Unit I
Lesson 1
Review of “Divide and Conquer”
Part B:
Combine and Create
Breaking Up Words
Directions:
Take the words apart to figure out the meanings. For help with the meaning of
these roots, use the Root Bank in “Divide and Conquer” on page 4 of the Guided
Practice Book.
concur
con- means ___________________________
cur means ____________________________
concur means _________________________
transmit
trans- means __________________________
mit means ____________________________
transmit means ________________________
dismiss
dis- means ____________________________
miss means ___________________________
dismiss means _________________________
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 1
Unit I
Lesson 1
Review of “Divide and Conquer”
Part C:
Read and Reason
Word Spokes
Directions:
Choose one of the word parts (prefix, base, or suffix) from the root bank in “Divide and
Conquer” on page 4. Put it in the center and brainstorm five words that use this part. Then
choose a different word from your cluster for each of the directions below.
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. ______________________________________
_______________________________________________________________________________
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 2
Unit I
Lesson 1
Review of “Divide and Conquer”
Part D:
Extend and Explore
Word Chart
Directions:
Work with a partner. Fill in the chart with as many words as you can.
-struct
-struction
-structive
conde-
inobrecon-
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 3
Unit I
Lesson 2
Latin Directional & Intensifying Prefixes con- = “with, together, very”;
e-, ex-, ef- = “out, very”; per- = “through, thorough, wrongly”
Part B:
Combine and Create
Word Chart
Directions:
Work with a partner to add as many words as you can to the chart. You will need to
add bases to make words. Remember that the spelling of the prefixes may sometimes
be changed or assimilated to make pronunciation easier.
-able
-ion
-ive
con-
ex-
per-
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 4
Unit I
Lesson 2
Latin Directional & Intensifying Prefixes con- = “with, together, very”;
e-, ex-, ef- = “out, very”; per- = “through, thorough, wrongly”
Part C:
Read and Reason
Dialogue
Directions:
Read the following short dialogue and answer the questions.
Shaun: “I’m so excited to be here. I’ve been waiting for school to get out so we could get
here! In fact, I’m exalted!”
Matt:
“It’s just an amusement park, man. Calm down. You’re acting a bit extreme.”
Shaun: “Your efforts to calm me down will be futile. Ha! I’m pumped up. There are no
extenuating circumstances that will cause me to change my mind.”
Matt:
“All right, go ahead, excel past normalcy and act goofy.”
Shaun: “Yes, yes, I’ll be excessively excited, thank you. Ha!”
1. Why would Matt say that Shaun is acting a bit extreme?
_____________________________________________________________________
2. What does it mean to be exalted? How do you know?
_____________________________________________________________________
_____________________________________________________________________
3. When someone is exerting effort, what are they doing?
_____________________________________________________________________
_____________________________________________________________________
4. What is an extenuating circumstance?
_____________________________________________________________________
_____________________________________________________________________
5. If Shaun is excessively happy, how happy is he compared to Matt?
_____________________________________________________________________
_____________________________________________________________________
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 5
Unit I
Lesson 2
Latin Directional & Intensifying Prefixes con- = “with, together, very”;
e-, ex-, ef- = “out, very”; per- = “through, thorough, wrongly”
Part C:
Read and Reason
Directions:
Di
Advice Column
Read the following advice column and answer the questions
Dear Adelia Advice,
take
at my little brother. I saw him
Yesterday I was really perturbed
mom
n
whe
n,
hen table, eat it, and the
an apple from our mother’s kitc
ily
fam
our
d
apple was, he perjure
asked him if he knew where the
can
He said, “I have no idea.” How
r.
oath to never lie to one anothe
h?
I help him learn the value of trut
Concerned Sister
Dear Concerned Sister,
I’m not sure whether or not he is impervious to the truth. It seems like
he did lie and perjured the family oath. But you should try asking him
about why he did so. Seems like there is more of a story here. Like,
what percent of his words are lies? My feeling from your letter is that
he
is not usually permitted to lie, and his percentage is low. Thus, gainin
g
his perspective on this lie might help shed light on why he might have
lied.
Adelia Advice
1. How does Concerned Sister feel about her little brother? What does this mean?
____________________________________________________________________________
____________________________________________________________________________
2. What does it mean when Concerned Sister writes, “he perjured our family oath to never lie”?
____________________________________________________________________________
3. Why does Adelia think it is important to figure out what percent of the brother’s words are lies?
____________________________________________________________________________
4. If you ask people for their perspective on something, what are you asking them for?
____________________________________________________________________________
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 6
Unit I
Lesson 2
Latin Directional & Intensifying Prefixes con- = “with, together, very”;
e-, ex-, ef- = “out, very”; per- = “through, thorough, wrongly”
Part D:
Extend and Explore
Word Match
Directions:
© Teacher Created Materials
Work with a partner to match each intensified word with its definition.
WORD
DEFINITION
correct
attempt
permit
sacred
completed
long-lasting
effort
allow
perturb
disturb
exalt
raise
exhort
twisted
constant
noticeable
conspicuous
stable
perverse
movement
consecrated
done
commotion
right
permanent
urge
#10657 Building Vocabulary from Word Roots
Bonus Page 7
Unit I
Lesson 3 Directional Prefixes sub- and hypo- = “below, under, up from under”
Part C:
Read and Reason
Short Story
Directions:
Read the following short story and answer the questions.
Claudia knew she had a hypothesis to test—the best guess she could make as to why Zoe
wasn’t at school. However, she didn’t want to be a hypocrite. She didn’t want to criticize Zoe
for the same thing she too was scared of, so she went in from recess and walked to the back of
her seventh grade classroom, near the poster board of “heroes” that included the sports figures
Mia Hamm, Michael Jordan, Wayne Gretzky, and LeBron James. No, she was not going to be a
hypocrite. She was going to take this test and not call home sick. She was going to be strong
and face the test for which she hadn’t studied.
During the test, she was so proud of herself for remembering the hyphenated words she had
forgotten that morning while looking over her study guide, such as “first-class airline ticket.”
Her hypothesizing about staying to take the test was right; she was ready for the test, she could
do this, and she could even do well.
1. What is Claudia’s hypothesis about Zoe’s absence?
_________________________________________________________________________
_________________________________________________________________________
2. In what ways does Claudia avoid being a hypocrite?
_________________________________________________________________________
_________________________________________________________________________
3. What is a hyphenated word? Which one is an example of what Claudia remembers on her
spelling test?
_________________________________________________________________________
_________________________________________________________________________
4. When someone is hypothesizing, what are they doing?
_________________________________________________________________________
_________________________________________________________________________
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 8
Unit I
Lesson 3 Directional Prefixes sub- and hypo- = “below, under, up from under”
Part D:
Extend and Explore
Word Match
Directions:
© Teacher Created Materials
Work with a partner to match each sub- or hypo- word with its definition.
WORD
DEFINITION
subscribe
underground
hypodermic
excitement
hypothermia
low body temperature
suffer
sign up for a magazine
support
Roman heating ducts
subterranean
take away a number
subtract
not sincere
hypocausts
a doctor’s needle
hypocritical
feel pain
suspense
hold up
#10657 Building Vocabulary from Word Roots
Bonus Page 9
Unit I
Lesson 4
Directional Prefixes se- and para- = “aside, apart”
Part C:
Read and Reason
Diary
Directions:
Read the following short diary entries and answer the questions.
Tuesday, April 3, 2007
Dear Diary,
I am really feeling paranoid today. I did not intend to forget about my interview
at the coffee shop. But I did. I called to apologize for forgetting and to set up
another appointment, but, to paraphrase the manager, they want employees who
never forget, who never make a mistake. What he didn’t understand is that I was
truly sorry, and that I don’t usually make mistakes. I’m not a bad person. What a
paradox I am in!
Stacey
Dear Diary,
I’ve gotten myself stuck in a lazy paradigm where all I do is forget
about stuff. It’s such a paradox too, it doesn’t make any sense. It is
so confusing to me, because I’m usually not lazy. What is wrong with
me? For some people this would be a dream come true, a paradise
where lounging around and sleeping in are great things. But not for
me.
Stacey
1. Why is Stacey paranoid? __________________________________________
2. What does it mean to paraphrase the manager? __________________________________________
3. Like Stacey, have you ever felt like you were caught in a paradox? What did that feel like?
_________________________________________________________________________________
4. In what kind of paradigm is Stacey stuck? ________________________________________________
5. Stacey calls her dilemma a paradox. Why? _______________________________________________
_________________________________________________________________________________
6. What is Stacey’s idea of paradise? What does she think other people might see as paradise?
_________________________________________________________________________________
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 10
Unit I
Lesson 4
Directional Prefixes se- and para- = “aside, apart”
Part D:
Extend and Explore
Word Match
Directions:
Work with a partner to match each para- or se- word with its definition.
WORD
DEFINITION
paraphrase
put in a side room
parody
doctors’ aides
secrete
a slanting rectangle
parallel
humorous imitation
paramedics
apart
parallelogram
leak
separate
express in your own words
seclude
not intersecting
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 11
Unit I
Lesson 5
Directional Prefixes tra-, trans-, meta- = “across, change”
Part B:
Combine and Create
Making Riddles
Directions:
Here are several words. Work with a partner to develop riddles for two of
them. Then give your riddles to another group of students. See if they can
figure them out.
meteorite
transport
meteorologist
tradition
transform
1. ______________________________________________________________________
______________________________________________________________________
Solution: ______________________________________________________________
2. ______________________________________________________________________
______________________________________________________________________
Solution: ______________________________________________________________
3. __________________________________________________
__________________________________________________
__________________________________________________
Solution: __________________________________________
__________________________________________________
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 12
Unit I
Lesson 5
Directional Prefixes tra-, trans-, meta- = “across, change”
Part D:
Extend and Explore
Word Match
Directions:
Work with a partner to match each tra-, trans-, or meta- word with its definition.
WORD
DEFINITION
metamorphosis
the act of moving or carrying
transgression
old-fashioned
travesty
rewrite or copy
meteorologist
weatherman
transcribe
mockery
transpose
body processes
transition
major change
metabolism
sin
transportation
switch letters
traditional
period of change
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 13
Unit I
Review
Perfecting Our Prefixes
Part B:
Combine and Create
Word Pyramids
W
Directions:
Work with a partner to make a word pyramid for two words from “Divide and
Conquer.” Don’t put the word in the pyramid. Then give your pyramids to
another group. See if they can figure out your words.
Word
Two antonyms
Three synonyms
Definition
Sentence
Word
Two antonyms
Three synonyms
Definition
Sentence
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 14
Unit I
Review
Perfecting Our Prefixes
Part D:
Extend and Explore
What Does the Prefix Mean?
Directions:
Write the prefix of each bolded word. Then use the information below
to tell which meaning (or meanings) of the prefix applies to that word.
con- = “with, together, very”
e-, ex-, ef- = “out, very”
per- = “through, thorough, wrongly”
prefix
prefix means
1. a juice extractor
_______________
_____________________________
2. an automatic coffee percolator
_______________
_____________________________
3. an air compressor
_______________
_____________________________
4. confectioner’s sugar
_______________
_____________________________
5. an exclamation point!
_______________
_____________________________
6. a boa constrictor
_______________
_____________________________
7. an extension cord
_______________
_____________________________
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 15
Unit II
Lesson 6
Bases bon, bene = “good, well” and mal(e) = “bad, wrong”
Part C:
Read and Reason
Diary
Directions:
Read the following diary entry and answer the questions.
Dear Diary,
I think my family has a malediction placed upon it. Every time one of
us goes to the mall, a bird flies overhead and then swoops down, landing on one of
our shoulders. So spooky. It’s like the bird is trying to malign our good name in
town, make a bad name for us.
Like yesterday, I didn’t know what to do when it happened to my brother and me
at the same time. So weird. It’s like the bird is a strange sign of malice against us.
It’s like the bird is some sort of disease, a malaise of some kind that only my family
has. My mom says she can feel a malady coming on every time a bird comes after
one of us. So weird.
Confused Courtney
1. Define malediction. What malediction does Courtney think her family has?
_________________________________________________________________________________
_________________________________________________________________________________
2. How might it feel to be the recipient of malice? __________________________________________
_________________________________________________________________________________
3. When someone or something tries to malign your good name, what are they doing?
_________________________________________________________________________________
_________________________________________________________________________________
4. What is a malaise? _________________________________________________________________
_________________________________________________________________________________
5. What does Courtney’s mom feel coming on before a bird attacks? What does that mean?
_________________________________________________________________________________
_________________________________________________________________________________
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 16
Unit II
Lesson 6
Bases bon, bene = “good, well” and mal(e) = “bad, wrong”
Part D:
Extend and Explore
Word Match
Directions:
Work with a partner to match each bon, bene, or mal(e) word with its
definition.
WORD
DEFINITION
malicious
vicious
benefit
underfed
malady
a lucky strike
malnourished
chocolate-covered creme candies
bonbons
genuine
bonanza
fund-raiser
benign
kind or gentle
benediction
overbite
malocclusion
disease
bona fide
a closing prayer
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 17
Unit II
Lesson 7
Bases matr(i), matern = “mother” and patr(i), patern = “father”
Part D:
Extend and Explore
Word Match
Directions:
Work with a partner to match each matr(i), matern, patr(i), and patern
word with its definition.
WORD
DEFINITION
maternal
fatherly
paternal
talk rapidly
patriotic
loyal to the “fatherland”
patron
to support
patronize
a sponsor
patronizing
former school
matriculate
to enroll in school
alma mater
motherly
patter
condescending (“talking down to”)
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 18
Unit II
Lesson 8
Bases labor = “work” and lud, lus = “play, trick”
Part B:
Combine and Create
Fill in the Blanks
Fi
Directions:
Complete each sentence with the correct word based on lud or lus.
deluded
collusion
alluding
colluding
eluded
allusions
illusion
delusions
1. The prisoner broke out of jail and successfully __________________________ the guards.
2. He suffered from __________________________ of grandeur and thought that strangers
should bow when they met him.
3. I was __________________________ by his promises that he would give me the world on
a silver platter.
4. I am __________________________ to the fact that you forgot my birthday last year as
well!
5. The spy was convicted of treason for __________________________ with the enemy.
6. The business partners engaged in an elaborate __________________________ to raise
prices and force consumers to pay them.
7. What looks like a puddle of water on the highway ahead is just an optical
__________________________.
8. How many __________________________ to the Civil War can you find in this text?
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 19
Unit II
Lesson 8
Bases labor = “work” and lud, lus = “play, trick”
Part D:
Extend and Explore
Word Match
Directions:
Work with a partner to match each labor, lud, or lus word with its definition.
© Teacher Created Materials
WORD
DEFINITION
elude
to escape
allusion
trick or deceive
collusion
to plot something
interlude
slippery
prelude
beginning
delude
untrue impression
elusive
a reference
collude
pause
illusion
conspiracy
#10657 Building Vocabulary from Word Roots
Bonus Page 20
Unit II
Lesson 9
Bases bell = “war,” pac = “peace,” and plac = “calm, please”
Part D:
Extend and Explore
Word Match
Directions:
Work with a partner to match the bell, pac, or plac situations with the best words.
SITUATION
WORD
I am very pleased with myself.
pacifist
I like to pick fights.
antebellum
She had a calm smile on her face.
pacifier
What a still ocean!
placebo
I am a peacemaker.
complacent
I calm down a cranky baby.
belligerent
I am the period before the Civil War.
Pacific
My parents are furious with me.
implacable
I fight back when I am wronged.
placid
I am a sugar pill.
rebel
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 21
Unit II
Lesson 10
Bases audi, audit = “hear, listen” and loqu, locut = “speak, talk”
Part D:
Extend and Explore
Word Match
Directions:
Work with a partner to match each audi, audit, loqu, and locut
word with its definition.
WORD
DEFINITION
elocution
examiner
loquacious
informal
eloquent
expressive
audition
avoidance or evasion
colloquium
diction
auditor
assembly
inaudible
tryout
colloquial
talkative
circumlocution
discussion
audience
unheard
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 22
Unit II
Review
Paired Latin Bases
Part B:
Combine and Create
Prefix Practice
Directions:
Write the prefix of each bolded word. Then write the meaning (or meanings) of the
prefix that is in the word.
prefix
prefix means
1. a tongue depressor
__________
_______________________________
2. an automatic coffee percolator
__________
_______________________________
3. an airplane propeller
__________
_______________________________
4. a garbage disposal
__________
_______________________________
5. a candy dispenser
__________
_______________________________
6. a submarine
__________
_______________________________
7. a superhero
__________
_______________________________
8. prenatal care
__________
_______________________________
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 23
Unit II
Review
Paired Latin Bases
Part D:
Extend and Explore
Word Pyramids
Directions:
Work with a partner to make a word pyramid for two words from “Divide
and Conquer.” Don’t put the word in the pyramid. Then give your pyramids
to another group. See if they can figure out your words.
Word
Two antonyms
Three synonyms
Definition
Sentence
Word
Two antonyms
Three synonyms
Definition
Sentence
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 24
Unit III Lesson 11
Bases tang, ting, tig, tact = “touch”
Part B:
Combine and Create
Fill in the Blanks
Directions:
Fill in the blank with the best “touching” words.
tactful
intact
tangent
contact
tactless
contingent
1. How _________________________ of you not to mention my torn shirt!
2. How could you be so _________________________ and hurt her feelings?
3. Fortunately, our house remained _________________________ after the tornado.
4. We like to distract our teacher and get her to go off on a _________________________
every once in a while so that she will forget to give us homework.
5. Some parents feel uneasy about letting their children play _________________________
sports out of fear that they might break a bone.
6. _________________________ on my mother’s approval,
I’ll come to your picnic this weekend.
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 25
Unit III Lesson 11
Bases tang, ting, tig, tact = “touch”
Part D:
Extend and Explore
Word Match
Directions:
© Teacher Created Materials
Work with a partner to match each tang, ting, tig, tact word with its definition.
WORD
DEFINITION
contagious
whole and untouched
contaminate
not real
intangible
touchable
tactless
ill-mannered
tangible
adjacent (next to)
contiguous
conditional
tactful
well-mannered
intact
transmittable
contingent
pollute
#10657 Building Vocabulary from Word Roots
Bonus Page 26
Unit III Lesson 12
Bases fund, found, fus = “pour, melt”
Part D:
Extend and Explore
Word Match
Directions:
Work with a partner to match each fund, found, fus word with its definition.
© Teacher Created Materials
WORD
DEFINITION
fundamental
scattered
funds
emotional
diffuse
pandemonium
refuse
money
refund
effusive
profuse
generous and plentiful
confusion
garbage
effusive
basic
#10657 Building Vocabulary from Word Roots
Bonus Page 27
Unit III Lesson 13
Bases cid, cis = “cut, kill”
Part B:
Combine and Create
Word Match
Directions:
Work with a partner to match each cid, cis word with its definition.
WORD
DEFINITION
herbicide
exact
excise
short and to the point
concise
sharp and insightful
homicide
make up your mind
incisors
weed killer
precise
wavering, not sure
decide
remove surgically
indecisive
murder
incisive
sharp teeth
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 28
Unit III Lesson 14
Bases tend, tens, tenu = “stretch, thin”
Part B:
Combine and Create
Fill in the Blanks
Directions:
Fill in the blanks with the tend, tens, or tenu words that make sense.
tender
attention
contended
extenuating
distended
extension
1. The defendant pleaded “not guilty” because of _____________________________
circumstances.
2. I was out with a cold for two days. Can I please have an ___________________________
on my assignment?
3. You need to pay _____________________________ when others are speaking.
4. Five finalists in the spelling bee _____________________________ for first place.
5. Most people like chicken because it is moist and _____________________________ .
6. Lack of exercise can make muscles flabby and _____________________________.
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 29
Unit III Lesson 14
Bases tend, tens, tenu = “stretch, thin”
Part D:
Extend and Explore
Word Match
Directions:
Work with a partner to match each tend, tens, tenu word with its definition.
WORD
DEFINITION
intend
lengthen
tenuous
expanded
attention
compete
tense
nervous
contend
aim
attend
be present
distended
concentration
extend
weak
pretentious
overseer
superintendent
conceited, “phony”
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 30
Unit III Lesson 15
Bases clud, clus, clos = “close, shut”
Part D:
Extend and Explore
Word Match
Directions:
Work with a partner to match each clud, clus, clos word with its definition.
WORD
DEFINITION
malocclusion
shut out
seclude
spread a secret
conclude
put in an envelope
exclude
hermit
enclose
overbite
disclose
finish a speech
recluse
isolate
include
final result
closet
allow into a group
conclusion
coat room
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 31
Unit III
Review
Advanced Latin Bases
Part B:
Combine and Create
Word Pyramids
W
Directions:
Work with a partner to make a word pyramid for two words from “Divide and
Conquer.” Don’t put the word in the pyramid. Then give your pyramids to
another group. See if they can figure out your words.
Word
Two antonyms
Three synonyms
Definition
Sentence
Word
Two antonyms
Three synonyms
Definition
Sentence
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 32
Unit III
Review
Advanced Latin Bases
Part D:
Extend and Explore
Word Riddles
Directions:
1.
Work with a partner. Select four interesting words from this unit, and write
a riddle for each. Then trade papers with another group. See if they can
solve your riddles.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Solution: __________________________________________________________________
2.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Solution: __________________________________________________________________
3.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Solution: __________________________________________________________________
4.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Solution: __________________________________________________________________
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 33
Unit IV Lesson 16
Bases path, pati, pass = “suffer(ing), feel(ing)”
Part B:
Combine and Create
Odd Word Out
Directions:
Decide which word doesn’t belong in each group. Write your reason on the lines.
sympathetic
empathetic
apathetic
____________________________________________________________
passive
impassive
patient
____________________________________________________________
compassionate
dispassionate
passionless
____________________________________________________________
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 34
Unit IV Lesson 16
Bases path, pati, pass = “suffer(ing), feel(ing)”
Part D:
Extend and Explore
Fill in the Blanks
Directions:
Find one path, pati, or pass word for the people described in these sentences.
passionate
sympathetic
telepathic
apathetic
patient
impatient
compatible
1. I don’t like to rush through my work. I take my time. I am _______________________.
2. I just love what I do. I am _______________________ about my job.
3. I cannot stand to wait in line. I am nervous and _______________________.
4. I get along very well with my roommate. We are very _______________________.
5. I just don’t care about what’s going on the world, and the news always bores me.
I am _______________________.
6. I can feel it when something happens to people who are far away.
I am _______________________.
7. I feel so bad about what happened to her that I could just cry.
I am so _______________________.
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 35
Unit IV Lesson 17
Bases tom, sec, sect = “cut, slice”
Part C:
Read and Reason
Poem
Directions:
Read the following poem and answer the questions.
Biology 101
Teacher says,
“Segment,
Cross-sect.”
Dissect my frog.
1. What happens when someone dissects something?
___________________________________________
___________________________________________
Biology 101.
___________________________________________
I say,
“Segment,
body from legs.
Cross-sect,
appendages.”
___________________________________________
2. Why would someone dissecting a frog want to segment
the pieces?
___________________________________________
Biology 101.
___________________________________________
Teacher says,
“Segment,
Cross-sect.”
Dissect my frog.
___________________________________________
___________________________________________
Mary says,
“Ew, yuck,
segments!
Dissecting this frog!”
Biology 101
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#10657 Building Vocabulary from Word Roots
Bonus Page 36
Unit IV Lesson 18
Bases photo, luc, lumin = “light”
Part D:
Extend and Explore
Word Match
Directions:
Work with a partner to match each spec, spic, spec word with its definition.
WORD
DEFINITION
telephoto
explain
phototropic
clear
elucidate
turning toward the light
luminary
fear of light
lucid
shining genius
photophobia
long-distance lens
lucidity
clarity
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#10657 Building Vocabulary from Word Roots
Bonus Page 37
Unit IV Lesson 20
Bases scop, spec, spic, spect = “look”
Part D:
Extend and Explore
Word Match
Directions:
Work with a partner to match each spec, spic, spec word with its definition.
© Teacher Created Materials
WORD
DEFINITION
retrospect
regard
inconspicuous
on the lookout
circumspect
obvious
expecting
hardly noticable
spectacular
fantastic
prospective
examiner
despise
look down on
respect
careful
conspicuous
sample
specimen
hindsight
inspector
future
#10657 Building Vocabulary from Word Roots
Bonus Page 38
Unit IV
Review
Scientific Greek Bases and Their Latin Counterparts
Part B:
Combine and Create
Word Pyramids
W
Directions:
Work with a partner to make a word pyramid for two words from “Divide and
Conquer.” Do not put the word in the pyramid. Then give your pyramids to
another group. See if they can figure out your words.
Word
Two antonyms
Three synonyms
Definition
Sentence
Word
Two antonyms
Three synonyms
Definition
Sentence
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 39
Unit IV
Review
Scientific Greek Bases and Their Latin Counterparts
Part C:
Read and Reason
Diary
Directions:
Read the following diary entry and answer the questions below.
Dear Diary,
Today in science class we learned all about how to use a telescope to look at the
stars. I wasn’t interested in astronomy before, but this is fascinating! I can only
speculate about how many stars I might be able to see once I learn how to really
use the telescope. My teacher said it is important to make sure your vision is
good before looking through a telescope because otherwise it will be hard to focus
to see the stars clearly. He said that some of us might need to get spectacles in
order to see better. I wasn’t sure if I should tell him that these days we usually
call them glasses, and not spectacles, but I didn’t want to be rude. I suspect I
might not get a good grade if I am rude to my teacher! I definitely don’t want to
disrespect him. In retrospect, it is definitely good that I didn’t say anything about
the spectacles.
Leslie
1. What does it mean to speculate about something? Why
does Leslie speculate about the number of stars in the sky?
Think of something else you might have to speculate about.
_________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. What does it mean to look at something in retrospect?
_______________________________________________________________________
_______________________________________________________________________
3. What does Leslie think would be disrespectful? Why?
_______________________________________________________________________
_______________________________________________________________________
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 40
Unit IV
Review
Scientific Greek Bases and Their Latin Counterparts
Part C:
Read and Reason
Advice Column
Directions:
Read the following advice column and answer the questions.
Dear Adelia Advice,
impressed that I wanted
terday, and I was so amazed and
I saw something spectacular yes
local courthouse to show
ience. I went to a meeting at the
to share it with your reading aud
ke about how meaningful the
ounced his resignation. He spo
respect for the mayor as he ann
even cried. In other words,
to his life and his work, and he
citizens of our town have been
munity and genuinely cares
the opportunity to serve our com
he really loved and appreciated
honest, so genuine! What a
e a politician be so candid and
about us. How awesome to hav
mple for our young people.
great man! He’s a wonderful exa
Inspired Irwin
Dear Inspired Irwin,
Sounds like your mayor is very introspective and able to look inside
himself and find greater meaning for his life’s service in your community.
You’re right too! We need more young people to learn from such
respectful public servants. I hope the publication of this column will
help
draw people to this cause.
Adelia Advice
1. What did Inspired Irwin think was so spectacular? _______________________________________
________________________________________________________________________________
________________________________________________________________________________
2. Who does Inspired Irwin respect and why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3. What does Adelia Advice think that young people should learn from Inspired Irwin’s writing?
________________________________________________________________________________
________________________________________________________________________________
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 41
Unit V
Lesson 21
Suffixes -ose, -ous, -eous, -ious = “full of”
Part D:
Extend and Explore
Word Choice
Directions:
Pick the proper word to complete each sentence.
1. We put nothing down in writing. We entered into a purely _______________________
(verbal, verbose) agreement.
2. New York City is congested and _______________________ (popular, populous).
3. My uncle always gives _______________________ (generous, general) birthday gifts.
4. I can count from one to ten in Roman _______________________ (numerals, numerous).
5. I can’t believe you would say something so mean-spirited and _______________________
(malicious, malice).
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 42
Unit V
Lesson 21
Suffixes -ose, -ous, -eous, -ious = “full of”
Part D:
Extend and Explore
Word Match
Directions:
Work with a partner to match each -ose, -ous, -eous, -ious word with its definition.
© Teacher Created Materials
WORD
DEFINITION
populous
roomy
religious
heavily populated
precipitous
watery
spacious
chatty
voracious
faithful
famous
steep
aqueous
shining
loquacious
well-known
luminous
ravenously hungry
#10657 Building Vocabulary from Word Roots
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Unit V
Lesson 22
Suffixes -(l)et, -(i)cle, -(ic)ule, -el, -il, -le = “small”
Part B:
Combine and Create
Matching Parts of Speech
Directions:
Match each adjective with a noun that shares a similar meaning.
ADJECTIVE
NOUN
muscular
molecule
granulated
particle
particular
circle
molecular
globule
globular
muscle
scrupulous
granule
circular
scruple
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 44
Unit V
Parallel Adjective Suffixes -ant, -ent = “having the quality of” and
Noun Suffixes -ence, -ency, -ance, -ancy = ”state or quality of”
Lesson 23
Part B:
Combine and Create
Word Chart
Directions:
Put each of these words on the chart where it belongs.
abundant
extravagant
nouns
importance
difference
obedient
ignorant
patient
translucence
assistance
convenience
adjectives
Now make another chart. Change each word from the “Nouns” column above to
an adjective. Put it on the chart. Then do the same with the adjectives on the chart
above. Change each to a noun, and put it on the chart.
nouns
© Teacher Created Materials
adjectives
#10657 Building Vocabulary from Word Roots
Bonus Page 45
Unit IV Lesson 23
Parallel Adjective Suffixes -ant, -ent = “having the quality of” and
Noun Suffixes -ence, -ency, -ance, -ancy = ”state or quality of”
Part C:
Read and Reason
A Newspaper Story
Directions:
Read the following beginning to a newspaper story and answer the questions.
Houston, TX
An obedient dog saved his owner’s life today after the owner’s impatient
disobedience of a stop sign caused a car accident. The dog, patient and dutiful,
reportedly broke through a window and then pulled the owner to safety. Lucky,
an ironically named canine, is receiving a medal of honor at city hall today.
1. What makes Lucky an obedient and/or patient dog?
________________________________________________________
________________________________________________________
________________________________________________________
2. Explain the owner’s disobedience.
___________________________________________
___________________________________________
___________________________________________
___________________________________________
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 46
Unit V
Review
Advanced Latin Suffixes
Part B:
Combine and Create
Word Analysis
Directions:
Look over the words from the “Divide and Conquer” activity. Then answer
the questions.
1. Pick out a word for which you already know the meaning. Write the
word. What does it mean?
______________________________________________________
______________________________________________________
______________________________________________________
2. Pick out a word you find very interesting that you did not know
before. Write the word. What does it mean? Why do you find it
interesting?
______________________________________________________
______________________________________________________
______________________________________________________
3. Pick out a new word you think is very hard. Write the word. What
does it mean? Tell why you think it is hard.
______________________________________________________
______________________________________________________
______________________________________________________
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Bonus Page 47