type of niceness, but they do not mean the exact same
thing. Once you have a few synonyms listed, distribute
copies of the mini-chart on page 9. Point out just how
many other words there are that, at times, are “nice”
replacements for the word nice in a sentence.
Precise Paragraphs
Now that students are conscious of how many meanings the
word nice can have, and how it can be overused if they are
not careful, challenge students to write an essay titled “The
Nicest Thing Anyone Ever Did For Me.” When writing their
paragraphs, remind students to rely on a variety of synonyms
for the word nice, depending on what point they are trying to
make. When they’re done, offer students an opportunity to
read their final paragraphs aloud to their classmates.
Distribute copies of the reproducible on page 11, and
explain that a few different definitions of the word nice
are listed on it, along with a sentence that relies on each
meaning. Challenge students to match each definition with
the sentence in which that meaning applies. You can also
extend this activity by having students look up other
definitions for the word nice in a dictionary, then creating
an original sentence for each one of those as well.
Answers: Page 11: a. 4; b. 2; c. 1; d. 5; e. 3; f. 7; g. 6.
Page 12 answers will vary.
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Word Study Learning Packs © Scholastic Teaching Resources
Nice Tries!
Name _______________________________________________ Date _____________________________
Nice Tries!
The word nice has many different meanings. Listed below are a few of these. Draw a line matching each
Word Study Learning Packs © Scholastic Teaching Resources
sentence on the left with the definition that seems most appropriate to that sentence on the right side.
Sentences
Definitions
a. I bought a nice jacket at the
mall yesterday.
1. pleasant
b. Carrie was nice enough to show
my aunt around town.
2. kind
c. We’ve been having such nice
weather lately.
3. respectable or polite
d. That ball player throws a really
nice curveball.
4. good-looking
e. It isn’t nice to interrupt people
when they’re speaking.
5. accomplished or skillful
f. The cozy inn looked really nice.
6. gratifying
g. It was nice for Yesemia to have
so many friends in the audience
at her recital.
7. inviting
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Name _______________________________________________ Date _____________________________
A Really Nice Note
José is writing a letter to his friend, Brian—but he used the word nice a few times too many! When he
realized it, he replaced each “nice” with a blank space instead. For each, find an appropriate replacement
adjective for José to use.
Dear Brian:
Thanks for inviting me to your family’s cottage for the weekend.
I had a really ____________ time. I’m also glad we had
____________ weather for it. It was really ____________
to go fishing and swimming with you.
It was also ____________ to meet everyone in your family.
Your brothers, sisters, and parents were all really ___________ .
You all did such a ____________ job of making me feel welcome.
house really soon. Wouldn’t that be really ____________?
Thanks again!
Your friend,
José
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I hope I can return the favor, and invite you to a sleepover at my
Word Study Learning Packs © Scholastic Teaching Resources
Overused Word:
Beautiful
Getting Started
What a Wedding!
Write these three sentences on your chalkboard:
Ask students if they think they ever overuse the word
beautiful when they speak or write. Then distribute a copy
of the reproducible on page 16 to each student. Explain that
the made-up letter shown here was written by a student
who relies on the word beautiful too often. It is up to your
students to help her improve her letter by finding words to
replace it. Invite students to refer to the mini-chart and/or
the collage they made for ideas, but assure them that they
need not limit themselves to these synonyms. When students
are done, have them compare their letters, pointing out
how the specific words they chose affected their versions
of the letter.
The window overlooked
a beautiful flower garden.
The museum contained
beautiful works of art.
Point out to students that in the first sentence “beautiful”
refers to a person, in the second to a place, and in the third
to a thing. Distribute a copy of the mini-chart on page 13 to
each student. Read through the words as a group. Discuss
as a class which are valid replacements in each of the three
sentences above. (Most of the words would fit relatively
well into all three contexts.)
Make a “Beautiful” Collage
For this activity, you’ll need to provide students with a dictionary and/or thesaurus, old magazines from which they can cut
out pictures, poster board, glue, scissors, and crayons or
markers. Distribute a copy of page 15 to each student. Using
a dictionary and/or thesaurus, instruct students to look up a
definition and/or synonyms for each word on the page. These
should be written in the appropriate space within each word’s
box. Next distribute scissors and old magazines to students.
Invite students to cut out pictures of people, places, and
things that reflect their ideas of beauty. They should also color
in the words and cut out the boxes from the reproducible.
Finally, using poster board, glue, and the words and pictures
they’ve cut out and collected, have students create a collage
reflecting what beauty means to them.
14
Better Than Beautiful
Now that students are conscious of how many synonyms
for beautiful there are, challenge students to write an essay
titled “The Most Beautiful Thing I’ve Ever Seen.” When writing
their paragraphs, remind students to rely on a variety of
synonyms for the word beautiful, depending on what point
they are trying to make. When they’re done, offer students
an opportunity to read their final papers aloud to their
classmates. (They might also wish to create an illustration
to accompany their writings.)
Word Study Learning Packs © Scholastic Teaching Resources
The storybook was about
a beautiful princess.
Name _______________________________________________ Date _____________________________
“Pretty as a Picture” Collages
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Write a definition and synonyms for each different adjective in the space given. Then color in the
adjectives, and cut out the boxes. Use these along with magazine pictures to create a collage about what
beauty means to you.
15
Name _______________________________________________ Date _____________________________
What a Beautiful Day!
Bonnie is writing a letter to her friend, Miranda—but she has used the word beautiful a few times too
many! When she realized it, she replaced each beautiful with a blank space instead. For each, find a
different adjective for Bonnie to use.
Dear Miranda,
My cousin got married yesterday and I got to go to the wedding. It
is the first one I have ever been to in my life. It was so ___________ ,
you wouldn’t believe it! The bride was dressed in a ____________
gown, and there were ____________ flowers everywhere.
The ceremony was held in a ____________ church. Then we went
out back to a ____________ garden. That’s where the reception—
the party that takes place after the wedding—was held.
On each table was a ____________ bouquet of flowers. They
even smelled ____________, too! My dad gave me a
____________ corsage to wear for the occasion also. And you
should have seen the dress I wore! It was more ____________
Anyway, as you can tell from my description, it was a truly
____________ day!
Write back soon!
Love,
Bonnie
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than the ones princesses get to wear in fairy tales!
Word Study Learning Packs © Scholastic Teaching Resources
Overused Word: Big
Getting Started
The Big Move
Ask students what they think of when they hear the word
big. Write their ideas on the chalkboard. Then post these
five sentences next to them:
Ask students if they think they ever overuse the word big
in their own writing. Then distribute a copy of page 20 to
each student. Explain that the made-up letter shown here
was written by a child who relies on the word big too often.
It is up to your students to help her improve her letter by
finding other words to replace big. Students can use the
mini-chart as reference, but assure them that they need
not limit themselves to the synonyms found on the chart.
(If possible, provide students with a thesaurus to also help
them with this activity.) When students are done, compare
their letters, pointing out how the specific words they chose
can have an effect—subtle or not—on each sentence’s
meaning.
Did you notice that big sculpture in the lobby?
Choosing a career is a big decision.
Keesha was called into the big boss’s office to receive
her promotion.
Let’s give Julio a big round of applause!
Janice got caught in a big lie.
Ask students if the word big means the same thing in each
sentence. (No.) Invite students to brainstorm additional
words that would work in each case. Point out how there
may even be slight distinctions among meanings, depending on which word choice they decide on. For example,
describing a sculpture as “colossal” implies that it is perhaps
more majestic-looking than another that is described as
“hulking.” Once you have a few synonyms listed, distribute a
copy of the chart on page 17 to each student. Point out just
how many other words there are that, at times, are good
replacements for the word big.
How Big?
Now that students are conscious of how many meanings
the word big can have, and how it can be overused if they
are not careful, challenge students to write an essay titled
“The Biggest Animal I’ve Ever Seen.” When writing their
paragraphs, remind students to rely on a variety of synonyms
for the word big, depending on what point they are trying to
make. When they’re done, offer students an opportunity to
read their final papers aloud to their classmates.
Distribute a copy of page 19 to students, and explain that
a few different definitions of the word big are listed here,
along with a sentence that relies on each meaning.
Challenge students to match each definition with the
sentence in which that meaning applies. You can also
extend this activity by having students look up other
definitions for the word big in a dictionary, then creating
an original sentence for each one.
Answers: Page 19: a. 7; b. 5; c. 1; d. 6; e. 3; f. 2; g. 4.
Page 20 answers will vary.
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Big Differences
Name _______________________________________________ Date ____________________________
Big Differences
The word big has many different meanings. Listed below are a few of these. Draw a line matching each
sentence on the left with the definition that seems most appropriate to that sentence on the right side.
Sentences
Definitions
a. Megan is a big talker, but she
doesn’t always do what she
says that she will.
1. of great size, number, or amount
b. Someday, when I’m big,
I want to travel around
the world.
2. of great power or volume
3. important to somebody
c. A big box was delivered to
Phillip’s house yesterday.
4. significantly or surprisingly great
d. Darrell shows his big heart
by doing volunteer work.
Word Study Learning Packs © Scholastic Teaching Resources
e. It is a big honor to participate
in this awards presentation.
5. older or grown-up
f. Kara got a big round of
applause after her recital.
6. generous or noble
g. Yelling at my sister was
definitely a big mistake.
7. boastful or unrealistically ambitious
19
Name _______________________________________________ Date _____________________________
A Big Deal Good-bye
Kia is writing a letter to her friend, Jared—but she used the word big a few too many times! When she
realized it, she replaced each big with a blank space instead. For each, find an appropriate adjective
for Kia to use.
Dear Jared,
Thank you so much for my ____________ good-bye party.
It was a really ____________ surprise! I was amazed at what a
____________ group of people you invited. I didn’t even think I
knew that many kids!
The house we just moved to feels so ____________ —especially
compared to our old apartment. There’s a ____________ yard
behind it, and a ____________ playground at the end of the block.
The school is really ____________ also. Even figuring out where all
of my classes are feels like a really ____________ deal!
My mom says that soon I’ll be ____________ enough to take
that you promised to send me a ____________ letter as soon as
you got this one. So don’t forget!
Remember also to give a ____________ hello to your parents
and sister for me.
Miss you already!
Kia
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the bus by myself to visit you. I can’t wait! In the meantime, don’t forget
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Overused Word: Said
Getting Started
Did Someone Say “Synonyms”?
Some grammar experts list said among the 50 most
commonly used words in the English language. Yet, though it
can be a useful word, it gives no information as to the tone
of the speakers within a conversation. In these exercises,
students will experiment with synonyms for said to see how
they can help bring a dialogue to life.
As students should have noticed by now, some of the
substitutes for “said” have somewhat different meanings.
All indicate that the words are spoken aloud. But the word
used determines more specifically how it is enunciated.
With this in mind, have students complete page 24 on their
own. It lists some of these options—but offers students a
chance to suggest synonyms for them.
“There is too much talking in this room,”
___________________ the teacher.
Review with children the way that dialogue like this should
be punctuated. Then ask students to suggest synonyms for
said that might fit well within the blank. For each suggestion
they make, invite a student volunteer to “act out” how the
sentence would sound if spoken this way. (For example,
having the statement “whispered,” “claimed,” “stammered,”
and “screamed” would all obviously sound quite different!)
Make sure students understand how much more specific the
tone of the dialogue becomes by replacing the verb said
with one of these other possibilities. When they have the
idea, distribute a copy of the mini-chart on page 21 to each
student. It suggests additional synonyms for students to use
as they complete the following activities.
Say It Isn’t So . . .
Ask students if they have ever gotten into trouble because
an adult told them that he or she didn’t like the student’s
tone of voice. Tell students that in this activity they are going
to have a chance to change the meaning of a dialogue, simply
by changing the tags—the words like “he said” or “she said”
that clarify who is speaking. With this in mind, distribute page
23, and have students complete it on their own. (Remind
students that the chart suggests additional alternatives for
said to help them. Students should not, however, limit
themselves to these options.)
22
Dialogue Charades
After going over page 24 as a group, direct students to cut
out the synonyms on the worksheet. Then collect them. (As
an alternative, distribute an index card to each student, and
have each student place any random alternative for said on it.)
Place these words in a bag, and then write a simple declarative
sentence on the chalkboard, such as “Every day I walk to
school.” Have students take turns pulling out a card from the
bag. Then, without showing anyone else what it says, have the
student read the statement on the board in the tone suggested
by the card he or she selected. The goal is for classmates to
see whether they can determine which synonym for said the
student used as he or she spoke the sentence.
He Said, She Said
There are times, tell students, when tags such as “he said”
and “she said” are not needed at all in a dialogue. This is
when it is clear, simply by what the speakers are saying, who
is speaking and when. To give students an example of how
this works, read them an excerpt from a book such as Who
Was That Masked Man, Anyway? by Avi. Then challenge
them to create their own fictional dialogue between two or
more people without relying on any tags at all. The goal will
be to have it clear—simply by the things they say—what the
characters’ basic personalities are, and who is speaking when.
Answers: Answers will vary. Possible answers to page 23 that
would result in very different conversational tones include:
snarled/queried; grumbled/ responded; demanded/asked;
asserted/insisted; cried/pleaded; muttered/ answered.
Possible synonyms for page 24: 1. murmured; 2. yelled;
3. mumbled; 4. begged; 5. snapped; 6. asserted; 7. stuttered;
8. sobbed; 9. growled; 10. whimpered.
Word Study Learning Packs © Scholastic Teaching Resources
Write a sentence like this one on your chalkboard:
Name _______________________________________________ Date _____________________________
Say What?!
Shown below are two copies of the same dialogue. Change the way it sounds by placing different
synonyms for said within the blanks each time. Then compare your versions with the ones your
classmates came up with.
Here are some
Dialogue #1
replacements for
said you might want
to choose from:
“Excuse me, can I help you?” ________________ Alex.
DEMANDED
SCREAMED
MUTTERED
“No, I don’t think so,” ________________ Casey.
“What did you say?” ________________ Alex.
“You heard me,” ________________ Casey.
ASSERTED
STAMMERED
INSISTED
MUMBLED
“No, I really didn’t. Please say it again,” Alex _______________.
“No, never mind. It doesn’t matter, anyway,”
Casey ________________.
STATED
EXCLAIMED
Dialogue #2
Word Study Learning Packs © Scholastic Teaching Resources
CRIED
WHISPERED
SNARLED
ROARED
“Excuse me, can I help you?” ________________ Alex.
“No, I don’t think so,” ________________ Casey.
“What did you say?” ________________ Alex.
QUERIED
RESPONDED
“You heard me,” ________________ Casey.
REQUESTED
“No, I really didn’t. Please say it again,” Alex _______________.
PLEADED
AGREED
“No, never mind. It doesn’t matter, anyway,”
Casey ________________.
23
Name _______________________________________________ Date _____________________________
You Said It!
Listed below are some words describing how something might be spoken. Next to each, write another
word that is similar in meaning. (If you like, use a thesaurus to help you.)
2.
shouted
muttered
pleaded
3.
4.
declared
stammered
cried
barked
5.
retorted
24
6.
7.
8.
9.
10.
whined
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whispered
1.
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Meet Ms. Metaphor . . .
Getting Started
Let’s Get Literary
An effective metaphor makes a connection between two
things that, on the surface, seem to have nothing in
common but that actually share one or more unique
qualities. Understanding and creating metaphors can help
students look at all sorts of things with a fresh eye and
use words in vivid ways.
Distribute to each student a copy of page 27, and read it as
a group. Ask students to explain in their own words what
Shakespeare’s metaphor is here. (In it, Shakespeare is saying
that life is like a play: the world is the stage and human
beings are the actors.) When you feel students understand
the way this metaphor works, organize students into
groups and assign each to a different poem or picture book
containing one or more metaphors. Challenge students,
working as a group, to identify at least one metaphor, and
explain it to the class. (Some picture books that work well
for this activity include Jane Yolen’s Owl Moon, Rick
Walton’s Cars at Play, Leo Leonni’s Frederick; and Libby
Hathorn’s The Wonder Thing.)
full of imagination, adventures, and unexpected twists and
turns. Ask students to explain in their own words what
makes this a metaphor, as well as how it differs from similes.
(The superhero calls herself a book, without using like, as,
or than to make the comparison.)
Fleshing out a Metaphor
Distribute a copy of page 25 to each student. Discuss
the metaphors—and what each one says about the
superhero—as a group. Then, challenge students to select
one metaphor from the chart and expand it into a poem or
prose paragraph from Ms. Metaphor’s perspective. As with
the book/superhero example given above, have
students start their pieces with the words “I am” or “My
[eyes/brain/smile, etc.] is/are . . .”
Unlikely Connections
Point out to students that certain expressions in our language
started out as metaphors—using names that were borrowed
from other things. Write these phrases on the chalkboard to
give students the idea: eye of a needle, face of a cliff, hands
of a clock, and branch of a river. Obviously, needles don’t
really have eyes, just as clocks don’t have hands, and cliffs
don’t have faces. Still, these items got their names because
when people needed to identify them, they found a way to
compare them with something else they could relate to.
Once students understand how these phrases too, are a
type of metaphor, distribute page 28. Challenge students to
find a new name for each item described.
Answers: Page 28: Students’ answers will vary. For reference,
however, the part of a microphone into which one speaks is
technically called its head; the metal ring between a pencil’s eraser
and the part with the lead is a ferrule; the metal hook at the end
of a tape measure is known as the end hook, or true zero; the
part of a microscope that one looks through is the eyepiece; the
narrow part of an hourglass is called the waist; and the thin wire
in a light bulb that helps it produce light is the filament.
26
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Ask students in what ways superheroes are like books. Jot
their responses on the chalkboard. Then use their answers
to demonstrate how metaphors can be created by finding
similarities between items as different as these. For example,
a superhero might describe herself like so: I am a book—
Name _______________________________________________ Date _____________________________
“ALL THE WORLD’S A STAGE”
A Shakespearean Metaphor
All the world’s a stage,
And all the men and women merely players;
They have their exits and their entrances;
And one man in his time plays many parts,
His acts being seven ages. At first the infant,
Mewling and puking in the nurse’s arms.
And then the whining schoolboy, with his satchel
And shining morning face, creeping like a snail
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Unwilling to go to school . . .
(From William Shakespeare’s As You Like It, Act 2 Scene 7)
27
Name _______________________________________________ Date _____________________________
The Rename Game
Can a clock applaud with its hands? Of course not! But still the hands of a clock got their name because
someone saw that this part of a clock looked a lot like hands! Now see if you can come up with a
metaphorical name for each item shown here and briefly explain.
1. The part of a microphone into which you speak or sing might be called the microphone’s
_______________________. Why? ______________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
2. The metal ring on a pencil between its eraser and the part holding the lead might be called the
pencil _______________________. Why? _______________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3. The metal hook at the end of a tape measure might be called its __________________________.
Why? ______________________________________________________________________________
___________________________________________________________________________________
4. The part of a microscope that you look through might be called ___________________________.
___________________________________________________________________________________
5. The narrow part of a sandglass or hourglass might be called its ___________________________.
Why? ______________________________________________________________________________
___________________________________________________________________________________
6. The thin wire in a light bulb that helps it produce light might be called _____________________.
Why? ______________________________________________________________________________
___________________________________________________________________________________
28
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Why? ______________________________________________________________________________
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Latin Roots
Getting Started
Easy As Uni-, Bi-, Tri-
English has been borrowing from Latin even before English
was a language! Groups who conquered England, the
Angles and Saxons in the fifth century and the Frenchspeaking Normans in the eleventh century, added a variety
of Latin-based words from their native languages to the
developing language we call Old English. Later, during the
Renaissance, many Greek and Roman classics were revived,
and the translators did not always bother to replace ancient
Greek and Latin words with “modern” English ones. Thus,
these words too became part of the ever-evolving language.
To this day, Latin roots are often used to create new words
in English. It is estimated that more than 50 percent of
our current vocabulary derives, either directly or indirectly,
from Latin.
Teaching prefixes—many of which come from Latin—will
also improve students’ ability to decode unfamiliar words.
Challenge students to brainstorm words not included on
the chart that contain the prefix bi-. (These include: biopsy,
biannual, biennial, biathlon, bicuspids, biceps, and
binoculars.) Working from the meanings of those words
with which they are already familiar, see if students can
surmise what the Latin prefix bi- means. Lead students to
the conclusion that bi- refers to two, twice, or both things.
(For example, bifocals allow you to see both near and far.)
For more practice with number-related Latin prefixes, have
students complete page 31.
More Latin Roots
Distribute copies of the mini-chart on page 29 to students.
Point out that roots can appear at the beginning, middle,
or end of a word. Write any additional words students can
think of that share the same root as those on the minichart. Challenge students to use the definitions of those
words they know to determine the meaning of the common
root. (Point out that students may see Latin roots written in
several ways, depending on the source. For example, man
may also appear as manus.) Tell students to use the chart
as a reference page for the remaining activities.
30
Have students create a quick reference guide for Latin roots.
Distribute a copy of page 32 to each student (or pair). Let
each choose six Latin roots. Possibilities include: alt (high),
bell (war), cent (one hundred), fort (luck), med (middle),
port (carry), and vac (empty). Following the directions
on page 32, demonstrate to students how to use the
reproducible to make their own Latin roots mini-dictionary.
When they are finished they should have an eight-page
mini-dictionary with a cover listing the six selected roots
and each of the interior pages showing one of the root
words, its meaning, and a list of words containing that root.
Encourage students to draw cartoons or pictures to help
them remember the root words. Use the last page, “Finalis,”
as a model. When students are done, invite them to share
and display their mini-dictionaries.
Answers: Page 31: 1. unicorn; 2. unicycle; 3. unify; 4. unit;
5. unique; 6. bisect; 7. biennial; 8. bicameral; 9. bicentennial;
10. biceps; 11. triangle; 12. triad; 13. triceratops; 14. trident;
15. trivet. Bonus: unison, together as one; bilingual, able to speak
two languages; triplets, three children born at the same birth.
Page 32: Answers will vary.
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Write the words auditorium, audible, and audience on the
chalkboard. Ask students to notice what they have in common.
(All begin with the letters a-u-d.) Add to the list other words
students can think of that share this root. (These include:
audio, audition, audit, and auditory.) Then challenge students
to look for similarities among their meanings. Given what they
notice, can students guess what the Latin root aud might
mean? Lead students to the conclusion that aud is a Latin
root meaning “to hear.”
Creating a Latin Roots
Mini-Dictionary
Name _______________________________________________ Date _____________________________
Easy As The Latin Prefixes UNI-, BI-, TRISelect the correct word from the word box to help you complete each of these definitions.
A hint is given for each sentence.
WORD BOX
unicycle
unify
unicorn
unison
unique
unit
bicameral
biceps
biennial
bisect
bicentennial
bilingual
triceratops
trident
triplets
1.
A __________________ is a mythical animal with a single horn on its head. (UNI)
2.
A __________________ is a vehicle having only one wheel. (UNI)
3.
To __________________ means to bring together to form a single group. (UNI)
4.
A __________________ is a single person, thing, or group often made up of different items. (UNI)
5.
A __________________ item is the only one of its kind. (UNI)
6.
To __________________ means to split something into two parts. (BI)
7.
A __________________ event takes place every two years. (BI)
8.
The United States’ legislature is __________________. It is made up of the Senate and the
triad
trivet
triangle
House of Representatives. (BI)
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9.
A __________________ celebrates the 200th anniversary of something. (BI)
10.
Your __________________ is the large muscle on the front of your arm between your
shoulder and inner elbow. (BI)
11.
A __________________ is a closed shape with three sides and three angles. (TRI)
12.
A __________________ is a group of three people or things. (TRI)
13.
A __________________ was a plant-eating three-horned dinosaur. (TRI)
14.
A __________________ is a weapon, spear, or instrument with three prongs at one end. (TRI)
15.
A __________________ is a three-legged stand or support, used for placing hot pans and dishes. (TRI)
BONUS: When you’re done, you should be left with three unused words, each with a different Latin prefix. On the back of
this sheet write your own definition for each of these.
31
Name _______________________________________________ Date _____________________________
Latin Roots Mini-Dictionary
To make your mini-dictionary, cut out the large square. Fold it in half top to bottom and left to
right so the cover faces you. Cut along the dotted lines on the top fold to create six interior
pages. Choose six Latin roots and write them on your mini-dictionary cover. On each interior
page, write and define one of the roots and list at least three words that contain the root.
Include drawings to help you remember the meanings of the root and the related words.
The Latin root
meaning “last,”
“final moment,” or “end.”
Found in such words as:
Mini-Dictionary
finale
final
finalize
finalist
finally
32
My Latin Roots
Mini-Dictionary
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tin Prefix
My LaFinalis
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Getting Started
It’s All Greek To Me
Greek is by far the oldest of all “living” European languages.
Modern Greek is not all that different from the version used
by ancient Greek writers and poets more than 3,000 years
ago. The culture’s influence on current mathematical and
scientific thought is also well documented. So it’s not too
surprising that English’s ever-growing science and technologyrelated vocabulary owe more to its Hellenic roots than to
any other language.
After distributing a copy of page 35 to each student, explain
that it contains a number of words that also originate with
the ancient Greeks. In this case the words are named after
a real person or a mythological being. Having students work
on their own or in groups, ask them to research what each
word means, as well the person or mythological being it
comes from.
Have students name things they associate with ancient
No Fear of Phobias
Greece, such the Olympics, Greek myths, the Trojan War,
and Socrates. Tell students that today many of the words
in the English language—just as many of our ideas about
philosophy, culture, government, and democracy—also have
their roots in this ancient culture. Organize students into five
groups and assign each to one of the Greek roots shown
on the mini-chart. Offer students five minutes or so to
brainstorm some English language words that originate from
that root. Write students’ ideas on the chalkboard. Then
distribute a copy of the mini-chart on page 33 to each
student to see how many of the words that they came up
with are found there. Be sure students understand the
meaning of each of these words. Point out that students
may see Greek roots written in several ways, depending on
the source. For example, chron may also appear as chronos.
Redirect students’ attention to the root phob, found on the
chart. Then invite students to list some fears and phobias
that they have. Tell them that, chances are, each of these
has a scientific name that ends with the suffix phobia also.
Before having students attempt to track down the “scientific”
names of their own particular fears, distribute and have
students complete page 36. (For additional phobia names
and their meanings, see
http://www.ncpamd.com/Kids_Pages.htm.)
Getting To the Root of the Matter
Distribute a copy of page 35 to each student. Then organize
students into groups, and assign each to determine the
meaning of a new word that shares the same root as the
one that group has been assigned. (Possibilities might
include phobic, chronicler, cyclometer, graphology, and
bibliophile.) Let groups compare their definition with the
dictionary definition to see how close their answer was.
34
Answers: Page 3: Atlas was: a man forced to hold up the heavens
on his shoulders; an atlas is: a book of maps. Narcissus was:
a handsome youth who was caused to fall in love with his own
reflection; a narcissist is: someone who is self-centered and overly
in love with him or herself. Adonis was: a handsome youth loved
by Aphrodite, the goddess of love; an Adonis is: a very handsome
young man. The Labyrinth was: a mythical underground maze that
housed a bull-headed monster called the Minotaur; a labyrinth is:
any confusing network of tunnels, passages, and/or paths. Mentor
was: Odysseus’ son’s teacher and protector in Homer’s Odyssey;
a mentor is: a tutor, coach, or other trusted adviser. Thespis was:
an ancient Greek poet, considered the father of Greek tragedy;
a thespian is: an actor or actress. The Titans were: Sons of
the goddess Earth, who ruled the cosmos before the
Olympians; a titan is: someone who is extraordinarily
powerful, intelligent, or physically imposing.
Page 4: Triskaidekaphobia = fear of the number 13;
Arachnophobia = fear of spiders;
Agoraphobia = fear of leaving a safe place;
Hydrophobia = fear of water;
Acrophobia = fear of high places;
Xenophobia = fear of strangers or foreigners;
Monophobia = fear of being alone
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Greek Roots
Name _______________________________________________ Date _____________________________
It’s All Greek To Me!
Research the story of each person or mythological being listed below, as well as the vocabulary
word that comes from that name.
Atlas was:
____________________________________________________
An atlas is:
____________________________________________________
Narcissus was: ____________________________________________________
A narcissist is:
____________________________________________________
Adonis was:
____________________________________________________
An Adonis is:
____________________________________________________
The Labyrinth was:
____________________________________________________
Word Study Learning Packs © Scholastic Teaching Resources
A labyrinth is: ____________________________________________________
Mentor was:
____________________________________________________
A mentor is:
____________________________________________________
Thespis was:
____________________________________________________
A thespian is: ____________________________________________________
The Titans were: ____________________________________________________
A titan is:
____________________________________________________
35
Name _______________________________________________ Date _____________________________
No Fear of Phobias!
36
Phobias
Meaning
Triskaidekaphobia
Fear of being alone
Arachnophobia
Fear of the number 13
Agoraphobia
Fear of strangers or foreigners
Hydrophobia
Fear of high places
Acrophobia
Fear of leaving a safe place
Xenophobia
Fear of spiders
Monophobia
Fear of water
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Draw a line connecting the name of each fear with its correct definition. (Hint: Start by looking
for clues within Latin or Greek roots that you recognize from other words that you know.) If
necessary, use a dictionary to help you.
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Unlock the Power
of Prefixes!
Getting Started
Word Changing
What are prefixes? Explain to the class that they are meaningful word parts that come at the beginning of a word.
Understanding the meanings of prefixes will help students
figure out the meanings of many words that contain the
prefix.
Provide each student with a copy of the mini-chart on page
37. Go over the seven words that appear on the chart.
Discuss how each prefix gives meaning to the base word.
Then ask students to think up as many words as they can
that begin with that particular prefix. For example, the word
untie can be broken down into the prefix un- and the word
tie. Un- reverses the action of tying. Other words beginning
with the prefix un- include unleash, undo, and unveil. As an
extension, with a twist, encourage students to try coming
up with other prefixes that can be attached to each of the
base words. For example, untie might become retie; reread,
misread; and preview, review.
a- (without)
ab- (away from)
co- (together with)
ex- (former)
mal- (bad)
mis- (wrong/bad)
non- (not)
ob- (against)
post- (after)
sub- (under)
Point out to the class that while most prefixes have only
one written form, others change slightly when added to
base words that begin with vowel sounds or with specific
consonants. For example, in words such as antacid and
Antarctic, anti- becomes ant-. Similarly, in- changes before
base words that begin with the letters b, l, m, p, and r, as in
the words imbalance and illegal.
Most prefixes have only one or two meanings. The
meaning of the base word will always change in the same
way when these prefixes come at the beginning of certain
words. For example, when you add the prefix in- (not) to a
word, such as effective, the word ineffective means “not
effective.” Similarly, atypical means “not typical.” You might
want to explain to the class that some prefixes have the
same meaning. For example, both un- and in- can mean
“not,” while both de- and dis- mean “do the opposite of,” as
in the words defrost and disagree.
Divide the class into two teams. Using the list of words
below, ask each group to take turns adding a prefix that
creates a meaningful new word. Then have each team try
using the word in an imaginative sentence.
happy
school
able
behave
color
open
hold
game
live
man
pay
believable
Word Building
The reproducible on page 39 asks students to use their
knowledge of prefixes to “build” new words that begin with
a particular prefix. The Word Detective reproducible on page
40 has students break down words into the prefix and root
or base word. Students are also asked to explain how the
prefix changes the meaning of the word.
Answers: Page 39: Answers will vary. Page 40: 1. unlucky: not;
not lucky, 2. rewind: again; wind again 3. misplace: wrong; place
wrongly 4. coexist: with; exist with 5. prehistoric: before; before
history 6. supermarket: higher in quality or quantity; huge market
7. overachieve: above; achieve more 8. underweight: below;
below weight 9. abnormal; not; not normal 10. multilingual:
many; fluent in many languages
38
Word Study Learning Packs © Scholastic Teaching Resources
Below is a list of several different prefixes. Ask students
to brainstorm words that begin with each one.
Name _______________________________________________ Date _____________________________
Word Building
Add a base word to each house to build a new word. Then write the definition of the word below the house.
pre-
contra-
(before)
(against)
1.
6.
mis-
re-
(wrong)
(again)
2.
7.
non-
ultra-
(not)
(extremely, beyond)
Word Study Learning Packs © Scholastic Teaching Resources
3.
8.
ob-
pro-
(against)
(before, in front of)
4.
5.
9.
anti-
micro-
(against)
(small, short)
10.
39
Name _______________________________________________ Date _____________________________
Word Detective
Help our detective discover the prefix and meaning for each word below.
Underline the prefix. Then write what it means on the first line. On the second
line, write the meaning of the word. Use a dictionary to check your answers.
1. unlucky ______________________________
6. supermarket ______________________________
______________________________
______________________________
2. rewind ______________________________
7. overachieve _______________________________
______________________________
______________________________
______________________________
4. coexist ______________________________
______________________________
5. prehistoric ______________________________
______________________________
40
8. underweight ______________________________
_____________________________
9. abnormal ________________________________
________________________________
10. multilingual ______________________________
______________________________
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3. misplace ______________________________
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Extraordinary Prefixes!
After reviewing with the class that prefixes appear at the
beginning of a word, point out that these small word parts
perform a variety of useful and different functions. Some
prefixes have negative meanings, such as dis- or un-. Others
show time or order, such as post- or pre-. There are also
prefixes that indicate location (circum-, mid-, sub-, and
trans-); show degree, quality, or size (extra-, out-, over-, and
under-); and indicate support or opposition (anti-, co-,
counter-, and pro-).
Provide each student with a copy of the chart on page
41. With the class, review the seven prefixes that appear
on the chart. Ask students if they can determine what each
prefix does to the meaning of the word. For example, in
the word submarine, the prefix sub- means “under”; a
submarine is a vessel that goes underwater. In the word
exhale, ex- means “out,” and exhale means “to breathe out.”
Getting to Know Prefixes
The following lists will help familiarize students with the
various groups of prefixes and their meanings:
Prefixes With Negative Meanings
dis- (not; opposite of)
in- (not; without; lacking)
mis- (wrongly; astray)
non- (not)
un- (not; opposite of)
Prefixes That Reverse Actions
de- (to reverse an action; to deprive of; to remove)
dis- (to reverse an action; to take away; to remove)
un- (to reverse an action; to deprive of)
Prefixes That Indicate Time or Order
ex- (previous; former)
fore- (before; in front of)
post- (after)
pre- (before)
re- (again; back)
42
Prefixes That Indicate Location
circum- (around)
ex- (out)
extra- (beyond)
inter- (between; among)
mid- (in the middle of)
sub- (under; beneath)
trans- (across)
Prefixes That Indicate Degree, Quality, or Size
extra- (beyond; more than)
out- (going beyond; surpassing)
over- (excessive; too much)
super- (greater than; more than; beyond)
ultra- (extremely; beyond)
under- (insufficient; too little)
Prefixes That Indicate Support or Opposition
anti- (against; opposite)
co- (together with; joint)
contra- (against; opposite)
counter- (something opposite)
pro- (on the side of; in favor of)
Prefix Practice
Divide the class into two teams. Using the categories listed
above, have each team take turns brainstorming words with
each prefix. Encourage students to explain the meaning of
each word and why it belongs in a particular category.
Use the reproducibles on pages 43 and 44 to help
students develop a greater understanding of how words can
be formed using prefixes.
Answers: Page 43: Answers will vary. Page 44: 1. re; reside,
rebate, reheat; preside, preheat; debate 2. dis; distend, disease,
dislike; extend; unease 3. con: infer, inverse; concede, confer,
converse; transfer, transverse 4. com; commit, compose, compel;
submit; propose, propel 5. tele; microscope, micrograph;
autograph; telescope, telegraph, television
Word Study Learning Packs © Scholastic Teaching Resources
Getting Started
Name _______________________________________________ Date _____________________________
Wheels of Prefixes
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Fill in each section of the wheel with a base word that can be added to the prefix in the center to make a word.
re-
un-
(again)
(not)
pre-
mega-
(before)
(great)
dis-
mis-
(not)
(bad)
43
Name _______________________________________________ Date _____________________________
And the Winner Is . . .
Each numbered item below has three prefixes in the top row and three base words in the bottom row. Which prefix from the top
row can combine with the base words to make the most words? Write the words you can form with each prefix on the lines. Be
sure to check your words in a dictionary! Then circle the winning prefix.
1. reside
pre-
de-
_________________________________________________
bate
heat
_________________________________________________
_________________________________________________
2. distend
ex-
un-
_________________________________________________
ease
like
_________________________________________________
_________________________________________________
3. incede
con-
trans-
_________________________________________________
fer
verse
_________________________________________________
4. com-
sub-
pro-
_________________________________________________
mit
pose
pel
_________________________________________________
_________________________________________________
5. micro-
auto-
tele-
_________________________________________________
scope
graph
vision
_________________________________________________
_________________________________________________
44
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_________________________________________________
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Activate Your
Knowledge of Suffixes!
Getting Started
Rewrite, Please!
Review with the class that suffixes are meaningful word
parts that are attached to the end of a word. You might
want to further explain that adding a suffix to a particular
word often changes the part of speech of the original word.
For example, add the suffix -ness to the adjective short and
you end up with the noun shortness. Other suffixes turn
words into adjectives. For example, add the suffix -able to
the base word reason and you end up with the adjective
reasonable. And then there are suffixes that change some
words into verbs. Take the suffix -ate, for example. If you
add it to the word vaccine, you end up with the verb
vaccinate. Point out that a list of all possible suffixes would
be very long indeed. The list on page 3 provides just a few
of the many suffixes. Suggest that students keep a copy in
their folder or notebook to use for reference.
Give students the opportunity to rewrite several sentences
by adding on different suffixes. Point out to students that by
understanding how words can be formed using suffixes,
they will have alternative ways of expressing the same idea.
Write the following sentences on the board. Then read each
one aloud. Invite volunteers to revise each sentence using
words with suffixes. You might want to remind students that
there are many correct possibilities for each sentence.
Give each student a copy of the mini-chart on page 45.
Have students look at the seven words on the chart and
try figuring out how the meaning of the base word has
changed. Ask them to tell you what part of speech each of
the following words is: grace (noun), act (verb), tire (verb),
quick (adjective), happy (adjective). Then ask them to name
the part of speech the word becomes with the added
suffix: graceful (adjective), actor (noun), tiresome
(adjective), quickly (adverb), happiness (noun).
Divide the class into two groups. Ask one group to flip
through a textbook or novel that you are reading in class in
order to find at least ten words that do not end with a suffix.
Instruct the other group to change the word’s part of
speech by adding on a suffix. Then have the two groups
switch jobs. Be sure to clarify with students that not all
words can have suffixes attached to them.
46
2. The man in the street acted with reason and caution.
(The man in the street was reasonable and cautious.)
3. The small book was filled with information that could be
used. (The booklet was filled with useful information.)
4. Because the floor was covered with dust, the manager
told Joe to sweep it as soon as possible. (Because
the floor was dusty, the manager told Joe to sweep it
immediately.)
5. The young woman with the violin played with passion.
(The young violinist played passionately.)
6. The businessman was known for his honesty because
he only made deals that didn’t break the law. (The
businessman was known for his honesty because he
only made deals that were lawful.)
For more exploration of how suffixes work, have students
use page 47 to complete the reproducible on page 48.
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Getting to Know Suffixes
1. The person who teaches us science comes to class every
day. (Our science teacher comes to class daily.)
Super Suffixes
Suffixes are word parts added to the end of base words. They often, but not always, change the part of speech of the base
word. Here are some important suffixes and their meanings.
Suffixes That Form Nouns:
Suffix
Meaning
Base Word
New Noun
-acy
-ism
state; quality
system
candidate
social
candidacy
socialism
-let
-ling
-ness
-ship
small in size
small; young
quality
state; condition
book
duck
dark
member
booklet
duckling
darkness
membership
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Suffixes That Form Adjectives:
Suffix
Meaning
Base Word
New Adjective
-al
-ate
-en
-ive
-less
-like
-ward
characteristic of
full of
made of; like
characterized by
without something
similar
in the direction
season
affection
gold
attract
hope
child
west
seasonal
affectionate
golden
attractive
hopeless
childlike
westward
-y
showing something
rust
rusty
Suffixes That Form Verbs:
Suffix
-ate
-ize
-en
-fy, -ify
Meaning
become; form
make; cause to
become
make; cause to
become
cause; make
Base Word
New Verb
hyphen
central
hyphenate
centralize
wide
widen
terror
terrify
47
Name _______________________________________________ Date _____________________________
Change That Part of Speech!
In the box below are ten words that are often used with suffixes. Select five of the words and tell what part of speech each is.
Then add a suffix to each word and tell what part of speech the new word is. Finally write a sentence using the new word.
48
cheer
act
brain
fear
control
detect
active
fair
1. Word: ______________________________
Part of Speech: ______________________________
New Word: ____________________________
Part of Speech: ______________________________
2. Word: ______________________________
Part of Speech: ______________________________
New Word: ____________________________
Part of Speech: ______________________________
3. Word: ______________________________
Part of Speech: ______________________________
New Word: ____________________________
Part of Speech: ______________________________
4. Word: ______________________________
Part of Speech: ______________________________
New Word: ____________________________
Part of Speech: ______________________________
5. Word: ______________________________
Part of Speech: ______________________________
New Word: ____________________________
Part of Speech: ______________________________
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danger
free
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Awesome Suffixes!
-ion
Your students probably know that many of the words they
use are made up of two or more smaller words or word
parts. Explain to them that a suffix is a meaningful group of
letters that can be added at the end of a word to form a
new word with a different but related meaning. Encourage
students to shut their eyes and imagine a train with three
separate cars. If the locomotive is the prefix, then the
caboose is the suffix. The railroad car in the middle
represents the base or root word. Knowing what suffixes
mean will help students figure out the meaning of the
word as a whole.
Let’s take a look at a few more examples of some
common suffixes. On the chalkboard, add the suffix -er
(agent; instrument) to the word paint to form the word
painter. Then have students add the following suffixes to
the words below.
-hood (state; condition) to child (childhood)
-dom (domain; condition) to free (freedom)
-ness (quality; state) to dark (darkness)
-less (without; lacking) to life (lifeless)
Getting to Know Suffixes
Distribute a copy of the mini-chart on page 49 to each
student. Have the class review the seven words that appear
on the chart. Then divide students into two teams. Provide
each team with several minutes to brainstorm as many
different words as they can that use the same suffix. After
they have finished, have the two teams compare the words
they have brainstormed. The team with the most words is
the winner.
-ize
disruption
eruption
situation
-ish
itemize
motorize
winterize
bluish
sheepish
biggish
What Does It Mean?
Write each group of words below on the chalkboard. Ask a
student to read all the words in one word group. Then
invite volunteers to name the base word or root of each
word in the group. Discuss the meanings of the words.
Finally, ask students to figure out what the suffix for each
group means.
1. vegetarian
humanitarian
librarian
2. original
natural
political
3. failure
closure
exposure
Suffix Practice
The two reproducibles provide a good way for students to
start thinking about how suffixes can be used in words.
Point out that knowing the meaning of a particular suffix
helps unlock the meaning of new and more challenging
words.
Here are a few examples using each suffix:
50
-ous
venomous
thunderous
furious
-ment
amazement
refreshment
disappointment
-arium
terrarium
planetarium
-ist
artist
violinist
pianist
Answers: Page 51: affectionate, blockade, breakable, sharpen,
different, freedom, thankful, Japanese, heroism, idolize, placement,
westward, otherwise, abnormality, attractive Page 52: shortness:
state or quality of; state of being short; dusty: state or quality of:
covered with dust; droplet: small in size; small drop; baker: one
who does; one who bakes: wisdom: state or fact of being; state of
being wise; childish: relating to; like a child; mournful: full of; full
of mourning; bothersome: characterized by; causing a bother;
northern: state or quality of; state of being north; affectionate:
state or quality of; state or quality of showing affection
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Getting Started
Name _______________________________________________ Date _____________________________
Suffix Addition
Each base word below is missing a suffix. Choose the suffix from the box that can be added to each word. Write the word formed
and its meaning in the spaces provided. There is only one correct answer for each. Use a dictionary to check your answers.
-ate
-ism
-ive
Base Word
-ent
-ade
-ese
Suffix
-ity
-ful
-able
Word Formed
-ize
-wise
-en
-dom
-ment
-ward
Meaning
affection
block
break
sharp
differ
free
thank
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Japan
hero
idol
place
west
other
abnormal
attract
51
Name _______________________________________________ Date _____________________________
Suffix Sleuth
Find and underline the suffix in each word. Write what it means on the first line. Then use what you know about the suffix
meaning to write the definition of the word on the second line. Check your answers with a dictionary.
1. shortness ________________________________
6. childish __________________________________
________________________________
__________________________________
2. dusty ____________________________________
7. mournful _________________________________
52
________________________________
3. droplet __________________________________
8. bothersome ______________________________
__________________________________
______________________________
4. baker ____________________________________
9. northern _________________________________
____________________________________
_________________________________
5. wisdom __________________________________
10. affectionate ______________________________
__________________________________
______________________________
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____________________________________
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Know Your Idioms!
Getting Started
Distribute a copy of the mini-chart on page 53 to each
student. The idioms on the chart all relate to animals
somehow. The pictures help to illustrate the meaning of
them. You may want to share the history of each idiom
with your students.
Wolf in Sheep’s Clothing
A sheep is considered a gentle animal, while a wolf isn’t.
If a person who wasn’t very nice wanted to appear gentle,
he or she might use a sheep disguise. The idea behind
this idiom appears in one of Aesop’s fables and in a story
in the Bible.
This expression was used way back in Ancient Rome (about
A.D. 300). According to folktales, crocodiles would make a
crying sound, which would attract prey curious to know
what the crying was about.
On Your High Horse
Hundreds of years ago, during ceremonial marches, people
of high rank in society usually rode on horses that were
taller than average horses. Eventually, people began to say
that a proud or snobby person, was on a “high horse.”
Clam Up
Dog Days of Summer
Ancient Roman astronomers knew that Sirius, the dog star,
rose and set with the sun during the hottest weeks of the
year, July through mid-August. People thought the heat from
the dog star combined with that of the sun to make those
weeks especially hot. People began calling this terribly hot
time, the “dog days of summer.”
Getting a Leg Up on Idioms
Encourage students to be on the lookout for idioms. You
may want to create a bulletin board display where kids
can post any idioms they’ve come across. Students can
complete pages 55 and 56 to learn more idioms.
A writer once described a person’s lips as being like
“clamshells.” When a person didn’t want to talk, their lips
would “clam up.”
Answers: Page 55: 1. f 2. e 3. a 4. c 5. b 6. d
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Crocodile Tears
Name _______________________________________________ Date ____________________________
Idioms Match-Up
Often, you can figure out the meaning of an idiom from its context. Each group of sentences on
the left includes an idiom, which is underlined. Read the sentences and then draw a line matching the meaning of each idiom given on the right.
1. Sierra and Maggie were best friends, who
did everything together. They even dressed
alike. They were like two peas in a pod.
a. overactive
2. Nino always got a base hit when he was up
at bat. So he was sure that making the baseball team would be a piece of cake.
b. very eager to listen
3. Babysitting Jonah is tough. He never stops
moving. He really has ants in his pants.
4. Jibran took a few deep breaths. The curtain
was about to open. He hoped the butterflies
in his stomach would go away before it was
his turn to sing.
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5. Andrea really wanted to win the radio contest. When the announcer read the directions, she was all ears.
6. Leif’s friends loved joking around. When they
told him an elephant had escaped from the
zoo and was heading toward his neighborhood, he was sure they were pulling his leg.
c. a nervous fluttering of the stomach
d. to jokingly try to lie to someone
e. an especially easy task
f. alike in looks and behavior
55
Name _______________________________________________ Date ____________________________
A Picture Is Worth 1,000 Words
Choose one of the idioms from the box to illustrate. Your illustration should show the meaning
of the idiom.
stick your neck out
stay on your toes
smell a rat
hold your tongue
make your mouth water
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have your head in the clouds
56
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Be on the Lookout for Idioms!
Getting Started
Through the Grapevine
Provide each student with a copy of the mini-chart on page
57. The idioms on this chart all relate to plants somehow.
The pictures help to illustrate the meaning of them. You
may want to share the history of each of the idioms on the
chart with your students.
This African-American idiom may date back as far as the
1600s. The stems of a grapevine wind and stretch for a
long way, from grape cluster to grape cluster. News can also
wind its way, from person to person.
Getting a Handle on Idioms
Hit the Hay
People left homeless by the Great Depression in the 1930s
were probably the first to use this slang expression. These
people often traveled all over looking for food, work, and a
place to sleep. Sometimes they had to sleep in a barn on a
pile of hay. Eventually, lots of people began to say “hit the
hay,” meaning they were ready to go to sleep.
After you’ve explored the meanings and history of the
idioms on the poster, invite groups of students to act out
idioms for other students to guess. Have students work in
groups of four or five. Make a copy of page 59 and cut
apart the lists. Provide each group with one of the lists. Let
them choose one to act out. When they’ve finished, have
them write the three idioms on the board so students can
guess which one they were acting out.
Cool as a Cucumber
The reproducible on page 60 will help students explore
This idiom probably dates as far back as 1500, and was
always used to describe people who remained calm.
Scientists have discovered that the inside of a cucumber
actually can be 20 degrees cooler than the outside air.
idioms that are related in meaning.
Top Banana
Barking Up the Wrong Tree
This expression began during America’s colonial days.
Raccoon hunting was popular, and dogs were trained to
chase a raccoon up a tree and bark furiously to let a hunter
know they’d succeeded in cornering the animal. Sometimes
a raccoon would successfully move to the branches of the
next tree, leaving a dog “barking up the wrong tree.” Today
anyone who is on a wrong course can be said to be
“barking up the wrong tree.”
58
Answers: Page 4: 1. hit the roof 2. in the driver’s seat 3. shoot
the breeze 4. don’t count your chickens before they’ve hatched
5. go fly a kite 6. Rock the boat 7. bats in your belfry 8. cost an
arm and a leg 9. take a backseat 10. go against the grain
11. that’s the way the ball bounces 12. out of the clear blue sky
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Some people think this idiom came from an old comedy
routine involving the sharing of bananas, but no one is really
sure. It is used to describe the boss or someone in charge.
Name _______________________________________________ Date _____________________________
Getting a Handle on Idioms
Group 1
Group 2
1. asleep at the switch
1. bite the hand that feeds you
2. between a rock and a hard place
2. early bird catches the worm
3. bee in your bonnet
3. climb the wall
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Group 3
Group 4
1. eager beaver
1. out on a limb
2. hit the books
2. over the hill
3. in hot water
3. lend an ear
Group 5
1. let the cat out of the bag
Group 6
1. that’s the way the cookie
crumbles
2. put all your ducks in a row
2. spill the beans
3. walk on eggs
3. rat race
59
Name _______________________________________________ Date _____________________________
Birds of a Feather Flock Together
Many idioms have the same basic meaning. Write each idiom from the list below in the box next
to the idiom that shares its meaning.
• bats in your belfry
• rock the boat
• out of the clear blue sky
• go against the grain
• don’t count your chickens
• in the driver’s seat
• take a backseat
• hit the roof
• cost an arm and a leg
before they’ve hatched
• shoot the breeze
• go fly a kite
• that’s the way the ball
bounces
1. blow your stack
2. call the shots
3. chew the fat
4. don’t put the cart before the horse
5. go jump in a lake
7. off your rocker
8. pay through the nose
9. play second fiddle
10. rub the wrong way
11. that’s the way the cookie crumbles
12. bolt from the blue
60
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6. make waves
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Compound Words
Getting Started
Distribute a copy of the mini-chart on page 61 to each
student. Then, discuss the definition of a compound word
as well as the different ways compound words can be
written. Compound words written as one word are called
closed compounds. Open compound words are written as
two separate words. Hyphenated compounds are two or
more words separated by hyphens.
Point out to students that checking a dictionary is the best
way to find out whether a compound word is open, closed,
or hyphenated.
The mini-chart and the activities that follow are a fun way to
explore compound words.
Compound Words
Concentration Game
Pairs of students can play this compound-word memory
game. Make a copy of the reproducible on page 63 and cut
out all the word cards. To play the game, a pair of students
turns the cards facedown on a table. The first player flips
over two cards. If the words on the cards can be combined
to create a compound word, the player names the word,
explains its meaning, puts the cards aside, and takes another
turn. If words can’t be combined, the other player takes a
turn. Players take turns until all cards are used. The player
with the most words at the end of the game wins.
Compound Word Relay
Use this active game to help students identify compound
words. First, provide each student with five index cards.
Then, ask them to search the room to find items that are
represented by compound words. Have them write each
word on a separate index card and place the cards faceup
on their desks. Invite a student to be a “caller.” He or she
will read a compound word from one of his or her cards. If
any other students have that same word on their cards, they
give a little clap. Then all the students with the matching
word turn that card facedown on their desk. For each round,
ask a different student to be a caller, reading a word from
his or her remaining faceup cards. Continue play until all
students‘ cards have been turned facedown.
62
Divide students into three groups for this challenging relay.
Provide each group with a copy of page 64. Then, give the
class a topic, such as “on the road” or “lunchtime.” Ask each
group to brainstorm as many compound words as possible
related to the topic. Then encourage them to look their
words up in the dictionary to determine whether they are
closed, open, or hyphenated compound words. Each group
should then record their words in the three-column chart
on page 64. Finally, invite the groups to share their lists and
add up the compound words that all groups wrote.
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Clap for Compound Words
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space
row
lunch
neck
sand
board
fall
ship
eye
work
lid
goal
turtle
box
rail
water
ice
cup
road
keeper
time
boat
tea
ground
bow
key
home
rain
cream
hog
63
Name _______________________________________________ Date _____________________________
Compound Word Sort
Sort the compound words you brainstormed into the three categories listed below.
CLOSED
HYPHENATED
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OPEN
64