Unit II
Latin Bases duc, duct = “lead”
Lesson 7
Part A:
Divide and Conquer
MeettheRoot
Directions: “Divide” the words below, then “conquer” them by writing the meanings of the prefixes
and bases in the blanks. Write the meaning of the whole word in the last blank. Use the Prefix Bank and
definitions below to help you fill in the chart.
Prefix/Base means
Base means
1. abduction
___________________ ___________________ ___________________
2. ductile
X
___________________
___________________ ___________________
3. conducive
___________________ ___________________ ___________________
4. seductive
___________________ ___________________ ___________________
5. productive
___________________ ___________________ ___________________
6. deduction
___________________ ___________________ ___________________
7. induce
___________________ ___________________ ___________________
8. viaduct
via- = way, road
___________________
___________________ ___________________
9. introductory
___________________ ___________________ ___________________
10. induct
___________________ ___________________ ___________________
Definitions
• alluring and tempting
• persuade someone to do something
• overpass or bridge
• effective; yielding results; creative, fertile
• a kidnapping
• preliminary; serving to introduce
• capable of being drawn or hammered thin
• enroll someone in an organization or group
• conclusion or inference
• leading to a desired result; contributive, helpful
© Teacher Created Materials
Word means
Prefix Bank
ab- = away, from
con- = with, together
de- = down, off
in- = in, on, onto
intro- = inside, within
pro- = forth, forward
se- = aside
#50592—Building Vocabulary from Word Roots
39
Unit II
Lesson 7
Part B:
CombineandCreate
Latin Bases duc, duct = “lead”
Context Clues
Directions: Study the 10 words from the “Divide and Conquer” activity on page 39. Complete each
sentence below with the duc, duct word that best fits the context. (You may add suffixes to the words.)
1. The grocery store was advertising an ____________________ offer on a new,
low-sodium, spaghetti sauce. 2. “Brilliant ____________________, my dear Watson!” was a favorite saying of the
fictional detective, Sherlock Holmes.
3. What can I offer to ____________________ you to study your utmost for the final
examination?
4. Sitting on the couch all day while eating potato chips is not __________________
to physical fitness. 5. This weekend, I wrote two papers and read four chapters in my textbook. I made
very ____________________ use of my time.
6. He was ____________________ into the student honorary society because he had
maintained a 3.8 grade point average for three semesters in a row.
7. Many electricians believe that copper, one of the most supple and ____________
metals on Earth, makes the best wire for a house’s electrical system. 8. Let’s take the ____________________ so that we will not get delayed by the train
that cuts through downtown.
9. Journalists on all the local news channels were talking about the mysterious ________________ of a five-year-old from the public playground. 10. The radio announcer had a very attractive and ____________________ voice that
made all listeners want to hear more about the products he was advertising. 40
#50592—Building Vocabulary from Word Roots
© Teacher Created Materials
Table of Contents
Management
Program Overview . . . . . . . . . . . . . . . . . . . A1
Components of the Building
Vocabulary Kit. . . . . . . . . . . . . . . . . . . . . . A2
How to Use This Program. . . . . . . . . . . . . . A3
About Level 10. . . . . . . . . . . . . . . . . . . . . . . A7
Teaching Vocabulary: Research
and Practice. . . . . . . . . . . . . . . . . . . . . . A14
Differentiating Instruction. . . . . . . . . . . . . A18
Standards and Correlations. . . . . . . . . . . . A22
Proficiency Levels for English Language
Learners. . . . . . . . . . . . . . . . . . . . . . . . . A24
Response to Intervention. . . . . . . . . . . . . A25
Tips for Implementation . . . . . . . . . . . . . . A26
About the Authors. . . . . . . . . . . . . . . . . . . A28
Lessons
Unit I: Mastering Prefixes and Suffixes
Lesson 1: Latin Prefix ob‑ (and its assimilated
forms) = “up against, in the way;
completely”. . . . . . . . . . . . . . . . . . . . . . . B1
Lesson 2: Latin Prefixes dis‑, di‑, dif‑ =
“apart, in different directions; not”. . . . . B9
Lesson 3: Greek Prefixes a‑, an‑ =
“without, not” (the “alpha‑privative”). . B15
Lesson 4: Greek Prefix para‑ = “alongside;
contrary”. . . . . . . . . . . . . . . . . . . . . . . . B22
Lesson 5: Greek Suffixes ‑ism = “belief” and
‑ist = “one who believes;” ‑ology = “study
of” and ‑ologist = “one who studies”. . . B30
Unit I Review. . . . . . . . . . . . . . . . . . . . . . . B37
Unit II: New and Familiar Latin Bases
Lesson 6: Latin Bases sent, sens =
“think, feel”. . . . . . . . . . . . . . . . . . . . . . . .
Lesson 7: Latin Bases duc, duct = “lead”. . .
Lesson 8: Latin Bases pung, punct, point =
“pierce, point”. . . . . . . . . . . . . . . . . . . .
Lesson 9: Latin Base ject = “throw, cast”. .
Lesson 10: Latin Bases pel, peal, puls =
“push, drive” . . . . . . . . . . . . . . . . . . . . .
Unit II Review . . . . . . . . . . . . . . . . . . . . . .
©Teacher Created Materials
B42
B49
Unit III: Parallel Greek and Latin Bases
Lesson 11: Greek Bases poli, polis and
Latin Bases civ, cit = “city, citizen”. . . . . B81
Lesson 12: Greek Bases graph, gram and
Latin Bases scrib, script = “write”. . . . . . B88
Lesson 13: Greek Bases cri, crit and
Latin Bases judg, judic =
“judge, decide”. . . . . . . . . . . . . . . . . . . . B96
Lesson 14: Greek Bases meter, metr =
“measure” and Latin Bases reg, rect =
“rule, straight, right” . . . . . . . . . . . . . . B103
Lesson 15: Greek Base onym = “name, word”
and Latin Bases nomen, nomin, noun =
“name”. . . . . . . . . . . . . . . . . . . . . . . . . B110
Unit III Review. . . . . . . . . . . . . . . . . . . . . B117
Unit IV: Paired Greek Bases
Lesson 16: Greek Bases log = “word, speech,
reasoning” and erg = “work”. . . . . . . . B121
Lesson 17: Greek Bases centr = “center”
and cycl = “circle, wheel”. . . . . . . . . . . B129
Lesson 18: Greek Bases od, (h)od = “road,
way” and top = “place, location”. . . . . B137
Lesson 19: Greek Bases arch, archy =
“lead(er), first, oldest” and crat, cracy =
“rule, ruler”. . . . . . . . . . . . . . . . . . . . . B144
Lesson 20: Greek Bases thes, thet, them =
“put, place, position” and tact, tax =
“arrange”. . . . . . . . . . . . . . . . . . . . . . . B151
Unit IV Review. . . . . . . . . . . . . . . . . . . . . B158
Unit V: Content‑Area Vocabulary
Lesson 21: Words from Mathematics. . .
Lesson 22: Words from Science. . . . . . .
Lesson 23: Words from Social Studies. .
Lesson 24: Words from Literature and
Language Arts . . . . . . . . . . . . . . . . . . .
B163
B170
B177
B184
B56
B63
B70
B77
#12740 (i4018) Building Vocabulary from Word Roots
Management
Components of the Building Vocabulary Kit
Teacher’s Guide includes:
and Suffixes
Mastering Prefixes
Unit I
assimilated forms)
Prefix ob- (and its way; completely”
Lesson 1 Latin
the
= “up against, in
Management
lesson plan before
Part A
lesson
students work
on the same day the
should be completed
is taught.
five-page
Note: Teachinthis
Books.
their Guided Practice
Objectives
lations
Standards and Corre
Lessons
1, 2, 6–10,
21–24
Objectives
Objective #1
Standards and
Correlations
Chart
(in Management
Section)
Tips for
Implementation
Students use Latin
#6, #7,
Objectives #1, #4,
and #10
(cont.)
roots and affixes to
Objective #2
roots and affi
Students use Greek
Objective #3
infer meaning.
21–24
gy.
d subject-area terminolo
Students understan
Objective #4
Students use cognates
to understan
1–24
d vocabulary.
Objective #5
2, 3, 6, 14, 16,
18
Manag and antonyms).
ips (such as synonymsement
d word relationsh
Students understan
Objective #6
Students use context
meanings of terms.
Teacher Notes
3–5, 11–24
xes to infer meaning.
to understand figurative,
1–24
idiomatic, and technical
Tips for
Implementation
1–24
1. Keep the instructi
onal goals in mind.
4. Try to find time
variety of
d aVocabulary
Building
to understan
for students to explore
has two
skills and strategies
words with others.
1) to increase students’ broad goals:
Students use reading
knowledge of3–5,
10–13,
words,
particularly those
informational texts.
Many of the activities
words they need1,to
in Building Vocabulary
be 24
successful in school;
15, 20,
can be completed
and, 2) to deepen
with partners or in
#8
e
their
knowledg
Objectiv
small
e about wordsions.
groups. Some specifi
cally invite
techniques for presentat so that students
of verbal and nonverbal have strategies to figure out the meaning10–13, 20, work together. When students students to
variety
a
use
1, 4, of
Students
many new words on
complete an
assignment with others,
their own.
they have a chance
24
to try out new words
2. Make sure to
read the “Teache
and
Objective #9
r Notes”
they “work.” Remembe talk about how
section
ions.
for each
presentat
r that games like
new lesson.
and feedback about
“Wordo”
questions
to
and “Word Spokes”
1, 4, 10–12, 15,
This section provides
Students respond
are not just
fun––they are good
the background
instruction!
20, 24
information you need
to teach the lesson.
5. Keep the learning
levels one and two,
In
Objective #10
outcomes in mind.
different purposes. a list of words for each
By the end of the
to adapt writing for word family is provided. In levels
program, your students
three and
Students use strategies
up, information is
should have: 1) learned
given to help teach
A23
Roots
the meaning of some
Greek
from Word
and Latin roots. This Vocabulary
of the most common
(i4018) Building section also provides
word roots in the
#12740
wealth of interesting
a
English language; 2)
Materials
information and ideas
understood how to
©Teacher Created
for you to use with
apply
those meanings to
students. Each week
“divide and conquer”
there are also suggestion
unfamiliar
words;
s for differentiating
and 3) deepened their
instruction to meet
“word awareness.”
the needs of all learners.
Above all, we hope
It is important for
your
students
students to feel successful
will have become
independent
so use the suggestion
,
word sleuths and
s and feel free to adapt
lifelong word lovers!
them to meet your
students’ needs.
6. Keep the focus
on thinking about
3. Develop regular
the roots or word
routines with activities
families, not on
that scaffold increasin
memorizing particula
gly independent
r words.
learning.
Students need to
become convinced
Although the program
that
they have knowledg
gives day-to-day
e and processes to
activities in a quick
figure
out the meanings
and regular routine,
of words. Roots can
you should feel free
help
here because prefi
to modify or adapt
xes and bases represent
the program to meet
familiar concepts (e.g.,
your own particular
un- = “not”; pre- =
instructional needs.
“before”; graph = “write”).
The key is to make
Word families
your instruction a
help students see
regular routine that
spelling
patterns
gets
students to think
for many
words. As students
deeply about the word
figure out the meaning
families or roots.
of new words, ask
Plan to spend 10–15
them
“What do you
minutes each day
think? Why?” rather
on vocabulary.
than “What’s the right
answer?” Remembe
r that the most effective
way to teach vocabular
Assessment
y is not through
mindless repetition
or memorization.
Objective #7
A26
_____________
#12740 (i4018)
_______
Building Vocabulary
___ Date
from Word Roots
_____________________
Name ______________
correct answer.
st
Diagnostic Pre-te
#8, #9,
©Teacher Created
the
Directions: Circle
Materials
Assess
defines the
ment
best
5. Which of the following
by
word fascism?
system led and ruled
a. a governmental
complete power
a dictator who has can be understood
a. acute
b. belief that the divine
mind _______
Name
by the human
_____________________
there is no God
b. obscure
__________ Date
c. the doctrine that reason, not divine
____________________
human
that
Unit
belief
d.
I Quiz
force in the
c. obtuse
Directions: Circle
revelation, is the driving
the correct answer.
universe
d. equilateral
1. Which of the following
a chronology of events,
best defines the word
6. When we establish
observant?
5. Which of the following
is not a synonym for
means “a wasting
we
2. Which of the following
away
of
the
a. required
body
or of a muscle”?
or mandatory
significance.
dispute?
a. analyze their social
a. atrophy
b.
b. excavate ruins. obedient
a. disagreement
regions in which they
b. anonymity
c. the
c. study them by
watchful and attentive
b. summary
occurred.
c. anomalous
of their
d. to the
dates for
preserve
posterity
c. argument
d. arrange them by
d. amorphous
occurrence.
d. conflict
2. Which ofinsensate
because
are the following
best defines the word
7. We say that rocks
obstreperous?
6. Which of the following
are
means “a state of
best defines the word
for sure how they
3. Which of the following nt or law”?
a. no one knows
amnesia?
a. noisy, clamorous
, or boisterous
society without governme
formed.
a. being neither moral
b. obvious we sit on them.
or immoral
a. anemic
b. they are hard when
b. memory loss
c. blocking the
b. anomaly
c. they have no feeling. way
c. having or showing
little emotion,
d. afflicted
with a sore throat
digested.
c. anarchy
indifferent
d. they cannot be
d. exhaustion
d. apathy
3. A dispassionatewords means
observer
8. Which of the following
7. A paramedic
a. loses
?
who
his or her temper.
“an overpass”
4. A parasite is a person
a. requires bed-rest
s himself or herself.
b. is subjective.
for a full recuperat
a. aqueduct
a. always contradict
ion.
b. is unable to walk.
n
a chronic illness.
c. remains
b. conductio
objective and impartial.
b. is afflicted with
c. assists doctors
n
deal of money.
d. shouts
and hospitals.
c. productio
opinions.
c. has made a great
d. is responsible for
without offering
issuing medical bills.
d. viaduct
d. lives off of others
anything in return.
4. To be indifferent
C5
means Roots
Vocabulary from Word
8. A comedian might
a. to
have no opinion.
#12740 (i4018) Building
do a __________
of a
Materials
famous person.
©Teacher Created
b. to want to fit in.
a. paratrooper
c. to change your
mind.
b. paramour
d. to defy authority.
c. paramedic
t
when the final consonan
• Assimilation occurs ob-, for example)
of
some of the most
t
of a prefix (the “b”
• This unit presents frequently encountered
the initial consonan
becomes “similar to” attaches (e.g., ob- +
important and most
the
it
xes and suffixes in
of the base to which
English
Greek and Latin prefi
the vast majority of
week’s lesson focuses
pose = oppose). In
English language. This which means “up
accounts for the doubling
ob-,
words, assimilation
on the Latin prefix
beginning of a word.
consonant near the
completely.”
a
of
way;
the
Teacher’s
in
this
of
against,
section
of
The “Management”
with earlier levels
information about
• For students familiar lesson will serve as a
Guide presents more
this
Building Vocabulary,
assimilation.
the series with
It is
review. Students beginning
directional force.
may also already know
• Ob- has very strong as obnoxious, obstruction,
Level 10, however,
xes and suffixes because
found in such words
many of these prefi
Obstruction and obstacles
words from school
obstacle, and offensive.
A
they appear in numerous
of moving objects.
y.
stand “in the way”
and everyday vocabular
or offensive is difficult
person who is obnoxiousbehave in a grating
the conceptual
of
• This lesson reviews
ignore. Such people
consist
to
in an
words
others
series:
“up against”
foundations for the
meaning
manner that comes
meaning. A word’s
l fashion. We often
roots, which have
annoying or adversaria
g its roots.
s people would simply
unlocked by recognizin
can be
wish that obnoxiou
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Unit
I
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Masteristrategy
they thrust themselve
ng
instead,
Prefi
Conquer”
away;
and
xes
go
and
Suffixes
use
• The “Divide
with their glaring
Lesson
lesson. Students will
“up against” our attention
the
introduced in 1this Latint the
Prefi
Explain
x obseries.
x ob- often conveys
(and
prefi
its
The
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=
throughou
“up
conduct.
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this strategyagainst, in the
a
with complet
way;
words
ely” notion of something or, as we say colloquially,
that students will “divide”
roots (e.g., between
with something else
slash (/) between word as in obtrude = ob/
base,
“in your face.”
the prefix and the
that
the meaning of
know many words
Then they will write
trude).
• Students may already When something is
Teache
provided (e.g.,
the lines(cont.)
r Notes
this prefix.
the word roots on
with
trud
and
begin
can’t
way”
in the
for all to see: “You
ob- means “up against, Finally, students will
obvious, it is evident
base
• An obstruction
thrust”).
is built on the Latin
is something “built”
the
means “push,
miss it.” This word
is
(Latin
the whole word on
= “build”)of“in
“way, road.” Something “in
the meaning
“block”
means
writestruct
the “push,
or oppose
vi, which
lies
ofthrust,
the
a moving
guratively
obtrude =way”
it fiefforts
of those
(e.g.,
when
The
in
provided
path
power,
line object.
therefore,
of
ofmay
the use
list be
obvious, “placing” themselve
object
themay
thinking
literal
“in the
road” ofsour
Students
or figurative:
way” of
the
an obstructio
up against”).
way” of the “path,
the progress.
n in choose
a water pipe
as plain as the
to help them
nitions provided
impedes the
Such sayings as “It’s
defiliterally
or
word they
flow the
of water.
• vision.
When we observe
as plain as day,” or
Someone
best matches
thatfiguratively
tries
nition
something
defiwho
others
on your face,” “It’s
of
upon
nose
we keep a close
“block”
= “force
watch over
a criminal
obtrude to
express the meaning
allstand
investigati(e.g.,
We
conquered
can’t missit.it,”
on by withholding
“up against” it and
“You
information
“keep”
will”).
their can
the police
against
obvious. a close eye over it (the Latin base serv
be charged with obstructiofrom
means
“to serve, save, keep”).
n of
justice.
B1
Guards posted
at an observation
from Word Roots
Building Vocabularytower “keep” a close
(i4018) “up
• When we object
watch
to something or raise#12740
against” intruders.
Materials
Hospital patients
an
Created
objection,
©Teacher
we express a strong
under observation
resistance
are
also
watched
or opposition that
closely
by doctors who “keep”
we “throw” (Latin
a close watch “up
ject
= “throw”) “up against”
against” them and
the suggestion or
their condition. When
person who made
we
observe holidays, we
it. When we say, “I
“keep” close to (i.e.,
object!”
at a meeting, we might
“up
against”) our traditions
even stand “up” and
.
draw attention to
ourselves as a way
• When summer
of
indicating how strongly
heat is oppressive,
it seems
we feel. As a noun,
to “press” (Latin press
an object is a thing,
= “press,” as in
item, or topic that
“impression,” “suppress
is the
goal or objective of
ion”) “up against”
an activity. People
us as
it overwhelms and
who
play board games
stifles us.
understand what the
object
of the game is. As
• Obstreperous sounds
we play the game,
are loud and strident.
we
keep a close eye on
The “shouting, screeching
the object (we aim
” (Latin strep =
and
“throw” our attention
“shout, screech, make
“up
noise”) of obstrepero
When we are enamored against” the goal).
sounds comes “up
us
against” our ears and
they become the object with certain people,
cannot be easily muffl
of our affection. In
ed. These noises are
grammar, some verbs
impossible to ignore.
govern direct objects
(as
in “I read the book”)
and indirect objects
• When we are obstinate,
(as in,
“I read the book to
we are stubborn and
the baby”). An objective
unyielding, “standing”
is a goal or desired
(Latin stin = “stand”)
outcome for which
“up
against”
any
we
and all forces and
strive. When we say
pressures
that we “keep our
that would make us
eye
on our objectives,”
change or relent.
A good
or “keep our eye on
synonym for obstinate
the
prize,” we convey
is obdurate, which
the “up against” notion
also means “stubborn
of
the word objective.
.” The Latin base of
this word, dur, means
“hard” (as in endure,
• The people “up
durable). When we
against” whom we
display
“place”
ourselves when we
we show our toughness obdurate resistance,
compete are called
or “hardness” “up
our
opponents. Opponen
against” our challenger
ts resist and challenge
s. The English phrase
those who are, “placed,
hard-headed vividly
positioned” “in our
expresses the meaning
way.” In politics, the
obdurate.
of
minority party that
is
not in control is often
• An obligation is a
called the opposition
duty that
party. Members of
the opposition party
by law or other requireme we are bound
often
nts to perform.
B2
#12740 (i4018) Building
Vocabulary from Word
Roots
©Teacher Created
Materials
Lessons
(correspond to
each lesson from
the student Guided
Practice Book)
than
angle measures more
1. An ___________
than 180 degrees.
90 degrees, but less
Assessments
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)
d. parody
C10
#12740 (i4018) Building
Vocabulary
from Word Roots
©Teacher Created
Teacher Resources:
Word Cards: Unit
Reproducibles
I
-ism
ob-
-ist
dis-, di-, dif-
Teacher Resources:
-ology
a-, an-
Reproducibles
Wordo
Directions: Choose
words from the list
provided by your
one box to be “free,”
teacher and write
and
one word per box.
the box with the word mark it with an X. Your teacher will
Pick
give a clue for each
that fits the clue.
word. Mark an X
If you get five words
“Wordo!” Challeng
in
in a row, column, or
e: Write one root
in each box. Your
diagonal, call out
the box that contains
teacher will call out
the root you heard.
a word. Mark an
the meanings of the
(Note: Words may
X in
contain more than
words.
one root.) Then,
say
-ologist
para-
Materials
©Teacher Created
©Teacher Created
Materials
Materials
Vocabulary
#12740 (i4018) Building
#12740 (i4018) Building
Vocabulary
from Word Roots
from Word Roots
D3
Teacher
Resources
(includes activities,
word cards, and
reproducible
templates)
D13
Other Components Include:
Guided Practice
Book (student
book)
Transparency #1
Transparencies
(in the
transparency
folder)
Professional
Development
DVD
out
Interesting Facts Ab
English
of all words in the
• Over 60 percent
are based on
English dictionary
.
Greek or Latin roots
large
#2
in arency
usedTranspa
are
xes
• A few prefi
xes have
Prefi
s.
number of word
and clear
consistent spellings
Roots:
meanings.
How Do They Work?
ish words with
• 90 percent of Engl
bles come from
more than two sylla
• Prefixes, bases,
and suffixes are
Latin and Greek.
roots. Every root
has a meaning.
When joined toge
ther, roots create
words.
Vocabular
#12740 (i4019) Building
i3965
Professional
Development DVD
y from Word Roots
• The base describes
the main idea.
The prefix and/or
suffix
important detail abou give an
t that main
idea.
Teacher Created Materials
©
• Prefixes come
at the beginning
of words.
• Bases come in
the middle of word
s.
• Suffixes come
at the end of word
s.
running time: 81 minutes
Copyright All Rights Reserved.
#12740 (i4019) Building
Vocabular
A2
#12740 (i4018) Building Vocabulary from Word Roots
y from Word Roots
© Teacher Created
Materials
©Teacher Created Materials
Management
How to Use This Program
The following provides a more detailed overview
of the various components of this program,
including the differentiated, five‑part lessons, the
Assessment section, the Teacher Resources section,
and the Teacher Resource CD. Each component
offers support for the entire program, making
students’ word learning meaningful and fun.
Lesson Overview
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. It asks students
to divide words into their
word parts, which requires them 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:
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.
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.
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.
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.”
In Part D (“Extend and
Explore”), students work
individually and in partners/
small groups to create
applications for the new
vocabulary.
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,
with the word cooperate, assist students by
saying, “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”).
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
#12740 (i4018) Building Vocabulary from Word Roots
A3
Unit II
New and Familiar Latin Bases
Lesson 7 Latin Bases duc, duct = “lead”
Note: Teach this four‑page lesson plan before
students work in their Guided Practice Books. Part A
should be completed on the same day the lesson is taught.
Objectives
Objectives #1, #4, #6, and #7
Teacher Notes
• This week’s lesson focuses on the Latin
bases duc, duct, which mean “lead.” These
bases were first presented in Level 5 of the
Building Vocabulary series (Unit IV, Lesson 18). We begin the lesson with familiar duc, duct
words and then introduce grade‑appropriate
vocabulary. This root generates many
academic words with rich cognates and
interesting word histories. Because of this,
Part A may require extra instructional time.
• Students will already know some words
built on this base, such as conductor, produce,
product, reduce, educate, abduct, aqueduct, and
ductile. All of these words, along with other
cognates built on duc, duct, have a common
meaning that has to do with “leading.”
• In some duc, duct words, the meaning of “lead”
is obvious: to abduct is to kidnap by “leading”
someone “away”; exceptional performers in
sports or music can be inducted (“led” “into”)
into the hall of fame; an aqueduct is a structure
developed by the Romans for “leading”
“water” from the countryside into urban
areas; ductile metals can be hammered thin
and “led” into wire.
• Many duc, duct words share the same prefixes. In some of these words, the base meaning of
“lead” is less obvious, but it can be detected
by comparing other duc, duct words with
the same prefix. For example, the conductor
of a symphony orchestra “leads” musicians
“together” as they play. The idea of “leading”
is present in cognate words beginning with
the prefix con: our conduct is the way we
©Teacher Created Materials
“lead” ourselves and behave when we
are “with” other people; a metal conducts
electricity by “leading” the electrical charge
“with” itself from one place to another; when
we say that studying is conducive to good
grades, we mean that such behavior “leads”
“with” itself to a desired end. Even a railway
conductor is responsible for taking the “lead”
to make sure that everyone on the train
works “together” for a safe trip.
• A producer is in charge of creating (“leading”
“forth”) films and other theatrical productions.
This word, frequently associated with
elaborate Hollywood productions on the “big
screen,” occurs in the saying, “Don’t make a
production of it.” (For more duc, duct words
that share the same prefix, see “Definitions
for Teachers” in the Vocabulary Definitions for
Teachers folder on the Teacher Resource CD.)
• The base duc, duct has produced many words
with interesting histories. Reinforce the
important concept that words have semantic
histories. The word produce refers to the
fruits and vegetables “led” “forth” from the
ground. (See Did You Know? in the Bonus
Pages folder of the Teacher Resource CD.) The
meaning comes from the Romans’ belief
in Mother Earth as a fertility goddess who
physically led plants from the soil.
• The original educators in ancient Rome were
servants responsible for raising the children
of aristocratic families. These servants were
charged with “leading” the children “out
of” childhood into adulthood by teaching
#12740 (i4018) Building Vocabulary from Word Roots
B49
Unit II
New and Familiar Latin Bases
Lesson 7 Latin Bases duc, duct = “lead”
Activate Background Knowledge
1. Write duc, duct on the board. Tell students
that this week’s lesson focuses on the Latin
bases duc, duct, which mean “to lead.” Tell
students that this root is in many familiar
words, although sometimes figuring out how
the words mean “to lead” can be tricky.
2. Now write educate, viaduct, abduct, conductor,
aqueduct, and induct on the board. Note
that some of these words are very familiar
and others may be new, but that each
of these duc, duct words has a prefix to
help them figure out the meaning. Ask
students to work in pairs and use what they
already know about these words or their
knowledge of the prefixes to come up with
a definition that includes “lead.”
if the words were used in the context of a
sentence or conversation.
4. Show students Transparency #20 and ask
students to work with their partners once
again, this time matching each of the words
with the correct definition (aqueduct = this
“leads” “water” from
the country to the
Bases duc, duct
city; abduct = to
“lead” someone
educate
viaduct
abduct
conductor aq
ueduct ind
uct
“away” and kidnap;
educate = to “lead”
“out” of ignorance
and teach; induct
= to “lead” “into”
the Hall of Fame;
conductor = one
who “leads” musicians
“together” as they perform; viaduct = an
overpass that elevates or “leads” the “road”
over an obstacle).
Transparency
#20
Match these duc
correct descrip , duct words with the
tions below.
• this “leads” “wa
ter” from the cou
to the city
ntry
• to “lead” som
eone “away” and
kidnap
• to “lead” “ou
t” of ignorance
and
teach
• to “lead” “int
o” the Hall of Fam
e
• one who “lea
ds”
“together” as themusicians
y perform
• an overpass
that
the “road” ove elevates or “leads”
r an obstacle
#12740 (i4019)
Building Vocabu
lary from Word
3. Invite a few students to share definitions for
each word. Note similarities and differences
in their definitions. If appropriate, point
out how their definitions might be altered
Roots
© Teacher Created
Materials
Teach New Concepts
5. Ask students to compare their definitions
to those on the overhead. Remind them
that English words have interesting histories
that are sometimes surprising. Ask if anyone
recalls how the word education came to us
from the Romans. Note: It was introduced
in Level 5. If not, take a moment to share its
history (see Teacher Notes).
6. Point out the words aqueduct and viaduct. Briefly ask students to think about how the
meanings of these two words are similar and
how they are different (e.g., they both have
something to do with “leading,” but aqueduct
©Teacher Created Materials
is about water and viaduct is about roads
and vehicles). Now show Transparency
#21, which explains
how modern
Bases duc, duct
engineers turned to
the ancient Roman
system of aqueducts
to help them
created elevated
roadways, or
viaducts, for cars.
Transparency
#21
From Ancient
Aqueducts
to Modern Via
ducts
The ancient Rom
ans built aquedu
“lead” “water”
cts to
(agu
into urban area a) from the countryside
s.
arches and tres They invented elaborate
tles
ducts that span to support elevated water
ned valleys and
mountains.
When modern
to help drivers engineers needed a way
avoid train trac
ks or other
obstacles, they
turned to the anci
Inspired by aqu
educts, they crea ent Romans.
A viaduct is an
ted
overpass that “lea viaducts.
“road” (via) ove
ds” the
r an area with
obstacles. To
support these
elev
deliberately mad ated roadways, engineers
e their viaducts
Roman aquedu
look like
cts, using arch
es and trestles
to support the
“highway.”
#12740 (i4019)
Building Vocabu
lary from Word
Roots
#12740 (i4018) Building Vocabulary from Word Roots
© Teacher Created
Materials
B51
Unit II
New and Familiar Latin Bases
Lesson 7 Latin Bases duc, duct = “lead”
Teach New Concepts (cont.)
7. Using Transparency #19, ask students
to work in pairs and see if they can figure
out what each set
of these duc, duct
Bases duc, duct
words have to do
with “lead” (conduct,
conducive, conduit;
productive, product,
produce; introduce,
introductory,
introduction;
seduce, seductive).
Remind students
to use the sentence context
and the meaning of each prefix for help. After students have worked together, ask
volunteers to share their definitions and
explanations for each of the words. As
students offer different explanations, reinforce
the concept of “lead” in their responses. Note: See “Definitions for Teachers” in the
Vocabulary Definitions for Teachers folder on
the Teacher Resource CD for more information
about each of these words.
Transparency
#19
Each set of duc
,
Explain how eacduct words is related.
(Hint: Use the h word means “lead.”
context and the
prefix.)
a military medal
for “good conduc
habits conduc
t”
ive
an electrical con to good health
duit for safe wir
ing
hold a produc
tive
market a new meeting
buy produce at product
the market
introduce you
rsel
receive an intr f to someone
read the introduoductory offer
ction to a boo
k
seduce someon
e into a life of
crime
wear a seduct
ive perfume
#12740 (i4019)
Building Vocabu
lary from Word
Roots
© Teacher Created
Materials
8. For further practice, use Transparency
#22 to guide a discussion of the differences
between inductive
and deductive
Bases duc, duct
reasoning.
Transparency
#22
Differentiation Strategies
Above Level Support
Have students compile a list of duc, duct words
introduced in this lesson. Ask them to sort
the words into as many categories as possible. For example, students may choose to sort the
words by part of speech, suffix, etc.
English Language Support
Find picture clues that may help support
students in this lesson. For example, provide a
picture of an aqueduct. This visual can provide
a concrete example of the word and how it is
used correctly in context.
Below Level Support
As a preteaching strategy, preview the words
that students will see in this lesson. Create
a list of any words that students may have
trouble pronouncing. Read these words into a
listening device and ask students to listen with
headphones while reviewing the list in print. For example, you may choose to articulate
the words aqueduct, conducive, abductors, and
inductive.
Inductive vs Ded
uctive
Reasoning
• Inductive reas
oning takes a
“specific”
observation and
general conclus then “leads” it “into” a
ion.
Observation:
Zoe
Homer, and Nels , Sammy, Hector,
on have four legs
.
Observation:
Zoe
Homer, and Nels , Sammy, Hector,
on are dogs.
Induction: All
dogs have four
legs.
• Deductive
reasoning is the
opposite
of inductive reas
reasoning mak oning. Deductive
es a “general”
hypothesis
and then “leads”
it “down” (de-)
conclusion:
to a specific
Hypothesis: All
dogs have four
legs.
Specific applica
tion: Homer is
a dog.
Deduction: Hom
er has four legs
.
#12740 (i4019)
Building Vocabu
lary from Word
B52
Roots
© Teacher Created
Materials
Guided Practice Pages
Parts A–E
Guide students through pages B53–B55 to
complete the rest of this lesson. Read the
directions at the top of each page and complete
the activity together.
#12740 (i4018) Building Vocabulary from Word Roots
©Teacher Created Materials
Unit II
New and Familiar Latin Bases
Lesson 7 Latin Bases duc, duct = “lead”
Latin Bases duc
, duct = “lead”
Unit II
Lesson 7
Part A:
Meet the Root
Part A:
nquer
Divide and Co
Meet the Root
xes
nings of the prefi and
writing the mea
the Prefix Bank
nquer” them by
last blank. Use
below, then “co
le word in the
vide” the words
ning of the who
mea
Directions: “Di
the
ite
blanks. Wr
and bases in the
fill in the chart.
w to help you
definitions belo
Word means
Base means
ans
Prefix/Base me
____________
____ ______
____________
______ ___
____________
____________
___
1. abduction
____ ___
____________
______ ___
_________X___
____________
___
2. ductile
___
_
___
____________
______ ___
____________
______
3. conducive
____________
_
___
___
_________
______ ___
____________
______
___
ve
___
ucti
4. sed
____ ______
____________
______ ___
____________
______
___
___
___
5. productive
____ ___
____________
______ ___
____________
____________
___
6. deduction
___
_
___
____________
______ ___
____________
____________
7. induce
____ ______
____________
___
___
road
,
___
way
___
___=___
___viauct
____________
8. viad
____ ______
____________
______ ___
____________
y
____________
___
9. introductor
____ ___
____________
______ ___
____________
10. induct
Definitions
pting
• alluring and tem e to do something
eon
• persuade som
bridge
• overpass or
tive, fertile
ing results; crea
• effective; yield
• a kidnapping
introduce
to
ing
serv
• preliminary;
mered thin
g drawn or ham
• capable of bein
ation or group
e in an organiz
• enroll someon rence
infe
or
ful
ion
• conclus
contributive, help
desired result;
• leading to a
Students “divide and conquer” a list of
words by identifying the word roots. See Guided Practice Book page 39.
Answers
Prefix Bank
ab- = away, from
ther
con- = with, toge
de- = down, off
o
in- = in, on, ont
in
with
intro- = inside,
ard
pro- = forth, forw
se- = aside
ing Vocabular y from
#50592—Build
ted Materials
© Teacher Crea
Word Roots
39
1. away, from + lead = a
kidnapping
2. X + lead = capable
of being drawn and
hammered thin
3. with, together + lead
= leading to a desired
result; contributive,
helpful
4. aside + lead = alluring
and tempting
5. forth, forward + lead =
effective; yielding results;
creative, fertile
Unit II
Part B:
Lesson 7
, duct = “lead”
Combine and Create
Context Clues
Directions: Stud
y the 10 words
from the “Divide
sentence below
with the duc, duct
and Conquer”
activity on page
word that best
39. Complete
fits the context
each
. (You may add
suffixes to the
words.)
1. The grocer
y store was adv
ertising an ___
low-sodium, spag
____________
hetti sauce.
_____ offer on
a new,
2. “Brilliant ___
____________
___
__, my dear Wa
fictional detectiv
tson!” was a favo
e, Sherlock Hol
rite saying of the
mes.
Students complete sentences with the
correct vocabulary words. See Guided
Practice Book page 40.
Answers
©Teacher Created Materials
Latin Bases duc
Part B:
Combine and Create
1. introductory
2. deduction
3. induce
4. conducive
5. productive
6. inducted
7. ductile
8. viaduct
9. abduction
10. seductive
6. down, off + lead =
conclusion or inference
7. in, on, onto + lead =
persuade someone to
do something
8. way, road + lead =
overpass or bridge
9. inside, within + lead =
preliminary, serving to
introduce
10. in, on, onto + lead =
enroll someone in an
organization or group
3. What can I
offer to ______
____________
examination?
__ you to
4. Sitting on the
couch all day whi
le eating potato
to physical fitnes
chip
s.
study your utm
ost for the final
s is not ______
____________
5. This weeken
d, I wrote two
papers and read
very _________
four chapters in
___________
my textbook.
use of my time
I made
.
6. He was ___
____________
_____ into the
maintained a 3.8
student hon
grade point aver
age for three sem orary society because he had
esters in a row
.
7. Many electric
ians believe that
copper, one of
metals on Eart
the most supple
h, makes the bes
and _________
t wire for a hou
___
se’s electrical syst
em.
8. Let’s take the
____________
________ so that
that cuts through
we will not get
downtown.
delayed by the
train
9. Journalists on
all the local new
s channels wer
____________
e
talking about the
____ of a five-y
ear-old from the
mysterious
public playgrou
nd.
10. The radio
announcer had
a
very
attractive and
made all listener
____________
s want to hear
________ voic
more about the
e that
products he was
advertising.
40
#50592—Build
ing Vocabular y from
Word Roots
© Teacher Crea
ted Materials
#12740 (i4018) Building Vocabulary from Word Roots
B53
Assessment
Name _______________________________________ Date _____________________
Diagnostic Pre‑test
Directions: Circle the correct answer.
1. An ___________ angle measures more than
90 degrees, but less than 180 degrees.
a. acute
b. obscure
c. obtuse
d. equilateral
5. Which of the following best defines the
word fascism?
a. a governmental system led and ruled by
a dictator who has complete power
b. belief that the divine can be understood
by the human mind
c. the doctrine that there is no God
d. belief that human reason, not divine
revelation, is the driving force in the
universe
2. Which of the following is not a synonym for
dispute?
6. When we establish a chronology of events,
we
a. disagreement
b. summary
c. argument
d. conflict
3. Which of the following means “a state of
society without government or law”?
a. analyze their social significance.
b. excavate ruins.
c. study them by the regions in which they
occurred.
d. arrange them by the dates of their
occurrence.
7. We say that rocks are insensate because
a. no one knows for sure how they are
formed.
a. anemic
b. anomaly
b. they are hard when we sit on them.
c. anarchy
c. they have no feeling.
d. apathy
d. they cannot be digested.
4. A parasite is a person who
a. always contradicts himself or herself.
b. is afflicted with a chronic illness.
c. has made a great deal of money.
d. lives off of others without offering
anything in return.
©Teacher Created Materials
8. Which of the following words means
“an overpass”?
a. aqueduct
b. conduction
c. production
d. viaduct
#12740 (i4018) Building Vocabulary from Word Roots
C5