Unit I
Latin Suffixes -ment = “thing or object”
and -itude = “state or quality”
Lesson 5
Part A:
Meet the Root
Divide and Conquer
Directions: “Divide” the words below and then “conquer” them by writing the meaning of the bases
and suffixes in the blanks. Then write the meaning of the whole word in the last blank. Use the Base
Bank and definitions below to help you fill in the chart.
Base means
Suffix means
Word means
1. solitude
________________
_____________________
_____________________
2. vestments
________________
_____________________
_____________________
3. segment
________________
_____________________
_____________________
4. testament
________________
_____________________
_____________________
5. tenement
________________
_____________________
_____________________
6. fortitude
________________
_____________________
_____________________
7. magnitude
________________
_____________________
_____________________
8. multitude
________________
_____________________
_____________________
9. certitude
________________
_____________________
_____________________
10. sentiments
________________
_____________________
_____________________
Base Bank
cert = sure, certain
fort = strong
magn = big, large
mult(i) = much, many
seg = cut, slice
sent = think, feel
sol = alone
ten = hold
test = witness
vest = clothing
24
Definitions
• feelings
• isolation
• crowded apartment building
• regal or priestly robes
• crowd or throng
#50591—Building Vocabulary from Word Roots
• legacy; will signed in the
presence of witnesses
• large size or scope
• confidence; surety
• strength of character
• portion
© Teacher Created Materials
Unit I
Lesson 5
Latin Suffixes -ment = “thing or object”
and -itude = “state or quality”
Part C:
Read and Reason
Reading for Meaning
Directions: Read the passage and answer the questions that follow.
Nature vs. Nurture
You probably take several standardized tests in school. Aptitude tests measure
your potential for learning. Achievement tests measure what you have learned.
These tests usually contain many segments.
Psychologists and geneticists are interested in two questions these tests
pose about human beings: (1) How much of who we are is determined by our
genetic makeup? (2) How much is determined by our environment? It is difficult
to document our answers. How can we know with certitude if nature or nurture
is the predominant factor? A multitude of sentiments have been voiced on this
question.
Studies of twins and adopted children have examined the nature vs. nurture
debate. Scientists compare similarities in personality between twins, both those
raised in the same house and those raised apart. Identical twins, who share 100
percent of their DNA, have the same “nature” but a different “nurture” when raised
in different houses. Scientists also study children who are born to different parents
but who are raised in the same adoptive family. The “nurture” of such children is
similar, but their “nature” differs.
The scientific judgment on the “nature vs. nurture” debate is that almost
nothing about us is solely determined by genetics or environment. Some traits,
such as eye color, are “predominantly genetic.” Others, such as language, are
“predominantly environmental.” But the most important factors are “interactional,”
resulting from the interaction of our nature with our nurture. Our height and
weight, for example, are biologically based but also influenced by the nutrition and
health afforded by our environment.
Psychologist Donald Hebb gave a profound answer when asked, “Does nature
or nurture contribute more to personality?” He retorted with another question,
“Which contributes more to the area of a rectangle? Its height or its width?”
1. Why would height or weight be called “interactional” factors? _____________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. Briefly explain Donald Hebb’s comment. ______________________________________________
_______________________________________________________________________________
26
#50591—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 Nine. . . . . . . . . . . . . . . . . . . . . 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
Lesson 10: Latin Base equ = “equal,
even, fair”. . . . . . . . . . . . . . . . . . . . . . . . B58
Unit II Review . . . . . . . . . . . . . . . . . . . . . . B64
Unit III: Paired Latin Bases
Lesson 11: Latin Bases corp, corpor = “body”
and anim = “soul, mind, breath of life”. . B68
Lesson 12: Latin Bases urb = “city” and
agr, agrar = “land” . . . . . . . . . . . . . . . . . B75
Lesson 13: Latin Bases carn = “flesh, meat”
and sang, sanguin = “blood”. . . . . . . . . . B81
Lesson 14: Latin Bases clam, claim = “shout,
cry, call” and tacit, tic = “silent,
unspoken”. . . . . . . . . . . . . . . . . . . . . . . B87
Lesson 15: Latin Bases frag, frang, fract =
“break, broken” and integr = “whole,
entire”. . . . . . . . . . . . . . . . . . . . . . . . . . B94
Unit III Review. . . . . . . . . . . . . . . . . . . . . B100
Unit I: Mastering Prefixes and Suffixes
Lesson 1: Latin Prefixes co-, con- (and their
assimilated forms) = “with,
together, very”. . . . . . . . . . . . . . . . . . . . . B1
Lesson 2: Latin Prefix ad- (and its assimilated
forms) = “to, toward, add to”. . . . . . . . . B7
Lesson 3: Greek Prefix hyper- and Latin Prefix
super- = “above, over”; Greek Prefix hypoand Latin Prefix sub- = “under, below”.. B12
Lesson 4: Greek prefix peri- and Latin prefix
circum- = “around”. . . . . . . . . . . . . . . . . B18
Lesson 5: Latin Suffixes -ment = “thing or
object” and -itude = “state or quality” . B23
Unit I Review. . . . . . . . . . . . . . . . . . . . . . . B29
Unit IV: Paired Greek Bases
Lesson 16: Greek Bases phil(o), phile =
“love, friend” and mis(o) = “hate”. . . . B104
Lesson 17: Greek Bases gen, genit, gener =
“produce, give birth” and techn(o) =
“skill, craft, specialty”. . . . . . . . . . . . . . B111
Lesson 18: Greek Bases andr(o) = “man, male”
and gyn(o), gynec(o) = “woman,
female”. . . . . . . . . . . . . . . . . . . . . . . . . B118
Lesson 19: Greek Bases crypt(o), cryph = “hide,
conceal, secret” and phan, phen, phas =
“show, appear, seem”. . . . . . . . . . . . . . B124
Lesson 20: Greek Bases cardi(o) = “heart”
and psych(o) = “mind, soul”. . . . . . . . . B130
Unit IV Review. . . . . . . . . . . . . . . . . . . . . B137
Unit II: New and Familiar Latin Bases
Lesson 6: Latin Bases dic, dict = “say, speak,
tell” . . . . . . . . . . . . . . . . . . . . . . . . . . . . B34
Lesson 7: Latin Bases flu, flux, fluct =
“flow”. . . . . . . . . . . . . . . . . . . . . . . . . . . B40
Lesson 8: Latin Bases sequ, secut =
“follow”. . . . . . . . . . . . . . . . . . . . . . . . . B46
Lesson 9: Latin Bases fid, fidel =
“faith, trust”. . . . . . . . . . . . . . . . . . . . . . B52
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 . . . . . . . . . . . . . . . . . . .
A Final Reflection. . . . . . . . . . . . . . . . . . .
©Teacher Created Materials
#12739 (i4012) Building Vocabulary from Word Roots
B142
B149
B155
B161
B168
Management
Components of the Building Vocabulary Kit
Teacher’s Guide includes:
Unit I
Prefixes co-,
Lesson 1 Latin
e lesson plan before
Part A
lesson
students work
on the same day the
should be completed
is taught.
Management
three-pag
Note: Teachinthis
Books.
their Guided Practice
Objectives
lations
Standards and Corre
Objectives #1, #4,
(cont.)
Standards and
Correlations
Chart
(in Management
Section)
roots and affixes to
infer meaning.
Objective #2
Students
Teacher Notes
1–15
Objective #1
Objective #3
21–24
gy.
d subject-area terminolo
Students understan
to understan
Students use cognates
1–24
d vocabulary.
Objective #5
ips (such
d word relationsh
Students understan
Objective #6
Students use context
meanings of terms.
3, 6, 7, 15, 19
).
as synonyms and antonyms
Management
to understand figurative,
1–24
idiomatic, and technical
Tips for Implem
entatio
1–24 n
1. Keep the instructio
Objective #7
Students use reading
informational texts.
skills and strategies
Objective #8
of verbal and
Students use a variety
nal goals in mind.
of
to understand a variety
Building Vocabula
4. Try to find time
for students to
explore
words with others.
ry
goals: 1) to increase has two broad
2, 17
knowledge of words, students’
particularly those
words they need
to be successfu
l
Many of the activities
in “Building
Vocabulary” can
be
partners or in small completed with
groups. Some
specifically invite
students to work
together. When
students complete
assignment with
an
others, they have
a
chance to try
in school and; 2)
to deepen their
s for presentations.
nonverbal techniqueknowledge about words so that
students have strategies 2, 17
to figure out the
meaning of many
new words on their
own.
Objective #9
Transparency
Transparency
notes section provides
a wealth of interestin
g information and
ideas for you to
use with students.
Each
week there are
also suggestions
for
differentiating instructio
needs of all learners. n to meet the
It is important
children to feel
successful, so use for
the
suggestions and
feel free to adapt
to meet your students’
them
needs.
3. Develop regular
routines
that scaffold increasin with activities
gly independent
learning.
Although the program
gives day-to-da
activities in a quick
y
and regular routine,
you should feel
free to modify or
adapt
the program to
meet
instructional needs. your own particular
The key is to make
your instruction
a regular routine
that
gets students to
think deeply about
word families or
the
roots. Plan to spend
15 minutes each
10day on vocabula
ry.
Assessment
from Word
Roots
© Teacher
#12739
(i4013) Building
Vocabulary
from Word
Created
Materials
#12739
(i4013) Building
Vocabulary
from Word
Roots
© Teacher
Created
Materials
Roots
© Teacher
Created
Materials
Teach New Conce
pts
4. Tell students that
this week they will
focus on the prefixes
co-, con-, which mean
“with,” “together,”
or “very.” Most of
the
words beginning with
these prefixes have
a directional force
of “with, together.”
A
few words carry the
intensified meaning
of
“very.”
Prefixes
Transparency
Materials
#4
co-, con• Muscles
“pull” “together”
contract
when they
(tract =
• The conductor “pull, draw, drag”).
of a
waves a
baton to symphony
“lead”
musicians
“together” the
(duct = “lead”).
as they play
How do
these co-,
the idea
of “with,” con- words include
“together,”
or “very”?
5. Show Transpar
ency
#4. Tell students
that when this prefi
x
attaches to a base,
the meaning of both
the prefix and the
base work together
to generate the
Assess
ta
ment
to circumven
meaning of the entire
word. Share the
first two examples
(contract and conductor)
.
Then ask students
to figure out how
the
other three words
include the ideas of
“with,” “together,”
or “very” (a coauthor
writes “with” another
“author”; to conclude
something is to “close”
it
cooperate = to “operate” “thoroughly”; to
or work “together
or “with” someone
”
else).
6. Remind students
of assimilation (or
use
Transparency #5
to teach the concept,
if the series is new
to students). Using
Transparency #6,
point
spelling of con- changes out how the
in each of the
words to make the
resulting word easier
to pronounce. Ask
students
#12739 (i4012) Building
to say the
Vocabulary from Word
Roots
©Teacher Created
Materials
coauthor
conclude
cooperat
e
#12739
(i4013) Building
Vocabulary
from Word
Roots
© Teacher
Created
Materials
b. ignore it Name _______
_____________________
__________ Date
c. surrender to it
____________________
Unit I Quiz
Directions: Circle
d. get around it
the correct answer.
b. a career
c. a hobby
y
d. an act of dishonest
1. Which word means
?
“agree”?
6. What are vestments
a. collate
judges
a. robes worn by
b. concur
b. financially risky
c. compound
with vigor
c. principles we upheld
d. compose
d. our daily bread
a problem, we
a. solve it.
it.
b. tell others about
be endured.
c. make it easier to
d. keep it a secret.
3. Which means “excessive
?
high blood pressure”
b. hypertension
d. hypnosis
4. Which word means
under the skin”?
“pertaining to parts
a. hypoglycemia
b. hypothetical
c. hypochondriac
d. hypodermic
Materials
it
a. lessens in intensity.
b. becomes more
intense.
c. spreads to other
parts of the body.
d. does not respond
to treatment.
a. complicate it
b. ignore it
c. surrender to it
4. Which is the best
C5
nition
Roots
for
Word
fromdefi
hypothesi
Vocabulary
s?
#12739 (i4012) Building
a. an underlying assumptio
n or supposition
b. low blood pressure
c. low body temperatu
Teacher Resources:
d. get around it
on the periphery,
we
a. walk on the tips
of our toes.
d. walk along the
outer
Directions:
edge.
©Teacher Created
Reproducibles
Wordo
b. are circumspect.
from Word Roots
-itude
hyper-, super-
8. When we walk
c. take a shortcut.
re
blood
#12739 (i4012) Building
Vocabulary
-ment
ad-
7. What does it mean
to circumvent a
problem?
power.
b. renounces
b. hyperactive
martial law.
c. imposes
c. hypocritical
rival.
the throne from a
d. steals
d. inactive
d. lack of iron in the
I
peri-, circum-
co-, con-
6. When pain subsides,
3. Which of the following
abdicates, he or she
words means
8. When a ruler
“excessively or abnormall
y active”?
decree of silence.
a. issuesa.a hyperbole
C10
Word Parts: Unit
Reproducibles
a. superficial
b. superfluous
c. insuperable
d. subliminal
truthful.
make
c. state ofd.being
it worse.
d. state of being grateful.
c. hyperion
Teacher Resources:
5. Which of the following
words means
“excessive and unnecessa
ry; more than
enough”?
2. To aggravate
a cold is istothat
for something
7. A person’s aptitude
a. make it contagiou
person’s
s.
to do that thing.
b. sleep
a. state of ability
more than usual.
shiverhealth.
b. state of c.physical
with chills.
or abnormally
a. hyperactive
©Teacher Created
Vocabulary
5. What does it mean
problem?
a. complicate it
a. an assembly
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
(i4013) Building
#3
A prefix
can
• un + able negate a base.
= unable
• non +
sense =
nonsense
A prefix
can give
force.
a base directiona
l
• sub +
marine =
submarine
• ex + port
= export
A prefix
can intensify
a base’s
meaning.
• per + fection
= perfection
• con +
cise = concise
#2
• Prefixes,
bases, and
roots. Every
suffixes
are
When joined root has a meaning.
together,
words.
roots create
• The base
describes
The prefix
the main
important and/or suffix give idea.
detail about
an
idea.
that main
• Prefixes
come at
the beginning
of words.
• Bases
come in
the middle
• Suffixes
of words.
come at
the end
of words.
B2
the
Directions: Circle
on?
1. What is a convocati
2. When we alleviate
#12739
English languag
e; 2) understood
how to apply those
meanings to
“divide and conquer
3) deepened their ” unfamiliar words;
“word awarene
ss.”
Above all, we hope
your students will
have become
independent word
sleuths
and lifelong word
lovers!
6. Keep the focus
on thinking about
the roots or word
families, not on
memorizing particula
r words.
Students need
to become convince
that they have
d
knowledge and
processes to figure
out the meaning
of words. Roots
s
can help here because
prefixes and bases
represent familiar
concepts (un =
not; pre = before;
graph
= write). Word families
see spelling patterns help students
for many words.
As students figure
out the meaning
of new words, ask
them “What do
you
think? Why?” rather
than “What’s the
right answer?”
Remember that
the
most effective way
to teach vocabula
is not through mindless
ry
repetition or
memorization.
A22
_____________
#12731 (i3962)—
_______
___ Date Building
Vocabulary: Foundations
_____________________
Name ______________
correct answer.
st
Diagnostic Pre-te
Transparency
Lessons
(correspond to
each lesson from
the student Guided
Practice Book)
#1
• Over 60
percent
of
English
dictionary all words in the
Greek or
are
Latin roots. based on
• A few
prefixes
are used
number
in a large
of
consistent words. Prefixes
have
meanings. spellings and clear
• 90 percent
more than of English words
with
Latin and two syllables come
Greek.
from
out new words
ions.
and talk
about how they
about2.presentat
Make sure to read
“work.” Rememb
the “Teacher Notes”
to questions and feedback
er
that games like
section for each
1, 5, 11, 12, 18,
Students respond
“Wordo” and “Word
new lesson.
Spokes” are not
23
just fun––they are
This section provides
good
instruction!
the background
Objective #10
information you
need to teach
5. Keep the learning
different purposes.
the
lesson. In levels
to adapt writing for
one and two a
outcomes in mind.
list of
Students use strategies
words for each
word family is providedMaterials By the end of the
program
In levels three and
Created .
, your students’
should have 1)
up,©Teacher
information is
Rootsto help
learned the meaning
given
Vocabulary from Word
teach Greek and
some of the most
of
Building
(i4012)
Latin
common word
roots. The teacher
#12739
A22
roots
in the
Tips for
Implementation
Assessments
“go with” not “with
interpret concur as
nitions
use the list of defi
some of the most
go”). Students may
ed
• This unit presents
choose the definition
frequently encounter
provided to help them
important and most
the
the word they conquered
xes and suffixes in
that best matches
For
Greek and Latin prefi
with someone”).
week’s lesson focuses
(e.g., concur = “agree
and
English language. This con-, which mean
on facilitating “Divide
co-,
more information
nt
on the Latin prefixes
see the Manageme
activities,
very.”
Conquer”
“with, together,
Guide (page A9,
of
section of this Teacher’s
with earlier levels
Part A).
• For students familiar Word Roots, this lesson
Lesson Overview,
from
final consonant
Building Vocabulary
the
Students beginning
on occurs when the
review.
Assimilati
a
•
as
will serve
know
con-, for example)
however, may also
of a prefix (the n of
t
series with Level 9,
the initial consonan
xes and suffixes because
becomes “similar to”
+
many of these prefi
it attaches (e.g., conwords used in
of the base to which
they appear in numerous
vast majority of English
vocabulary.
lect = collect). In the
school and everyday
accounts for the doubling
words, assimilation
word.
the conceptual
the beginning of a
of
• This lesson reviews
of a consonant near
series: words consist
of this Teacher’s
foundations for the
Management section
can unlock a
The
One
about
n
meaning.
informatio
roots, which have
Guide presents more
Unit I byMasteri
recognizing its roots.
word’s meaning
n.
ng Prefixes and
assimilatio
is
Suffixes
pages 4–8
Conquer” strategy
“Divide and
Guided Practice Book
• The Lesson
will use
1 lesson.Prefi
Students
Direct students to
I, Lesson 1, Parts
xes co-, A (and
d in thisLatin
introduce
= “with,
activity pages for Unit
series in Partconfind theassimila
togethet thevery”
to their
ted forms)
this strategy throughou r, students
that they
A–E.
to
of each lesson. Explain slash (/) between
with a
will “divide” words
the prefix and the
roots (e.g., between
word
Activa
= con/cur). Then
te Backg
concur round
Knowl
base, as in the word
word
edge
of the
will write the meaning
students
con- = “with,
1. Tell students
that this (e.g.,
the lines provided
vocabular
roots on
y program
go”). Finally,
will enable
means
prefixes they know
and curthem
to“run,
figure of
together”
outthe
thewhole
along with words
meanings
of hundreds
that
contain these prefi
will writeofthe meaning
students
xes. Now show students
(e.g., concur =
words
provided
connectin
line
Transparency
g
on theby
wordthe
r: For
). Remembe
Interesting
#3. Explain that
of
“with, together”
go”meanings
“run,their
Facts About
when
roots.
Show exercises, English
of these three
and Conquer”
Functions
all “Divide
normally
of Prefixes
we
Transpar
and prefixes,
encies
prefix functions,
bases
we translate
#1 and #2.
then add the meaning
directional force
the base first and
put Emphasize
we would
B1
that explains why
is by far the mostfrom Word Roots
prefix (which
of the
Vocabulary
knowledge of
prevalent.
#12739 (i4012) Building
roots (prefiMaterials
xes,
©Teacher Created
3. Ask paired
bases, and suffixes)
students to sort
Roots:
will help them
How Do
They Work?
the words they
understand the
generated into
meanings of many
categories
according to the functions
new words.
of the prefixes in the
words. Invite two
2. Provide two
or
three pairs to share
their results. Make
minutes for
a
list of words that
students were unable
pairs of students
to
categorize. Invite
students to use reference
to list all the
works during their
free time to categorize
the remaining words.
3, 4, 16–20
meaning.
affixes to infer
use Greek roots and
Objective #4
#6, #7, and #10
Lessons
Objectives
Students use Latin
and Suffixes
Mastering Prefixes
ted forms)
con- (and their assimila r, very”
= “with, togethe
Materials
Choose a free box
and mark it with an
X. Then choose words
your teacher and
write one word in
from the list provided
each box. You can
Then your teacher
by
choose the box for
will give a clue for
each word.
each word. Mark
you match to the
an X in
clue. If you get five
words in a row, column, the box for each word
“Wordo!”
or diagonal, call out
hypo-, sub-
©Teacher Created
Materials
Vocabulary
#12739 (i4012) Building
from Word Roots
D3
Teacher
Resources
(includes activities,
word cards, and
reproducible
templates)
For use
with either
Macintosh®
or Windows®
TCM 12739
i4014
Teacher Resource CD—Level 9
This CD contains the bonus pages, assessments, transparencies,
and reproducible pages for this program. Teachers can use these
digital copies to complete the activities described in the book.
Copyright All Rights Reserved.
©Teacher Created
Materials
#12739 (i4012) Building
Vocabulary from Word
Roots
D15
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
Prefixes have
number of words.
and clear
consistent spelling
Roots:
meaning.
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.
• The base describes
the main idea.
The prefix and/or
suffix
important detail abou give an
t that main
idea.
Materials
© Teacher Created
Roots
Vocabulary from Word
• Prefixes come at
#12739 (i4013) Building
the beginning.
• Bases come in the
middle.
• Suffixes come at
the end.
#12739 (i4013) Building
Vocabular
A2
#12739 (i4012) Building Vocabulary from Word Roots
y from Word Roots
© Teacher Created
Materials
©Teacher Created Materials
Management
How to Use This Program
The following provides a more detailed overview
of the various components of this program,
including the differentiated, five-part lessons, the
Assessment section, the Teacher Resources section,
and the Teacher Resource CD. Each component
offers support for the entire program, making
students’ word learning meaningful and fun.
The first word in each “Divide and Conquer”
activity is often the most challenging, so students
will benefit from explicit instruction. Then
students will be better able to independently
“divide and conquer” the remaining words on the list.
Unit IUnit I Lesson 13
Greek Prefix hyper- and Latin Prefix super- = “above, over”;
Greek Prefix hypo- and Latin Prefix sub- = “under, below”
Part B:
Context Clues
Combine and Create
Directions: Study the 10 words from the “Divide and Conquer” activity on page 14 and complete each
of the following sentences with the hyper-, hypo-, super-, or sub- word that best fits the context.
Lesson Overview
1. When the candidate for mayor of the small town announced, “I will change the world if you
vote for me,” he was engaging in the kind of ____________________ that we have come to
expect of politicians.
2. Please discard older statements of policy. This new one will ____________________ all
earlier versions.
3. He used so many ____________________ words in his writing that his written essay
swelled to undue length.
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:
Unit I
Lesson 3
Greek Prefix hyper- and
Latin Prefix super- = “above,
over”;
Greek Prefix hypo- and
Latin Prefix sub- = “under,
below”
Part A:
Meet the Root
Divide and Conquer
Directions: “Divide” the
words below and then “conquer”
and bases in the blanks.
them by writing the meaning
Then write the meaning
of the prefixes
of the whole word in the
and definitions below to
last blank. Use the Base
help you fill in the chart.
Bank
Note: Remember that subsometimes assimilates.
Prefix means
1. subterranean
_________________
2. superfluous
_________________
3. subservient
_________________
4. hyperbole
_________________
5. succumb
_________________
6. superlative
_________________
7. hypothesis
_________________
8. hypertrophy
9. supersede
10. subversive
_________________
_________________
_________________
Base Bank
bol = throw
cumb = lie, recline
flu = flow
lat = bear, carry, go
sed = sit, settle
serv = serve, save
terr = earth, land
thes = put, place
troph = feed, nourish
vers = turn
14
#50591—Building Vocabulary
from Word Roots
Base means
Word means
_______________ _____________
_______
_______________ _____________
_______
4. What scientific evidence can you provide in support of your ____________________?
5. Words like best, worst, and biggest are examples of adjectives in the ___________________
degree.
6. If you do not put a stop to your ____________________ behavior in the presence of all
authority figures, you will never be looked at as having leadership skills.
7. I generally have excellent willpower, but I always ____________________ to the temptation
of a fattening dessert when I go to restaurants.
8. ____________________ flames continue to rage under Mount Etna in Sicily and still cause
periodic volcanic eruptions.
9. Athletes who take steroids in their quest for muscular ____________________ often do
serious harm to their bodily organs.
10. The federal agents were successful in detecting and averting a ____________________ plot
to assassinate the president and overthrow the government.
_______________ _____________
_______
_______________ _____________
_______
© Teacher Created Materials
#50591—Building Vocabulary from Word Roots
15
_______________ _____________
_______
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.
_______________ _____________
_______
_______________ _____________
_______
_______________ _____________
_______
_______________ _____________
_______
_______________ _____________
_______
Definitions
• replace and render outdated
• overgrowth of a muscle
• insidious and undermining
• rhetorical exaggeration;
overstatement
• exceptional or extreme
in degree
• submissive and slavishly
obedient
• unnecessary and excessive
in amount
• occurring below the earth’s
surface
• yield or surrender
• supposition; underlying
assumption
© Teacher Created Materials
Greek clin and Latin cumb,
Unit III Lesson 13
Read and Reason
Advice Column
Directions:
Read the following letters
from an advice column and
After students divide and translate the word
parts in the first two blanks, ask the question, “If
the base X means Y and the prefix X means Y,
then the whole word means XY.” For example,
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”).
©Teacher Created Materials
answer the questions.
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
Part D:
“Timed” Word Trees
Directions:
Extend and Explore
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
Unit I
#10658 Building Vocabulary from Word Roots
Lesson 3
77
Greek Prefix hyper- and
Latin Prefix super- = “above,
over”;
Greek Prefix hypo- and
Latin Prefix sub- = “under,
below”
Part E:
Go for the Gold!
Word Spokes
Directions: In the center
oval, write only one prefi
x, choosing from hyper-,
the prefix you chose to
hypo-, super-, and sub-. Use
write one word in each
of the outer ovals. Then
your cluster for each of
choose a different word
the directions below.
from
DID YOU KNOW?
You probably know what
the
word hypochondriac means.
A
hypochondriac is a person
who
imagines that he or she
is always
sick with a serious illness.
A
hypochondriac might claim
to be
burning up with a fever,
only to
learn that his or her temperature
is 98.6 degrees. Nevertheless,
the hypochondriac will
insist on
seeing a doctor and maybe
even
rush to a hospital emergency
room for treatment of a
condition
that exists only in his or
her mind.
There have always been
hypochondriacs in the
world.
The ancient Greeks looked
on this morbid obsession
with
disease as a psychological
disorder, and they believed
they
located its source. The
ancients
thought that all of our
emotions—
our fears, hopes, and anxieties—
originated not in our mind
but,
rather, in the midriff section
of our body. Specifically,
they
located the seat of our
emotions
in a spot directly “under”
(hypo-)
the “cartilage” (chondria)
of our
breastbone (the sternum).
Think
about it for a moment:
when you
worry a great deal, don’t
you
sometimes feel a pain
or ache in
that spot? This is why
the Greeks
came up with a word we
still use
today: hypochondriasis!
Despite
the many medical advances
we
have made since antiquity,
the
original words are still
around.
18
#50591—Building Vocabulary
1. Pick one of the words
and
write two synonyms.
________________________
2. Pick one of the words
and
________________________
write two antonyms.
________________________
________________________
3. Pick one of the words
and write
your own definition.
__________________________
_________________________
__________________________
_________________________
4. Pick one of the words
and use it in a sentence.
___________
__________________________
_________________________
__________________________
_________________________
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.
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.”
cub = “lie, lean”
Part C:
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
#12739 (i4012) Building Vocabulary from Word Roots
A3
Unit I
Mastering Prefixes and Suffixes
Lesson 5 Latin Suffixes -ment = “thing or object” and -itude = “state or quality”
Note: Teach this three-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, #7, and #10
Teacher Notes
• This week’s lesson focuses on the Latin suffix
‑ment, which means “thing or object” and
the Latin suffix -itude, which means “state or
quality.” The main function of a suffix is to
indicate a word’s part of speech. Suffixes
fall into three broad categories: noun suffixes,
adjectival suffixes, and verb suffixes.
• Unlike prefixes and bases, most Greek
and Latin suffixes have such wide-ranging
meanings that it is not necessary—or even
advisable—to “lock in” a single definition
for a single suffix. Do not ask students to
memorize dictionary-sounding phrases like
“characterized by,” “pertaining to,” “having
the quality of,” etc. Encourage them to
describe the word, rather than give a technical
definition. Also encourage them to provide
a context for the word, using it in a short
phrase.
• Help students see that suffixes enable us to
“flex” vocabulary. Many words that contain
the same prefix and base can end in a variety
of suffixes. A suffix enables us to change
a noun (e.g., fundament: one suffix) to an
adjective (fundamental: two suffixes (-ment
+ -al) to an abstract noun (fundamentalism:
three suffixes (-ment + -al + -ism) to another
noun indicating a person (fundamentalist: three
suffixes (-ment + -al + -ist).
• This week’s lesson presents a pair of Latin
suffixes that will engage students in thinking
about the categories of abstract nouns
©Teacher Created Materials
and concrete nouns. As students progress
in school, they encounter more words
that express abstract ideas and advanced
concepts. Being aware of suffixes can be
especially helpful as students encounter
more challenging conceptual vocabulary. Many words ending in the Latin suffix -itude,
for example, are not part of most students’
“active vocabulary” (few students actually
write or say words like pulchritude, fortitude,
and magnitude.) But by identifying the suffix
as an abstract noun indicating “state or
quality,” they can often arrive at an idea of the
word’s basic meaning.
• By contrast, students use many words
ending in the suffix -ment in their daily
active vocabulary because words such as
apartment, basement, and judgment refer to
tangible, concrete items with which students
are familiar. But this suffix also appears in
important academic vocabulary. For example,
words like firmament, fundament, increment,
sentiment, and predicament end in this suffix.
• Students will use the “Divide and Conquer”
strategy throughout the series in Part A
of each lesson. Explain that students will
“divide” words with a slash (/) between word
roots (e.g., between the prefix and the base,
as in the word solitude = sol/itude). Then they
will write the meaning of the word roots on
the lines provided (e.g., sol = “alone” and -itude
means “state or quality”). Finally, students
will write the meaning of the whole word
#12739 (i4012) Building Vocabulary from Word Roots
B23
Unit I
Mastering Prefixes and Suffixes
Lesson 5 Latin Suffixes -ment = “thing or object” and -itude = “state or quality”
Teacher Notes (cont.)
on the line provided (e.g., solitude = “state or
quality” “alone”). Students may use the list of
definitions provided to help them choose the
definition that best matches the word they
conquered (e.g., solitude = “isolation,” or the
state of being alone).
Direct students to Guided Practice Book pages
24–28 to find the activity pages for Unit I, Lesson 5,
Parts A–E.
Activate Background Knowledge
1. Tell students that this week’s lesson
focuses on two common suffixes: -ment
and -itude. Show
Transparency
Roots:
#2 again. Draw
How Do They Wo
rk?
students’ attention
to the definition of
suffix.
Transparency
#2
• Prefixes, bas
es, and suffixe
s are
roots. Every roo
t has a meaning.
When joined tog
ether, roots crea
te
words.
• The base des
cribes the main
idea.
The prefix and
/or suffix give
an
important det
ail about that
main
idea.
2. Tell students
that you will
give them some
clues to see if they
can figure out
the meaning of the suffixes -ment and
-itude. Show students Transparency #14. Ask them to work
in pairs and think of
Suffixes -ment
and -itude
a definition for each
of the words listed
on the transparency
(announcement =
saying something;
judgment = deciding
something;
gratitude =
appreciation;
solitude = being alone).
Note: Students’ answers do not need to be
precise dictionary definitions.
• Prefixes com
e at the beginn
ing
of words.
• Bases come
in the middle
of words.
• Suffixes com
e at the end of
words.
#12739 (i4013)
Building Vocabu
lary from Word
Transparency
Roots
© Teacher Created
Materials
#14
Think of a definit
ion for each of
words below.
the
announcement
judgment
gratitude
solitude
Now answer the
se questions:
1. What do the
wo
have in commo rds in the first column
n?
3. Return to Transparency #14. Ask
students to work with their partners and
answer the italicized questions: What do the
words in the first column have in common?
(e.g., they are something you say or make);
What do the words in the second column have
in common? (e.g., they are ways you feel); Can
you predict the meaning of -ment and -itude?
Accept students’ predictions. Then tell them
that -ment means “thing or object” and -itude
means “state or quality.” Now revisit the
four words and ask a volunteer to define
each one using the words “thing, object” or
“state, quality.”
4. Ask students to identify the base of each
word (announce, judge, grat, and sol). Now
ask pairs of students to select one base and
generate words containing that base. Give
students one minute to list as many words
as they can. Write their responses on the
board.
2. What do the
wo
column have in rds in the second
common?
3. Can you pre
dict
-ment and -itu the meaning of
de?
#12739 (i4013)
Building Vocabu
lary from Word
B24
Roots
© Teacher Created
Materials
#12739 (i4012) Building Vocabulary from Word Roots
©Teacher Created Materials
Unit I
Mastering Prefixes and Suffixes
Lesson 5 Latin Suffixes -ment = “thing or object” and -itude = “state or quality”
Teach New Concepts
5. Remind students that a noun is a “person,
place, or thing.” Persons and places always
have a physical reality; therefore, we call such
nouns concrete nouns. In addition, there are
many different things: Those that we can
touch and that have a physical reality are
also concrete nouns. But nouns that refer
to ideas, states, or qualities that we cannot
touch are called abstract nouns. This week’s
suffixes present one concrete noun suffix
(-ment) and one abstract noun suffix (-itude).
6. Now show Transparency #15. This
draws students’ attention to concrete and
abstract nouns, using
‑ment and -itude
Concrete and Ab
stract Nouns
words as examples. After students
finish the activity,
ask volunteers to
identify concrete
words (condiment,
multitude) and the
abstract words
(altitude, statement).
Transparency
#15
Nouns refer to
people, places
, things,
or ideas.
• A concrete
noun describes
something tha
t is physically rea
l,
such as an apa
rtment or a prin
ted
statement.
• An abstract
noun describes
ideas
or concepts, suc
h as gratitude
or
enchantment.
• Depending
on the contex
t, a word
can be both con
crete and abstrac
such as a judgm
t,
ent at a trial and
exercising goo
d judgment.
Are these nou
ns abstract, con
crete, or
both?
altitude
multitude
condiment
statement
#12739 (i4013)
Building Vocabu
lary from
Word Roots
© Teacher Created
Materials
7. Show students Transparency #16.
Tell them that each of these words has
either -ment or -itude. Ask them to work
in pairs and see how many of these words
they can figure out
by using “thing or
Suffixes -ment
and -itude
object” or “state or
quality.” Point out
that the meaning of
each base word is
provided.
Transparency
#16
The suffix -me
nt
object.” Use “thi means “thing or
explain the foll ng” or “object” to
owing words:
segment (seg
= “cut, slice”)
sentiment (sen
t = “think, feel”)
vestment (ves
t = “clothing”)
testament (tes
t = “witness”)
8. Ask volunteers to
share their ideas
for each word. ©Teacher Created Materials
The suffix -itude
quality.” Use “stameans “state or
explain the foll te” or “quality” to
owing words:
altitude (alt =
“high”)
certitude (cer
t = “sure”)
quietude (quiet
= “quiet”)
magnitude (ma
gn = “large”)
#12739 (i4013)
Building Vocabu
lary from
Word Roots
© Teacher Created
Materials
Emphasize the concept of “thing or object”
or “state or quality” in each word (segment,
sentiment, vestment, testament; altitude,
certitude, quietude, magnitude). Note:
Students do not need to generate a precise
definition of each word. (Each of these
words is in “Definitions for Teachers” on the
Teacher Resource CD.)
Differentiation Strategies
Above Level Support
Have students use an online dictionary to
research other -ment and -itude words and
share their findings with the class.
English Language Support
Have students choose concrete nouns from
the transparencies to illustrate on a 5 x 8 card. For example, students can illustrate condiment
or multitude. You may wish to post these
illustrations in the classroom for reference
throughout the lesson.
Below Level Support
Pair students with above- or on-grade level
students to complete the activities. As students
become more comfortable with the activities,
they can begin to work independently.
Guided Practice Pages
Parts A–E
Guide students through lesson plan pages B28–B30 to complete the rest of this lesson. Read the directions at the top of each page and
complete the activity together.
#12739 (i4012) Building Vocabulary from Word Roots
B25
Unit I
Mastering Prefixes and Suffixes
Lesson 5 Latin Suffixes -ment = “thing or object” and -itude = “state or quality”
Unit I
Lesson 5
Part A:
Meet the Root
Part A:
Meet the Root
Context Clues
_________
_________
____________
____ ______
______
____________
____________
8. multitude
____________
9. certitude
____________
10. sentiments
#50591—Build
ing Voca
_________
____ ______
_________
____ ______
_________
______
____ ______
____________
___
____ ______
_________
______
Definitions
• feelings
• isolation
• crowded apar
tment building
• regal or prie
stly robes
• crowd or thro
ng
bular y from Word
______
____ ______
____________
___
____________
Base Bank
cert = sure, cert
ain
fort = strong
magn = big, larg
e
mult(i) = much,
many
seg = cut, slice
sent = think, feel
sol = alone
ten = hold
test = witness
vest = clothing
____________
_________
____________
_________
____________
____________
____________
_________
_________
_________
____________
_________
____________
_________
____________
_________
____________
_________
____________
_________
• legacy; will sign
ed in the
presence of witn
esses
• large size or
scope
• confidence; sure
ty
• strength of cha
racter
• portion
Roots
© Teacher Crea
ted Materials
Part B:
Combine and Create
e each
24 and complet
activity on page
and Conquer”
context.
from the “Divide
that best fits the
y the 10 words
or -itude word
nt
-me
Directions: Stud
the
g sentences with
of the followin
Students complete sentences with
the correct vocabulary words. For
additional support, reference the
definitions in the “Divide and Conquer”
activity and on the Teacher Resource
CD. You might also have students work
in pairs or small groups to discuss the
words and their root-based definitions.
See Guided Practice Book page 25.
his
bequeathed all
the rich uncle
___________,
ppointed.
l and _________
erstandably disa
1. In his Last Wil
ing his heirs und
leav
rity,
cha
to
money
, within
________ that
____________
il fuel.
rable degree of
suming less foss
with a conside
iles will be con
mob
2. I can predict
auto
an
s, Americ
the next 20 year
________ of
a ____________
t year will face
ted president nex international fronts.
elec
is
3. Whoever
c and
esti
dom
the
h
problems on bot
________he
____________
Mandela for the
South Africa.
admire Nelson
nst apartheid in
4. Many people
movement agai
the
ing
lead
in
displayed
___
____________
es is of such ___
g the United Stat
ic crisis affectin
ld.
5. The econom
wor
d the entire
that it has engulfe
ndor of the
led by the sple
crowd was dazz
ceremony, the
tion
6. At the corona _________________.
king’s ornate ___
ve minutes of
endure even fi
al. He cannot
y!
is a party anim
to have compan
7. My brother
He always has
__.
___
___
____________
e deplorable.
wer
_____
____________
ditions in the ___
8. The living con
stic agreement.
said in enthusia
__ exactly!” he
____________
9. “My ______
oor
will open the fl
ay’s program, we
________ of tod
____________
10. In the final
the audience.
from
ns
stio
que
for
B26
_________
____ ______
______
7. magnitude
Combine and Create
ing Vocabular y from
Word means
_________
____ ______
______
6. fortitude
24
____ ______
______
____________
5. tenement
Lesson 15
Unit IUnit I
#50591—Build
____________
Suffix means
____ ______
______
____________
4. testament
Part B:
©
____________
3. segment
or object”
-ment = “thing
”
Latin Suffixes
ate or quality
and -itude = “st
nquer
Base means
1. solitude
2. vestments
1. alone + state = isolation
2. clothing + object = regal or priestly robes
3. cut + object = portion
4. witness + thing = will signed in the presence of
witnesses
5. hold + thing = crowded apartment building
6. strong + quality = strength of character
7. large + quality = larger size or scope
8. many + state = crowd or throng
9. certain + state = surety
10. feel + quality = feelings
Divide and Co
Directions: “Di
vide” the words
below and then
and suffixes in
the blanks. The
“conquer” them
n write
by writing the
Bank and definitio
meaning of the
ns below to help the meaning of the whole wor
bases
d in the last blan
you fill in the cha
k. Use the Bas
rt.
e
Students “divide and conquer” a list of
words by identifying the word roots.
See Guided Practice Book page 24.
Answers
Latin Suffixes
-ment = “thing
or object”
and -itude = “st
ate or quality
”
Answers
Word Roots
25
Materials
Teacher Created
#12739 (i4012) Building Vocabulary from Word Roots
1. Testament
2. certitude
3. multitude
4. fortitude
5. magnitude
6. vestments
7. solitude
8. tenement
9. sentiments
10. segment
©Teacher Created Materials
Assessment
Name _______________________________________ Date _____________________
Diagnostic Pre-test
Directions: Circle the correct answer.
1. What is a convocation?
a. an assembly
b. a career
c. a hobby
d. an act of dishonesty
5. What does it mean to circumvent a
problem?
a. complicate it
b. ignore it
c. surrender to it
d. get around it
2. When we alleviate a problem, we
6. What are vestments?
a. solve it.
a. robes worn by judges
b. tell others about it.
b. financially risky
c. make it easier to be endured.
c. principles we upheld with vigor
d. keep it a secret.
d. our daily bread
3. Which means “excessive or abnormally
high blood pressure”?
7. A person’s aptitude for something is that
person’s
a. hyperactive
a. state of ability to do that thing.
b. hypertension b. state of physical health.
c. hyperion
c. state of being truthful.
d. hypnosis
d. state of being grateful.
4. Which word means “pertaining to parts
under the skin”?
a. hypoglycemia
b. hypothetical
c. hypochondriac
d. hypodermic
©Teacher Created Materials
8. When a ruler abdicates, he or she
a. issues a decree of silence.
b. renounces power.
c. imposes martial law.
d. steals the throne from a rival.
#12739 (i4012) Building Vocabulary from Word Roots
C5