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TCM 22659
Level 8
Building Vocabulary from Word Roots Teacher’s Guide
TCM 22659
Table of Contents
Management
Program Overview . . . . . . . . . . . . . . . . . . . A1
Components of the Building
Vocabulary Kit. . . . . . . . . . . . . . . . . . . . . . A2
How to Use this Program. . . . . . . . . . . . . . A3
About Level Eight. . . . . . . . . . . . . . . . . . . . . A7
Teaching Vocabulary: Research
and Practice. . . . . . . . . . . . . . . . . . . . . . A12
Differentiating Instruction. . . . . . . . . . . . . A16
Standards and Correlations. . . . . . . . . . . . A20
Proficiency Levels for English Language
Learners. . . . . . . . . . . . . . . . . . . . . . . . . A22
Response to Intervention. . . . . . . . . . . . . A23
Tips for Implementation . . . . . . . . . . . . . . A24
About the Authors. . . . . . . . . . . . . . . . . . . A26
Lessons
Unit I: New and Familiar Prefixes
Lesson 1: Review of Latin Prefix ad- = “to,
toward, add to”. . . . . . . . . . . . . . . . . . . . B1
Lesson 2: Review of Latin Prefixes dis-, di-, dif= “apart, in different directions, not”. . . .B8
Lesson 3: Greek Negating Prefixes a-, an- =
“not, without”. . . . . . . . . . . . . . . . . . . . B13
Lesson 4: Greek Prefixes eu-, ev- = “good,
well” and dys- = “bad, improper”. . . . . . B20
Lesson 5: Greek Prefix epi- = “upon, to, in
addition to”. . . . . . . . . . . . . . . . . . . . . . B26
Unit I Review. . . . . . . . . . . . . . . . . . . . . . . B32
Unit II: Paired Latin Bases
Lesson 6: Bases trac, tract, treat = “pull, draw”
and trud, trus = “push, thrust” . . . . . . . . B38
Lesson 7: Bases past, pastor = “shepherd” and
greg = “flock, herd” . . . . . . . . . . . . . . . . B45
Lesson 8: Bases solv, solut = “free, loosen” and
string, strict, strain = “tie, bind, squeeze”. B52
Lesson 9: Bases ver = “true” and fall, fals, fail,
fault = “false, mistake, fail”. . . . . . . . . . . B58
Lesson 10: Words from Greek and Roman
Gods . . . . . . . . . . . . . . . . . . . . . . . . . . . B64
Unit II Review . . . . . . . . . . . . . . . . . . . . . . B73
Lesson 12: Greek neo and Latin nov =
“new”. . . . . . . . . . . . . . . . . . . . . . . . . . . B87
Lesson 13: Greek clin and Latin cumb, cub =
“lie, lean”. . . . . . . . . . . . . . . . . . . . . . . . B93
Lesson 14: Greek phon and Latin voc, vok =
“voice, call, sound”. . . . . . . . . . . . . . . . . B99
Lesson 15: Heroes of Greek Mythology. B107
Unit III Review. . . . . . . . . . . . . . . . . . . . . B114
Unit IV: More Advanced Latin Bases
Lesson 16: Latin Bases ced, ceed, cess =
“go, move, yield” . . . . . . . . . . . . . . . . .
Lesson 17: Latin Bases volv, volu, volut =
“roll” . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 18: Latin Bases cap, capt,
cept, ceive = “take, seize, get”. . . . . . . .
Lesson l9: Latin Bases fer, lat =
“to bear, bring, go”. . . . . . . . . . . . . . . .
Lesson 20: Words from Animal Roots. . .
Unit IV Review. . . . . . . . . . . . . . . . . . . . .
B120
B128
B135
B143
B151
B158
Unit V: Content Area Review
Lesson 21: Number Words. . . . . . . . . . . B164
Lesson 22: Review Words from Math. . . B173
Lesson 23: Review Words from Science. B180
Lesson 24: Review Words from
Social Studies. . . . . . . . . . . . . . . . . . . . B187
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
Unit III: Parallel Greek and Latin Bases
Appendix B: Additional Resources . . . . . . . E2
Appendix C: Contents of
Lesson 11: Greek pan(t) and Latin omni =
Teacher Resource CD. . . . . . . . . . . . . . . E6
“all, every”. . . . . . . . . . . . . . . . . . . . . . . B79
3
© Teacher Created Materials
#22659 Building Vocabulary from Word Roots
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 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.
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.
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.
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:
© Teacher Created Materials
#22659 Building Vocabulary from Word Roots
A1
Management
Components of the Building Vocabulary Kit
Teacher’s Guide includes:
r Prefixes
Familia
Unit I New and
of Latin
Lesson 1 Review
Management
students work in
should be completed
taught.
Objective
Objective #6
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
Standards and
Correlations
Chart
(in Management
Section)
grade 12.
kindergar ten through
standards
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nts
states had already
legislation set requireme
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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
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evaluate students’
uses the MidTeacher Created Materials
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Teacher Notes (cont.)
= reduce “to”
“to”; annihilate, annihilation , appendix =
appendage
week’s lesson is
“nothing”; append,
• The focus of this
“to”; assimilate = be
which means “to,
“hang” or attach on
the Latin prefix ad-,
is one of the most
“similar” “to.”
toward, add to.” Ad- it is found in a
Vocabulary from Word
useful prefixes because words.
Most lessons in Building 10–15 minutes. This
in
large number of English
Roots can be completed
because it builds a
undergo
longer
often
take
words
may
or
lesson
• Many adfor the semantic unit
the base to which
conceptual foundation
assimilation when
vocabulary learning.
with a consonant.
roots approach to
it attaches begins
assimilated
pages
Words beginning with
Guided Practice Book
ble because
Direct students to
ad- are easily recogniza consonants
pages for Unit 1, Lesson
4–8 to find the activity
CD for
they usually have double
bonus page 1 on the
“a”: accelerate,
1, Parts A–E. See
following the initial
aggravate, affix, annul,
additional activity.
an
abbreviate, allocate,
additive,
append, attractive, attenuate,
ammunition, assent.
Knowledge
Activate Background
“divide and conquer”
continue
• Students should
this year they will
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ad- words between
figure out the
have “divided”
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of
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students can 1
the
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roots we use
= “to, toward, add
toward” or “add to”
most
to”of the
= “add to” “speed”;
2. Remind them that
accelerate
meaning:
“shortness”;
in English words come
abbreviate = “add to”
Latin and
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ancient
“seriousn
from
3. Remind
to”
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Interesting Facts
aggravate =
If
also have
About English
“lightness”;
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alleviateinteresting
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and
· Over sixty percent of all words in
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consistent spelling and clear
words beginning
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Many mythology
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theyaggression
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“go” “to”; any response
that identifies “roots”
to)and
B1
“word parts” as a
the vocabulary words
Roots about
strategy.
in this lesson.
Vocabulary from Word
#10648 (i1821) Building
5. Write the prefi
x ad- on the board.
Created Materials
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Directly
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under
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access, and affix. Tell
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of these
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ad-. Ask if that surprises
them. Have students
explain their responses
.
6. Remind students
that the prefix adcan mean
“to, toward” or “add
to.” Now ask students
talk in pairs and write
to
down quick definitions
of each word. Tell
them to use “to, toward”
“add to” in their defi
or
nitions. Ask volunteer
share the definitions
s to
they have written.
Lessons
(correspond to
each lesson from
the student Guided
Practice Book)
Overhead Transparency #1
#10648 (i1827) Building Vocabulary from Word Roots
Vocabulary
#12738 (i4006) Building
Materials
e lesson plan before
Part A
lesson is
on the same day the
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.
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website at http://ww
teachers are required
In many states today,
state
their lessons meet
to demonstrate how
are used in the
standards. State standardsproducts, so educators
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development of all
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can be assured that
state.
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Teacher Created Materialsmaterials that are
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© Teacher Created
add to”
toward,
Prefix ad- = “to,
three-pag
Note: Teach this
Book.
their Guided Practice
A23
from Word Roots
Tips for
Implementation
©Teacher Created Materials
Assessment
__________
_____________________
_____________________
Name ______________
Pre-test (cont.)
buyer’s proffer,
17. We accepted the
Assessments
a. considered it
b. rejected it
c. asked for time to
d. profited from it
which means that
B2
Name ______________
_____________________
_____________________
__________
Post-test
Direction
think
s: Circle the correct
ts are like those of
18. Lupine movemen
1. An amoral person
has ________________
.
a. very strong morals
.
________________
b. a cow
d. situational morals
c. an eagle
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
6. The audience member’s
intrusion at the
speech ________
________________
____.
a. led to great applause
b. interrupted the
speaker
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
©Teacher Created
Materials
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
Word Parts: Unit
Materials
I
eu-, ev-
ad-
c. preceded intermissi
on
d. caused laughter
d. eight
20. Symbiotic creatures
a. frequently fight
©Teacher Created
Reproducibles
Teacher Resources:
c. becoming healthy
d. becoming sickly
d. a wolf
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)
from Word Roots
answer.
5. Since he is the epitome
of health, he
is ________________
________________
.
a. very sickly
b. very healthy
b. unusual morals
c. no morals
a. a cat
19. A heptagon has
#10648 (i1821) Building
Vocabulary
Assessm
.
ent
we ________________
7. When we aggregated
our
we ________________ money,
_______________.
a. put it in the bank
dis-, di-, dif-
b. gathered it together
c. divided it among
all of us
d. withdrew it from
the bank
8. A stringent workout
a. easy to implemen
t
b. unhealthy
Teacher Resources:
epi-
a-, an-
plan is ________
___.
Teacher
Resources
(includes activities,
word cards, and
reproducible
templates)
dys-
Reproducibles
Wordo
c. rigorous
d. not rigorous enough
from Word Roots
©Teacher Created
Materials
©Teacher Created
Materials
Vocabulary
#10648 (i1821) Building
from Word Roots
D3
For use
with either
Macintosh®
or Windows®
TCM 12738
i4008
Teacher Resource CD—Level 8
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:
Guided Practice
Book (student
book)
rency #1
Overhead Transpa
Transparencies
(in the
transparency
folder)
Professional
Development
DVD
Interesting Facts
About English
of all words in
· Over sixty percent
d on
base
y are
Overhe
ad Transparency #2
the English dictionar
s.
root
Latin
or
Greek
used in a large
· A few prefixes are
Prefixes have
number of words.
r
and clea
ling
spel
t
Which of these adisten
cons
words fits the
description? Expla
meaning.
in
means “to, toward” how the prefix
or “add to” in thes
s
word
ish
Engl
e
situations
of
.e
· Ninety percent
com
syllables
with more than two
k.
adhesive
access
from Latin and Gree
Prefix ad-
aggravate
#10648 (i1827) Building
Roots
Vocabulary from Word
affix
· “add to” a serious
problem or
Materials
© Teacher Created
irritation
· to attach or stick
som
ething on “to”
· the entrance way
“to” a highway
· glue that sticks
“to” surfa
ces
#10648 (i1827) Building
Vocabular
A2
#22659 Building Vocabulary from Word Roots
y from Word Roots
© Teacher Created
Materials
© Teacher Created Materials
Management
How to Use This Program
The following provides a more detailed overview
of the various components of this program,
including the differentiated, five-part lessons, the
Assessment section, the Teacher Resources section,
and the Teacher Resource CD. Each component
offers support for the entire program, making
students’ word learning meaningful and fun.
The first word in each “Divide and Conquer”
activity is often the most challenging, so students
will benefit from explicit instruction. Then
students will be better able to independently
“divide and conquer” the remaining words on the
list.
Part B:
Directions:
Lesson Overview
Combine and Create
Greek clin and Latin cumb,
Determine the word relationship for the first pair of words. Then, using the Word Bank, fill in
the blanks to complete the analogies.
1. Incline is to board as ______________________ is to chair.
2. Inclination is to preference as ______________________ is to a container for hatching
eggs.
cub = “lie, lean”
3. Inclined is to inclination as disinclined is to ______________________.
Part A:
4. Incubate is to incubated as ______________________ is to succumbed.
Meet the Root
5. To have a liking for is to prefer as ______________________ is to decline.
Divide and Conquer
Directions:
Analogies are statements about how words or concepts are related to each other.
Here are some sample relationships:
Part to Whole: Steering wheel is to car as handlebar is to bicycle.
Opposites: Night is to day as win is to lose.
Cause and Effect: Storm is to rain as blizzard is to snow.
Geography: New York City is to United States as London is to England.
Synonym: Boat is to ship as chilly is to cold.
Word Form: Write is to writer as farm is to farmer.
Each lesson in the Guided
Practice Book begins with
Part A (“Meet the Root”).
This activity is called “Divide
and Conquer,” and it provides
the foundation for all activities
that follow, as it asks students
to divide words into their
word parts. This requires students to identify the
Greek and Latin roots from each lesson. Students
“conquer” words by writing the meaning of
each word part and finally, the meaning of the
entire word. Since this is intended as an explicit
instruction day, help students by using the
following suggestions:
Unit III Lesson 13
Word Bank
disinclination
recline
“Divide” words and then
“conquer” them by writing
the meaning of the words.
The word with an X does
not have a prefix.
prefix means
base means
word means
______________ ______________
______ ______________
________
______________ ______________
______ ______________
________
3. incumbent
______________ ______________
______ ______________
________
4. clinic
______________
X
____________________
______________________
5. procumbent ______________
____________________
______________________
6. recumbent
______________ ______________
______ ______________
________
7. succumb
______________ ______________
______ ______________
________
8. incline
______________ ______________
______ ______________
________
9. decline
______________ ______________
______ ______________
________
10. incubus
______________ ______________
______ ______________
________
Unit III Lesson 13
Greek clin and Latin cumb, cub = “lie, lean”
Analogies
incubator
succumb
refuse
1. recliner
2. incubate
© Teacher Created Materials
75
#10658 Building Vocabulary from Word Roots
In Part B (“Combine and
Create”), students compose
English words from the word
roots. Usually, in this part of
the lesson, students analyze
something and record an
English word as the answer.
DID YOU KNOW?
Have you ever had a friend
with a cold sneeze or cough
would get sick too? If
on you? Did you wait
so, by the time you got
to see if you
sick, your friend was probably
between exposure to germs
well. The time
and the outbreak of symptoms
Curiously, this term comes
is called the incubation
from observing that mother
period.
keep them warm until
hens “lie” (cub) “on” (in-)
they hatch. Just as hens
their eggs to
who lay eggs must wait
so too we wait to see if
awhile until they hatch,
we will get sick after we
have been exposed to
Our ideas can also have
someone else’s germs.
an incubation period.
Do you ever “sit” “on”
out? Letting our thoughts
a new idea before trying
incubate before taking
it
action sometimes makes
for better decisions!
74
#10658 Building Vocabulary
from Word
Roots
© Teacher Created Materials
cub = “lie, lean”
Greek clin and Latin cumb,
Unit III Lesson 13
Part C:
Read and Reason
Advice Column
answer the questions.
from an advice column and
Read the following letters
Directions:
Advice,
the other day.
Dear Adelia
to fib to my mothergo to Harvard.
I felt inclined
acceptance to
I must confess.
her the
Should I tell
I declined a college
I told her that
to the school.
that’s right either.
not accepted
I don’t think
In reality, I was
d to do so, but
truth? I’m disincline
Larry Fibs
Dear Larry Fibs,
to temptation and fibbed
I understand why you succumbed
don’t want your mother to be
to your mother. Of course you
so you let her down easy.
disappointed by a rejection letter,
tell the truth. It’s always the
But ultimately, my advice is to
to be honest.
best policy. You need to be inclined
Adelia Advice
inclined to do?
_______________________
____________________________
____________________________
to decline something?
2. What does it mean
_______________________
____________________________
____________________________
temptation?
do when they succumb to
3. What does someone
_________
____________________________
______________
____________________________
they feel?
to do something, how do
4. When someone is disinclined
_______________________
____________________________
____________________________
feel?
they
to do something, how do
5. When someone is inclined
_________
____________________________
______________
____________________________
© Teacher Created Materials
from Word Roots
#10658 Building Vocabulary
76
feel
1. What did Larry Fibs
Unit III Lesson 13
Greek clin and Latin cumb, cub = “lie, lean”
Remind students that when we translate bases
and prefixes, we normally put the base first (as
the core of the word) and then add the meaning
of the prefix. For example, the word convene
does not mean “together come,” although the
roots appear in that order; translate the base
first in order to produce “come together.”
After students divide and translate the word
parts in the first two blanks, ask the question, “If
the base X means Y and the prefix X 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
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.
Part D:
Extend and Explore
“Timed” Word Trees
Directions:
Work with a partner to fill the tree with clin words. You and your partner are
a team. The team that brainstorms the most words and definitions will win!
First, select the word part you are going to work with. Then follow the
directions below.
1. Write the Greek base clin on the tree
roots.
2. Write the meaning of clin on the trunk.
3. In two minutes, write as many clin words
as you can on each leaf.
4. Trade papers with your partner.
5. On a separate sheet of paper, write the
meaning of as many of your partner’s
words as you can in two minutes.
6. How many different words and
definitions did your team come up with?
(If the same word was on both your
trees, only count it once!)
© Teacher Created Materials
77
#10658 Building Vocabulary from Word Roots
Unit III Lesson 13
Greek clin and Latin cumb,
In Part D (“Extend and
Explore”), students work
individually and in partners/
small groups to create
applications for the new
vocabulary.
cub = “lie, lean”
Part E:
Go for the Gold!
Word Search
Directions:
Find and circle the words
listed below in the puzzle.
Answers can be across,
down, backwards, or on
a diagonal.
CLINIC
INCLINE
X
C
U
R
E
E
I
E
N
C
L
C
I
D
K
DISINCLINED
INCUMBENT
SUCCUMB
N
A
H
R
N
K
R
O
I
D
B
C
L
W
X
INCLINATION
RECLINE
W
P
M
N
O
I
D
N
U
U
E
J
T
Z
D
P
U
L
T
I
U
U
L
H
U
A
K
L
U
E
W
A
C
B
N
W
T
C
M
I
L
M
L
Z
A
I
O
L
E
U
X
E
D
Y
K
T
R
G
F
S
B
U
N
I
L
N
I
K
D
I
L
A
A
P
N
C
L
C
T
Y
W
U
O
L
S
V
U
E
S
P
S
K
R
G
C
M
I
E
N
T
Q
N
V
E
X
N
H
I
Z
L
I
C
H
E
G
R
R
P
E
C
I
A
X
G
Q
Q
C
N
78
DECLINE
INCUBATE
RECLINER
P
P
I
X
N
C
G
C
X
Q
P
I
R
T
S
R
I
I
G
G
X
N
M
Q
N
P
Y
Q
I
N
R
I
O
N
X
T
K
D
Q
C
C
S
C
K
D
I
J
N
O
C
L
U
Q
M
S
B
C
E
S
N
T
C
P
X
M
A
Q
#10658 Building Vocabulary
from Word
Roots
© Teacher Created Materials
In Part E (“Go for the
Gold”), students enjoy
a variety of vocabulary
activities and games for
additional word-root practice
and review.
#22659 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
#22659 Building Vocabulary from Word Roots
© Teacher Created Materials
Management
How to Use This Program (cont.)
Objectives are listed
for each lesson.
Unit I New and Familiar Prefixes
Lesson 1 Review of Latin Prefix ad- = “to, toward, add to”
The Teacher Notes
section provides
background information
about the roots taught
in the lesson.
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.
Objective
Objective #6
Teacher Notes
Teacher Notes (cont.)
• The focus of this week’s lesson is
the Latin prefix ad-, which means “to,
toward, add to.” Ad- is one of the most
useful prefixes because it is found in a
large number of English words.
“to”; annihilate, annihilation = reduce “to”
“nothing”; append, appendage, appendix =
“hang” or attach on “to”; assimilate = be
“similar” “to.”
Most lessons in Building Vocabulary from Word
Roots can be completed in 10–15 minutes. This
lesson may take longer because it builds a
conceptual foundation for the semantic unit or
roots approach to vocabulary learning.
• Many ad- words often undergo
assimilation when the base to which
it attaches begins with a consonant.
Words beginning with assimilated
ad- are easily recognizable because
they usually have double consonants
following the initial “a”: accelerate,
abbreviate, allocate, aggravate, affix, annul,
append, attractive, attenuate, additive,
ammunition, assent.
Direct students to Guided Practice Book pages
4–8 to find the activity pages for Unit 1, Lesson
1, Parts A–E. See bonus page 1 on the CD for
an additional activity.
• Students should “divide and conquer”
ad- words between the double
consonant. Once they have “divided”
the word and identified the ad- prefix,
students can use the phrases “to,
toward” or “add to” to determine
meaning: accelerate = “add to” “speed”;
abbreviate = “add to” “shortness”;
aggravate = “add to” “seriousness”;
alleviate = “add to” “lightness”;
attenuate = “add to” “thinness”;
appreciate = “add to” “price, value.”
Many words beginning with the prefix
ad- contain a strong sense of “motion
toward.” Examples: attract, attractive,
attraction = “draw” “to”; aggression,
aggressive = “step” “to, toward”;
announce = give “message” “to”; affix =
“stick” “to”; access, accessible = (a way
to) “go” “to”; attest = bear “witness”
1. Tell students that this year they will continue
to be “word detectives” as they figure out the
meaning of hundreds of words by connecting
the meaning of their roots.
2. Remind them that most of the roots we use
in English words come
from ancient Latin and
Greek languages. If
Interesting Facts
About English
students are new to
· Over sixty percent
of
the English dictiona all words in
the Building Vocabulary
ry are based on
Greek or Latin
roots.
· A few prefixes
from Word Roots
are used in a large
number of words.
Prefixes have
consistent spelling
and clear
series, show them the
meaning.
· Ninety percent
“Interesting Facts” on
of English words
with more than
two syllables come
from Latin and
Greek.
Transparency #1.
Emphasize how their
knowledge of roots
will help them understand
the meaning of most new words they meet.
Overhead Transparency
#10648 (i1827)
Building Vocabulary
#1
from Word Roots
©Teacher Created
#10648 (i1821) Building Vocabulary from Word Roots
©Teacher Created Materials
This first section
of the lesson helps
students activate
background
knowledge about
the root(s) of study.
Activate Background Knowledge
Materials
B1
r Prefixes
New and Familia
Unit I Uni
t I New and Famadd to”
toward, iliar Prefixes
“to,
=
adx
Prefi
of Latin Less
on 1 Review of
Lesson 1 Review
Latin
The Teach
New Concepts
section provides
step-by-step
instruction to
guide students
through the
lesson.
Prefix ad- = “to,
toward,
add to”
ency #4. Ask
10. Show Transpar
in pairs and see if
students to work
pts
Teach New Conce
they can figure
Par
each
t
A:
how
them
out
show
Unit I
t,
Nex
7.
Lesson
Prefix ad1
Prefix adReview
of Latin
of these adPrefix adTransparency #2.
= “to, towa
rd, add
are four
Part A:
to”
words mean
Explain that there
Meet the
Root
same
Stud
rd”
ents “divide and conq
adhesive
“to, towa
access
situations using the
friend
a
uer”
Div
appreciate
to
aggravate affix
a list of
ide and
word
to talk
to.”s as they ident
Conque
to affirm a belief
or “add
· “add to” a serious problem or
words. Ask them
ify
r
the word parts. See
to assimilate a culture
irritation
e
Guid
eciat
their
ed
appr
Pract
with
(To
note
a
ice Book
to append
once again
page 4.
· to attach or stick something on “to”
to attribute a remark
h the
a friend; to
· the entrance way “to” a highway
neighbors and matc
to alleviate a burden
siblf;e Answer
tion
aggressive behavior
a belie
· glue that sticks “to” surfaces
affirmPos
s
words with the situa
1. toward + step to abbreviate a word
a
= one who steps towar
to assimilate
(aggravate: “add to”
another in hostility
d
re;d + pull
2. towar
into a cultu
= having the powe
serious problem or
r to pull or
draw
;
h
towar
note
a
attac
d
nd
lf
to appe
3. toward + say, onese
irritation; affix: to
entrance or
ate
allevi
to re
decla
rk;
= drawn toward or
a rema
on “to”; access: the
giving
to attribute
oneself over to some
“to”
s
or stick something
to
stick
vior;
that
thing
4. to aggre
beha
+ keepssive
adhesive: glue
= addin
g to the thinness of
a burden;
way “to” a highway;
something; taper
toward” or
students
ing rdown
.) Afte
the concept of “to,
addatoword
abbre5.viate
+ weigh = to hang
surfaces). Reinforce
ask a or attach (more
weigh
’s meaning.
onto ther,
edt) toge
something
have6.work
add to + swift, speed
“add to” in each word
ing
mean
the
in
=
to add to the speed
d. Tell
to expla
of some
volunteer
thing
DID YO
words on the boar
U KN OW
e: Whether
7. to + short
Not
these ad8. Return to the four
?
= .the
ad- word
result of having rd”
of each
explain why each of
reduced or shortened
to” or “to, towabeen
re and
students you will now
“add
admi
8.
use
to
t
to
+
ents
Poin
go,
.
stud
move
= the freed
,
differently
rtant
om to
s
move
or obtain
not impo
is
acces
about
ns
prefixes is spelled
to
t
some
nitio
poin
thing
defi
in their
9. add to + nothing
ounce it. Then
pron
to
ns
ents
=
natio
with
stud
to
reduc
ess
ask
e to nothing by
proc
wayasoftheir
force; expla
as10.long
to destroy
board. Repeat the
s’
to + price, value
and write it on the
ey the
Ask students
= to word
increase the value
accurately conv
) and affix (adfix).
of
er that the goal
aggravate (adgravate
Which is
meanings. Rememb
then to say “adcess.”
at a correct
e
the
arriv
to say “access” and
to
with
ents
thing
is for stud
Lesson 1
Unit I
e? Do the same
Review of Latin Prefix ad- = “to, toward, add to”
e?
logical and flexible
easier to pronounc
definition through
is easier to pronounc
ch
Whi
s.
Part B:
word
B:
other two
rgo a spelling
analysis. Part
Combine and Create
times prefixes unde
Explain that some
to pronounce.
#4 and
make them easier
rn to Transparency
Riddles
Solving
Retu
11.
thing
ess
change in order to
some
proc
like
ribe the
ilation (becoming
Students read and
ask students to desc
This is called assim
d. Because of
solve riddles abou
of these
ilation on the boar
t
vocabulary words.
of assimilation in each
else). Write assim
ar.
See Guided Practice
that assimilated
the same prefix appe
Book
page 5.
words. Emphasize
this, new forms of
rst
fi
the
the
after
words are divided
ency #3 to go over
spar
Tran
use
,
te).
ple of
9. If necessary
Answers
consonant (ap-precia
n. Focus on the exam
process of assimilatio
1. alleviate
ents
attract so that stud
Pages
d in
2. accelerate
Guided Practice
Assimilation:
understand how the
How does it work?
first
3. alliteration
Parts A–E
“ad-” changes to the
(t)
4. annotated
ugh lesson plan
consonant of the base
Guide students thro
one
Student-made riddl
plete the rest of this
in tract. Tell students
es will vary.
pages 4–7 to com
words
attract
tions at the top
clue to finding adlesson. Read the direc
ad- = “to, toward, add to”
ity
le
activ
drag”
draw,
the
“pull,
doub
=
tract
is to look for
ad- assimilates to atpage and complete
each
of
Attract means to “draw”
consonants near the
something or someone
together.
.
“toward” you.
beginning of a word
B3
Word Roots
ing Vocabular y from
)
Build
(i1821
#10648
B4
#10648 (i1821) Build
Materials
ing Vocabular y from
©Teacher Created
Word Roots
©Teacher Created
Materials
Overhead Transparency #2
Overhead Transparency #4
Meet the Root
The prefix ad- means “to, toward,”
or “add to.” Use these definitions to
explain the meaning of each of the
words below. Then describe the
process of assimilation in each of these
Which of these ad- words fits the
description? Explain how the prefix
means “to, toward” or “add to” in these
situations.
ad- words.
Directions
:
“Divide”
words and
Some of
the base then “conquer”
them
definition
s are provid by writing the
meaning
ed for you.
of the words
.
prefix mean
s
base mean
s
__________
word mean
____ _____
s
__________
_____
__________
__________
____ _____
__________
3. addict
__________
ive
_____
__________
__________
____ _____
__________
4. attenu
__________
ate
_____
__________
__________
____ _____
__________
5. appen
__________
d
_____
__________
__________
____ _____
__________
6. accele
__________
rate
_____
__________
__________
____ _____
__________
celer_____
7. abbre
= swift,
viation
_____
speed
_____
__________
__________
____ _____
__________
8. access
_____
brev =_____
short _____
__________
_____
_____
____ _____
__________
9. annihi
cess
_____
= go,
_____
late
move
_____
__________
__________
____ _____
__________
10. appre
nihil
_____
= nothin
ciate
_____g_____
__________
__________
____ _____
__________
preci
_____
= price,
_____
value
_____
__________
__________
1. aggres
sor
2. attrac
tive
#10648 (i1827) Building Vocabulary from Word Roots
©Teacher Created Materials
from Word Roots
#10648 (i1827) Building Vocabulary
©Teacher Created Materials
4
If a witnes
what that s is unable to appea
person would
r in court
roots: assimi
to
lated ad-, have “sworn to” testify, he or
affidavit
she
which means
if he or
was first
she had may sign an affi
used in
been able
davit, a
the Middle “to, toward, add
statem
to appea
to,” and
Ages, where
r. Affidavit ent in writing
fid, which
it meant
means “faith, contains two of
in Latin
Latin
“he has
declared swear.” The word
#10658
upon oath.”
Buildin
g Vocabulary
from Word
Roots
© Teacher
Directions:
1.
Combine and Crea
te
Solve the riddles.
I am a verb.
I have four syllables.
I mean “to make lighter, to make less severe, or easier to bear.”
Medicine can do this to pain.
____________________________________________________________
2.
I am a verb.
I also have four syllables.
I mean “to make swifter.”
Stepping on the gas pedal does this to a car.
_____________________________________________________________
Overhead Transparency #3
3.
Sometimes when a prefix meets a
base, it undergoes a spelling change:
the final consonant of the prefix “turns
into” or assimilates and becomes
the first consonant of the base. The
result is a double consonant near the
beginning of the word.
I am a noun.
I have five syllables.
I mean “the repetition of a sound.”
“Peter Piper picked a peck of pickled peppers” is an example of this.
_____________________________________________________________
4.
Created
Materials
I am an adjective.
I have four syllables.
I contain the root “note.”
This could describe a paper that has someone’s notes written on it.
_____________________________________________________________
Answer keys
are provided
for each
student page
in the Guided
Practice Book.
with another student. Ask him
Here are some more words. Make riddles for two of them. Then trade
or her to solve your riddles.
affirm
attributed
© Teacher Created Materials
from Word Roots
#10648 (i1827) Building Vocabulary
© Teacher Created Materials
attribute
accelerator
attribution
abbreviation
#10658 Building Vocabulary from Word Roots
5
©Teacher Created Materials
#22659 Building Vocabulary from Word Roots
A5
Management
How to Use This Program (cont.)
Lesson 1
Unit I
Lesson
Review
1
of Latin
=
Prefix ad-
rd, add
“to, towa
Familiar Prefixes
Unit I New and
Unit I New and x ad- = “to, toward, add to”
Fam
Prefi
iliar Prefixes
Review of Latin
Lesson 1 Review
of Latin
Part C:
ason
Part Re
D: ad And Re
to”
Reason
Read and
ement
:
Directions
Read the
following
adver
and
tisement
answer the
answer Unit I
t and
read an advertisemen
Exten
Students
d an
d Exvocabulary. See Guided
questions about the plore
Part C:
Advertis
Prefix ad- = “to,
toward,
questions.
Lesson
van!”
in my new
great, new
e my comfort the quality of this
“I attribut
.
to affirm
“I am here
Mart today
2
Minivan
Bob’s
OH 1234
down to
Cleveland,
Come
h Rd.
567 Smit
tisement?
in the adver
_________
is emphasized _______________
_________
thing? What
_____
asize some
__________
__________
to emph
__________
__________
does it mean
__________
__________
1. What
__________
__________
____
__________
__________
__________
__________
n.
__________
_____
_________
Miniva
_____
_____
__________
Millennium
__________
tes of the
__________
__________
two attribu
__________
__________
_____
2. Name
_____
_____
_____
____
__________
__________
__________
accelerated?
__________
____
__________
Minivan
__________
__________
__________
Millennium
__________
__________
call the new
__________
__________
might they
__________
3. Why
__________
_____
_____
____
__________
__________
__________
level to?
comfort
__________
__________
te her new
__________
__________
mer attribu
__________
first custo
__________
does the
_________
n?
4. What
__________
__________
new miniva
_____
Materials
the
_____
about
Created
_____
__________
© Teacher
mer affirm
__________
second custo _______________
does the
_____
5. What
Word Roots
__________
ulary from
__________
Building Vocab
#10658
6
Word
accelerate
affirm
abbreviate
aggravate
aggrandize
attenuate
alleviate
appreciate
Latin Prefi
x ad- =
“to, towa
rd, add
Make a
y.
Answers will var
Answer
s
,
er, Expe
r sides
ed, Fast
passengeisions,
s on both
telev
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ng door system, two
h more
s: slidi
ker
Attribute -line spea and much, muc
!
top-of-the
players,
omeness
two DVD
car’s awes
to this
attest
features!”
omers
its safety
Our cust
car to all of
lerat
An Acce
1
Part D:
Directions
:
Definition
to go or make faste
r
to make or declare
firmly
to make shorter
to make more serio
us
to make more gran
d
to make or grow thinn
er
to make lighter
to make or become
more
valuable
Match
Work with
best defi a partner. For every
nition from
the choice ad- word in the
left-hand
s in the
right-hand
column,
select the
column.
WORD
DEFINITI
accelerate
ON
to make
affirm
to make
abbreviate
to make
aggravate
to make
aggrandize
to make
attenua
to make
alleviate
to go or
appreciate
to make
© Teacher
Created
Unit I
more seriou
s
more grand
lighter or
easier
shorter
or declar
e more
or grow
firmly
thinner
make faster
or becom
e more
valuable
Materials
#10658
Review of Latin Prefix ad- = “to, toward, add to”
Part D:
to”
Extend and
Explore
Students matc
6.
wordpage
s to their definitio
PracticehBook
ns.
See bonus page 1
on CD.
R!
NEW CA
van
YOU, A
m Mini
Millenniu
A NEW
rienced
add to”
Building Vocab
ulary from
Word Roots
Lesson 1
Bonus Page
1
Part D:
Extend and Explosre
with
Extend and Explore
Word Skits
Directions:
bulary word
Students act out voca
ed Practice Book
word skits. See Guid
page 7.
Work with a partner and pick a word. You may use one of the words on
the following
list or a word from the “Divide and Conquer” activity on page 4. Write
the word on an
index card. Write what it means and write an example of when you might
see it. Then
act out the example of when you might see the word. See if your classmates
can guess
the word.
accelerate
aggrandize
alleviate
attest
abbreviate
affirm
Skits will vary.
© Teacher Created Materials
#10658 Building Vocabulary from Word Roots
bular y from Word Roots
©Teacher Created
Materials B6
ing Voca
)
#10648 (i1821 Build
#10648 (i1821) Build
ing Vocabular y from
Word Roots
Bonus activities
are provided
on the Teacher
Resource CD to
differentiate
instruction. The
answer key for the
bonus activities
are provided in
the lessons.
7
B5
©Teacher Created
Materials
Unit I New and Familiar Prefixes
Lesson 1 Review of Latin Prefix ad- = “to, toward, add to”
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.
affection
alleviate
annul
affirm
affix
announcer
annihilate
allusion
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.
append
accessible
allocate
accommodate
ammunition
assimilate
abbreviate
attribute
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 must 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.
©
Teacher Created
Created Materials
Materials
©Teacher
A6
#10648 (i1821) Building Vocabulary from Word Roots
#22659 Building Vocabulary from Word Roots
B7
© Teacher Created Materials
Unit I New and Familiar Prefixes
Lesson 1 Review of Latin Prefix ad- = “to, toward, add to”
Objective
Objective #6
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.)
• The focus of this week’s lesson is
the Latin prefix ad-, which means “to,
toward, add to.” Ad- is one of the most
useful prefixes because it is found in a
large number of English words.
“to”; annihilate, annihilation = reduce “to”
“nothing”; append, appendage, appendix =
“hang” or attach on “to”; assimilate = be
“similar” “to.”
•Many ad- words often undergo
assimilation when the base to which
it attaches begins with a consonant.
Words beginning with assimilated
ad- are easily recognizable because
they usually have double consonants
following the initial “a”: accelerate,
abbreviate, allocate, aggravate, affix, annul,
append, attractive, attenuate, additive,
ammunition, assent.
• Students should “divide and conquer”
ad- words between the double
consonant. Once they have “divided”
the word and identified the ad- prefix,
students can use the phrases “to,
toward” or “add to” to determine
meaning: accelerate = “add to” “speed”;
abbreviate = “add to” “shortness”;
aggravate = “add to” “seriousness”;
alleviate = “add to” “lightness”;
attenuate = “add to” “thinness”;
appreciate = “add to” “price, value.”
Many words beginning with the prefix
ad- contain a strong sense of “motion
toward.” Examples: attract, attractive,
attraction = “draw” “to”; aggression,
aggressive = “step” “to, toward”;
announce = give “message” “to”; affix =
“stick” “to”; access, accessible = (a way
to) “go” “to”; attest = bear “witness”
©Teacher Created Materials
Most lessons in Building Vocabulary from Word
Roots can be completed in 10–15 minutes. This
lesson may take longer because it builds a
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 page 1 on the CD for
an additional activity.
Activate Background Knowledge
1. Tell students that this year they will continue
to be “word detectives” as they figure out the
meaning of hundreds of words by connecting
the meaning of their roots.
2. Remind them that most of the roots we use
in English words come
from ancient Latin and
Greek languages. If
Interesting Fact
s
About English
students are new to
· Over sixty per
cent of all words
in
the English dic
the Building Vocabulary
tionary are bas
ed on
Greek or Latin
roots.
· A few prefixes
from Word Roots
are used in a larg
e
number of wo
rds. Prefixes hav
e
consistent spe
lling and clear
series, show them the
meaning.
· Ninety percen
“Interesting Facts” on
t of English wo
rds
with more tha
n two syllables
come
from Latin and
Greek.
Transparency #1.
Emphasize how their
knowledge of roots
will help them understand
the meaning of most new words they meet.
Overhead Trans
parency #1
#10648 (i1827)
Building Vocabu
lary from Word
Roots
#22659 Building Vocabulary from Word Roots
©Teacher Created
Materials
B1
Unit I New and Familiar Prefixes
Lesson 1 Review of Latin Prefix ad- = “to, toward, add to”
3. Remind students that words also have
interesting histories, and they will read about
some of these stories. They will also learn
some new words from Greek and Roman
mythology.
4. Point out that they already know much about
words and how they work. Tell them to make
a list of everything they already know. Ask
volunteers to share what they have written.
You may want to list their ideas on the board.
Emphasize any response that identifies “roots”
and “word parts” as a strategy.
5. Write the prefix ad- on the board. Directly
under it, write the words adhesive, aggravate,
access, and affix. Tell students that this week
they will learn new vocabulary from the familiar
Latin prefix ad-. Tell them that all four of these
words come from ad-. Ask if that surprises
them. Have students explain their responses.
Differentiation Strategies
Above Level Support
Have students draft a story using
vocabulary words from this lesson.
English Language Support
Use visual aids, modeling, and
demonstrations to teach students about
the vocabulary words in this lesson.
Below Level Support
Read materials aloud for students as
needed. Allow students to team up with
students who can offer assistance in
completing the activities.
6. Remind students that the prefix ad- can mean
“to, toward” or “add to.” Now ask students to
talk in pairs and write down quick definitions
of each word. Tell them to use “to, toward” or
“add to” in their definitions. Ask volunteers to
share the definitions they have written.
B2
#22659 Building Vocabulary from Word Roots
©Teacher Created Materials
Unit I New and Familiar Prefixes
Lesson 1 Review of Latin Prefix ad- = “to, toward, add to”
Teach New Concepts
7. Next, show them
Transparency #2.
Prefix adExplain that there are four
situations using the same
adhesive
access
words. Ask them to talk
aggravate
affix
· “add to” a ser
ious problem or
once again with their
irritation
·
to
attach or stick
neighbors and match the
something on
“to”
· the entrance
way “to” a highw
words with the situation
ay
· glue that stic
ks “to” surfaces
(aggravate: “add to” a
serious problem or
irritation; affix: to attach
or stick something on “to”; access: the entrance or
way “to” a highway; adhesive: glue that sticks “to”
surfaces). Reinforce the concept of “to, toward” or
“add to” in each word’s meaning.
Overhead Trans
parency #2
Which of these
addescription? Exp words fits the
means “to, tow lain how the prefix
ard” or “add to”
situations.
in these
#10648 (i1827)
Building Vocabu
lary from Word
Roots
©Teacher Created
Materials
8. Return to the four words on the board. Tell
students you will now explain why each of these adprefixes is spelled differently. Point to admire and
ask students to pronounce it. Then point to access
and write it on the board. Repeat the process with
aggravate (adgravate) and affix (adfix). Ask students
to say “access” and then to say “adcess.” Which is
easier to pronounce? Do the same thing with the
other two words. Which is easier to pronounce?
Explain that sometimes prefixes undergo a spelling
change in order to make them easier to pronounce.
This is called assimilation (becoming like something
else). Write assimilation on the board. Because of
this, new forms of the same prefix appear.
9. If necessary, use Transparency #3 to go over the
process of assimilation. Focus on the example of
attract so that students
understand how the d in
Assimilation:
“ad-” changes to the first
How does it work?
consonant of the base (t)
in tract. Tell students one
clue to finding ad- words
attract
is to look for double
ad- = “to, toward, add to”
tract = “pull, draw, drag”
ad- assimilates to atconsonants near the
Attract means to “draw”
something or someone
beginning of a word.
“towar
Overhead Transparency #3
Sometimes when a prefix meets a
base, it undergoes a spelling change:
the final consonant of the prefix “turns
into” or assimilates and becomes
the first consonant of the base. The
result is a double consonant near the
beginning of the word.
d” you.
#10648 (i1827) Building Vocabulary
from Word Roots
©Teacher Created Materials
10.Show Transparency #4. Ask
students to work in pairs and see if
they can figure
out how each
Prefix adof these adwords mean
“to, toward”
to appreciate a friend
or “add to.”
to affirm a belief
(To appreciate
to assimilate a culture
to append a note
a friend; to
to attribute a remark
to alleviate a burden
affirm a belief;
aggressive behavior
to abbreviate a word
to assimilate
into a culture;
to append a note;
to attribute a remark; to alleviate
a burden; aggressive behavior; to
abbreviate a word.) After students
have worked together, ask a
volunteer to explain the meaning
of each ad- word. Note: Whether
students use “add to” or “to, toward”
in their definitions is not important,
as long as their explanations
accurately convey the words’
meanings. Remember that the goal
is for students to arrive at a correct
definition through logical and flexible
analysis.
Overhead Transparency #4
The prefix ad- means “to, toward,”
or “add to.” Use these definitions to
explain the meaning of each of the
words below. Then describe the
process of assimilation in each of these
ad- words.
#10648 (i1827) Building Vocabulary
from Word Roots
©Teacher Created Materials
11. Return to Transparency #4 and
ask students to describe the process
of assimilation in each of these
words. Emphasize that assimilated
words are divided after the first
consonant (ap-preciate).
Guided Practice Pages
Parts A–E
Guide students through lesson plan
pages B4–B7 to complete the rest of this
lesson. Read the directions at the top
of each page and complete the activity
together.
©Teacher Created Materials
#22659 Building Vocabulary from Word Roots
B3
Unit I New and Familiar Prefixes
Lesson 1 Review of Latin Prefix ad- = “to, toward, add to”
Unit I
Part A:
Meet the Root
nquer
3. addictive
4. attenuate
5. append
6. accelerate
7. abbreviatio
n
8. access
9. annihilate
10. appreciate
base means
____________
_______
2. attractive
____________
_______
____________
_______
____________
_______
____________
_______
____________
_______
____________
_______
____________
_______
____________
_______
#10658 Building
Vocabula
______
__________
____________
______
__________
______
__________
____________
____________
______
__________
______
__________
____________
cele
___
r =___
___
swif
t, spe
___
___ed
___
______
brev
=___
sho___
___
rt ___
nihil___
______
= not
___hing
______
_______
prec
___
i =___
___
pric
e,___
valu___
___
e
A. to increase
speed
B. shortened
form of a word
C. to recogniz
e the value of
something
D. to attach to
a document
E. appealing; cha
rming
4
definition
____________
___cess
= go,
______
mov
___
___e___
____________
Definitions
__________
__________
__________
__________
__________
F. to become
narrower
G. to reduce
to not
H. means or way hing; to obliterate or destroy
of approach; entr
I. habit-forming
ance point
J. one who atta
cks
ry from Word Roo
ts
© Teacher Crea
ted Materials
Unit I
toward, add to”
fix ad- = “to,
Lesson 1
Part B:
eate
Combine and Cr
s
Solving Riddle
Solve the riddles.
I am a verb.
bles.
easier to bear.”
I have four sylla
e less severe, or
e lighter, to mak
I mean “to mak
this to pain.
Medicine can do
____________
____________
____________
____________
____________
I am a verb.
syllables.
I also have four
e swifter.”
I mean “to mak
this to a car.
gas pedal does
Stepping on the
____
____________
____________
____________
_________
____________
I am a noun.
bles.
I have five sylla
this.
tition of a sound.”
an example of
I mean “the repe
led peppers” is
ed a peck of pick
pick
r
“Peter Pipe
_______
___
___
____________
____________
____________
____________
e.
I am an adjectiv
bles.
I have four sylla
on it.
t “note.”
notes written
I contain the roo
has someone’s
cribe a paper that
des
ld
cou
This
__________
___
___
_________
____________
____________
ent. Ask him
____________
with another stud
e
trad
n
The
of them.
riddles for two
e words. Make
mor
e
som
are
Here
your riddles.
or her to solve
attribution
attribute
abbreviation
affirm
accelerator
attributed
5
Word Roots
Vocabulary from
#10658 Building
erials
Mat
ted
Crea
© Teacher
4.
B4
, add to”
Divide and Co
prefix means
in Pre
Review of Lat
3.
= “to, toward
Directions: “Di
vide” words and
then “conquer”
and/or base in
the blanks. The
them by writing
n select the bes
Every word in
t definition. Som the meaning of the prefix
this list begins
e base meaning
with the prefix
When a doubled
s are provided.
ad-, which mea
consonant app
ns “to, toward,
ears
the doubled con
at the beginning
add to.” Hint:
sonants.
of the word, divi
de the word betw
een
1. aggressor
1.J
2.E
3.I
4.F
5.D
6.A
7.B
8.H
9.G
10. C
2.
in Prefix ad-
Meet the Root
Answer Key
1.
Review of Lat
Part A:
Students “divide and conquer” a list of
words as they identify the word parts. See
Guided Practice Book page 4.
Directions:
Lesson 1
#22659 Building Vocabulary from Word Roots
Part B:
Combine and Create
Students read and solve riddles about
vocabulary words. See Guided Practice Book
page 5.
Answers
1.alleviate
2.accelerate
3.alliteration
4.annotated
Student-made riddles will vary.
©Teacher Created Materials
Unit I New and Familiar Prefixes
Lesson 1 Review of Latin Prefix ad- = “to, toward, add to”
Unit I
in Prefix ad-
Review of Lat
Lesson 1
Part C:
, add to”
= “to, toward
Read And Reason
Part C:
Read and Reason
t
Advertisemen
Directions:
t and answer the
g advertisemen
Read the followin
Students read an advertisement and answer
questions about the vocabulary. See Guided
Practice Book page 6.
questions.
A NEW CAR!
A NEW YOU,
n
nium Miniva
ed,
An Accelerat
erienced
Faster, Exp
Millen
es,
passenger sid
rs on both
sliding doo
televisions,
Attributes:
system, two
ne speaker
much more!
ch,
top-of-the-li
mu
yers, and
two DVD pla
esomeness!
this car’s aw
ers attest to
Our custom
Answers will vary.
features!”
to all of its safety
ort in my new car
great, new van!”
“I attribute my comf
the quality of this
“I am here to affirm
ay.
ivan Mart tod
to Bob’s Min
42
Come down
and, OH 123
Rd. Clevel
567 Smith
ment?
in the advertise
at is emphasized
_______
something? Wh
____________
n to emphasize
____________
mea
___
it
s
___
____
___
doe
at
___
1. Wh
____________
____________
____________
____________
____________
___
____________
___
___
___
____________
___
___
___
______
____
ivan.
____________
Millennium Min
____________
attributes of the
____
____________
2. Name two
____________
____________
____________
____________
___
___
___
___
___
___
___
___
______
____________
____________
____________
_______
ivan accelerated?
____________
Millennium Min
____________
they call the new
____
____________
3. Why might
____________
____________
____________
____________
____________
___
____________
___
___
____________
___
___
___
_________
l to?
____
new comfort leve
____________
r attribute her
____________
the first custome
____________
4. What does
____________
____________
___
___
___
______
ivan?
____
ut the new min
____________
omer affirm abo
____________
the second cust
____________
ted Materials
5. What does
____________
© Teacher Crea
____________
___
___
___
______
d Roots
bulary from Wor
658 Building Voca
#10
6
Part D:
Review of Lat
in Prefix ad-
Extend and Explore
= “to, toward
, add to”
Unit I
Lesson 1
Part D:
Extend and Expl
ore
Word Skits
Students act out vocabulary words with
word skits. See Guided Practice Book
page 7.
Directions:
Work with a part
ner and pick a
word. You may
list or a word
use one of the
from the “Divide
words on the follo
and Conquer”
index card. Wr
activity on page
wing
ite what it mea
4. Write the wor
ns and write an
act out the exa
d on an
example of whe
mple of when
n you might see
you might see
the word.
the word. See
it. Then
if your classma
tes can guess
accelerate
aggrandize
Skits will vary.
alleviate
attest
abbreviate
affirm
© Teacher Crea
ted Materials
©Teacher Created Materials
#10658 Building
Vocabulary from
Word Roots
#22659 Building Vocabulary from Word Roots
7
B5
Unit I New and Familiar Prefixes
Lesson 1 Review of Latin Prefix ad- = “to, toward, add to”
Part D:
Unit I
Extend and Explore
Lesson 1
= “to, toward
, add to”
Part D:
Extend and Expl
ore
Make a Match
Students match words to their definitions.
See bonus page 1 on CD.
Directions:
Answers
WordDefinition
accelerate to go or make faster
affirm
to make or declare firmly
abbreviate to make shorter
aggravate
to make more serious
aggrandize to make more grand
attenuate
to make or grow thinner
alleviate
to make lighter
appreciate to make or become more valuable
Latin Prefix ad-
Work with a part
ner. For every
ad- word in the
best definition
left-hand column,
from the choices
in the right-hand
select the
column.
WORD
accelerate
affirm
abbreviate
aggravate
aggrandize
attenua
alleviate
appreciate
DEFINITION
to make more
serious
to make more
grand
to make lighter
or easier
to make shorter
to make or dec
lare more firml
y
to make or grow
to go or make
thinner
faster
to make or bec
ome more valu
able
© Teacher Crea
ted Materials
#10658 Building
Vocabula
ry from Word Roo
B6
#22659 Building Vocabulary from Word Roots
ts
Bonus Page 1
©Teacher Created Materials
Unit I New and Familiar Prefixes
Lesson 1 Review of Latin Prefix ad- = “to, toward, add to”
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.
affection
alleviate
annul
affirm
affix
announcer
annihilate
allusion
append
accessible
allocate
accommodate
ammunition
assimilate
abbreviate
attribute
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 must 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.
©Teacher Created Materials
#22659 Building Vocabulary from Word Roots
B7
TCM 22660
Level 8
Name:
Building Vocabulary from Word Roots
TCM 22660
Table of Contents
Unit I: New and Familiar Prefixes
Lesson 1: Review of Latin Prefix ad- = “to, toward, add to” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lesson 2: Review of Latin Prefixes dis-, di-, dif- = “apart, in different directions, not” . . . . . . . . . . . . 9
Lesson 3: Greek Negating Prefixes a-, an- = “not, without” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Lesson 4: Greek Prefixes eu-, ev- = “good, well” and dys- = “bad, improper” . . . . . . . . . . . . . . . . . . 19
Lesson 5: Greek Prefix epi- = “upon, to, in addition to” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Unit I Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Unit II: Paired Latin Bases
Lesson 6: Bases trac, tract, treat = “pull, draw” and trud, trus = “push, thrust” . . . . . . . . . . . . . . . . .
Lesson 7: Bases past, pastor = “shepherd” and greg = “flock, herd” . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 8: Bases solv, solut = “free, loosen” and string, strict, strain = “tie, bind, squeeze” . . . . . . . . .
Lesson 9: Bases ver = “true” and fall, fals, fail, fault = “false, mistake, fail” . . . . . . . . . . . . . . . . . . . . .
Lesson 10: Words from Greek and Roman Gods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit II Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit III: Parallel Greek and Latin Bases
Lesson 11: Greek pan(t) and Latin omni = “all, every” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 12: Greek neo and Latin nov = “new” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 13: Greek clin and Latin cumb, cub = “lie, lean” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 14: Greek phon and Latin voc, vok = “voice, call, sound” . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 15: Heroes of Greek Mythology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit III Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Unit IV: More Advanced Latin Bases
Lesson 16: Latin Bases ced, ceed, cess = “go, move, yield” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Lesson 17: Latin Bases volv, volu, volut = “roll” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Lesson 18: Latin Bases cap, capt, cept, ceive = “take, seize, get” . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Lesson l9: Latin Bases fer, lat = “to bear, bring, go” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Lesson 20: Words from Animal Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Unit IV Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Unit V: Content Area Review Lesson 21: Number Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 22: Review Words from Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 23: Review Words from Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 24: Review Words from Social Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit V Review: A Final Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
© Teacher Created Materials
#22660 Building Vocabulary from Word Roots
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Unit I
Lesson 1
Review of Latin Prefix ad- = “to, toward, add to”
Part A:
Meet the Root
Divide and Conquer
Directions: “Divide” words and then “conquer” them by writing the meaning of the prefix
and/or base in the blanks. Then select the best definition. Some base meanings are provided.
Every word in this list begins with the prefix ad-, which means “to, toward, add to.” Hint:
When a doubled consonant appears at the beginning of the word, divide the word between
the doubled consonants.
prefix means
base means
definition
1. aggressor ____________________
___________________
___________
2. attractive
____________________
___________________
___________
3. addictive ____________________
___________________
___________
4. attenuate
____________________
___________________
___________
5. append ____________________
___________________
___________
6. accelerate
____________________
celer = swift, speed
___________________
___________
7. abbreviation ____________________
brev = short
___________________
___________
8. access
____________________
cess = go, move
___________________
___________
9. annihilate ____________________
nihil = nothing
___________________
___________
10. appreciate
____________________
preci = price, value
___________________
___________
Definitions
A.
B.
C.
D.
E.
4
to increase speed
shortened form of a word
to recognize the value of something
to attach to a document
appealing; charming
#22660 Building Vocabulary from Word Roots
F. to become narrower
G. to reduce to nothing; to obliterate or destroy
H. means or way of approach; entrance point
I. habit-forming
J. one who attacks
© Teacher Created Materials
Review of Latin Prefix ad- = “to, toward, add to”
Unit I
Lesson 1
Part B:
Combine and Create
Solving Riddles
Directions: Solve the riddles.
1.
I am a verb.
I have four syllables.
I mean “to make lighter, to make less severe, or easier to bear.”
Medicine can do this to pain.
____________________________________________________________
2.
I am a verb.
I also have four syllables.
I mean “to make swifter.”
Stepping on the gas pedal does this to a car.
_____________________________________________________________
3.
I am a noun.
I have five syllables.
I mean “the repetition of a sound.”
“Peter Piper picked a peck of pickled peppers” is an example of this.
_____________________________________________________________
4.
I am an adjective.
I have four syllables.
I contain the root “note.”
This could describe a paper that has someone’s notes written on it.
_____________________________________________________________
Here are some more words. Make riddles for two of them. Then trade with another student. Ask him
or her to solve your riddles.
© Teacher Created Materials
affirm attributeattribution
attributed acceleratorabbreviation
#22660 Building Vocabulary from Word Roots
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