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TCM 22650
Level 5
Building Vocabulary from Word Roots Teacher’s Guide
TCM 22650
Table of Contents
Management
Program Overview. . . . . . . . . . . . . . . . . . . . . A1
Components of the Building
Vocabulary Kit . . . . . . . . . . . . . . . . . . . . . . . A2
How to Use this Program. . . . . . . . . . . . . . . . A3
About Level Five. . . . . . . . . . . . . . . . . . . . . . . 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
Unit I: Latin Directional Prefixes
Lesson 1: Review of “Divide and Conquer”. . B1
Lesson 2: Directional Prefixes di-, dif-, dis- =
“apart, in different directions, not”. . . . . . . B8
Lesson 3: Latin Directional Prefixes a-, ab-, abs= “away, from”. . . . . . . . . . . . . . . . . . . . . . B14
Lesson 4: Latin Directional Prefixes super-, sur= “on top of, over, above”. . . . . . . . . . . . B19
Lesson 5: Latin Directional Prefix ad- = “to,
toward, add to”. . . . . . . . . . . . . . . . . . . . . B25
Unit I Review . . . . . . . . . . . . . . . . . . . . . . . . B33
Unit II: Latin Bases
Lesson 6: Latin Bases scrib, script = “write”. . . B38
Lesson 7: Latin Base dict = “say, speak, tell”. . . B44
Lesson 8: Latin Bases pon, pos, posit
= “put, place”. . . . . . . . . . . . . . . . . . . . . . . . B50
Lesson 9: Latin Bases sed, sid, sess
= “sit, settle”. . . . . . . . . . . . . . . . . . . . . . . B56
Lesson 10: Latin Bases cur, curs, cour, cours
= “run, go”. . . . . . . . . . . . . . . . . . . . . . . . . B61
Unit II Review . . . . . . . . . . . . . . . . . . . . . . . . B67
Unit III: Parallel Latin and Greek Bases
Lesson 11: Latin Base aqua and Greek Base
hydr(o) = “water”. . . . . . . . . . . . . . . . . . . . B72
Lesson 12: Latin Base dent and Greek Base
odont = “tooth, teeth”. . . . . . . . . . . . . . . . B78
Lesson 13: Latin Base ped and Greek Base pod
= “foot, feet”. . . . . . . . . . . . . . . . . . . . . . . B84
© Teacher Created Materials
Lesson 14: Latin Base tempor and Greek Base
chron(o) = “time”. . . . . . . . . . . . . . . . . . . . B91
Lesson 15: Latin Base sol and Greek Base
mon(o) = “alone, only, one”. . . . . . . . . . . . B97
Unit III Review . . . . . . . . . . . . . . . . . . . . . . B104
Unit IV: More Latin Bases and Latin Prefix
Review
Lesson 16: Latin Base rupt = “break”. . . . . B109
Lesson 17: Latin Bases leg, lig, lect
= “pick, read”. . . . . . . . . . . . . . . . . . . . . . B116
Lesson 18: Latin Bases duc, duct = “lead”. . . B122
Lesson 19: Latin Bases grad, gress
= “step, go”. . . . . . . . . . . . . . . . . . . . . . . . . B128
Lesson 20: Latin Bases stru, struct = “build”. . . B134
Unit IV Review. . . . . . . . . . . . . . . . . . . . . . . B139
Unit V: “Flexing” with Suffixes
Lesson 21: Greek Suffixes -cracy = “rule by”
and -crat = “ruler, one who believes in rule
by”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . B145
Lesson 22: Greek Suffixes -phobia = “fear of”
and -phobe = “one who fears” . . . . . . . . B152
Lesson 23: Latin Suffixes -ate = “to make or
do” and -ation = “the result of making or
doing”. . . . . . . . . . . . . . . . . . . . . . . . . . . B159
Unit V Review . . . . . . . . . . . . . . . . . . . . . . . B166
Assessment
A Word About Assessment. . . . . . . . . . . . . . . C1
Data-Driven Instruction. . . . . . . . . . . . . . . . . C3
Diagnostic Test Item Analysis. . . . . . . . . . . . . C4
Diagnostic Pre-test. . . . . . . . . . . . . . . . . . . . . C5
Diagnostic Pre-test Answer Key. . . . . . . . . . . C9
Unit Quizzes. . . . . . . . . . . . . . . . . . . . . . . . . C10
Post-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . C25
Post-test Answer Key . . . . . . . . . . . . . . . . . . C29
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
#22650 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 the 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 10655
Level 5
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
#22650 Building Vocabulary from Word Roots
A1
Management
Components of the Building Vocabulary Kit
Teacher’s Guide includes:
ional
Unit I Latin Direct
of “Divide
Lesson 1 Review
Management
Objective
Objective #2
lations
Standards and Corre
mandates
Behind legislation
The No Child Left
academic standards
that all states adopt
in
students will learn
that identify the skills
While many
grade 12.
kindergar ten through
standards
adopted academic
nts
states had already
legislation set requireme
prior to NCLB, the
were detailed and
to ensure the standards
comprehensive.
n
to focus instructio
Standards are designed
Standards are
curricula.
of
and guide adoption
the criteria necessary
statements that describe c academic goals.
specifi
for students to meet
e, skills, and content
They define the knowledg each level. Standards
at
students should acquire standardized tests to
are also used to develop
academic progress.
evaluate students’
Standards and
Correlations
Chart
(in Management
Section)
uses the MidTeacher Created Materials
Learning
for Education and
continent Research
ium to create standards
(McREL) Compend
state
year, McREL analyzes
correlations. Each
By
the compendium.
standards and revises
, they are able to produce
following this procedure national standards.
n of
a general compilatio
© Teacher Created
Tips for
Implementation
Prefixes, bases, and suffixes are roots.
Each of these roots has a meaning.
create
When joined together, these roots
a. considered it
b. rejected it
Assessments
c. asked for time to
d. profited from it
which means that
s: Circle the correct
1. An amoral person
has ________________
.
a. very strong morals
.
________________
b. unusual morals
c. no morals
Building
2. A disjointed story
is ________________
_.
a. disconnected from
reality
b. very funny
c. hard to understan
d
d. connected to reality
_____ sides.
a. five
b. six
c. seven
©Teacher
Created
Materials
Can you figure
out how each
suffixes gives
of
a new meaning these
to the base?
English Language
colorful
colorless
A suffix is a
root placed
at the end
of the word.
6. Now write the
words
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
for volunteers to describethe word means. Ask
how they figured out
the word’s meaning.
(If students are new
to the
program, you may need
to scaffold this activity
modeling the process
by
using a familiar compound
word such as “birthday”
to introduce the concept
“word dissection.”)
of
#10645 ( i1824)
Building Vocabulary
7. Use Transpar
ency
#4 to review the
strategy of “Divide
and Conquer” (word
dissection) with the
words preview and
review. (If students
need more support,
practice additional
words. Compound
words work well with
Materials
Overhead
Transparency
Materials
Below Level Suppor
Conquer
You can
figure out
word by
the meaning
“dividing
of a new
and conquering
roots.
” its
Guided Practice
Pages
Parts A–E
preview
pre/view
pre = “before”/vie
w = “see”
Preview
means to
“see” something
“before”
others see
it.
review
Guide students through
lesson plan
pages 3–7 to complete
the
lesson. Read the directions rest of this
of each page and complete at the top
the activity
together.
re = “back re/view
or again”/view
Review
= “see”
means to
go
something back and “see”
“again.”
#10645
( i1824)
Building
Vocabulary
from Word
t
Let students work
in pairs or small
groups to finish the
activities. This may
help reduce any anxiety
that students
may feel at completin
g the work
independently.
#4
Divide and
Support
Provide visuals and
other supporting
materials for students
to
“What Do You Know” complete the
activity in Part C.
Explain words and
definitions as needed
before requiring students
to complete
the lesson activities.
from Word Roots
©Teacher Created
Roots
©Teacher
Created
Materials
#12735 (i3988) Building
Vocabulary
from Word Roots
© Teacher Created
Materials
3. The new medicine
alleviated her symptoms
which means that
it ________________ ,
__.
a. relieved the symptoms
b. made the symptoms
worse
c. masked the symptoms
d. complicated the
symptoms
.
________________
b. get along
c. ignore each other
d. are parasites
4. A dysfunctional
C3
machine ________
Roots
______.
Vocabulary from Word
#10648 (i1821) Building
a. functions very well
b. does not function
well
c. functions erratically
d. needs a special
part
C4
#10648 (i1821) Building
Vocabulary
Teacher Resources:
Reproducibles
answer.
6. The audience member’s
intrusion at the
speech ________
________________
____.
a. led to great applause
b. interrupted the
speaker
Word Parts: Unit
II
cur, curs,
cour, cours
scrib, script
Teacher
Resources
(includes activities,
word cards, and
reproducible
templates)
c. preceded intermissi
on
d. caused laughter
d. eight
Materials
©Teacher Created Materials
Vocabulary
Concepts
c. becoming healthy
d. becoming sickly
d. a wolf
©Teacher Created
( i1824)
from Word
Overhead Transparency
Roots
#3
5. Since he is the epitome
of health, he
is ________________
________________
.
a. very sickly
b. very healthy
d. situational morals
c. an eagle
20. Symbiotic creatures
a. frequently fight
#10645
Name ______________
_____________________
_____________________
__________
Post-test
Direction
b. a cow
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)
Prefixes come at the beginning.
Bases come in the middle.
Suffixes come at the end.
from Word Roots
#10645 ( i1824) Building Vocabulary
Assessm
.
ent
a. a cat
19. A heptagon has
The
The base describes the main idea.
prefix and/or suffix give an important
detail about that main idea.
#2
Can you
figure out
prefixes
how each
gives
base “cycle”? a new meaningof these
to the
B2
© Teacher Created
Transparency
we ________________
think
ts are like those of
18. Lupine movemen
new words.
Overhead
Many of the activities
in “Building
Vocabulary” can
be
partners or in small completed with
groups. Some
specifically invite
students to work
together. When
students complete
assignment with
an
others, they have
a
chance to try out
new words and
talk
about how they
“work.” Rememb
er
that games like
“Wordo” and “Word
Spokes” are not
just fun––they are
good
instruction!
A22
__________
#12731 (i3962)—
_______
_______
Building
Vocabulary: Foundations
_______
_____________________
Name ______________
Pre-test (cont.)
Lessons
(correspond to
each lesson from
the student Guided
Practice Book)
Overhead Transparency #1
4. Try to find time
for students to
explore
words with others.
2. Make sure
to read the “Teache
r Notes”
section for each
new lesson.
This section provides
the background
information you
need to teach
5. Keep the learning
the
lesson. In levels
one and two a
outcomes in mind.
list of
words for each
A23
By
word family is provided
the end of the
program, your students’
In levels three andVocabulary
from Word Roots
.
should have 1)
Building up, information
(i4006)
learned the meaning
#12738
is
given
to help teach Greek
some of the most
of
and
Latin
common word
roots. The teacher
roots
in the English languag
notes section provides
a wealth of interestin
e; 2) understood
how to apply those
g
informati
on and
meanings to
ideas for you to
“divide and conquer
use with students.
Each
week there are
3) deepened their ” unfamiliar words;
also suggestions
for
“word awarene
differentiating instructio
ss.”
Above all, we hope
your students will
needs of all learners. n to meet the
have become
It
is
importan
independ
t
children to feel
ent word sleuths
and lifelong word
successful, so use for
lovers!
the
suggestions and
feel
6. Keep the focus
to meet your students’free to adapt them
on thinking about
needs.
the roots or word
3. Develop regular
families, not on
memorizing particula
routines
that scaffold increasin with activities
r words.
gly independent
Students need
learning.
to become convince
that they have
d
knowledge and
Although the program
processes to figure
gives
day-to-da
out the meaning
activities in a quick
y
of words. Roots
s
and regular routine,
can help here because
you should feel
prefixes and bases
free to modify or
adapt
represent familiar
the program to
concepts (un =
meet
not; pre = before;
instructional needs. your own particular
graph
= write). Word families
The key is to make
your instruction
see spelling patterns help students
a regular routine
that
gets students to
for many words.
As students figure
think deeply about
out the meaning
word families or
the
of new words, ask
roots. Plan to spend
them “What do
15 minutes each
10you
think? Why?” rather
day on vocabula
than “What’s the
ry.
right answer?”
Remember that
Assessment
the
most effective way
to teach vocabula
is not through mindless
ry
repetition or
memorization.
Materials
buyer’s proffer,
17. We accepted the
Teacher Notes (cont.)
Vocabulary
activities in the Building
• These are core
words are spelled
from Word Roots series.
• Since most English
from Word Roots
their parts mean,
Building Vocabulary
and defined by what
• Most lessons in
This one
word study
in 10–15 minutes.
students must learn
l
can be completed
meaning
it builds a conceptua
strategies that emphasize
will take longer because
) between the
semantic unit or “roots”
relationships (semantics
foundation for the
ing words
Approach
learning.
y
word.
a
of
vocabular
parts
approach to
students will
pages 4–8 to
“from the roots up,”
Guided Practice Book
y building without
Direct students to
1, Parts A–E.
progress in vocabular
for Unit 1, Lesson
long word lists.
find the activity pages CD for additional activities.
having to memorize
on
1–3
pages
See bonus
on these important
• Level Five will build
meet a new set of
Knowledge
concepts as students
Activate Background
roots.
continue
this year they will
the
1. Tell students that
up of roots which
” as they figure out
1. Words are made
relationship
g the
to be “word detectives
of words by connectin
have meaning. A semantic in a word.
meaning of hundreds
roots
exists between the
of their roots.
meaning
unlocked
can be
much about
they already know
2. A word’s meaning
Unit I Latin
n of its roots. The
2. Remind them that
them to make a list
Tell
through recognitio
work.
Direct
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and Conquer”
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Conquer”
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Roots:
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How do they work?
connection to unlock
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parts”
Using Transparency
“roots” and “word
#2, ask students to
meaning.
tell what each word
as a strategy.
histories
means
interesting
when
have
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words
beginners.
prefi
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3. Many
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students’ other texts.
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wheels;
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tricycle = three
vocabulary until they
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er
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unusual
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that
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the front of a word
as clues.
the roots
using
“move”]
cycle = circle
bases
wheels; recycle =
or wheel
affects its meaning),
roots to review
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Level
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is a root
to the Above
Support
placed before
base of
the
the word.
tell what each word
B1
Have students take
Word Roots
Vocabulary fromwords
from this
means when the suffi
lesson and write a
#12735 (i3988) Building
story
Divide and Conquer
Materialsx
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Bases and Suffi
© Teacher
harder,
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Teacher Notes
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book is based on one
Each lesson in this
. The chart on the
McREL content standards McREL standards that
the
ific
following page shows
lesson. To see a state-spec
correlate to each
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teachers are required
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Management
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nal goals in mind.
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sof all 50 states, the
goals: 1) to increase has two broad
academic standard
Defense
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Departme
the
knowledge of words, students’
n
of Columbia, and
particularly those
words they need
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to deepen their
If
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w.tcmpub.com.
words so that
our website at http://wwprinting correlation
students have strategies
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at
you require assistance
meaning of many
Customer Service
new words on their
reports, please contact
own.
1-888-858 -7339.
Prefixes
and Conquer”
lesson plan before
Teach this two-page
Guided Practice Book.
students work in their
on the same day the
Part A should be completed
lesson is taught.
Note:
dict
7. When we aggregated
our
we ________________ money,
_______________.
a. put it in the bank
b. gathered it together
c. divided it among
all of us
d. withdrew it from
the bank
8. A stringent workout
a. easy to implemen
t
b. unhealthy
Teacher Resources:
pon, pos, posit
plan is ________
___.
Reproducibles
Wordo
c. rigorous
d. not rigorous enough
from Word Roots
©Teacher Created
Materials
sed, sid, sess
© Teacher Created
Materials
Vocabulary
#12735 (i3988) Building
from Word Roots
D5
For use
with either
Macintosh®
or Windows®
TCM 12735
i3990
Teacher Resource CD—Level 5
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
#10648 (i1821) Building
Vocabulary from Word
Roots
D15
Other Components Include:
rency #1
Overhead Transpa
TCM 10655
Level 5
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
has a meaning.
Each of these roots
create
e roots
ther, thesOverhe
ad Transparency #2
When joined toge
new words.
Divide and Conque
Prefixes and Bases r
the main idea. The
The base describes
x give an important
prefix and/or suffi
idea.
detail about that main
Can you figure out
how each of these
prefixes gives a new
meaning to the
baseg.“cycle”?
nnin
begi
the
Prefixes come at
middle.
cycle = circle or whe
Bases come in the
el
the end.
Suffixes come at
Vocabular
#10645 ( i1824) Building
y from Word Roots
unicycle
bicycle
tricycle
motorcycle
recycle
© Teacher Created
DVD shows real teachers
This Professional Development
in their
erentiated lessons
implementing diff
features are included:
classrooms. The following
M. Newton,
Nancy Padak, Rick
Latin
• Timothy Rasinski,
authors of Greek and
their
and Evangeline Newton,
Vocabulary explaining
Roots: Keys to Building
for teaching word-learning
training
rationale and philosophy
professional development
strategies in a live
program,
Building Vocabulary
on
• Overview of the
and tips for implementati
also by these authors,
demonstrations
• Live classroom
by a first-grade teacher
demonstrations
• Live classroom
by a fifth-grade teacher
i3966
TCM 11534
(i3273)
A2
are learning
First-grade students
family.
about the –an word
A prefix is a root plac
ed before the
base of the word.
#10645 ( i1824) Building
Vocabular
Running Time 81 minutes
are learning
Fifth-grade students bases aqua
about Latin and Greek
and hydr(o).
#22650 Building Vocabulary from Word Roots
Materials
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.
Part B:
Directions:
Lesson Overview
Combine and Create
Greek clin and Latin cumb,
Determine the word relationship for the first pair of words. Then, using the Word Bank, fill in
the blanks to complete the analogies.
1. Incline is to board as ______________________ is to chair.
2. Inclination is to preference as ______________________ is to a container for hatching
eggs.
cub = “lie, lean”
3. Inclined is to inclination as disinclined is to ______________________.
Part A:
4. Incubate is to incubated as ______________________ is to succumbed.
Meet the Root
5. To have a liking for is to prefer as ______________________ is to decline.
Divide and Conquer
Directions:
Analogies are statements about how words or concepts are related to each other.
Here are some sample relationships:
Part to Whole: Steering wheel is to car as handlebar is to bicycle.
Opposites: Night is to day as win is to lose.
Cause and Effect: Storm is to rain as blizzard is to snow.
Geography: New York City is to United States as London is to England.
Synonym: Boat is to ship as chilly is to cold.
Word Form: Write is to writer as farm is to farmer.
Each lesson in the Guided
Practice Book begins with
Part A (“Meet the Root”).
This activity is called “Divide
and Conquer,” and it provides
the foundation for all activities
that follow, as it asks students
to divide words into their
word parts. This requires students to identify the
Greek and Latin roots from each lesson. Students
“conquer” words by writing the meaning of
each word part and finally, the meaning of the
entire word. Since this is intended as an explicit
instruction day, help students by using the
following suggestions:
Unit III Lesson 13
Word Bank
disinclination
recline
“Divide” words and then
“conquer” them by writing
the meaning of the words.
The word with an X does
not have a prefix.
prefix means
base means
word means
______________ ______________
______ ______________
________
______________ ______________
______ ______________
________
3. incumbent
______________ ______________
______ ______________
________
4. clinic
______________
X
____________________
______________________
5. procumbent ______________
____________________
______________________
6. recumbent
______________ ______________
______ ______________
________
7. succumb
______________ ______________
______ ______________
________
8. incline
______________ ______________
______ ______________
________
9. decline
______________ ______________
______ ______________
________
10. incubus
______________ ______________
______ ______________
________
Unit III Lesson 13
Greek clin and Latin cumb, cub = “lie, lean”
Analogies
incubator
succumb
refuse
1. recliner
2. incubate
© Teacher Created Materials
75
#10658 Building Vocabulary from Word Roots
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.
DID YOU KNOW?
Have you ever had a friend
with a cold sneeze or cough
would get sick too? If
on you? Did you wait
so, by the time you got
to see if you
sick, your friend was probably
between exposure to germs
well. The time
and the outbreak of symptoms
Curiously, this term comes
is called the incubation
from observing that mother
period.
keep them warm until
hens “lie” (cub) “on” (in-)
they hatch. Just as hens
their eggs to
who lay eggs must wait
so too we wait to see if
awhile until they hatch,
we will get sick after we
have been exposed to
Our ideas can also have
someone else’s germs.
an incubation period.
Do you ever “sit” “on”
out? Letting our thoughts
a new idea before trying
incubate before taking
it
action sometimes makes
for better decisions!
74
#10658 Building Vocabulary
from Word
Roots
© Teacher Created Materials
cub = “lie, lean”
Greek clin and Latin cumb,
Unit III Lesson 13
Part C:
Read and Reason
Advice Column
answer the questions.
from an advice column and
Read the following letters
Directions:
Advice,
the other day.
Dear Adelia
to fib to my mothergo to Harvard.
I felt inclined
acceptance to
I must confess.
her the
Should I tell
I declined a college
I told her that
to the school.
that’s right either.
not accepted
I don’t think
In reality, I was
d to do so, but
truth? I’m disincline
Larry Fibs
Dear Larry Fibs,
to temptation and fibbed
I understand why you succumbed
don’t want your mother to be
to your mother. Of course you
so you let her down easy.
disappointed by a rejection letter,
tell the truth. It’s always the
But ultimately, my advice is to
to be honest.
best policy. You need to be inclined
Adelia Advice
inclined to do?
_______________________
____________________________
____________________________
to decline something?
2. What does it mean
_______________________
____________________________
____________________________
temptation?
do when they succumb to
3. What does someone
_________
____________________________
______________
____________________________
they feel?
to do something, how do
4. When someone is disinclined
_______________________
____________________________
____________________________
feel?
they
to do something, how do
5. When someone is inclined
_________
____________________________
______________
____________________________
© Teacher Created Materials
from Word Roots
#10658 Building Vocabulary
76
feel
1. What did Larry Fibs
Unit III Lesson 13
Greek clin and Latin cumb, cub = “lie, lean”
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.”
After students divide and translate the word
parts in the first two blanks, ask the question, “If
the base A means X and the prefix B 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
Part D:
Extend and Explore
“Timed” Word Trees
Directions:
Work with a partner to fill the tree with clin words. You and your partner are
a team. The team that brainstorms the most words and definitions will win!
First, select the word part you are going to work with. Then follow the
directions below.
1. Write the Greek base clin on the tree
roots.
2. Write the meaning of clin on the trunk.
3. In two minutes, write as many clin words
as you can on each leaf.
4. Trade papers with your partner.
5. On a separate sheet of paper, write the
meaning of as many of your partner’s
words as you can in two minutes.
6. How many different words and
definitions did your team come up with?
(If the same word was on both your
trees, only count it once!)
© Teacher Created Materials
77
#10658 Building Vocabulary from Word Roots
Unit III Lesson 13
Greek clin and Latin cumb,
cub = “lie, lean”
Part E:
Go for the Gold!
Word Search
Directions:
Find and circle the words
listed below in the puzzle.
Answers can be across,
down, backwards, or on
a diagonal.
CLINIC
INCLINE
DISINCLINED
INCUMBENT
SUCCUMB
C
R
I
C
I
N
E
E
L
D
A
N
E
N
C
K
H
K
R
R
O
I
D
B
C
W
X
INCLINATION
RECLINE
L
W
P
M
N
O
I
D
N
U
U
E
J
T
Z
D
P
U
L
T
I
U
U
L
H
U
A
K
L
U
E
W
A
C
B
N
W
T
C
M
I
L
M
L
Z
A
I
O
L
E
U
X
E
D
Y
K
T
R
G
F
S
B
U
N
I
L
N
I
K
D
I
L
A
A
P
N
C
L
C
T
Y
W
U
O
L
S
V
U
E
S
P
S
K
R
G
C
M
I
E
N
T
Q
N
V
E
X
N
H
I
Z
L
I
C
H
E
G
R
R
P
E
C
I
A
X
G
Q
Q
C
N
78
DECLINE
INCUBATE
RECLINER
X
U
P
P
I
X
N
C
G
C
X
Q
P
I
R
T
S
R
I
I
G
G
X
N
M
Q
N
P
Y
Q
I
N
R
I
O
N
X
T
K
D
Q
C
C
S
C
K
D
I
J
N
O
C
L
U
Q
M
S
B
C
E
S
N
T
C
P
X
M
A
Q
#10658 Building Vocabulary
from Word
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.
In Part D (“Extend and
Explore”), students work
individually and in partners/
small groups to create
applications for the new
vocabulary.
In Part E (“Go for the
Gold”), students enjoy
a variety of vocabulary
activities and games for
additional word-root practice
and review.
© Teacher Created Materials
#22650 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
#22650 Building Vocabulary from Word Roots
© Teacher Created Materials
Management
How to Use This Program (cont.)
Objectives are listed
for each lesson.
Unit I Latin Directional Prefixes
Lesson 1 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
The Teacher Notes
section provides
background information
about the roots taught
in the lesson.
Objective #2
Teacher Notes
Teacher Notes (cont.)
• Since most English words are spelled
and defined by what their parts mean,
students must learn word study
strategies that emphasize meaning
relationships (semantics) between the
parts of a word. Approaching words
“from the roots up,” students will
progress in vocabulary building without
having to memorize long word lists.
• These are core activities in the Building Vocabulary
from Word Roots series.
• Most lessons in Building Vocabulary from Word Roots
can be completed in 10–15 minutes. This one
will take longer because it builds a conceptual
foundation for the semantic unit or “roots”
approach to vocabulary learning.
Direct students to Guided Practice Book pages 4–8 to
find the activity pages for Unit 1, Lesson 1, Parts A–E.
See bonus pages 1–3 on CD for additional activities.
• Level Five will build on these important
concepts as students meet a new set of
roots.
Activate Background Knowledge
1. Words are made up of roots which
have meaning. A semantic relationship
exists between the roots in a word.
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. List their ideas on
the board. Emphasize any
response that identifies
Roots:
How do they work?
“roots” and “word parts”
as a strategy.
Overhead Transparency #1
3. Many words have interesting histories
and all words are fun to explore. As
“word detectives,” students can figure
out the meaning of many difficult or
unusual words on their own just by
using the roots as clues.
Prefixes, bases, and suffixes are roots.
Each of these roots has a meaning.
When joined together, these roots
create
new words.
3. Using Transparency
#1, briefly review the
concept of “roots” as
prefixes (unit added to
the front of a word that
affects its meaning), bases
(unit that provides a
word’s main meaning), and suffixes (unit attached
to the end of a word that affects its meaning).
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.
• This lesson uses familiar roots to review
the strategy of “Divide and Conquer.”
ectional
Unit I Latin Dir
The Teach
New Concepts
section provides
step-by-step
instruction to
guide students
through the
lesson.
#10645 ( i1824) Building Vocabulary
from Word Roots
Prefixes
Overhead Transparency #2
Can you figure out how each of these
prefixes gives a new meaning to the
base “cycle”?
#10645 ( i1824) Building Vocabulary from Word Roots
©Teacher Created Materials
Overhead Transparency #3
Can you figure out how each of these
base?
suffixes gives a new meaning to the
harder
colorless).
hardest
Teach New
Concepts
words
6. Now write the
preview and review
to a
each student to turn
on the board. Ask
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
are new to the
nts
stude
(If
ing.
the word’s mean
ty by
activi
this
old
scaff
to
program, you may need
ound
using a familiar comp
modeling the process
concept of
day” to introduce the
word such as “birth
.”)
“word dissection
ency
7. Use Transpar
#4 to review the
strategy of “Divide
d
and Conquer” (wor
dissection) with the
words preview and
review. (If students
need more support,
practice additional
words. Compound
words work well with
B2
© Teacher Created Materials
Meet the Root
Meet the Root
meaning
Directions: “Divide” words and then “conquer” them by writing the
of
the words. Use the Root Bank at the bottom of the page to help
you remember what each of the parts means. An X means the word
does not have a prefix or a base.
thismeans base means
words fromprefi
x
Have students take
up a __________
make
story1.or
carry
out
__________
export
lesson and write a
__________
Xs must
__________
portableword
ents 2.3.that
__________ __________
inspect
short skit. Tell stud
with __________
__________
invoke
ext
4.
tely in5. cont
multivocal __________ __________
be used appropria
their __________
6. respect
share__________
them
__________ __________
7. subtract
other words. Have
.
the class
__________ __________
8. autograph
rest of
__________
X
__________
products with the
9. visible
10. unify
__________
Support
English Language
X
__________
word means
to carry or send things
out of the country
______________
______________
______________
______________
______________
______________
______________
______________
______________
______________
©Teacher Created Materials
again;
hear or listen;
g port = carry; graph = write; spect =
Bases: audi, audit =ortin
r supp
othe
watch, look at; terr = land, ground, earth; tract = pull, draw, drag;
vis = see; voc, voke = call, voice
Provide visuals and
the
= can or able to be done; -ify = to make
-able, -ible plete
Suffi
toxes:com
materials for students
” activity in Part C.
Know
You
Do
at
“Wh
ns as needed
nitio
defi
and
s
Explain word
ents to complete
before requiring stud
the lesson activities.
4
© Teacher Created Materials
#10655 Building Vocabulary from Word Roots
port
Below Level Sup
in pairs or small
Let students work
activities. This may
groups to finish the
ty that students
help reduce any anxie
ng the work
may feel at completi
ntly.
ende
indep
Divide and Conquer
You can figure out the meaning of a new
word by “dividing and conquering” its
roots.
preview
pre/view
pre = “before”/view = “see”
Preview means to “see” something
“before” others see it.
review
re/view
re = “back or again”/view = “see”
Review means to go back and “see”
something “again.”
©Teacher Created Materials
ing Vocabular y from
)
#12735 (i3988 Build
Students “divide and
conquer” a list
of words as they ident
ify the base
words and prefixes.
See Guided
Practice Book page
4.
Possible Answer
s
1. out + carry = to
carry or send
items out of the coun
try
2. carry + can or
able to be done
= able to be carried
or sent
from one place to
another
3. in, on, into + look
at = to look
into something close
ly
4. in, on, into + call
= to call on or
ask for something
5. many + voice =
using many
voices
6. back + look at
= looking back
with consideration;
to look up to
someone
7. under + pull, draw
, drag = to
“pull” a number from
another
8. self + write = to
write one’s own
name
9. see + can or able
to be done =
to be able to see
10. one + to make
= to make
something come toge
ther as one
Overhead Transparency #4
#10645 ( i1824) Building Vocabulary from Word Roots
Part A:
Part A:
and Conquer
tegies
StraDivide
Differentiation
port
Above Level Sup
Pages
Guided Practice
Parts A–E
ugh lesson plan
Guide students thro
plete the rest of this
pages 3–7 to com
tions at the top
direc
the
Read
n.
lesso
plete the activity
of each page and com
together.
Word©Roots
Teacher Created
© Teacher Created
Materials
Prefixes
e and Conquer”
Prefixes: auto- = self; ex- = out; in- = in, on, into; multi- = many; re- = back,
sub- = under; tri- = three; uni- = one
A suffix is a root placed at the end
of the word.
from Word Roots
#10645 ( i1824) Building Vocabulary
also choose words
beginners. You can
texts. Try to stay
from students’ other
until they
with familiar vocabulary
ntic unit.)
sema
a Lesson
of
pt
Review of “Divide and Conquer”
1
conce
I
Unit
grasp the
Lesson 1 Review
of “Divid
Root Bank
color
colorful
colorless
B1
Unit I Latin Dir
ectional
e and Conquer”
of “Divid
Lesson 1 Review
ents to
ency #2, ask stud
x
4. Using Transpar
means when the prefi
tell what each word
=
ycle
(unic
is changed
two
=
Divide and Conquer
one wheel; bicycle
Prefixes and Bases
wheels; tricycle = three
=
wheels; motorcycle
cycle = circle or wheel
s
mean
moving [mot
unicycle
=
le
bicycle
“move”] wheels; recyc
tricycle
).
motorcycle
cycling again or back
recycle
A
prefi
x
is
a
root
placed before the
ency
base of the word.
5. Using Transpar
#3, ask students to
word
each
what
tell
Divide and Conquer
x
Bases and Suffixes
means when the suffi
r,
is changed (hard, harde
hard
hardest; color, colorful,
©Teacher Created Materials
#12735 (i3988) Building Vocabulary from Word Roots
© Teacher Created Materials
This first section
of the lesson helps
students activate
background
knowledge about
the root(s) of study.
1. Tell students that this year they will continue
to be “word detectives” as they figure out the
meaning of hundreds of words by connecting the
meaning of their roots.
2. A word’s meaning can be unlocked
through recognition of its roots. The
strategies of “Divide and Conquer”
(word dissection) and “Combine and
Create” (word composition) can
be used to identify roots and build
a connection to unlock a word’s
meaning.
Answer keys
are provided
for each
student page
in the Guided
Practice Book.
Materials
#12735 (i3988) Build
ing Vocabular y
from Word Roots
B3
#22650 Building Vocabulary from Word Roots
A5
Management
How to Use This Program (cont.)
ectional Prefixes
Unit I Latin Dir
Unit I Latin Dirof “Divide and Conquer”
ectional Prefixes
Lesson 1 Review
Lesson 1 Review
of “Divid
e and Conquer”
Unit I
Lesson
Review
1
of “Divide
Part C:
ason
Part D: Read and Re
ension
ents answer compreh
ExtendStudan
knowledge
their
d
on
d
base
questions
Guided Practice
Explore
of word parts. See
6.
quer”
and Con
Part C:
Reason
Read and
What Do
:
Directions
You
Know?
Review
Sentence
tions.
the ques
Answer
of “Divide
and Con
quer”
Unit I
Lesson
1
Part D:
Extend and
Explore
Starte
rs
page
Students writeBook
sentences using
Work with
a partner
vocabulary words.
the list.
to comp
s
Together
See eGuid
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choose one lete these sente
skip over
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nces using
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. Use the
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if your classmread out loud,
any word
7.
Root Bank
ainer
but
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ates
in “Divide
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and Conq can guess the
1. A terrarium is a cont
detract
uer” to
figure
contract
is a containerterra
rium
rium
aqua
An
vocal
terra
als.
audit
rium?
Answers will anim
cotta
orium
__
and an aqua
revoke
spectacula
inaudible
var
________
a terrarium
y.
r
________
spect
between
audib
als.
__
____
ator
ence
le
r differ
________
________
for water anim
________
________
t is the majo
1. Wha
________
________
?
an
1.
____
____
Why
rrane
Whi
al?
____
le I was
a subte
________
uatic anim
________
trying to
______
________
or a subaq
________
________
________
2. An earthworm is
an animal
________
________
________
________
______
a subterrane
________
________
________
________
earthworm
________
________
____
________
2. How
2. Is an
________
________
________
do you know
animal because it lives
________
ng?
________
________
__
________
subvocalizi
if ________
________
_____
________
izing and
________
________
________
________
een vocal
________
________
______
________
________
ence betw
underground.
________
________
________
____
t is the differ
3. Where
.
________
________
________
3. Wha
aloud
in
________
________
thing
the
________
clue?
____
____
world can
____
_____
__
an auditory
________
________
________
lizing is saying some
clue and
________
________
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________
3.
________
________
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____
__
____
________
,
betw
____
____
____
ence
______
________
________
________
thing a word
4. What
t is the differ
________
________
________
would you
4. Wha
________
________
________
Subvocalizing is mou
think abou
________
_____
________
________
t ________
________
________
.
________
________
________
________
______
________
5. Why
but not saying it aloud
________
shou
you say, while anld _____________________________________
________
4. A vocal clue is one
___
you hear.
auditory clue is one
Directions
:
Word List:
Sentences:
© Teacher
6
#10655
ulary from
Building Vocab
Created
Materials
Word Roots
© Teacher
Created
Materials
#10655
Unit I
Lesson 1
Part C:
Read and Reason
don’t
Unit I
Lesson 1
ulary from
Word Roots
7
Part C:
Read and Reason
Review of “Divide and Conquer”
Part D:
Odd Word Out
D:
Work with a partner. Cross out the word that does not belong
words thatPart
in the group of four. On the lines tell why the word does not
Extend and Explore
Students cross out
belong. (Hint: -ology = The study of.)
s
why. See bonu
Word Invention Riddles
belong and explain
collectible
_________________________________________________
Work with a partner to invent new audi, voc, spect, terr, or trac words.
insectology
_________________________________________________
Follow these directions.
page 2 on CD.
Directions:
Directions:
terr, or trac.
laboratory
audi, voc, spect,__________________________________
Make up words using the Latin bases
_______________
Choose one of your invented words to create a riddle.
zoology
_________________________________________________
Write the invented word.
Write three clues to help others figure it out.
One of the clues must describe the meaning of the prefix.
class.
to share with the
__________________________________
Choose one invented word riddlecriminology
_______________
See if they can figure it out!
debatable
_________________________________________________
voc, voke = “call, voice” spect = “watch, look at”
audi = “hear”
defensible
_________________________________________________
trac = “pull, draw, drag”
terr = “earth”
1.
2.
3.
4.
5.
6.
y.
Answers will var
Building Vocab
Review of “Divide and Conquer”
testify
_________________________________________________
Here is an example:
Clues:
auditorium
ocean.
__________________________________
It swims in the
1.
_______________
It also likes land.
2.
director
_________________________________________________
3. It can be caught and fried for dinner.
library
_________________________________________________
Invented Word: terrafish
producer
_________________________________________________
Extend and
Explore
Students write riddl
es about silly
words and give othe
rs clues to try
and solve the word
s. See bonus
page 3 on CD.
Bonus activities
are provided
on the Teacher
Resource CD to
differentiate
instruction. The
answer key for the
bonus activities
are provided in
the lessons.
Answers will var
y.
Now you try it!
Clues:
1. ____________________________________________________
© Teacher Created Materials
__________________
#10655 (i1831) Building Vocabulary from Word Roots
2. __________________________________
Bonus Page 2
3. ____________________________________________________
Invented Word: __________________________________________
© Teacher Created
MaterialsB6
Bonus Page 3
Word Roots
ing Vocabular y from
)
#12735 (i3988 Build
#12735 (i3988) Build
ing Vocabular y from
Word Roots
© Teacher Created Materials
#10655 (i1831) Building Vocabulary from Word Roots
B5
© Teacher Created
Materials
Unit I Latin Directional Prefixes
Lesson 1 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.
telescope
tractor
terrier
collectible
vocabulary
megastore
tricycle
multivitamin
pacify
inaudible
spectator
autograph
biology
respect
provoke
import
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 then 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
his or her words, and declare that student the winner.
© Teacher Created Materials
A6
#12735 (i3988) Building Vocabulary from Word Roots
B7
#22650 Building Vocabulary from Word Roots
© Teacher Created Materials
Unit I Latin Directional Prefixes
Lesson 1 Review of “Divide and Conquer”
Objective
Note: Teach this two-page lesson plan before
Objective #2
students work in their Guided Practice Book.
Part A should be completed on the same day the
lesson is taught.
Teacher Notes
Teacher Notes (cont.)
• Since most English words are spelled
and defined by what their parts mean,
students must learn word study
strategies that emphasize meaning
relationships (semantics) between the
parts of a word. Approaching words
“from the roots up,” students will
progress in vocabulary building without
having to memorize long word lists.
• These are core activities in the Building Vocabulary
from Word Roots series.
• Level Five will build on these important
concepts as students meet a new set of
roots.
1. Words are made up of roots which
have meaning. A semantic relationship
exists between the roots in a word.
2. A word’s meaning can be unlocked
through recognition of its roots. The
strategies of “Divide and Conquer”
(word dissection) and “Combine and
Create” (word composition) can
be used to identify roots and build
a connection to unlock a word’s
meaning.
3. Many words have interesting histories
and all words are fun to explore. As
“word detectives,” students can figure
out the meaning of many difficult or
unusual words on their own just by
using the roots as clues.
• This lesson uses familiar roots to review
the strategy of “Divide and Conquer.”
© Teacher Created Materials
• Most lessons in Building Vocabulary from Word Roots
can be completed in 10–15 minutes. This one
will take longer because it builds a conceptual
foundation for the semantic unit or “roots”
approach to vocabulary learning.
Direct students to Guided Practice Book pages 4–8 to
find the activity pages for Unit 1, Lesson 1, Parts A–E.
See bonus pages 1–3 on CD for additional activities.
Activate Background Knowledge
1. Tell students that this year they will continue
to be “word detectives” as they figure out the
meaning of hundreds of words by connecting the
meaning of their roots.
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. List their ideas on
the board. Emphasize any
response that identifies
“roots” and “word parts”
as a strategy.
3. Using Transparency
#1, briefly review the
concept of “roots” as
prefixes (unit added to
the front of a word that
affects its meaning), bases
(unit that provides a
word’s main meaning), and suffixes (unit attached
to the end of a word that affects its meaning).
#22650 Building Vocabulary from Word Roots
B1
Unit I Latin Directional Prefixes
Lesson 1 Review of “Divide and Conquer”
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).
5. Using Transparency
#3, ask students to
tell what each word
means when the suffix
is changed (hard, harder,
hardest; color, colorful,
colorless).
Teach New
Concepts
6. Now write the words
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
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.”)
7. Use Transparency
#4 to review the
strategy of “Divide
and Conquer” (word
dissection) with the
words preview and
review. (If students
need more support,
practice additional
words. Compound
words work well with
B2
#22650 Building Vocabulary from Word Roots
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.)
Differentiation Strategies
Above Level Support
Have students take words from this
lesson and write a story or make up a
short skit. Tell students that words must
be used appropriately in context with
other words. Have them share their
products with the rest of the class.
English Language Support
Provide visuals and other supporting
materials for students to complete the
“What Do You Know” activity in Part C.
Explain words and definitions as needed
before requiring students to complete
the lesson activities.
Below Level Support
Let students work in pairs or small
groups to finish the activities. This may
help reduce any anxiety that students
may feel at completing the work
independently.
Guided Practice Pages
Parts A–E
Guide students through lesson plan
pages B3–B7 to complete the rest of
this lesson. Read the directions at the
top of each page and complete the
activity together.
© Teacher Created Materials
Unit I Latin Directional Prefixes
Lesson 1 Review of “Divide and Conquer”
Unit I
Lesson 1
ivide
Review of “D
Part A:
and Conquer”
Meet the Root
Part A:
Meet the Root
nquer
Divide and Co
the meaning of
them by writing
then “conquer”
definition. The
ivide” words and blanks. Then select the best
Directions: “D
the
in
x
and/or suffi
and suffixes.
the prefix, base,
prefixes, bases,
the meanings of
Root Bank lists
nition
1. export
____
____________
_
____________
2. portable ___
__________
___
___
3. inspect
____
____________
4. invoke
_
____________
5. multivocal ___
_
___
___
___
___
6. respect ___
__________
___
___
t
7. subtrac
_
____________
8. autograph ___
9. visible
defi
2nd base/
suffix means
prefix/
1st base means
____
____________
____
_________
_
_________
__________
_________
____
____________
_________
____________
___
____________
______
____
_________
____
____________
_________
____________
____
_________
____
____________
_________
____________
____
____________
_________
n; sub- = under
voke =
re- = back, agai
; vis = see; voc,
; multi- = many;
Root Bank
pull, draw, drag
in- = in, on, into
look at; tract =
self; ex- = out;
=
ch,
wat
auto
=
t
s:
Prefixe
h = write; spec
grap
y;
carr
=
port
Bases:
call, voice
to be done
-ible = can or able
Suffixes: -able,
out of an area
convey goods
F. to carry or
seen
Definitions
G. able to be
look into
choral
to
es;
e;
voic
min
y
exa
man
of
A. to
H. consisting
n signature
d and carried
B. a handwritte
ber from another
I. able to be lifte
to take one num power)
C. to deduct;
er
high
a
deity or
ted Materials
D. to call on (a regard; to look at with esteem
© Teacher Crea
E to hold in high
Word Roots
Vocabulary from
#10655 Building
4
© Teacher Created Materials
Students “divide and conquer” a list
of words as they identify the base
words and prefixes. See Guided
Practice Book page 4.
Answer Key
1.G
2.J
3.A
4.E
5.I
6.F
7.D
8.C
9.H
#22650 Building Vocabulary from Word Roots
B3
Unit I Latin Directional Prefixes
Lesson 1 Review of “Divide and Conquer”
Part B:
Combine and
Create
Students write a sentence using the
vocabulary words provided. See
Guided Practice Book page 5.
Answers will vary.
Part B:
Combine and Create
Students make words from word parts.
See bonus page 1 on CD.
Answers will vary.
B4
#22650 Building Vocabulary from Word Roots
© Teacher Created Materials
Unit I Latin Directional Prefixes
Lesson 1 Review of “Divide and Conquer”
Part C:
Read and Reason
Students answer comprehension
questions based on their knowledge
of word parts. See Guided Practice
Book page 6.
Possible Answers
1. A terrarium is a container for land
animals. An aquarium is a container
for water animals.
2.An earthworm is a subterranean
animal because it lives
underground.
3.Vocalizing is saying something aloud.
Subvocalizing is mouthing a word,
but not saying it aloud.
4. A vocal clue is one you say, while an
auditory clue is one you hear.
Part C:
Read and Reason
Students cross out words that don’t
belong and explain why. See bonus
page 2 on CD.
Answers will vary.
© Teacher Created Materials
#22650 Building Vocabulary from Word Roots
B5
Unit I Latin Directional Prefixes
Lesson 1 Review of “Divide and Conquer”
Part D:
Extend and
Explore
Students write sentences using
vocabulary words. See Guided
Practice Book page 7.
Answers will vary.
Part D:
Extend and
Explore
Students write riddles about silly
words and give others clues to try
and solve the words. See bonus
page 3 on CD.
Answers will vary.
B6
#22650 Building Vocabulary from Word Roots
© Teacher Created Materials
Unit I Latin Directional Prefixes
Lesson 1 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.
telescope
tractor
terrier
collectible
vocabulary
megastore
tricycle
multivitamin
pacify
inaudible
spectator
autograph
biology
respect
provoke
import
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 then 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
his or her words, and declare that student the winner.
© Teacher Created Materials
#22650 Building Vocabulary from Word Roots
B7
TCM 22651
Level 5
Name:
Building Vocabulary from Word Roots
TCM 22651
Table of Contents
Unit I: Latin Directional Prefixes
Lesson 1: Review of “Divide and Conquer”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lesson 2: Directional Prefixes di-, dif-, dis- = “apart, in different directions, not”. . . . . . . . . . . . . . . . . . 9
Lesson 3: Latin Directional Prefixes a-, ab-, abs- = “away, from” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Lesson 4: Latin Directional Prefixes super-, sur- = “on top of, over, above” . . . . . . . . . . . . . . . . . . . . 19
Lesson 5: Latin Directional Prefix ad- = “to, toward, add to” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Unit I Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Unit II: Latin Bases
Lesson 6: Latin Bases scrib, script = “write” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 7: Latin Base dict = “say, speak, tell” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 8: Latin Bases pon, pos, posit = “put, place”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 9: Latin Bases sed, sid, sess = “sit, settle”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 10: Latin Bases cur, curs, cour, cours = “run, go”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit II Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
34
39
44
49
54
59
Unit III: Parallel Latin and Greek Bases
Lesson 11: Latin Base aqua and Greek Base hydr(o) = “water”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 12: Latin Base dent and Greek Base odont = “tooth, teeth” . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 13: Latin Base ped and Greek Base pod = “foot, feet” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 14: Latin Base tempor and Greek Base chron(o) = “time” . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 15: Latin Base sol and Greek Base mon(o) = “alone, only, one” . . . . . . . . . . . . . . . . . . . . . . . .
Unit III Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
64
69
74
79
84
89
Unit IV: More Latin Bases and Latin Prefix Review
Lesson 16: Latin Base rupt = “break”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Lesson 17: Latin Bases leg, lig, lect = “pick, read” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Lesson 18: Latin Bases duc, duct = “lead” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104
Lesson 19: Latin Bases grad, gress = “step, go” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Lesson 20: Latin Bases stru, struct = “build” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Unit IV Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Unit V: “Flexing” with Suffixes
Lesson 21: Greek Suffixes -cracy = “rule by” and -crat = “ruler, one who believes in rule by”. . . . . 124
Lesson 22: Greek Suffixes -phobia = “fear of” and -phobe = “one who fears” . . . . . . . . . . . . . . . . . 129
Lesson 23: Latin Suffixes -ate = “to make or do” and -ation = “the result of making or doing”. . . . 134
Unit V Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139
© Teacher Created Materials
#22651 Building Vocabulary from Word Roots
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/2nd base/
1st base means
suffix means
definition
1.export _________________
________________ _________
2.portable _________________
________________ _________
3.inspect _________________
________________ _________
4.invoke
_________________
________________ _________
5.multivocal_________________
________________ _________
6.respect _________________
________________ _________
7.subtract _________________
________________ _________
8.autograph_________________
________________ _________
9.visible
________________ _________
_________________
Root Bank
Prefixes:auto- = self; ex- = out; in- = in, on, into; multi- = many; re- = back, again; sub- = under
Bases: port = carry; graph = write; spect = watch, look at; tract = pull, draw, drag; vis = see; voc, voke =
call, voice
Suffixes: -able, -ible = can or able to be done
Definitions
A.to examine; to look into
B.a handwritten signature
C.to deduct; to take one number from another
D.to call on (a deity or a higher power)
Eto hold in high regard; to look at with esteem
4
F.to carry or convey goods out of an area
G. able to be seen
H.consisting of many voices; choral
I.able to be lifted and carried
#22651 Building Vocabulary from Word Roots
© Teacher Created Materials
Review of “Divide and Conquer”
Unit I
Lesson 1
Part B:
Combine and Create
Making Words
Directions: Write one sentence that includes both of these words. Use the Root Bank in
“Divide and Conquer” to figure out any words that are new.
1. terrier
spectacles
_____________________________________________________
_____________________________________________________
2. voice
spectator
_____________________________________________________
_____________________________________________________
3. subtract
vocabulary
_____________________________________________________
_____________________________________________________
4. trace
Mediterranean Sea
_____________________________________________________
_____________________________________________________
5. invoke
auditorium
_____________________________________________________
_____________________________________________________
© Teacher Created Materials
#22651 Building Vocabulary from Word Roots
5