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TCM 22653
Level 6
Building Vocabulary from Word Roots Teacher’s Guide
TCM 22653
Table of Contents
Management
Program Overview. . . . . . . . . . . . . . . . . . . . . A1
Components of the Building
Vocabulary Kit . . . . . . . . . . . . . . . . . . . . . . . A2
How to Use this Program. . . . . . . . . . . . . . . . A3
About Level Six. . . . . . . . . . . . . . . . . . . . . . . . A7
Teaching Vocabulary: Research
and Practice. . . . . . . . . . . . . . . . . . . . . . . . A13
Differentiating Instruction. . . . . . . . . . . . . . . A17
Standards and Correlations. . . . . . . . . . . . . . A21
Proficiency Levels for English Language
Learners . . . . . . . . . . . . . . . . . . . . . . . . . . A23
Response to Intervention. . . . . . . . . . . . . . . A24
Tips for Implementation. . . . . . . . . . . . . . . . A25
About the Authors . . . . . . . . . . . . . . . . . . . . A27
Lessons
Unit I Directional Prefixes
Lesson 1: Review of “Divide and Conquer”. . B1
Lesson 2: Two Directional Prefixes ante= “before” and post- = “after”. . . . . . . . . . . B9
Lesson 3: Latin Directional Prefix ob- = “up
against, in the way”. . . . . . . . . . . . . . . . . . B15
Lesson 4: Latin Prefix ambi- and Greek Prefix
amphi- = “around, on both sides” . . . . . . B21
Lesson 5: Latin Prefixes contra-, contro-, counterand Greek Prefixes anti-, ant- = “against,
opposite”. . . . . . . . . . . . . . . . . . . . . . . . . . B27
Unit I Review. . . . . . . . . . . . . . . . . . . . . . . . . B33
Unit II Latin Bases
Lesson 6: Latin Bases mit, miss = “send”. . . . B38
Lesson 7: Latin Bases cred, credit = “believe”. . . B43
Lesson 8: Latin Bases ven, vent = “come”. . . B49
Lesson 9: Latin Bases serv, servat
= “save, keep, serve”. . . . . . . . . . . . . . . . . B55
Lesson 10: Latin Bases pel, puls, peal
= “drive, push”. . . . . . . . . . . . . . . . . . . . . . B61
Unit II Review. . . . . . . . . . . . . . . . . . . . . . . . B67
Unit III More Latin Bases
Lesson 11: Latin Bases vert, vers
= “turn, change” . . . . . . . . . . . . . . . . . . . . B71
Lesson 12: Latin Bases ten, tin, tent, tain
= “hold”. . . . . . . . . . . . . . . . . . . . . . . . . . . B77
Lesson 13: Latin Bases fac, fic, fact, fect
= “do, make”. . . . . . . . . . . . . . . . . . . . . . . B83
©Teacher Created Materials
Lesson 14: Latin Bases pend, pens
= “weigh, hang, pay”. . . . . . . . . . . . . . . . . . B91
Lesson 15: Latin Bases sent, sens
= “think, feel”. . . . . . . . . . . . . . . . . . . . . . . B97
Unit III Review. . . . . . . . . . . . . . . . . . . . . . . B104
Unit IV Parallel Latin and Greek Bases
Lesson 16: Latin Bases viv, vit and Greek Base
bi(o) = “live, life” . . . . . . . . . . . . . . . . . . . B109
Lesson 17: Latin Bases nat, natur and Greek
Bases gen, gener = “be born, give birth,
produce”. . . . . . . . . . . . . . . . . . . . . . . . . B117
Lesson 18: Latin Base human and Greek Base
anthrop(o) = “human being, humankind”. . . B125
Lesson l9: Latin Bases fort, forc and Greek Base
dynam = “power, strength, strong”. . . . . B131
Lesson 20: Latin Bases am(a), amat and Greek
Base phil(o) = “love, friend”. . . . . . . . . . . B137
Unit IV Review. . . . . . . . . . . . . . . . . . . . . . . B144
Unit V Greek Prefixes
Lesson 21: Greek Prefixes syn-, sym-, syl= “with, together”. . . . . . . . . . . . . . . . . . B149
Lesson 22: Greek Prefix dia- = “through, across,
thorough”. . . . . . . . . . . . . . . . . . . . . . . . B156
Lesson 23: Greek Prefix peri- and Latin Prefixes
circum-, circu- = “around”. . . . . . . . . . . . . B162
Unit V Review . . . . . . . . . . . . . . . . . . . . . . . B169
Assessment
A Word About Assessment. . . . . . . . . . . . . . . C1
Data-Driven Instruction. . . . . . . . . . . . . . . . . C3
Diagnostic Test Item Analysis. . . . . . . . . . . . . C4
Diagnostic Pre-test. . . . . . . . . . . . . . . . . . . . . C5
Diagnostic Pre-test Answer Key. . . . . . . . . . . C8
Unit Quizzes. . . . . . . . . . . . . . . . . . . . . . . . . . C9
Post-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . C24
Post-test Answer Key . . . . . . . . . . . . . . . . . . C27
Teacher Resources
Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D1
Reproducibles. . . . . . . . . . . . . . . . . . . . . . . . . D2
Appendices
Appendix A: References Cited . . . . . . . . . . . . E1
Appendix B: Additional Resources . . . . . . . . . E3
Appendix C: Contents of
Teacher Resource CD . . . . . . . . . . . . . . . . E6
#22653 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 10656
LEVEL 6
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
#22653 Building Vocabulary from Word Roots
A1
Management
Components of the Building Vocabulary Kit
Teacher’s Guide includes:
Prefixes
Unit I Directional
of “Divide
Lesson 1 Review
Management
Objectives #2, #3
lations
Standards and Corre
mandates
Behind legislation
The No Child Left
academic standards
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While many
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They define the knowledg each level. Standards
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Standards and
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Sixty-five percent of all words in the
English dictionary are based on Greek
or Latin roots.
A few prefixes are used in a large
number of words. Prefixes have
consistent spelling and clear meaning.
Ninety percent of English words with
more than two syllables come from
Latin and Greek.
from Word Roots
#10646 (i1825) Building Vocabulary
4. Try to find time
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Building
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b. rejected it
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has ________________
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c. no morals
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d. connected to reality
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a. five
b. six
c. seven
Materials
Can you figure out how each of these
prefixes gives a new meaning to the
bases struc, struct (build)?
A prefix is a root placed before the
base of the word.
#10646 (i1825) Building Vocabulary
from Word Roots
Materials
#12736 (i3994) Building
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©Teacher Created Materials
from Word Roots
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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
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a. functions very well
b. does not function
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c. functions erratically
d. needs a special
part
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Vocabulary
Teacher Resources:
answer.
Word Parts: Unit
Materials
Reproducibles
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post-
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6. The audience member’s
intrusion at the
speech ________
________________
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b. interrupted the
speaker
Teacher
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c. becoming healthy
d. becoming sickly
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5. Since he is the epitome
of health, he
is ________________
________________
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b. very healthy
d. situational morals
c. an eagle
20. Symbiotic creatures
a. frequently fight
Prefixes,
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Every root
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joined together,
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detail about suffix give an idea. The
important
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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)
©Teacher Created Materials
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Many of the activities
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Assessment
the
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in 10–15 minutes.
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destruct
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independently.
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“constructed”; destruct
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by building “on” or
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two prefixes: (reconstruc t and deconstruct have
t = re- + con-; deconstruc
= de- + con-). Note
t
that if they remove
the
first prefix, they will
see a whole word
they
recognize. They can
then add the meaning
the first prefix.
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Materials
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and Conquer”
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Part A
students work in
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three-pag
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their Guided Practice
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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
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b. unhealthy
Unit I New and
Familiar Prefixes
Lesson 1 Review
of Latin
d. not rigorous enough
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add to”
3. Remind students
that words also have
interesting histories,
and
some of these stories. they will read about
Differentiation Strateg
They will also learn
some new words
from Greek and Roman
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mythology.
t
Have students draft
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a story using
already know much
vocabulary words
about
words and how they
from this lesson.
work. Tell them to
make
a list of everything
they already know.
English Language
Ask
volunteers to share
Support
what they have written.
You may want to list
Use visual aids, modeling,
their
and
Emphasize any response ideas on the board.
demonstrations to
teach students about
that identifies “roots”
and “word parts”
the vocabulary words
as a strategy.
in this lesson.
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x ad- on the board.
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of these
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ad-. Ask if that surprises
them. Have students
explain their responses
.
6. Remind students
that the prefix adcan mean
“to, toward” or “add
to.” Now ask students
talk in pairs and write
to
down quick definitions
of each word. Tell
them to use “to, toward”
“add to” in their defi
or
nitions. Ask volunteer
share the definitions
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c. rigorous
from Word Roots
Prefix ad- = “to,
toward,
ambi-, amphi-
plan is ________
___.
contra-, contro-,
counter-,
anti-, ant-
Materials
For use
with either
Macintosh®
or Windows®
TCM 12736
i3996
Teacher Resource CD—Level 6
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.
B2
#10648 (i1821) Building
Vocabulary
from Word Roots
©Teacher Created
Materials
Other Components Include:
rency #1
Overhead Transpa
TCM 10656
LEVEL 6
Guided Practice
Book (student
book)
Name:
ary from Word Roots
Building Vocabul
Transparencies
(in the
transparency
folder)
Professional
Development
DVD
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
Interesting Facts
About English
of all words in the
Sixty-five percent
k
are based on Gree
English dictionary
Overhead Transpa
rency #2
.
or Latin roots
used in a large
A few prefixes are
Prefixes have
number of words.
.
and clear meaning
consistent spelling
Roots:
How do they work?
English words with
Ninety percent of
Prefi
e from
xes, bases, and suffi
bles com
xes are roots.
more than two sylla
Every root has a mea
ning. When
Latin and Greek.
joined together, roots
create words.
#10646 (i1825) Building
Roots
Vocabulary from Word
The base describes
the main idea. The
prefix and/or suffi
x give an important
detail abou
©TeachertCreated
thatMaterials
main idea.
Prefixes come at
the beginning.
Bases come in the
middle.
Suffixes come at
the end.
are learning
First-grade students
family.
about the –an word
#10646 (i1825) Building
Vocabular
Running Time 81 minutes
are learning
Fifth-grade students bases aqua
about Latin and Greek
and hydr(o).
#22653 Building Vocabulary from Word Roots
y from Word Roots
©Teacher Created
Materials
©Teacher Created Materials
Management
How to Use This Program
The following provides a more detailed overview
of the various components of this program,
including the differentiated, five-part lessons, the
Assessment section, the Teacher Resources section,
and the Teacher Resource CD. Each component
offers support for the entire program, making
students’ word learning meaningful and fun.
The first word in each “Divide and Conquer”
activity is often the most challenging, so students
will benefit from explicit instruction. Then students
will be better able to independently “divide and
conquer” the remaining words on the list.
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
#22653 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
#22653 Building Vocabulary from Word Roots
©Teacher Created Materials
Management
How to Use This Program (cont.)
Objectives are listed
for each lesson.
Unit I Directional Prefixes
Lesson 1 Review of “Divide and Conquer”
Note: Teach this three-page lesson plan before
Objectives
The Teacher Notes
section provides
background information
about the roots taught
in the lesson.
students work in their Guided Practice Book. Part A
should be completed on the same day the lesson is
taught.
Objectives #2, #3
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.
•
Level Six builds on these important
concepts as students meet a new set of
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.
3. Many words have interesting
histories. As “word detectives,”
students can figure out the meaning
of many difficult or unusual words on
their own by using the roots as clues.
• This lesson uses familiar roots to review
the strategy of “Divide and Conquer.”
(Students should be familiar with this
strategy if they have used the program
Building Vocabulary from Word Roots in
previous grade levels.)
al Prefixes
Unit I Direction
e and Conquer”
The Teach
New Concepts
section provides
step-by-step
instruction to
guide students
through the
lesson.
of “Divid
Lesson 1 Review
pts
Teach New Conce
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. Words are made up of roots that have
meaning. A semantic relationship
exists between the roots in a word.
©Teacher Created Materials
Most lessons in Building Vocabulary from Word
Roots can be completed in 10–15 minutes. This
one takes longer because it builds a conceptual
foundation for the semantic unit or “roots”
approach to vocabulary learning.
1. Remind students that most of the roots
we use in English words are from ancient
Latin and Greek languages. Show them the
“interesting facts” on
Transparency #1.
Interesting Facts
About English
Emphasize how their
knowledge of roots
will help students
understand the
meaning of many
new words.
2. Mention that word
meanings also
have interesting
histories. Students will enjoy reading about and
investigating some of the stories behind the
words we use.
3. Point out that students already know much
about words and how they work. Tell them to
make a list of everything they already know.
Ask volunteers to share what they have written.
(You may want to list their ideas on the board.
Emphasize any response that identifies “roots”
and “word parts” as a strategy.)
This first section
of the lesson helps
students activate
background
knowledge about
the root(s) of study.
Overhead Transparency #1
Sixty-five percent of all words in the
English dictionary are based on Greek
or Latin roots.
A few prefixes are used in a large
number of words. Prefixes have
consistent spelling and clear meaning.
Ninety percent of English words with
more than two syllables come from
Latin and Greek.
#10646 (i1825) Building Vocabulary
from Word Roots
#12736 (i3994) Building Vocabulary from Word Roots
©Teacher Created Materials
B1
Unit I Direction
al Prefixes
Lesson 1 Review
of “Divid
e and Conquer”
tegies
Differentiation Stra t
por
Part A: “Making
Above Level Sup
4. If necessary, use
Unit 1
Lesson
to
finished the
1
Transparency #2
After students have
Roots:
Review
of “Divide
of
Part D, have them
and Conq
ept
How do they work?
conc
the
uer”
w
Part A:
revie
Words” activity in
they
word
(unit
each
Meet the
xes
for
s
prefi
Root
Students “dividetoand
“roots” as
write sentence
have
want
conq
may
uer”
of
You
a list
added to the front
used in the chart. of word
s
a
as
in
they
use
Div
ident
to
ide
ify
the base
and Conq
s together
a word that affects
uer
them tie the wordwords and prefixes. See
“Divide”
Guided
s,
words and
the word
then “con
Practice Book page
s.
its meaning), as base
short stor y.
you reme Use the Root Bankquer” them by writi
4.
mber what
ng the mean
at the botto
a
each of
ing of
m of the
the parts
page to
(unit that provides
means.
help
port
Sup
ge
gua
ing),
Lan
Pos
mean
sible Answer
English
base mea
word’s main
ns
1. expo
se
suffix mea
________
time to complete s
ns
___
2. inscribe
word mea
________
and as suffixes (unit
Give students extra1. outs +
________
ns
to
___
put
ents
___
3.
=
stud
________
transpose
to put something
________
allow for
________
________
___
on
___
4. presc
________
attached to the end
the activities. This display
ribe ____
________
________
___
_______
5. predict
________
ts its
entrate fully on the
________
________
________
___
of a word that affec
___
6. concur
slow down and conc
________
2. in
________
________
________
___
d. + write = to write in something
___
7. elect
________
________
________
________
meaning).
___
information presente
___
8. progr
3. around + put =
________
ess
________
________
____
___
____
to mix numbers or
___
9. pyrop
________
uer
hobia ____
________
________
ency
___
_______
10. dicta
por
Divide and Conq
lette
________
rstin wrong order
te
5. Using Transpar
________
Bases
________
________
___
Below Level Sup
Prefixes and
___
Root Bank
________
________
________
small
___
4. in
Prefixes:
befo
#3, ask students to
pairs
________
re +orwrite
con- = “with
________
= to
“before”; , together”; e-,
Let students work
ex- = “out”
pro- = “forw
Bases:
This may write before
cur, curs,
;
5. befo
ities.
tell what each word
activ
cour, cours ard”; trans- = “acroin- = “in, on, into”
re
the
+
say
nish
fi
=
;
grad,
=
preto
to
“run,
ss,
gress =
=
x
change”
go”;
groups
entssay what will
“put, place “step, go”; leg, lig, dict = “say, tell,
speak”;
construct
Suffixes:
means when the prefi
”; pyro =
lect = “pick
ty that stud
happ
-phobia =
“fi
, choose,
(two prefixes)
re it does
“fear of”; re”; scrib, script =
read”; pon,
reconstruct
help reduce any anxie en befo
“write”
-ate = “to
pos, posit
(two prefixes)
make or
=
is changed (construct
deconstruct
do”
ng the
6. with
+ gowork
destruct
= to go with othe
may feel at completi
instruct
rs
= build “together”;
7. out + choose =
ntly.
ende
indep
ing
to
choo
se a leader
reconstruct = build
8. forward + go =
to move or go forw
“together” “again”;
ard
9. fire + fear = a fear
of fire
deconstruct = to take
10. to say + to do
= to say what to do
“down” something
to someone else
or “build” “down”;
ruin
=
uct
destr
;
“constructed”
“into”).
by building “on” or
instruct = “teach”
ct have
struct and deconstru
6. Point out that recon ct = re- + con-; deconstruct
nstru
two prefixes: (reco
the
that if they remove
= de- + con-). Note
they
see a whole word
first prefix, they will
add the meaning of
then
can
They
.
recognize
the first prefix.
Overhead Transparency #2
Meet the Root
Prefixes, bases, and suffixes are roots.
Every root has a meaning. When
joined together, roots create words.
The base describes the main idea. The
prefix and/or suffix give an important
detail about that main idea.
Directions
:
Prefixes come at the beginning.
Bases come in the middle.
Suffixes come at the end.
#10646 (i1825) Building Vocabulary from Word Roots
Overhead Transparenc
©Teacher Created Materials
y #3
of these
out how each
g to the
Can you figure
a new meanin
prefixes gives
struct (build)?
bases struc,
4
before the
root placed
A prefix is a
word.
base of the
Building Vocabulary
#10646 (i1825)
B2
©Teacher Created Materials
#10656
Building Vocab
ulary from
Word Roots
© Teacher
©Teacher Created
Created
Materials
Materials
from Word Roots
ing Vocabular y
#12736 (i3994) Build
Materials
©Teacher Created
36 (i3994) Building
Vocabular y from Word
Roots
Answer keys
are provided
for each
student page
in the Guided
Practice Book.
from Word
B4Roots#127
©Teacher Created
Materials
#22653 Building Vocabulary from Word Roots
A5
Management
How to Use This Program (cont.)
al Prefixes
Unit I Direction
e and Conquer”
Unit I Direction
al Prefixes
of “Divid
Lesson 1 Review
Lesson 1 Review
of “Divid
e and Conquer”
Unit I
Part C:
Lesson 1
Review of “Divide and Conquer”
Part C:
Read and Reason
and
Read and Reason
Review of “Divide and Conquer”
News Report
report
Students read a news
See Guided
answer questions.
6.
page
Book
ice
Pract
Unit I
Lesson 1
Part D:
D: the questions.
Partanswer
Directions: Read the following news report and
Extend and
Explore
Extend and Explore
TOP
NEWS!
Words
Making
you can.
Fill in the chart with as many words as
with a partner.California,
Directions:
Today
inWork
Hollywood,
two animated
characters came to life and fled their production
sites. Police speculate that they might be
dangerous, and the
structive
struction is centered
struct investigation
around a tip from an anonymous caller who said
conthat
the “toons” were recently spotted near the
Mississippi
River—a plot piece in last week’s
deepisode, “Down the Mountain, Oh River.” Police
in- currently generating
are
a search team to advance
on the river and its outlets.
ob-
y.
Answers will var
Students make word
s from word
parts. See Guided
Practice Book
page 7.
Answers will var
y.
reconQuestions:
Explain the meaning of animated in the above news report.
_______________________________________________________________
than one
Now make three sentences with these words. See if you can put more
What
that your sentences make sense.
mean to speculate?
Make sure __________________________________
in a itsentence.
worddoes
__
_______________________________________________________________
__________________________
__________________________________
Who1.is speculating
in the above report? _______________________________
__________________________
What are __________________________________
the police generating? _____________________________________
2.
6
____________________________________________________________
__________________________
__________________________________
#10656 Building
Vocabulary from Word Roots
3.
Unit I
Lesson
Review
1
of “Divide
© Teacher Created Materials
____________________________________________________________
____________________________________________________________
© Teacher Created Materials
#10656 Building Vocabulary from Word Roots
7
Part C:
ason
Part Re
D: ad and Re
uer”
and Conq
the
analyze words from
Exten
Students
d an
d ” activity. See
“Divide and Conquer
Explo
re
s page 2 on CD.
bonu
Part C:
Reason
Read and
alysis
Word An
ty
uer” activi
de and Conqer the
the “Divi
. Then answ
words from
over the Guided Practice Book
: Look
Directions on page 4 in the
.
.
questions
the word
. Write
know
dy
ing you alrea
__
whose mean
________
out a word
________
1. Pick does it mean?
________
______
What
________
________
________
________
________
________
________
________
before.
________
know
____
not
________
you did
esting?
esting that
nd it inter
very inter ? Why do you fi
nd
fi
__
you
mean
________
out a word
t does it
________
2. Pick the word. Wha
__
________
________
Write
________
________
________
________
________
________
________
________
word.
________
Write the
________
is very hard. hard.
think
is
__
think it
word you
________
why you
out a new
________
3. Pick does it mean? Tell
__
________
____
t
____
____
Wha
____
________
________
________
________
________
________
________
________
________
Students follow direcwill vary.
Answers tions to make
word pyra
mids. See bonus page
3
on CD.
Unit I
Lesson
1
Review
of “Divide
Part D:
and Conq
uer”
Extend and
Explore
Word Py
ramids
Directions
: Work
with
“Divide and a partner to make
word pyram
your pyram Conquer.” Don’
ids for two
t put the
ids to anoth
words from
words
er group
. See if they in the pyramids.
Then give
can figure
out your
words.
APPARENT
Word
Two anto
nyms
Answers will var
y.
Three syno
nyms
Bonus activities
are provided
on the Teacher
Resource CD to
differentiate
instruction. The
answer key for the
bonus activities
are provided in
the lessons.
Definitio
n
Sentence
Word
Two anto
ABUNDANT
nyms
Three syno
nyms
Definitio
© Teacher
B6
Created
Materials
#10656
(i1832)
ulary from
Building Vocab
Word Roots
n
2
Bonus Page
Sentence
© Teacher
Word Roots
ing Vocabular y from
#12736 (i3994) Build ©Teacher
Created Materials
©Teacher Created
Created
Materials
Materials
#10656
(i1832)
Building Vocab
ulary from
#12736 (i3994) Build
ing Vocabular y
Word Roots
Bonus Page
3
from Word Roots
B7
Unit I 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.
scribble
inscribe
impose
composer
deduct
deposit
predict
dictator
edit
sedate
preside
recur
excursion
expose
transpose
progress
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.
Call a clue for each word. The clue can be the definition for the word, a
synonym, an antonym, or a sentence with the target word deleted. Students
need to determine the target word and mark it with an X. When a student has
four Xs in a row, column, diagonal, or four corners, they can call out “Wordo!”
Check the student’s words, and declare that student the winner.
B8
A6
#12736 (i3994) Building Vocabulary from Word Roots
©Teacher Created Materials
#22653 Building Vocabulary from Word Roots
©Teacher Created Materials
Unit I Directional Prefixes
Lesson 1 Review of “Divide and Conquer”
Objectives
Objectives #2, #3
Note: T each this three-page lesson plan before
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.
• Most lessons in Building Vocabulary from Word
Roots can be completed in 10–15 minutes. This
one takes longer because it builds a conceptual
foundation for the semantic unit or “roots”
approach to vocabulary learning.
Level Six builds on these important
concepts as students meet a new set of
roots:
1. Words are made up of roots that 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. As “word detectives,”
students can figure out the meaning
of many difficult or unusual words on
their own by using the roots as clues.
• This lesson uses familiar roots to review
the strategy of “Divide and Conquer.”
(Students should be familiar with this
strategy if they have used the program
Building Vocabulary from Word Roots in
previous grade levels.)
©Teacher Created Materials
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. Remind students that most of the roots
we use in English words are from ancient
Latin and Greek languages. Show them the
“interesting facts” on
Transparency #1.
Interesting Facts
About English
Emphasize how their
knowledge of roots
will help students
understand the
meaning of many
new words.
2. Mention that word
meanings also
have interesting
histories. Students will enjoy reading about and
investigating some of the stories behind the
words we use.
3. Point out that students already know much
about words and how they work. Tell them to
make a list of everything they already know.
Ask volunteers to share what they have written.
(You may want to list their ideas on the board.
Emphasize any response that identifies “roots”
and “word parts” as a strategy.)
Overhead Transparency #1
Sixty-five percent of all words in the
English dictionary are based on Greek
or Latin roots.
A few prefixes are used in a large
number of words. Prefixes have
consistent spelling and clear meanin
g.
Ninety percent of English words with
more than two syllables come from
Latin and Greek.
#10646 (i1825) Building Vocabulary
from Word Roots
#22653 Building Vocabulary from Word Roots
©Teacher Created Materials
B1
Unit I Directional Prefixes
Lesson 1 Review of “Divide and Conquer”
Teach New Concepts
4. If necessary, use
Transparency #2 to
review the concept of
“roots” as prefixes (unit
added to the front of
a word that affects
its meaning), as bases,
(unit that provides a
word’s main meaning),
and as suffixes (unit
attached to the end
of a word that affects its
meaning).
Differentiation Strategies
Above Level Support
Overhead Trans
parency #2
Roots:
How do they wo
rk
?
Prefixes, bases,
and suffixes are
Every root has
roots.
a meaning. Wh
en
joined together,
roots create wo
rds.
The base describ
es the main ide
a. The
prefix and/or
suffix give an
important
detail about tha
t main idea.
Prefixes come
at the beginning
.
Bases come in
the middle.
Suffixes come
at the end.
#10646 (i1825)
Building Vocabu
lary from
Word Roots
English Language Support
©Teacher Created
Materials
5.Using Transparency
Divide and Conquer
#3, ask students to
Prefixes and Bases
tell what each word
means when the prefix
construct
is changed (construct
reconstruct (two prefixes)
deconstruct (two prefixes)
= build “together”;
destruct
instruct
reconstruct = building
“together” “again”;
deconstruct = to take
“down” something
“constructed”; destruct = ruin or “build” “down”;
instruct = “teach” by building “on” or “into”).
Overhead Transparency #3
Can you figure out how each of these
prefixes gives a new meaning to the
bases struc, struct (build)?
A prefix is a root placed before the
base of the word.
from Word Roots
#10646 (i1825) Building Vocabulary
After students have finished the “Making
Words” activity in Part D, have them
write sentences for each word they
used in the chart. You may want to have
them tie the words together to use in a
short story.
Give students extra time to complete
the activities. This allows for students to
slow down and concentrate fully on the
information presented.
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.
©Teacher Created Materials
6. Point out that reconstruct and deconstruct have
two prefixes: (reconstruct = re- + con-; deconstruct
= de- + con-). Note that if they remove the
first prefix, they will see a whole word they
recognize. They can then add the meaning of
the first prefix.
B2
#22653 Building Vocabulary from Word Roots
©Teacher Created Materials
Unit I Directional Prefixes
Lesson 1 Review of “Divide and Conquer”
7.Using Transparency
#4, ask students to tell
what each word means
when the suffix is
changed. (Investigate is
a verb that describes an
action. Investigation is
a noun that describes
a thing. Educate is a
verb that describes an
action. Education is a
noun that describes a thing.)
Overhead Trans
parency #4
Divide and Co
nq
Bases and Suffi uer
xes
Can you figure
out how each
of these
suffixes gives
a new meaning
to the
base?
You investigate
a crime
through an inve
stigation.
You educate som
eone
through an edu
cation.
A suffix is a roo
t placed at the
end
of the word.
#10646 (i1825)
Building Vocabu
lary from Word
Roots
©Teacher Created
Guided Practice Pages
Parts A–E
Guide students through lesson plan
pages B4–B8 to complete the rest of this
lesson. Read the directions at the top
of each page and complete the activity
together.
Materials
8. 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 its root 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, scaffold
this activity by modeling the process with a
familiar compound word such as “birthday”
to introduce the concept of “word
dissection.”)
9.Use Transparency
#5 to review the
Divide and Co
nquer
strategy of “Divide
and Conquer” (word
preview
dissection) with the
words preview and
review
review. (If students
need more support,
practice additional
words. Compound
words work well
with beginners. Also choose words from
students’ other texts. Try to stay with
familiar vocabulary until they grasp the
concept of a semantic unit.)
Overhead Trans
parency #5
You can figure
out the meani
ng of a
new word by “Di
viding and Con
quering”
its roots.
pre/view
pre- = “before”
/ view = “see”
Preview means
to “see” someth
ing
“before” others
see it.
re/view
re = “back or aga
in” / view = “see
”
Review means
to go back and
“see”
something “ag
ain.”
#10646 (i1825)
Building Vocabu
lary from Word
©Teacher Created Materials
Roots
©Teacher Created
Materials
#22653 Building Vocabulary from Word Roots
B3
Unit I Directional Prefixes
Lesson 1 Review of “Divide and Conquer”
Part A:
Meet the Root
Students “divide and conquer” a list
of words as they identify the base
words and prefixes. See Guided
Practice Book page 4.
Unit 1
Lesson 1
1E
2.D
3.I
4.H
5.C
6.B
7.G
8.F
9.A
10. J
B4
#22653 Building Vocabulary from Word Roots
and Conquer”
Part A:
Meet the Root
Divide and Co
nquer
Directions: “D
ivide” words
and then “conqu
the prefix, base,
er” them by wri
and/or suffix in
ting the meanin
the blanks. The
Root Bank lists
g of
n select the bes
the meanings of
t definition. The
prefixes, bases,
and suffixes.
1. expose
2. inscribe
Answer Key
Review of “D
ivide
prefix/
1st base means
____________
___
2nd base/
suffix means
definition
____________
____
_________
____________
___
____________
3. transpose
____
_________
____________
___
___
____________
4. prescribe
_
_________
____________
___
____________
5. predict
____
_________
____________
___
____________
6. concur
____
_________
____________
___
____________
7. elect
____
_________
____________
___
___
___
__________
8. progress
_________
____________
___
____________
9. pyrophobia
____
_________
____________
___
____________
10. dictate
____
_________
____________
___
____________
Root Bank
____
_________
Prefixes: con-
= “with, together
”; e-, ex- = “out”;
pro- = “forward”;
in- = “in, on, into
trans- = “across,
”; pre- = “before
change”
Bases: cur, curs
”;
, cour, cours = “run
, go”; dict = “say
“pick, choose,
, tell, speak”; grad
read”; pon, pos,
posi
, gress = “step,
t
Suffixes: -pho
= “put, place”;
go”; leg, lig, lect
pyro = “fire”; scrib
bia = “fear of”;
=
-ate = “to mak
, script = “write”
e or do”
Definitions
A. fear of fire
B. to agree
F. advanceme
C. to foretell
nt; forward mov
ement
G. to choose,
D. to write one
especially by voti
’s name on; to
ng
H. to write an
engrave
E. to place in
order for med
harm’s way; to
icine
I.
to
switch the ord
bring to light
er
of
lett
ers
4
or numbers
J. to give orders;
#10656 Building
to
tell
others what to
Vocabulary from
write
Word Roots
© Teacher Crea
ted Materials
©Teacher Created Materials
Unit I Directional Prefixes
Lesson 1 Review of “Divide and Conquer”
ivide
Review of “D
Unit I
and Conquer”
Lesson 1
Part B:
Combine and
Create
Part B:
eate
Combine and Cr
Syllable Sort
k at these
Directions: Loo
carbohydrates
contemporaries
aquarium
m on the
words. Put the
hydrogen
synchronize
three syllables
y belong.
chart where the
pedestrian
solitaire
four syllables
Students sort words according to
the number of syllables. See Guided
Practice Book page 5.
monosyllables
pedigree
Answers
Three Syllables: hydrogen,
pedigree, synchronize, solitaire
Four Syllables: aquarium,
carbohydrates, pedestrian
Five or More Syllables:
contemporaries, monosyllables
five or more
syllables
ts
ry from Word Roo
ls
ted Materia
© Teacher Crea
Vocabula
#10656 Building
Part B:
5
Unit I
Combine and
Create
Students read and solve riddles.
See bonus page 1 on CD.
Answers
1.dictate
2.cursive
3.transcript
4.proposal
Lesson 1
Review of “D
ivide
Combine and Cr
eate
Solving Riddle
s
Directions: Sol
ve the ridd
les.
1. I am a verb.
I mean “to spe
ak or read aloud
so someone can
My Latin base
write what is said
is dict.
.”
I have two syllable
s.
____________
____________
____________
____________
2. I am a way
______
of writing with
connected lett
ers.
You probably lear
ned to do this
in the second or
My Latin base
third grade.
is cur.
I have two syllable
s.
____________
____________
____________
____________
3. I am a noun.
______
I am the result
of #1.
My Latin base
is scrib.
I also have two
syllables.
____________
____________
____________
____________
4. I mean “a plan
______
, scheme, or ide
a to do someth
ing.”
My Latin base
is pos.
I have three syll
ables.
____________
____________
____________
____________
______
© Teacher Crea
ted Materials
#10656 (i1832)
Building Vocabula
ry from Word Roo
©Teacher Created Materials
and Conquer”
Part B:
ts
Bonus Page 1
#22653 Building Vocabulary from Word Roots
B5
Unit I Directional Prefixes
Lesson 1 Review of “Divide and Conquer”
Unit I
Part C:
Read and Reason
Lesson 1
Review of “D
ivide
and Conquer”
Part C:
Read and Reason
News Report
Students read a news report and
answer questions. See Guided
Practice Book page 6.
Directions: Rea
d the following
news report and
answer the que
stio
ns.
TOP NEWS!
Today in Ho
llywood, Ca
lifornia,
characters
two animat
came to li
ed
fe and fled
sites. Po
lice specul
their prod
uction
ate that th
dangerous,
ey might be
and the in
vestigatio
around a ti
n is center
p from an
ed
anonymous
that the “t
caller who
oons” were
said
recently sp
Mississipp
i River—a
otted near
plot piece
the
episode, “D
in last we
own the Mo
ek
’s
untain, Oh
are curren
River.” Po
tly genera
lice
ting a sear
on the rive
ch team to
r and its
advance
outlets.
Answers will vary.
Questions:
Explain the me
aning of animate
d in the above
news report.
____________
____________
____________
____________
What does it me
____________
an to speculate?
___
____________
____________
____________
____________
____________
____________
____________
Who is specula
____________
ting in the above
___
report? ______
____________
What are the pol
____________
ice generating?
_
____________
____________
____________
_
6
#10656 Building
Vocabula
ry from Word Roo
ts
© Teacher Crea
ted Materials
Unit I
ivide
Review of “D
Lesson 1
Part C:
and Conquer”
Read and Reason
Part C:
Read and Reason
Students analyze words from the
“Divide and Conquer” activity. See
bonus page 2 on CD.
s
Word Analysi
er” activity
the
ivide and Conqu
rds from the “D
n answer
k over the wo
Practice Book. The
Directions: Loo
4 in the Guided
on page
questions.
Answers will vary.
word.
know. Write the
aning you already
word whose me
1. Pick out a
an?
__________
What does it me
____________
____________
____________
_______
____________
____________
___
___
___
______
____________
____________
know before.
that you did not
resting?
very interesting
you find it inte
word you find
it mean? Why do
2. Pick out a
s
doe
at
Wh
__________
Write the word.
___
___
___
___
____________
____________
_______
____________
____________
____________
____________
___
___
___
______
rd.
wo
the
d. Write
think is very har
new word you
think it is hard.
3. Pick out a
an? Tell why you
__________
What does it me
____________
____________
_
____________
____________
____________
____________
___
___
___
____________
____________
ts
ry from Word Roo
©
B6
Materials
Teacher Created
Building Vocabula
#10656 (i1832)
Bonus Page 2
#22653 Building Vocabulary from Word Roots
©Teacher Created Materials
Unit I Directional Prefixes
Lesson 1 Review of “Divide and Conquer”
ivide
Review of “D
Unit I
and Conquer”
Lesson 1
Part D:
Extend and
Explore
Part D:
ore
Extend and Expl
Making Words
rk with a par
Directions: Wo
chart
tner. Fill in the
struct
.
rds as you can
with as many wo
struction
Students make words from word
parts. See Guided Practice Book
page 7.
structive
conde-
Answers will vary.
inobreconone
put more than
. See if you can
h these words
make sense.
ee sentences wit
ces
thr
ten
ke
sen
r
ma
w
you
No
that
ce. Make sure
word in a senten
___
____________
____________
____________
___
_________
____________
___
___
___
___
___
___
___
1.
____________
____________
____________
____________
____________
____________
___
____________
____________
____________
____________
___
___
___
____________
____________
___
____________
____________
____________
_________
____________
____________
___
3. _________
___
___
______
____________
____________
2.
ts
ry from Word Roo
ls
ted Materia
© Teacher Crea
Vocabula
#10656 Building
7
Part D:
Unit I
Extend and
Explore
Students follow directions to make
word pyramids. See bonus page 3
on CD.
Lesson 1
Review of “D
ivide
and Conquer”
Part D:
Extend and Expl
ore
Word Pyramid
s
Directions: Wo
rk with a par
tner to make wo
rd pyramids for
“Divide and Co
two words from
nquer.” Don’t put
the words in the
your pyramids to
pyramids. Then
another group.
give
See if they can fi
gure out your wo
rds.
Word
APPARENT
Two antonyms
Three synonym
s
Answers will vary.
Definition
Sentence
Word
Two antonyms
ABUNDANT
Three synonym
s
Definition
Sentence
© Teacher Crea
ted Materials
#10656 (i1832)
Building Vocabula
ry from Word Roo
©Teacher Created Materials
ts
Bonus Page 3
#22653 Building Vocabulary from Word Roots
B7
Unit I 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.
scribble
inscribe
impose
composer
deduct
deposit
predict
dictator
edit
sedate
preside
recur
excursion
expose
transpose
progress
Call a clue for each word. The clue can be the definition for the word, a
synonym, an antonym, or a sentence with the target word deleted. Students
need to determine the target word and mark it with an X. When a student has
four Xs in a row, column, diagonal, or four corners, they can call out “Wordo!”
Check the student’s words, and declare that student the winner.
B8
#22653 Building Vocabulary from Word Roots
©Teacher Created Materials
TCM 22654
Level 6
Name:
Building Vocabulary from Word Roots
TCM 22654
Table of Contents
Unit I: Directional Prefixes
Lesson 1: Review of “Divide and Conquer” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lesson 2: Two Latin Directional Prefixes ante- = “before” and post- = ”after” . . . . . . . . . . . . . . . . . . 9
Lesson 3: Latin Directional Prefix ob- = “up against, in the way” . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Lesson 4: Latin Prefix ambi- and Greek Prefix amphi- = “around, on both sides” . . . . . . . . . . . . . . 19
Lesson 5: Latin Prefixes contra-, contro-, counter- and Greek Prefixes anti-, ant- = “against, opposite” 24
Unit I Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Unit II: Latin Bases
Lesson 6: Latin Bases mit, miss = “send” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 7: Latin Bases cred, credit = “believe” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 8: Latin Bases ven, vent = “come” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 9: Latin Bases serv, servat = “save, keep, serve” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 10: Latin Bases pel, puls, peal = “drive, push” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit II Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit III: More Latin Bases
Lesson 11: Latin Bases vert, vers = “turn, change” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 12: Latin Bases ten, tin, tent, tain = “hold” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 13: Latin Bases fac, fic, fact, fect = “do, make” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 14: Latin Bases pend, pens = “weigh, hang, pay” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 15: Latin Bases sent, sens = “think, feel” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit III Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Unit IV: Parallel Latin and Greek Bases
Lesson 16: Latin Bases viv, vit and Greek Base bi(o) = “live, life” . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Lesson 17: Latin Bases nat, natur and Greek Bases gen, gener = “be born, give birth, produce” . . . . 99
Lesson 18: Latin Base human and Greek Base anthrop(o) = “human being, humankind” . . . . . . . . . 104
Lesson l9: Latin Bases fort, forc and Greek Base dynam = “power, strength, strong” . . . . . . . . . . . . 109
Lesson 20: Latin Bases am(a), amat and Greek Base phil(o) = “love, friend” . . . . . . . . . . . . . . . . . . 114
Unit IV Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Unit V: Greek Prefixes
Lesson 21: Greek Prefixes syn-, sym-, syl- = “with, together” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 22: Greek Prefix dia- = “through, across, thorough” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 23: Greek Prefix peri- and Latin Prefixes circum-, circu- = “around” . . . . . . . . . . . . . . . . . . .
Unit V Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
© Teacher Created Materials
#22654 Building Vocabulary from Word Roots
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Unit 1
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.expose
________________
________________ _________
2.inscribe ________________
________________ _________
3.transpose ________________
________________ _________
4.prescribe ________________
________________ _________
5.predict
________________
________________ _________
6.concur
________________
________________ _________
7.elect
________________
________________ _________
8.progress ________________
________________ _________
9.pyrophobia________________
________________ _________
10. dictate
________________ _________
________________
Root Bank
Prefixes: con- = “with, together”; e-, ex- = “out”; in- = “in, on, into”; pre- = “before”;
pro- = “forward”; trans- = “across, change”
Bases: cur, curs, cour, cours = “run, go”; dict = “say, tell, speak”; grad, gress = “step, go”; leg, lig, lect =
“pick, choose, read”; pon, pos, posit = “put, place”; pyro = “fire”; scrib, script = “write”
Suffixes: -phobia = “fear of”; -ate = “to make or do”
Definitions
A.fear of fire
B. to agree
C. to foretell
D. to write one’s name on; to engrave
E. to place in harm’s way; to bring to light
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F.
G.
H.
I.
J.
#22654 Building Vocabulary from Word Roots
advancement; forward movement
to choose, especially by voting
to write an order for medicine
to switch the order of letters or numbers
to give orders; to tell others what to write
© Teacher Created Materials
Review of “Divide and Conquer”
Unit I
Lesson 1
Part B:
Combine and
Syllable Sort
Directions: Look at these words. Put them on the chart where they belong.
carbohydrateshydrogen
contemporaries synchronize
aquarium
three syllables
© Teacher Created Materials
pedestrian
solitaire
four syllables
monosyllables
pedigree
five or more
syllables
#22654 Building Vocabulary from Word Roots
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