Sample Pages from
Created by Teachers for Teachers and Students
Thanks for checking us out. Please call us at 800-858-7339 with questions or
feedback, or to order this product. You can also order this product online at
www.tcmpub.com.
For correlations to State Standards, please visit
www.tcmpub.com/administrators/correlations
800-858-7339 • www.tcmpub.com
TCM 22656
Level 7
Building Vocabulary from Word Roots Teacher’s Guide
TCM 22656
Table of Contents
Management
Program Overview. . . . . . . . . . . . . . . . . . . . . A1
Components of the Building
Vocabulary Kit . . . . . . . . . . . . . . . . . . . . . . . A2
How to Use this Program. . . . . . . . . . . . . . . . A3
About Level Seven. . . . . . . . . . . . . . . . . . . . . . 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: Perfecting Our Prefixes
Lesson 1: Review of “Divide and Conquer”. . B1
Lesson 2: Latin Directional & Intensifying
Prefixes con- = “with, together, very”; e-, ex-,
ef- = “out, very”; per- = “through, thorough,
wrongly”. . . . . . . . . . . . . . . . . . . . . . . . . . . B9
Lesson 3: Directional Prefixes sub-, hypo- =
“below, under, up from under” . . . . . . . . B17
Lesson 4: Directional Prefixes se-, para- = “aside,
apart” . . . . . . . . . . . . . . . . . . . . . . . . . . . . B24
Lesson 5: Directional Prefixes tra-, trans-,
meta- = “across, change”. . . . . . . . . . . . . . B31
Unit I Review . . . . . . . . . . . . . . . . . . . . . . . . B38
Unit II: Paired Latin Bases
Lesson 6: Bases bon, bene = “good, well” and
mal(e) = “bad, wrong”. . . . . . . . . . . . . . . . B44
Lesson 7: Bases matr(i), matern = “mother” and
patr(i), patern = “father” . . . . . . . . . . . . . . B51
Lesson 8: Bases labor = “work” and lud, lus =
“play, trick” . . . . . . . . . . . . . . . . . . . . . . . . B57
Lesson 9: Bases bell = “war”; pac = “peace”;
plac = “calm, please”. . . . . . . . . . . . . . . . . B64
Lesson 10: Bases audi, audit = “hear, listen” and
loqu, locut = “speak, talk”. . . . . . . . . . . . . . B69
Unit II Review . . . . . . . . . . . . . . . . . . . . . . . . B74
Unit III: Advanced Latin Bases
Lesson 11: Bases tang, ting, tig, tact
= “touch”. . . . . . . . . . . . . . . . . . . . . . . . . . B80
Lesson 12: Bases fund, found, fus
= “pour, melt”. . . . . . . . . . . . . . . . . . . . . . B86
© Teacher Created Materials
Lesson 13: Bases cid, cis = “cut, kill”. . . . . . . . B92
Lesson 14: Bases tend, tens, tenu =
“stretch, thin” . . . . . . . . . . . . . . . . . . . . . . B99
Lesson 15: Bases clud, clus, clos =
“close, shut” . . . . . . . . . . . . . . . . . . . . . . B106
Unit III Review. . . . . . . . . . . . . . . . . . . . . . . B112
Unit IV: Scientific Greek Bases and Their
Latin Counterparts
Lesson 16: Bases path, pati, pass = “suffer(ing),
feel(ing)”. . . . . . . . . . . . . . . . . . . . . . . . . B117
Lesson 17: Bases tom, sec, sect =
“cut, slice”. . . . . . . . . . . . . . . . . . . . . . . . B124
Lesson 18: Bases photo, luc, lumin = “light”. . . B131
Lesson l9: Bases the(o), dei, divin = “god” . . B137
Lesson 20: Bases scop, spec, spic, spect
= “look”. . . . . . . . . . . . . . . . . . . . . . . . . . B143
Unit IV Review. . . . . . . . . . . . . . . . . . . . . . . B149
Unit V: Advanced Latin Suffixes
Lesson 21: Suffixes -ose, -ous, -eous, -ious =
“full of” . . . . . . . . . . . . . . . . . . . . . . . . . B156
Lesson 22: Suffixes -(l)et, -(i)cle, -(ic)ule, -el,
-il, -le = “small”. . . . . . . . . . . . . . . . . . . . . B164
Lesson 23: Parallel Adjective Suffixes -ant, -ent
= “having the quality of” and Noun Suffixes
-ence, -ency, -ance, -ancy = “state or quality
of”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B169
Unit V Review . . . . . . . . . . . . . . . . . . . . . . . B176
Assessment
A Word About Assessment. . . . . . . . . . . . . . . C1
Data-Driven Instruction. . . . . . . . . . . . . . . . . C3
Diagnostic Test Item Analysis. . . . . . . . . . . . . C4
Diagnostic Pre-test. . . . . . . . . . . . . . . . . . . . . C5
Diagnostic Pre-test Answer Key. . . . . . . . . . . C9
Unit Quizzes. . . . . . . . . . . . . . . . . . . . . . . . . C10
Post-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . C25
Post-test Answer Key . . . . . . . . . . . . . . . . . . C29
Teacher Resources
Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D1
Reproducibles. . . . . . . . . . . . . . . . . . . . . . . . . D2
Appendices
Appendix A: References Cited . . . . . . . . . . . . E1
Appendix B: Additional Resources . . . . . . . . . E3
Appendix C: Contents of
Teacher Resource CD . . . . . . . . . . . . . . . . E6
#22656 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 an 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 10657
Level 7
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:
from
Building Vocabulary
Word Roots
© Teacher Created Materials
#22656 Building Vocabulary from Word Roots
A1
Management
Components of the Building Vocabulary Kit
Teacher’s Guide includes:
Our Prefixes
Unit I Perfecting
of “Divide
Lesson 1 Review
Management
and Conquer”
e lesson plan
three-pag
Note: Teach this
Practice
work in their Guided
Objective
Objective #3
lations
Standards and Corre
mandates
Behind legislation
The No Child Left
academic standards
that all states adopt
in
students will learn
that identify the skills
While many
grade 12.
kindergar ten through
standards
adopted academic
nts
states had already
legislation set requireme
prior to NCLB, the
were detailed and
to ensure the standards
comprehensive.
n
to focus instructio
Standards are designed
Standards are
curricula.
of
and guide adoption
the criteria necessary
statements that describe c academic goals.
specifi
for students to meet
e, skills, and content
They define the knowledg each level. Standards
at
students should acquire standardized tests to
are also used to develop
academic progress.
evaluate students’
Standards and
Correlations
Chart
(in Management
Section)
uses the MidTeacher Created Materials
Learning
for Education and
continent Research
ium to create standards
(McREL) Compend
state
year, McREL analyzes
correlations. Each
By
the compendium.
standards and revises
, they are able to produce
following this procedure national standards.
n of
a general compilatio
Tips for
Implementation
4. Try to find time
for students to
explore
words with others.
a. considered it
b. rejected it
Assessments
c. asked for time to
d. profited from it
which means that
© Teacher Created
s: Circle the correct
1. An amoral person
has ________________
.
a. very strong morals
.
________________
b. unusual morals
c. no morals
2. A disjointed story
is ________________
_.
a. disconnected from
reality
b. very funny
c. hard to understan
d
d. connected to reality
_____ sides.
a. five
b. six
c. seven
© Teacher
7. Using Transpar
ency
#4, ask students to
tell what each word
means when the suffi
x
is changed. (Generate
is a verb that describes
an action. Generation
is a noun or adjective
that describes a thing.
Perfectionist is a noun
that names a person.
Perfection is a noun
that
names a thing.)
Created Materials
English Language
detain
continue
discontinue (2 prefixes)
Overhead
Transparency
© Teacher Created Materials
#4
Divide and
Conquer
Bases and
Suffixes
Can you fi
gure out how
suffixes aff
each
ects the meaning of these
base?
of the
Below Level Suppor
· Some musicians
can generate
excitement
across generations.
· A perfectionist
is someone
seeks perfection.
who
A suffix is
#10647 (i1826)
Building Vocabulary
Roots
© Teacher
t
Read materials aloud
for students
as needed. As an additional
scaffold,
use different colored
markers on the
transparency to identify
roots, prefixes,
and suffixes.
a root placed
at the end
of
the word.
from Word
Support
Use visual aids, modeling,
and
demonstrations to
teach students about
the vocabulary words
in this lesson. For
example, use blocks
to construct a tower,
deconstruct it, then
reconstruct it.
A prefix is a root placed before the
base of the word.
#10647 (i1826) Building Vocabulary
from Word Roots
B2 #12737 (i4000)
Building Vocabulary
Materials
Created Materials
from Word Roots
©Teacher Created
Materials
3. The new medicine
alleviated her symptoms
which means that
it ________________ ,
__.
a. relieved the symptoms
b. made the symptoms
worse
c. masked the symptoms
d. complicated the
symptoms
.
________________
b. get along
c. ignore each other
d. are parasites
4. A dysfunctional
C3
machine ________
Roots
______.
Vocabulary from Word
#10648 (i1821) Building
a. functions very well
b. does not function
well
c. functions erratically
d. needs a special
part
C4
#10648 (i1821) Building
Vocabulary
Reproducibles
Teacher Resources:
answer.
6. The audience member’s
intrusion at the
speech ________
________________
____.
a. led to great applause
b. interrupted the
speaker
Word Parts: Unit
7. When we aggregated
our
we ________________ money,
_______________.
a. put it in the bank
a. easy to implemen
t
b. unhealthy
Teacher
Resources
(includes activities,
word cards, and
reproducible
templates)
se-, para-
e-, ex-, ef-
b. gathered it together
c. divided it among
all of us
d. withdrew it from
the bank
8. A stringent workout
I
sub-, hypo-
con-
c. preceded intermissi
on
d. caused laughter
d. eight
Materials
Roots
Can you figure out how each of these
prefixes gives a new meaning to the
bases ten, tin, tent, tain?
c. becoming healthy
d. becoming sickly
d. a wolf
©Teacher Created
from Word
Overhead Transparency #3
5. Since he is the epitome
of health, he
is ________________
________________
.
a. very sickly
b. very healthy
d. situational morals
c. an eagle
20. Symbiotic creatures
a. frequently fight
#2
Prefixes come
Bases come at the beginning.
in
Suffixes come the middle.
at the end.
#10647 (i1826)
Building Vocabulary
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)
Transparency
Prefixes, bases,
and suffixes
Every root
are roots.
has
together, roots a meaning. When joined
create words.
Assessm
.
ent
a. a cat
19. A heptagon has
Overhead
The base describes
the main idea.
prefix and/or
The
suffix give
detail about
an important
that main
idea.
we ________________
think
ts are like those of
18. Lupine movemen
© Teacher Created Materials
from Word Roots
#10647 (i1826) Building Vocabulary
Many of the activities
in “Building
Vocabulary” can
be
partners or in small completed with
groups. Some
specifically invite
students to work
together. When
students complete
assignment with
an
others, they have
a
chance to try out
new words and
talk
about how they
“work.” Rememb
er
that games like
“Wordo” and “Word
Spokes” are not
just fun––they are
good
instruction!
A22
__________
#12731 (i3962)—
_______
_______
Building
Vocabulary: Foundations
_______
_____________________
Name ______________
Pre-test (cont.)
Lessons
(correspond to
each lesson from
the student Guided
Practice Book)
Overhead Transparency #1
2. Make sure
to read the “Teache
r Notes”
section for each
new lesson.
This section provides
the background
information you
need to teach
5. Keep the learning
the
lesson. In levels
one and two a
outcomes in mind.
list of
words for each
A23
By
word family is provided
the end of the
program, your students’
In levels three andVocabulary
from Word Roots
.
should have 1)
Building up, information
(i4006)
learned the meaning
#12738
is
given
to help teach Greek
some of the most
of
and
Latin
common word
roots. The teacher
roots
in the English languag
notes section provides
a wealth of interestin
e; 2) understood
how to apply those
g
informati
on and
meanings to
ideas for you to
“divide and conquer
use with students.
Each
week there are
3) deepened their ” unfamiliar words;
also suggestions
for
“word awarene
differentiating instructio
ss.”
Above all, we hope
your students will
needs of all learners. n to meet the
have become
It
is
importan
independ
t
children to feel
ent word sleuths
and lifelong word
successful, so use for
lovers!
the
suggestions and
feel
6. Keep the focus
to meet your students’free to adapt them
on thinking about
needs.
the roots or word
3. Develop regular
families, not on
memorizing particula
routines
that scaffold increasin with activities
r words.
gly independent
Students need
learning.
to become convince
that they have
d
knowledge and
Although the program
processes to figure
gives
day-to-da
out the meaning
activities in a quick
y
of words. Roots
s
and regular routine,
can help here because
you should feel
prefixes and bases
free to modify or
adapt
represent familiar
the program to
concepts (un =
meet
not; pre = before;
instructional needs. your own particular
graph
= write). Word families
The key is to make
your instruction
see spelling patterns help students
a regular routine
that
gets students to
for many words.
As students figure
think deeply about
out the meaning
word families or
the
of new words, ask
roots. Plan to spend
them “What do
15 minutes each
10you
think? Why?” rather
day on vocabula
than “What’s the
ry.
right answer?”
Remember that
Assessment
the
most effective way
to teach vocabula
is not through mindless
ry
repetition or
memorization.
Materials
buyer’s proffer,
17. We accepted the
Teacher Notes (cont.) in 10–15
be completed
• Most lessons can
will take longer because
words are
minutes. This one
• Because most English what their parts
l foundation for the
by
y
it reviews the conceptua
spelled and defined
approach to vocabular
learn strategies
semantic unit or roots
mean, students must
relationships
learning.
that emphasize meaning parts of a
pages 4–8
the
Guided Practice Book
(semantics) between
1,
Direct students to
the roots up,”
for Unit 1, Lesson
pages
activity
word. Building “from
the
y
nd
to fi
CD for
in vocabular
pages 1–3 on the
students can progress
Parts A–E. See bonus
memorize long lists.
without having to
additional activities.
as
on these concepts
• Students will build
Knowledge
they learn new roots:
Activate Background will be “word
up of roots, which
1. Words are made
this year they
(meaning)
of
1. Tell students that
have meaning. A semantic the roots
figure out the meanings
between
detectives” as they
meanings
relationship exists
by connecting the
them.
hundreds of words
and words that contain
of their roots.
can be unlocked
the roots we use
2. A word’s meaning
them that most of
n of its roots. The
Remind
2.
recognitio
through
and Conquer”
in English words come
Unit Iof “Divide
strategies
Perfect
and
ancient
ing
from
“Combine
Our
us
and
)
to
Prefixes
Interesting Facts
(word dissection
About English
Latin and Greek
composition) can
Lesson(word
Create”
1 Review
build
· Over sixty percent of all words in
and
“Divide
rootsof
languages. Show them
the English dictionary are based
and Conquer
be used to identify
”
on Greek or Latin roots.
a word’s
the “interesting facts”
· A few prefixes are used in a large
a connection to unlock
#1.
number of words. Prefixes have
on Transparency
consistent spelling and clear
meaning.
meaning.
Emphasize how their
4. Point outhave
· Ninety percent of English words
will
they already know
with more than two syllables
words thatinteresting
3. Manyabout
come from Latin and Greek.
quite a bit knowledge of roots
are fun to
how
wordswork.
allwords
understand
histories, and
Tell
them
them
help
to
,”
make
8. Nowmost
a list of “word detectives
of write the words preview and
they already
explore. As everything
word meanings. out the meaningknow about the meaningsreviewmeet.
on the board. Ask
students can figure Ask volunteer
to share what new words they
wordsson
they have written.
to turn to a neighbor, haveeach student
or unusual
(You may want
of many difficult
meanings also take one of
wordwords
ideas on the board.
the roots as to list their 3. Mention that
those
by usingEmphasize
reading
enjoy
willthe
their own just
theyuse
word’s
and and
any response that
roots
histories,
identifies “roots” and
to
we
what the word means.
the words
“word parts” as a strategy.) interesting tell
clues.
Ask
the stories behind
about someforofvolunteer
s to describe how
roots to review
uses familiar
they
New
figured out the word’s
This lesson
• Teach
Concepts
use.
meaning. (If
of “Divide and Conquer”
strategy
the
students
5. If necessary, use
are new to the Building
dissection).
(word
Vocabulary from Word
Transpar
ency #2 to
Roots program,
you may need to scaffold
review the concept
B1
Roots:
this activity
of
from Word Roots
How do they
byVocabulary
modeling the
roots as prefixes (unit
Building
work?
(i4000)
process
using
#12737
a
familiar compound
added to theMaterals
word such as
front of
© Teacher Created
birthday to introduce
a word affecting its
the concept of
“word dissection.”)
meaning), bases (unit
that provides a word’s
main meaning), and
suffixes (unit attached
Differentiation Strateg
to the end of a word,
ies
Above Level Suppor
affecting its meaning).
t
Divide and Conquer
6. Using Transpar
Have students choose
ency
Prefixes and Bases
a group of related
#3, ask students to
vocabulary words
tell
from this lesson and
what each word means
then analyze them
ten, tin, tent, tain = “hold”
for similarities and
when the prefix is
differences.
retain
pertain
changed.
Teacher Notes
or more
book is based on one
Each lesson in this
. The chart on the
McREL content standards McREL standards that
the
ific
following page shows
lesson. To see a state-spec
correlate to each
Teacher Created Materials
correlation, visit the
b.com.
w.tcmpu
website at http://ww
teachers are required
In many states today,
state
their lessons meet
to demonstrate how
are used in the
Management
standards. State standardsproducts, so educators
of our
development of all
they meet the academic
can be assured that
state.
requirements of each
Tips for Implem
d
is committe
entation
Teacher Created Materialsmaterials that are
al
to producing education
1. Keep the instructio
based. In this effort,
nal goals in mind.
research and standards our products to the
all of
Building Vocabula
we have correlated
District
ry
sof all 50 states, the
goals: 1) to increase has two broad
academic standard
Defense
of
nt
Departme
the
knowledge of words, students’
n
of Columbia, and
particularly those
words they need
You can print a correlatio
to be successfu
Dependent Schools.
from
directly
state
l
in school and; 2)
for your
to deepen their
If
report customized
knowledge about
w.tcmpub.com.
words so that
our website at http://wwprinting correlation
students have strategies
in
to figure out the
at
you require assistance
meaning of many
Customer Service
new words on their
reports, please contact
own.
1-888-858 -7339.
© Teacher Created
before students
the same
be completed on
Book. Part A should
taught.
day the lesson is
Teacher Resources:
Reproducibles
a-
tra-, trans-, met
per-
plan is ________
___.
Wordo
c. rigorous
d. not rigorous enough
from Word Roots
©Teacher Created
Materials
© Teacher Created
Materals
Vocabulary
#12737 (i4000) Building
from Word Roots
D3
For use
with either
Macintosh®
or Windows®
TCM 12737
i4002
Teacher Resource CD—Level 7
This CD contains the bonus pages, assessments, transparencies,
and reproducible pages for this program. Teachers can use these
digital copies to complete the activities described in the book.
Copyright All Rights Reserved.
©Teacher Created
Materials
#10648 (i1821) Building
Vocabulary from Word
Roots
D15
Other Components Include:
rency #1
Overhead Transpa
TCM 10657
Level 7
Guided Practice
Book (student
book)
Name:
Building Vocabulary
from Word Roots
Transparencies
(in the
transparency
folder)
Professional
Development
DVD
nt DVD shows real
This Professional Developme
lessons
ing differentiated
teachers implement
. The following features
in their classrooms
are included:
M.
Nancy Padak, Rick
• Timothy Rasinski,
Newton, authors
Newton, and Evangeline
Roots: Keys to Building
of Greek and Latin
their rationale and
Vocabulary explaining
word-learning
philosophy for teaching
professional
strategies in a live
development training
Building Vocabulary
• Overview of the
authors, and tips
program, also by these
for implementation
tions by a
• Live classroom demonstra
first-grade teacher
tions by a
• Live classroom demonstra
teacher
11534
TCMfifth-grade
(i3273)
i3966
Running Time 81 minutes
Interesting Facts
About English
of all words in
· Over sixty percent
d
are base
y Overhe
ad Transparency #2
the English dictionar
s.
root
Latin
or
k
on Gree
used in a large
· A few prefixes are
Prefixes have
number of words.
and clear
consistent spelling
.
meaning
Prefixes, bases, and
suffixes are roots.
ish word
Ever
y roots has a meaning
Engl
of
. When joined
· Ninety percent
bles
toge
sylla
ther, roots create
words.
with more than two
Greek.
and
Latin
from
e
com
Roots:
How do they work?
#10647 (i1826) Building
Roots
Vocabulary from Word
The base describes
the main idea. The
prefix and/or suffi
x give an important
detail abouCreated
Materials
t that
main idea.
© Teacher
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
#10647 (i1826) Building
Vocabular
are learning
Fifth-grade students bases aqua
about Latin and Greek
and hydr(o).
A2 #22656 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:
Combine and Create
Match each word with the number of its definition. Put the number in the
corresponding box. If you are correct, rows and columns will add up to the same
number. Not all of the definitions will be used.
Lesson Overview
Each lesson in the Guided
Practice Book begins with
Part A (“Meet the Root”).
This activity is called “Divide
and Conquer,” and it provides
the foundation for all activities
that follow, 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
Unit III Lesson 13
Bases cid, cis = “cut, kill”
Magic Square
A
B
C
D
E
F
G
H
I
Bases cid, cis = “cut, kill”
Part A:
Magic Number: ___________
Meet the Root
prefix means
1. chisel
2. precise
_____________
X ________
_____________________
3. decision
_____________________
4. incision
_____________________
5. incisive
_____________________
6. concise
_____________________
7. decide
8. homicide
_____________________
_____________________
9. genocide
_____________________
10. insecticide
_____________________
base means
____________________
____________________
___________
____________________
___________
____________________
#10657 Building Vocabulary
from Word
Roots
DEFINITIONS
a cut made in the body, especially during surgey
killing a king
to make a list of pros and cons
killing a race of people
killing a person
the act of cutting down options to make a choice
something that kills plants
to make up your mind
something that kills bugs
a plastic tool for slicing
short and to the point
a metal tool used to cut into solid material
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
75
___________
___________
___________
____________________
___________
____________________
___________
Definitions
A. exact; correct
B. a chemical that destroys
insects
C. the killing of members
of a race
D. penetrating and insightful;
cutting
to the heart of a matter
E. to make up one’s mind
(and cut off
other options)
74
definition
___________
___________
____________________
1
2
3
4
5
6
7
8
9
10
11
12
___________
____________________
____________________
____________________
TERMS
insecticide
herbicide
homicide
incision
decide
chisel
concise
decision
genocide
A.
B.
C.
D.
E.
F.
G.
H.
I.
Divide and Conquer
Directions: “Divide” words
and then “conquer” them
by writing the meaning of
the blanks. Then select the
the prefix and base in
best definition. Words marked
10 contain two bases. Every
with an X have no prefix.
Hint: words #8, 9, and
word in this list is based
on the bases cid-, cis-, meaning
“cut, kill.”
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.
F. a tool for cutting and
shaving wood
G. the killing of a fellow
human
H. a judgment or final verdict being
I. a surgical cut made into
a body
J. expressed in few words;
brief
© Teacher Created Materials
Bases cid, cis = “cut, kill”
Unit III Lesson 13
Part C:
Read and Reason
Newspaper Clipping
Directions:
Read the following newspaper
clipping and answer the
1. Why would some people
call the Holocaust an example
of genocide?
______________
______________________
______________________
______________
______________________
______________________
______________
______________________
______________________
able to
something? Are historians
get a precise number of
not?
Holocaust? Why or why
2. What does it mean to
for those lost during the
calculate a precise number
__________
______________________
______________________
__________
______________________
______________________
__________
______________________
______________________
from Word
#10657 Building Vocabulary
76
Roots
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
© Teacher Created Materials
Unit III Lesson 13
Bases cid, cis = “cut, kill”
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.”
questions.
to pay tribute
many people gathered
In Germany today,
ago during the
lost over 50 years
to those who were
the world has
the worst genocides
Holocaust, one of
loss of over six
(amounting to the
ever experienced
for those
A precise number
million Jewish people).
to the
to pin down due
lost is almost impossible
on camps during
many concentrati
destruction of the
even though a precise
Yet,
II.
War
the end of World
many people who
to calculate, the
number is difficult
who were
tribute to all those
came out today paid
devastating effects.
touched by the Holocaust’s
Part D:
Extend and Explore
Word Pyramids
Directions:
Work with a partner to make word pyramids.
PRECISE
Word
Two antonyms
Three synonyms
Definition
Sentence
DECISION
Word
Two antonyms
Three synonyms
Definition
Sentence
© Teacher Created Materials
#10657 Building Vocabulary from Word Roots
Unit III Lesson 13
77
Bases cid, cis = “cut, kill”
Part E:
Go for the Gold!
Sixteen Square Wordo
Directions:
78
Choose a free box and mark
it with an X. Then choose
words from the list provided
your teacher and write
one word in each box. You
by
can choose the box for
Then your teacher will give
each word.
a clue for each word. Mark
an X in the box for each
you match to the clue.
If you get four words in
word
a row, column, diagonal,
call out, “Wordo!”
or four corners,
#10657 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
#22656 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 #22656 Building Vocabulary from Word Roots
©Teacher Created Materials
Management
How to Use This Program (cont.)
Objectives are listed
for each lesson.
Unit I Perfecting Our Prefixes
Lesson 1 Review of “Divide and Conquer”
Note: Teach this three-page lesson plan
Objective
The Teacher Notes
section provides
background information
about the roots taught
in the lesson.
before students work in their Guided Practice
Book. Part A should be completed on the same
day the lesson is taught.
Objective #3
Teacher Notes
Teacher Notes (cont.)
• Because most English words are
spelled and defined by what their parts
mean, students must learn strategies
that emphasize meaning relationships
(semantics) between the parts of a
word. Building “from the roots up,”
students can progress in vocabulary
without having to memorize long lists.
• Most lessons can be completed in 10–15
minutes. This one will take longer because
it reviews the conceptual foundation for the
semantic unit or roots approach to vocabulary
learning.
Direct students to Guided Practice Book pages 4–8
to find the activity pages for Unit 1, Lesson 1,
Parts A–E. See bonus pages 1–3 on the CD for
additional activities.
• Students will build on these concepts as
they learn new roots:
1. Words are made up of roots, which
have meaning. A semantic (meaning)
relationship exists between the roots
and words that contain them.
Activate Background Knowledge
1. Tell students that this year they will be “word
detectives” as they figure out the meanings of
hundreds of words by connecting the meanings
of their roots.
2. A word’s meaning can be unlocked
through recognition of its roots. The
strategies of “Divide and Conquer”
(word dissection) and “Combine and
Create” (word composition) can
be used to identify roots and build
a connection to unlock a word’s
meaning.
Overhead Transparency #1
3. Many words have interesting
histories, and all words are fun to
explore. As “word detectives,”
students can figure out the meaning
of many difficult or unusual words on
their own just by using the roots as
clues.
#10647 (i1826) Building Vocabulary
from Word Roots
#12737 (i4000) Building Vocabulary from Word Roots
The Teach
New Concepts
section provides
step-by-step
instruction to
guide students
through the
lesson.
and Conquer”
Lesson 1 Review
of “Divide
Overhead Transparency #2
Roots:
How do they work?
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.
© Teacher Created Materials
ency
6. Using Transpar
tell
#3, ask students to
s
what each word mean
when the prefix is
changed.
ency
7. Using Transpar
#4, ask students to
tell what each word
suffix
the
means when
is changed. (Generate
ribes
is a verb that desc
an action. Generation
tive
is a noun or adjec
.
that describes a thing
Perfectionist is a noun
on.
pers
a
s
name
that
that
Perfection is a noun
names a thing.)
uer
Divide and Conq
Bases
Prefixes and
of these
out how each
Can you figure a new meaning to the
prefixes givestent, tain?
bases ten, tin,
ten, tin, tent,
tain = “hold”
t
Suppor
Unit I
English Language
retain
pertain
Review of “Divide and Conquer”
disco
before the
root placed
A prefix is a of the word.
base
© Teacher Created
Building Vocabulary
#10647 (i1826)
Materials
Directions:
from Word Roots
Overhead Transparency #4
Divide and Conquer
Bases and Suffixes
anterior
antecedent
posterior
· Some musicians can generate
excitement across generations.
· A perfectionist is someone who
seeks perfection.
A suffix is a root placed at the end of
the word.
© Teacher Created Materials
anteater
antelope
poster
antenna
posture
postage
t
and Conq
uer”
2. inscrib
e
3. transp
ose
4. presc
ribe
5. predic
t
6. concu
r
7. elect
8. progr
ess
ns
______
______
______
__________
______
__________
______
__________
______
__________
Suffixes:
4
prefix mea
ns
__________
______
__________
______
root mea
ns
______
__________
__________
__________
______
9. pyrop
hobia
10. dictat
e
r
“Divide”
words and
the Root
then “conq
Bank to
uer” them
help
and other
s between you. Some words by writing the
a base and
will be divide meaning of
the words
a suffix.
d betwe
. Use
en a prefi
x and a
prefix mea
base,
__________
word mea
ns
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
suffix mea
ns
__________
__________
__________
__________
__________
__
__________
__________
__
__________
__________
__
__________
__________
__
__________
__________
__________
__
__________
__
__________
__________
__
__________
__________
__
word mea
ns
__________
__________
__________
__
__________
con- = “with
__________
“in, on, into”;, together”; dis-,
__
pre- = “befo di-, dif- = “apar
cur, curs,
t, in differe
re”;
cour,
nt direct
“pick, choos cours = “run, go”;pro- = “forward”;
ions, not”;
pyro- = “fi
ex-, e-phobia = e, read”; mit, miss dict = “say, tell,
speak”; grad,re”; trans- = “acro = “out”; in- =
“fear of”;
=
-ate = “to “send”; pon, pos,
gress = “step, ss, change”
posit = “put,
make or
do”
place”; scrib, go”; leg, lig, lect
script = “write =
”
Building Vocab
ulary from
Word Roots
#10657
© Teacher
Created
Materials
Part B:
Combine and Crea
te
Students sort word
s according to their
definitions. See Guid
ed Practice Book page
5.
antedate
postmodern
postpone
#10657 Building Vocabulary from Word Roots
of “Divide
d Conque
Lesson 1
students
rials aloud for
does not mean “before/after”
means “before/after”
Read mate
ional scaffold,
as needed. As an addit
markers on the
use different colored
ify roots, prefixes,
transparency to ident
and suffixes.
© Teacher Created Materials
) Building Vocabular y from
B2 #12737 (i4000
© Teacher Created Materials
:
Prefixes:
Sometimes ante- and post- mean “before” and “after.” Sometimes they don’t.
Put the words on the chart where they belong.
por
Below Level Sup
Can you figure out how each of these
suffixes affects the meaning of the
base?
#10647 (i1826) Building Vocabulary from Word Roots
Directions
1. expos
e
Bases:
elingB:, and
Use visual aids, mod Part
Createabout
andents
Combine
stud
teach
demonstrations to
s in this lesson. For
Chart
Word
word
y
bular
the voca
a tower,
ruct
const
to
s
example, use block
reconstruct it.
deconstruct it, then
detain
continue
xes)
ntinue (2 prefi
Review
Divide an
Root Bank
out + pick, choos
ed
group ofe =relat
to pick
se nafor
out or choose a
perso
choo
office
Have students 8.
n and
forwa
lesso
rd this
+ step,
from
go going forward
9. sfire
+ fear of = thes=fear
vocabulary word
andof fire
aritie
10. say,for
tell simil
+
them
to
ze
make
analy
or
do = to tell someone
then
what to do or to say/re
ad
to
some
to write it down
one in order
differences.
1
Part A:
e + teg
ies= to or tell what
tell, say
Stra
happe
n before it actuasay
will
Differentiation
6. with por
ns
t to agree orllygohappe
+ go =
along with
someone
Above Level7. Sup
y #3
Lesson
Meet the
Root
e + write = when
a doctor orders
medicine and write
can have it filled s a request before a patient
5. befor
Prefixes come at the beginning.
Bases come in the middle.
Suffixes come at the end.
Overhead Transparenc
Unit I
Meet the Root
pts
Teach New Conce
#10647 (i1826) Building Vocabulary from Word Roots
fixes
and Conquer”
words preview and
8. Now write the
d. Ask each student
review on the boar
bor, take one of
neigh
a
to turn to
Par
tthe
A: word’s roots
use
those words and
means. Ask
to tell what the word
to describe how they
for volunteers Stud
ents
(If
“divide
ing.and
mean
’s
word
the
figured out words as they ing conquer” a list of
to the Buildidentify the word parts.
students are new
Refer
studentsdto
program,
thesRoot
Wor Root
Bank. See Guided
Vocabulary from
Practice Book
pageactiv
old this
4. ity
you may need to scaff using a
ess
Sug
proc
ges
the
ted
Ansaswers
by modeling
1. d
outword
+ putsuch
= to put out
familiar compounknow
nthe concept ofin the open; to make
2. duce
in + write
= to write in or on
birthday to intro
something
.”)
ction
3.
acro
disse
d
ss
+
“wor
put, place = to mov
e from one
place to another
4. befor
a bit
already know quite
4. Point out that they
make
work. Tell them to
t
about how words
already know abou
they
g
ythin
ever
a list of
what
volunteers to share
word meanings. Ask
their
list
to
want
(You may
they have written.
nse that
Emphasize any respo
ideas on the board.
gy.)
“word parts” as a strate
identifies “roots” and
5. If necessary, use
to
Transparency #2
of
review the concept
roots as prefixes (unit
of
added to the front
its
a word affecting
meaning), bases (unit
’s
that provides a word
main meaning), and
suffixes (unit attached
,
to the end of a word
affecting its meaning).
B1
Unit I Perfectin
g Our Pre
fixes
g Our Pre
Unit I Perfectin
of “Divide
Lesson 1 Review
© Teacher Created Materials
3. Mention that word meanings also have
interesting histories, and they will enjoy reading
about some of the stories behind the words we
use.
• This lesson uses familiar roots to review
the strategy of “Divide and Conquer”
(word dissection).
© Teacher Created Materals
This first section
of the lesson helps
students activate
background
knowledge about
the root(s) of study.
2. Remind them that most of the roots we use
in English words come
to us from ancient
Interesting Facts
Latin and Greek
About English
languages. Show them
· Over sixty percent of all words in
the English dictionary are based
the “interesting facts”
on Greek or Latin roots.
· A few prefixes are used in a large
on Transparency #1.
number of words. Prefixes have
consistent spelling and clear
Emphasize how their
meaning.
· Ninety percent of English words
knowledge of roots will
with more than two syllables
come from Latin and Greek.
help them understand
the meanings of most
new words they meet.
Answers
means “before/
after”
anterior
antedate
antecedent
postmodern
posterior
postpone
does not mean
“before/after”
anteater
antenna
antelope
posture
poster
postage
Answer keys
are provided
for each
student page
in the Guided
Practice Book.
5
Materials
©Teacher Created
37 (i4000) Building
Vocabular y from Word
Roots
Roots
Word B4
#127
©Teacher Created
Materials
#22656 Building Vocabulary from Word Roots
A5
Management
How to Use This Program (cont.)
g Our Prefixes
Unit I Perfectin
Unit I Perfectiniew of “Divide and Conquer”
g
Our
Rev
Prefixes
Lesson 1
Lesson 1 Review
of “Divide
Review
Unit I
Lesson
of “Divide
Part B:
d Create
Part Co
C: mbine an
uer”
and Conq
1
Unit I
e their
t to determin
ents take words apar
Read
Studan
d Reasson
page 1 on CD.
nitions. See bonu
Part B:
and Create
Combine
:
Directions
of
meaning
with the the Guided
For help
of
meanings. uer” on page 4
out the
to figure
e and Conq
in “Divid
words apart
Take the , use the Root Bank
these roots
Practice Book.
Directions
:
Bonus Page
Materials
#10657
ulary from
Building Vocab
1
Word Roots
© Teacher
Unit I
Part C:
Read and Reason
word
y.
Answers will var
Directions:
and Conq
uer”
alysis
Look over
Then answethe words in “Divid
e and Conq
r the quest
ions.
uer” on
page 4 in
the Guided
Practice Book.
Lesson 1
Created
Materials
#10657
Building Vocab
ulary from
Word Roots
Review of “Divide and Conquer”
Bonus Page
2
Part D:
Review of “Divide and Conquer”
s and make
Students pick root
Book page 6.
Practice
Solving Riddles
spokes. See Guided
of “Divide
1. Pick
out a word
for which
word. What
does it mean you already know
?
the mean
__________
ing. Write
__________
the
__________
__________
__________
__________
__________
__________
______
__________
__________
__________
__________
__________
______
2. Pick
__________
out a word
__________
you
before.
______
Write the find very intere
sting that
word. What
interesting?
does it mean you did not
know
? Why do
__________
you find
__________
it
__________
__________
__________
__________
__________
__________
______
__________
__________
__________
__________
__________
______
3. Pick
__________
out a new
__________
does it mean word you think
______
is very hard.
? Tell why
you think
__________
it is hard. Write the word.
What
__________
__________
__________
__________
__________
__________
__________
______
__________
__________
__________
__________
__________
______
__________
__________
______
____
________
dismiss
________
___
s ________
________
dis- mean
________
_
s ________
________
miss mean
________
s ________
dismiss mean
Created
Review
Word An
__
________
transmit
________
____
s ________
________
trans- mean
________
____
s ________
________
mit mean
________
means ____
transmit
© Teacher
1
Read and
Reason
Answers will var
y.
___
________
concur
________
____
s ________
________
con- mean
________
_
s ________
________
cur mean
________
s ________
concur mean
Lesson
Part C:
defi
Students analyze voca
bulary word
y. s. See
bonus page
s will var
Ans2wer
on CD.
Words
aking Up
Bre
and Conquer”
Part D:
Unit I
Extend and Explore
Lesson 1
Word Spokes
Directions:
Extend and Explore
Work with a friend to solve these riddles. For help with the meaning of
word parts, use the word bank in “Divide and Conquer.”
Extend and Explore
Students solve riddl
es about vocabular
y
words. See Guided
Practice Book page
7.
the
Answers
1. I am a verb.
I mean “to speak or read aloud so someone can write what is said.”
I have the dict word part.
I have two syllables.
1. dictate
2. cursive
3. dictation
4. proposal
___________________________________________________________________________
2. I am a way of writing with connected letters.
You probably learned to do this in second or third grade.
I have the cur word part.
I have two syllables.
Part D:
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.
Bonus activities
are provided
on the Teacher
Resource CD to
differentiate
instruction. The
answer key for the
bonus activities
are provided in
the lessons.
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. _________________________________
3. I am a noun.
I am the result of #1.
I have the dict word part.
I have three syllables.
______________________________________________________________________________
_
4. Pick one of the words and use it in a sentence. ______________________________________
___________________________________________________________________________
______________________________________________________________________________
_
4. I mean “a plan, scheme, or idea to do something.”
I have the pos word part.
6
#10657 Building Vocabulary from Word Roots
© Teacher Created Materials
I have three syllables.
___________________________________________________________________________
© Teacher Created
Materals B6
#10657 Building Vocabulary from Word Roots
7
Word Roots
ing Vocabular y from
)
#12737 (i4000 Build
#12737 (i4000) Build
ing Vocabular y from
Word Roots
© Teacher Created Materials
B5
©Teacher Created
Materials
Unit I Perfecting Our 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.
obstinate
controversial
posterity
dynamic
conservation
prevention
discredit
diabolical
biology
anthropology
vivid
symmetrical
genetics
amateur
audiophile
fortify
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.
Then call a clue for each word. The clue can be the definition for the word, a
synonym, an antonym, or a sentence with the target word deleted. Students need
to determine the target word and then mark it with an X. When a student has four
Xs in a row, column, diagonal, or four corners, they can call out “Wordo!” Check
his or her words, and declare that student the winner.
B8 #12737 (i4000) Building Vocabulary from Word Roots
©Teacher Created Materials
A6 #22656 Building Vocabulary from Word Roots
©Teacher Created Materials
Unit I Perfecting Our Prefixes
Lesson 1 Review of “Divide and Conquer”
Objective
Objective #3
Note: Teach 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.)
• Because most English words are
spelled and defined by what their parts
mean, students must learn strategies
that emphasize meaning relationships
(semantics) between the parts of a
word. Building “from the roots up,”
students can progress in vocabulary
without having to memorize long lists.
• Most lessons can be completed in 10–15
minutes. This one will take longer because
it reviews the conceptual foundation for the
semantic unit or roots approach to vocabulary
learning.
• Students will build on these concepts as
they learn new roots:
1. Words are made up of roots, which
have meaning. A semantic (meaning)
relationship exists between the roots
and words that contain them.
2. A word’s meaning can be unlocked
through recognition of its roots. The
strategies of “Divide and Conquer”
(word dissection) and “Combine and
Create” (word composition) can
be used to identify roots and build
a connection to unlock a word’s
meaning.
3. Many words have interesting
histories, and all words are fun to
explore. As “word detectives,”
students can figure out the meaning
of many difficult or unusual words on
their own just by using the roots as
clues.
• This lesson uses familiar roots to review
the strategy of “Divide and Conquer”
(word dissection).
© 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 the CD for
additional activities.
Activate Background Knowledge
1. Tell students that this year they will be “word
detectives” as they figure out the meanings of
hundreds of words by connecting the meanings
of their roots.
2. Remind them that most of the roots we use
in English words come
to us from ancient
Interesting Facts
Latin and Greek
About English
languages. Show them
· Over sixty percent of all words in
the English dictionary are based
the “interesting facts”
on Greek or Latin roots.
· A few prefixes are used in a large
on Transparency #1.
number of words. Prefixes have
consistent spelling and clear
Emphasize how their
meaning.
· Ninety percent of English words
knowledge of roots will
with more than two syllables
come from Latin and Greek.
help them understand
the meanings of most
new words they meet.
Overhead Transparency #1
#10647 (i1826) Building Vocabulary
from Word Roots
© Teacher Created Materials
3. Mention that word meanings also have
interesting histories, and they will enjoy reading
about some of the stories behind the words we
use.
#22656 Building Vocabulary from Word Roots
B1
Unit I Perfecting Our Prefixes
Lesson 1 Review of “Divide and Conquer”
4. Point out that they already know quite a bit
about how words work. Tell them to make
a list of everything they already know about
word meanings. 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.)
Teach New Concepts
5. If necessary, use
Transparency #2 to
review the concept of
roots as prefixes (unit
added to the front of
a word affecting its
meaning), bases (unit
that provides a word’s
main meaning), and
suffixes (unit attached
to the end of a word,
affecting its meaning).
6.Using Transparency
#3, ask students to tell
what each word means
when the prefix is
changed.
7.Using Transparency
#4, ask students to
tell what each word
means when the suffix
is changed. (Generate
is a verb that describes
an action. Generation
is a noun or adjective
that describes a thing.
Perfectionist is a noun
that names a person.
Perfection is a noun that
names a thing.)
Overhead Transparency
#2
Roots:
How do they work?
Prefixes, bases, and suffi
xes are roots.
Every root has a meaning.
When joined
together, roots create word
s.
The base describes the
main idea. The
prefix and/or suffix give
an important
detail about that main idea.
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 the word’s roots
to tell what the word means. Ask
for volunteers to describe how they
figured out the word’s meaning. (If
students are new to the Building
Vocabulary from Word Roots program,
you may need to scaffold this activity
by modeling the process using a
familiar compound word such as
birthday to introduce the concept of
“word dissection.”)
Prefixes come at the begin
ning.
Bases come in the midd
le.
Suffixes come at the end.
#10647 (i1826) Building
Vocabulary from
Word Roots
© Teacher Created Materials
Overhead Transparency #3
Divide and Conquer
Prefixes and Bases
Can you figure out how each of these
prefixes gives a new meaning to the
bases ten, tin, tent, tain?
ten, tin, tent, tain = “hold”
Differentiation Strategies
Above Level Support
Have students choose a group of related
vocabulary words from this lesson and
then analyze them for similarities and
differences.
retain
pertain
English Language Support
detain
continue
discontinue (2 prefixes)
A prefix is a root placed before the
base of the word.
from Word Roots
#10647 (i1826) Building Vocabulary
Overhead Transparency
© Teacher Created Materials
#4
Divide and Conquer
Bases and Suffixes
Can you figure out how
each of these
suffixes affects the mean
ing of the
base?
· Some musicians can gene
rate
excitement across gene
rations.
· A perfectionist is some
one who
seeks perfection.
A suffix is a root placed
at the end of
the word.
#10647 (i1826) Building
Vocabulary from
Word Roots
© Teacher Created Materials
B2 #22656 Building Vocabulary from Word Roots
Use visual aids, modeling, and
demonstrations to teach students about
the vocabulary words in this lesson. For
example, use blocks to construct a tower,
deconstruct it, then reconstruct it.
Below Level Support
Read materials aloud for students
as needed. As an additional scaffold,
use different colored markers on the
transparency to identify roots, prefixes,
and suffixes.
©Teacher Created Materials
Unit I Perfecting Our Prefixes
Lesson 1 Review of “Divide and Conquer”
9.Use Transparency #5
to review the strategy of
Divide and Conquer
“Divide and Conquer”
(word dissection) with the
words preview and review.
(If your students need more
support, practice additional
words. Compound words
work well with beginners.
You can also choose words
from students’ other texts.
Try to stay with familiar vocabulary until they grasp
the concept of a semantic unit.)
Overhead Transparency #5
a new
You can figure out the meaning of
its
word by “Dividing and Conquering”
roots.
preview
pre/view
pre- = “before” / view = “see”
Preview means to “see” something
“before” others see it.
review
re/view
re = “back or again” / view = “see”
Review means to go back and “see”
something “again.”
from Word Roots
#10647 (i1826) Building Vocabulary
© Teacher Created Materials
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.
© Teacher Created Materials
#22656 Building Vocabulary from Word Roots
B3
Unit I Perfecting Our Prefixes
Lesson 1 Review of “Divide and Conquer”
Unit I
Part A:
Lesson 1
Meet the Root
Divide and Co
nquer
Directions: “Di
vide” words and
then “conquer”
and/or suffix in
the blanks. The
them by writing
n select the bes
the meaning of
prefixes, bases,
t definition. The
the prefix, base
and suffixes.
Root Bank lists
,
the meanings of
____________
_________
2. inscribe
____________
_________
____________
_________
4. prescribe
____________
_________
5. predict
____________
_________
6. concur
____________
_________
7. elect
____________
_________
8. progress
9. pyrophobia
10. dictate
Root Bank
____________
_________
base means
____________
_________
____________
_________
base means
____________
________
____________
________
____________
________
____________
________
____________
________
____________
________
____________
________
____________
________
suffix means
____________
________
____________
definition
___________
___________
___________
___________
___________
___________
___________
___________
definition
___________
________
___________
Prefixes: con= “with, together
”; ex-, e- = “out”;
trans- = “across,
in- = “in, on, into
change”
”;
pre=
“be
fore”; pro- = “for
cur, curs, cour, cour
ward”;
s = “run, go”; dict
= “say, tell, spea
choose, read”;
mit, miss = “sen
k”; grad, gress =
Suffixes: -pho
d”; pon, pos, posi
“step, go”; leg, lig,
bia = “fear of”;
t = “put, place”;
lect = “pick,
-ate = “to mak
pyro- = “fire”; scrib
e or do”
, script = “write”
Definitions
A. to switch the
order of numbers
B. to agree
or letters
F. to give orders;
C. to foretell
to domineer
G. fear of fire
D. to write an
order medicine
H. to write one
’s name on; to
E. to place in
engrave
harm’s way; to
I.
it
cho
ose
, especially by voti
bring to light
ng
J. advancement;
#10657 Building
forward moveme
Vocabulary from
nt
Word Roots
© Teacher Crea
ted Materials
Bases:
4
Lesson 1
Unit I
quer”
vide and Con
Review of “Di
Part B:
Combine and Create
Part B:
eate
Combine and Cr
Word Chart
“after.”
n “before” and
- and post- mea
Sometimes ante
re they belong.
on the chart whe
Put the words
anteater
antelope
poster
fter”
means “before/a
antenna
posture
postage
Sometimes they
Students sort words according to their
definitions. See Guided Practice Book page 5.
don’t.
Answers
antedate
postmodern
postpone
does not mean
means “before/
after”
anterior
antedate
antecedent
postmodern
posterior
postpone
“before/after”
ts
ry from Word Roo
ls
prefix means
1. expose
3. transpose
1.E
2.H
3.A
4.D
5.C
6.B
7.I
8.J
9.G
10. F
ted Materia
© Teacher Crea
quer”
Meet the Root
Answer Key
anterior
antecedent
posterior
vide and Con
Part A:
Students “divide and conquer” a list of
words as they identify the word parts. Refer
students to the Root Bank. See Guided
Practice Book page 4.
Directions:
Review of “Di
Vocabula
#10657 Building
does not mean
“before/after”
anteater
antenna
antelope
posture
poster
postage
5
B4 #22656 Building Vocabulary from Word Roots
©Teacher Created Materials
Unit I Perfecting Our Prefixes
Lesson 1 Review of “Divide and Conquer”
Part B:
quer”
vide and Con
Unit I
Review of “Di
Lesson 1
Combine and Create
Part B:
eate
Combine and Cr
Students take words apart to determine their
definitions. See bonus page 1 on CD.
Words
meaning of
Breaking Up
For help with the the Guided
the meanings.
Directions:
r” on page 4 of
out
apart to figure
Conque
Take the words
in “Divide and
the Root Bank
these roots, use
Practice Book.
Answers will vary.
concur
____________
____________
con- means ___
____
____________
___
___
___
cur means ___
_
____________
___
___
___
___
concur means
transmit
___________
____________
trans- means ___
_
____________
____________
___
ans
me
mit
_________
____________
___
ans
me
t
transmi
dismiss
_
____________
____________
dis- means ___
___
____________
___
___
___
miss means ___
_
____________
____________
dismiss means
ts
ry from Word Roo
ted Materials
© Teacher Crea
Vocabula
#10657 Building
Bonus Page 1
Part C:
Unit I
Read and Reason
Lesson 1
Review of “Di
vide and Con
quer”
Part C:
Read and Reason
Students analyze vocabulary words. See
Guided Practice Book page 6.
Word Analysis
Directions:
Look over the
words in “Divide
and Conquer”
Then answer the
on page 4 in the
questions.
Guided Prac
tice Book.
Answers will vary.
1. Pick out a wor
d for
word. What doe which you already know the
meaning. Write
s it mean?
the
____________
____________
____________
____________
____________
________
____________
____________
____________
____________
________
____________
____________
____________
________
2. Pick out a wor
d you find very
interesting that
before. Write
you did not kno
the word. Wh
w
at does it mea
interesting?
n? Why do you
find it
____________
____________
____________
____________
____________
________
____________
____________
____________
____________
________
____________
____________
____________
________
3. Pick out a new
word you think
is very hard. Wr
does it mean?
ite the word. Wh
Tell why you thin
k it is hard.
at
____________
____________
____________
____________
____________
___
___
__
____________
____________
____________
____________
________
____________
____________
____________
________
6
#10657 Building
Vocabula
ry from Word Roo
ts
© Teacher Crea
ted Materials
© Teacher Created Materials
#22656 Building Vocabulary from Word Roots
B5
Unit I Perfecting Our Prefixes
Lesson 1 Review of “Divide and Conquer”
Part C:
Unit I
Lesson 1
Read and Reason
Students pick roots and make word
spokes. See bonus page 2 on CD.
Review of “Di
vide and Con
Read and Reason
Word Spokes
Directions:
Choose one of
the word parts
(prefix, base, or
Conquer” on page
suffix) from the
4. Put it in the
root bank in “Di
choose a different
center and brai
vide and
nsto
word from you
r cluster for each rm five words that use this part
of the directio
. Then
ns below.
Answers will vary.
1. Pick one of
the
2. Pick one of
the
3. Pick one of
the
words and writ
e two
words and writ
e two
synonyms. ___
_________
© Teacher Crea
ted Materials
Lesson 1
Unit I
quer”
vide and Con
s
Directions:
____________
____________
____________
_______
____________
____________
____________
____________
#10657 Building
Vocabulary from
__
____________
Word Roots
_______
Bonus Page 2
Answers
1. dictate
2. cursive
3. dictation
4. proposal
___
____________
____________
____________
____________
____________
____________
a sentence.
Students solve riddles about vocabulary
words. See Guided Practice Book page 7.
of the
is said.”
.
can write what
1. I am a verb
d so someone
ak or read alou
I mean “to spe
.
part
d
wor
dict
I have the
bles.
_________
I have two sylla
____________
____________
____________
____________
___
___
___
_________
ers.
connected lett
d grade.
of writing with
2. I am a way
in second or thir
ned to do this
You probably lear
d part.
I have the cur wor
___
____________
bles.
____________
I have two sylla
____________
____________
____________
____________
3. I am a noun.
of #1.
I am the result
word part.
I have the dict
bles.
I have three sylla
____________
Extend and Explore
ore
Extend and Expl
ning
help with the mea
e riddles. For
d to solve thes
quer.”
Work with a frien word bank in “Divide and Con
the
word parts, use
____________
____________
Part D:
Part D:
Solving Riddle
____________
____________
____________
_______
on. _________
____________
____________
_______
______ ______
______
r own definiti
words and use
it in
______ ______
______
antonyms. ___
_________
words and wri
te you
____________
4. Pick one of
the
Review of “Di
quer”
Part C:
ng.”
to do somethi
, scheme, or idea
4. I mean “a plan
word part.
I have the pos
___
bles.
____________
____________
I have three sylla
____________
____________
____________
____________
ts
ry from Word Roo
ls
ted Materia
© Teacher Crea
Vocabula
#10657 Building
7
B6 # 22656 Building Vocabulary from Word Roots
©Teacher Created Materials
Unit I Perfecting Our Prefixes
Lesson 1 Review of “Divide and Conquer”
Part D:
quer”
vide and Con
Unit I
Review of “Di
Lesson 1
Part D:
Extend and Explore
Word Chart
Students put word parts together to make
new words. See bonus page 3 on CD.
ore
Extend and Expl
Directions:
chart
ner. Fill in the
Work with a part
-struct
ds as you can.
with as many wor
Answers will vary.
-structive
-struction
conde-
inobrecon-
ts
ry from Word Roo
ted Materials
© Teacher Crea
Vocabula
#10657 Building
© Teacher Created Materials
Bonus Page 3
#22656 Building Vocabulary from Word Roots
B7
TCM 22657
Level 7
Name:
Building Vocabulary from Word Roots
TCM 22657
Table of Contents
Unit I: Perfecting Our Prefixes
Lesson 1: Review of “Divide and Conquer” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lesson 2: Latin Directional & Intensifying Prefixes con- = “with, together, very”;
e-, ex-, ef- = “out, very”; per- = “through, thorough, wrongly” . . . . . . . . . . . . . . . . . . . . . . . 9
Lesson 3: Directional Prefixes sub-, hypo- = “below, under, up from under” . . . . . . . . . . . . . . . . . . 14
Lesson 4: Directional Prefixes se-, para- = “aside, apart” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Lesson 5: Directional Prefixes tra-, trans-, meta- = “across, change” . . . . . . . . . . . . . . . . . . . . . . . . . 24
Unit I Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Unit II: Paired Latin Bases
Lesson 6: Bases bon, bene = “good, well” and mal(e) = “bad, wrong” . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 7: Bases matr(i), matern = “mother” and patr(i), patern = “father” . . . . . . . . . . . . . . . . . . . .
Lesson 8: Bases labor = “work” and lud, lus = “play, trick” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 9: Bases bell = “war,” pac = “peace,” and plac = “calm, please” . . . . . . . . . . . . . . . . . . . . . .
Lesson 10: Bases audi, audit = “hear, listen” and loqu, locut = “speak, talk” . . . . . . . . . . . . . . . . . . . .
Unit II Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit III: Advanced Latin Bases
Lesson 11: Bases tang, ting, tig, tact = “touch” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 12: Bases fund, found, fus = “pour, melt” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 13: Bases cid, cis = “cut, kill” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 14: Bases tend, tens, tenu = “stretch, thin” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 15: Bases clud, clus, clos = “close, shut” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit III Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
34
39
44
49
54
59
64
69
74
79
84
89
Unit IV: Scientific Greek Bases and Their Latin Counterparts
Lesson 16: Bases path, pati, pass = “suffer(ing), feel(ing)” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Lesson 17: Bases tom, sec, sect = “cut, slice” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Lesson 18: Bases photo, luc, lumin = “light” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Lesson l 9: Bases the(o), dei, divin = “god” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Lesson 20: Bases scop, spec, spic, spect = “look” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Unit IV Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Unit V: Advanced Latin Suffixes
Lesson 21: Suffixes -ose, -ous, -eous, -ious = “full of” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 22: Suffixes -(l)et, -(i)cle, -(ic)ule, -el, -il, -le = “small” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 23: Parallel Adjective Suffixes -ant, -ent = “having the quality of” and
Noun Suffixes -ence, -ency, -ance, -ancy = “state or quality of” . . . . . . . . . . . . . . . . . . . .
Unit V Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
© Teacher Created Materials
#22657 Building Vocabulary from Word Roots
124
129
134
139
3
Unit I
Review of “Divide and Conquer”
Lesson 1
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 means
base means
definition
1. expose _____________________
_____________________ ___________
2. inscribe
_____________________
_____________________ ___________
3. transpose _____________________
_____________________ ___________
4. prescribe
_____________________
_____________________ ___________
5. predict
_____________________
_____________________ ___________
6. concur
_____________________
_____________________ ___________
7. elect
_____________________
_____________________ ___________
8. progress _____________________
_____________________ ___________
base means
suffix means
definition
9. pyrophobia
_____________________
_____________________ ___________
10. dictate
_____________________
_____________________ ___________
Root Bank
Prefixes: con- = “with, together”; ex-, e- = “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”; mit, miss = “send”; pon, pos, posit = “put, place”; pyro- = “fire”; scrib, script = “write”
Suffixes: -phobia = “fear of”; -ate = “to make or do”
Definitions
A. to switch the order of numbers or letters
B. to agree
C. to foretell
D. to write an order medicine
E. to place in harm’s way; to bring to light
4
#22657 Building Vocabulary from Word Roots
F.
G.
H.
I.
J.
to give orders; to domineer
fear of fire
to write one’s name on; to engrave
it choose, especially by voting
advancement; forward movement
© Teacher Created Materials
Unit I
Review of “Divide and Conquer”
Lesson 1
Part B:
Combine and Create
Word Chart
Directions: Sometimes ante- and post- mean “before” and “after.” Sometimes they don’t.
Put the words on the chart where they belong.
anterior anteater antennaantedate
antecedentantelope posture postmodern
posteriorposter postagepostpone
means “before/after”
© Teacher Created Materials
does not mean “before/after”
#22657 Building Vocabulary from Word Roots
5