Building vocabulary from word roots

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• Building Vocabulary from

  Word R

  oots Teachers G

  uideTC

  M 2

  2644

  Level 3

  TCM 22644

• Teacher Created Materials #22644 Building Vocabulary from Word
  Roots 3

  ManagementProgram Overview . . . . . . . . . . . . . . . . . .
  A1Components of the Building

  Vocabulary Kit . . . . . . . . . . . . . . . . . . . . . A2How
  to Use this Program . . . . . . . . . . . . . A3About Level Three .
  . . . . . . . . . . . . . . . . . . A7Teaching Vocabulary:
  Research

  and Practice . . . . . . . . . . . . . . . . . . . . .
  A10Differentiating Instruction . . . . . . . . . . . . A14Standards
  and Correlations . . . . . . . . . . . A18Proficiency Levels for
  English Language

  Learners . . . . . . . . . . . . . . . . . . . . . . . .
  A20Response to Intervention . . . . . . . . . . . . A21Tips for
  Implementation . . . . . . . . . . . . . A22About the Authors . . .
  . . . . . . . . . . . . . . . A24

  Unit I: Compounds and PrefixesLesson 1: Two-Syllable Compound
  Words . .B1Lesson 2: Three-Syllable Compound

  Words . . . . . . . . . . . . . . . . . . . . . . . . . .
  .B8Lesson 3: Prefix un- = not . . . . . . . . . . . .B15Lesson 4:
  Prefix re- = back, again . . . . . .B22Lesson 5: Prefix pre- =
  before . . . . . . . . .B28Unit I Review . . . . . . . . . . . . .
  . . . . . . . . . .B34

  Unit II: Latin PrefixesLesson 6: Negative Prefix in- = not . . .
  .B39 Lesson 7: Negative Prefixes im-, il- = not B45Lesson 8: Prefix
  ex- = out . . . . . . . . . . . .B52Lesson 9: Prefix sub- = under,
  below . . .B58Lesson 10: Prefixes co-, con- = with, together

  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  .B64Unit II Review . . . . . . . . . . . . . . . . . . . . .
  .B70

  Unit III: Essential Latin and Greek BasesLesson 11: Latin Bases
  vid, vis = see . . . .B74Lesson 12: Latin Base port = carry . . .
  .B81 Lesson 13: Latin Bases fin, finit = end, limit,

  term . . . . . . . . . . . . . . . . . . . . . . . . . .
  .B88Lesson 14: Latin Bases mov, mot, mobil =

  move . . . . . . . . . . . . . . . . . . . . . . . . .
  .B94Lesson 15: Greek Bases graph, gram = write,

  draw . . . . . . . . . . . . . . . . . . . . . . . . . B100Unit
  III Review . . . . . . . . . . . . . . . . . . . .B108

  Unit IV: A Glance at SuffixesLesson 16: Suffix -less = without .
  . . . .B116 Lesson 17: Suffix -ful = full of . . . . . . .
  .B122Lesson 18: Suffix -er = more . . . . . . . .B129Lesson 19:
  Suffix -est = most . . . . . . . .B135Lesson 20: Suffix -ly = in a
  _____ way or

  manner . . . . . . . . . . . . . . . . . . . . . . . .B141Unit
  IV Review . . . . . . . . . . . . . . . . . . . . .B148

  Unit V: Latin Number PrefixesLesson 21: Latin Number Prefixes
  uni-, unit- =

  one . . . . . . . . . . . . . . . . . . . . . . . . .B157Lesson
  22: Latin Number Prefix bi- = two . .

  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  .B163 Lesson 23: Latin Number Prefix tri- = three

  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  .B169Unit V Review . . . . . . . . . . . . . . . . . . . .
  .B175

  AssessmentA Word About Assessment . . . . . . . . . . . .
  C1Data-Driven Instruction . . . . . . . . . . . . . . C3Diagnostic
  Test Item Analysis . . . . . . . . . . . C4Diagnostic Pre-test . .
  . . . . . . . . . . . . . . . . C5Diagnostic Pre-test Answer Key .
  . . . . . . . C8Unit Quizzes . . . . . . . . . . . . . . . . . . .
  . . . . C9Post-test . . . . . . . . . . . . . . . . . . . . . . . .
  . . C24 Post-test Answer Key . . . . . . . . . . . . . . . .
  C27

  Teacher ResourcesActivities . . . . . . . . . . . . . . . . . .
  . . . . . . . . D1 Reproducibles . . . . . . . . . . . . . . . . .
  . . . . . D2

  AppendicesAppendix A: References Cited . . . . . . . . . . .
  E1Appendix B: Additional Resources . . . . . . . E3 Appendix C:
  Contents of

  Teacher Resource CD . . . . . . . . . . . . . . . E6

  Table of Contents

• Teacher Created Materials #22644 Building Vocabulary from Word
  Roots A1

  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 suffixesthe semantic
  units from which the vast majority of English words are derived
  .

  The Building Vocabulary series consists of Teachers 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 1015 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 One and Two, called Building Vocabulary: Foundations,
  teach word analysis at the word-family 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:

  Foundations continues this focus on soundspelling 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) .

  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
  VocabularyWord Families and Word Roots List on the Teacher Resource
  CD .

  Building Vocabulary from W

  ord Roots

  TCM 10653

  Name:

  Level 3

• A2 #22644 Building Vocabulary from Word Roots Teacher Created
  Materials

  Management

  Teacher Resources (includes activities, word cards, and
  reproducible templates)

  Transparencies (in the transparency folder)

  Lessons (correspond to each lesson from the student Guided
  Practice Book)

  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)

  Assessments

  Standards and Correlations Chart(in Management Section)

  Professional Development DVD

  Teacher Created Materials

  #12733 (i3976) Building Vocabulary from Wo

  rd Roots D5

  Teacher Resources: Reproducibles

  Word Parts: Unit II

  (negative) in-co-, con-

  (negative) im-, il-

  ex-

  sub-

  Teacher Created Materials #12733 (i3976) Building Vocabulary
  from Word Roots D13

  Wordo

  Teacher Resources: Reproducibles

  Overhead Transparency #

  #10643 (i1822) Building Vocabulary from W

  ord Roots Teacher Created Ma

  terials

  Compound Words

  airplane

  backpack

  baseball

  beehive

  birthday

  eyelid

  goldfish

  homework

  moonlight

  oatmeal

  toothbrush

  tiptoe

  weekend

  Overhead Transparency #

  #10643 (i1822) Building Vocabulary from Word Roots Teacher
  Created Materials

  Divide and ConquerWords are made up of roots. Each root has a
  meaning. You can figure out the meaning of a new word by dividing
  and conquering its roots.

  toothbrush = tooth + brushTooth and brush are the roots of
  toothbrush.A toothbrush is a brush for the teeth!

  birthday = birth + dayBirth and day are the roots of birthday.A
  birthday is the day of your birth!

  Teacher Created Materials

  #12733 (i3976) Building Vocabulary from Wo

  rd Roots B1

  Note: Teach this two-page lesson plan before

  students work in their Guided Practice Boo

  k. Part A

  should be completed on the same day the

  lesson is

  taught.

  Unit I Compounds and Prefi xes

  Lesson 1 Two-Syllable Compound Word

  s

  Activate Background Knowledge

  1. Tell students that this year they will

  become

  word detectives by learning to fi gure ou

  t the

  meaning of hundreds of words. They will

  do

  this by learning to analyze words and conn

  ect

  the meanings of the word parts. Emphasize

  that they already know much about words

  and

  word parts that will help them along the w

  ay.

  2. Use Transparency #1 to begin their

  word

  adventures with a review of the concept o

  f

  compound words. Read

  words together orally.

  Ask students to explain

  what a compound

  word is (i.e., a single

  word that contains

  two or more complete

  words). Ask volunteers

  to choose a word on

  the transparency and

  tell what two words

  it contains and what it means. As they

  offer explanations, reinforce that the mean

  ing

  of each compound word is built from the

  semantic relationship between the two un

  its.

  (Example: A birthday is the day of your bir

  th.)

  Optional Vocabulary Tip:

  The second word unit in a compound word usually

  describes the main idea. The fi rst word giv

  es a detail

  (such as a function or purpose) about tha

  t main idea.

  Objective

  Objective #1

  Teacher Notes

  Word study strategies in primary

  grades emphasize letter-sound

  relationships (phonics). Because most

  English words are spelled and defi ned

  by what their parts mean, students

  must move beyond phonics to word

  study strategies that emphasize meaning

  relationships (semantics).

  This lesson uses compound words to

  introduce the concept that word parts

  have meaning in addition to sound. A

  compound word contains two or more

  word units joined together to create a

  new word.

  Since each word unit within a compound

  has a clear meaning by itself, compound

  words are a good way to introduce

  the critical concept of a semantic unit.

  In addition, many compound words

  are already familiar to students. The

  strategy of Divide and Conquer

  (word dissection) can be used to

  identify semantic units and build

  a connection that unlocks a words

  meaning.

  Words are interesting and have an

  internal logic. Students will become

  word detectives as they learn how to

  apply that logic by exploring new

  words.

  Direct students to Guided Practice Book

  pages 48 to fi nd the activity pages for

  Unit 1, Lesson 1, Parts AE. See bonus

  pages 13 on CD for additional activities.

  Overhead Transparency #1

  #10643 (i1822) Building Vocabulary from Word Roots Teach

  er Created Materials

  Compound Words

  airplane

  backpack

  baseball

  beehive

  birthday

  eyelid

  goldfish

  homework

  moonlight

  oatmeal

  toothbrush

  tiptoe

  weekend

  B2 #12733 (i3976) Building Vocabulary from Word Roots Teacher
  Created Materials

  Unit 1 Compounds and Prefi xesLesson 1 Two-Syllable Compound
  Words

  Teach New Concepts 3. Tell students that they have just used
  a

  strategy called Divide and Conquer that can be applied to many
  words. Use Transparency #2 to explain that words are made up of
  semantic or meaning units called roots. In each lesson they will
  explore different roots and learn to divide and conquer words by
  connecting their roots. 4. Use Transparency

  #3 to demonstrate Divide and Conquer with book compounds
  (bookcase is a case for books, bookshelf is a shelf for books,
  bookmark marks the book where the reader left off).

  5. Ask students what we mean when we call someone a bookworm (a
  person who devours books by reading and reading and reading). Tell
  students that the word bookworm is over 400 years old. It was fi
  rst used in 1599 to describe a kind of worm that actually ate
  through the pages of a book. Observe that words have interesting
  histories, and we will be discovering many interesting facts about
  words we use every day. (You may want to read the following defi
  nition of bookworm from the Oxford English Dictionary: A kind of
  maggot which destroys books by eating its way through the
  leaves.)

  Differentiation StrategiesAbove Level SupportHave students make
  a list of additional compound words. They can refer to materials
  found in the classroomsuch as textbooks, literature, and
  dictionariesto create a list. Ask students to share their list. You
  may even have students draw a small picture to illustrate each
  compound word on the list.

  English Language SupportForm small groups for English Language
  Learners to work in to complete the activities. Work with the group
  if possible to clarify instructions and expectations. Read
  activities aloud and introduce them fi rst before having students
  work on them independently. Students can work together as a group
  (though each must complete his or her own work) to complete each
  activity.

  Below Level SupportLet students work in pairs or small groups to
  fi nish the activities. This will help offset any anxiety that
  students may feel at completing the work independently. You may
  also want to form mixed-ability pairs so that above-grade-level and
  on-grade-level students can offer assistance to students who are
  performing below level.

  Overhead Transparency #2

  #10643 (i1822) Building Vocabulary from Word Roots

  Teacher Created Materials

  Divide and ConquerWords are made up of roots. Each root has a
  meaning. You can figure out the meaning of a new word by dividing
  and conquering its roots.

  toothbrush = tooth + brushTooth and brush are the roots of
  toothbrush.A toothbrush is a brush for the teeth!

  birthday = birth + dayBirth and day are the roots of birthday.A
  birthday is the day of your birth!

  Overhead Transparency #3

  #10643 (i1822) Building Vocabulary from Word Roots Teacher
  Created Materials

  Compound WordsVocabulary Tip: The second word in a compound word
  usually describes the main idea. The first word gives a detail
  about that main idea.

  bookcasea case for books

  bookshelfa shelf for books

  bookmarkmarks a page in a book

  Guided Practice PagesParts AEGuide students through lesson plan
  pages B3B7 to complete the rest of this lesson. Read the directions
  at the top of each page and complete the activity together.

  Teacher Created Materials

  #12733 (i3976) Building Vocabulary from Wo

  rd Roots C5

  Assessment

  Name _____________________________

  _________ Date ____________________

  1. During a snowstorm, we get a lot of

  a. rain

  b. snow

  c. heat

  d. traffi c

  2. An afternoon class takes place

  a. after lunch.

  b. early in the morning.

  c. at night.

  d. at dawn.

  3. A plant that is unable to grow ______

  ___ .

  a. will grow

  b. will not grow

  c. needs sunshine

  d. needs water

  4. A repaired car has been __________

  ____ .

  a. fi xed

  b. sold

  c. painted

  d. old

  5. To get prepaid movie tickets, we mu

  st get

  them:

  a. before we go to the theater

  b. after we go to the theater

  c. after we buy treats

  d. before we buy treats

  6. This is an example of inequality:

  a. two things are equal

  b. two things are sometimes equal

  c. two things are almost always equ

  al

  d. two things are not equal

  7. Something that is illogical makes ___

  ____ .

  a. no sense

  b. sense to some people

  c. sense to almost all people

  d. sense to everyone

  8. The exterior of a car is ______

  ________ .

  a. the inside

  b. the outside

  c. the top

  d. the bottom

  Diagnostic Pre-test Directions: Circle the

  correct answer.

  C6 #12733 (i3976) Building Vocabulary from Word Roots Teacher
  Created Materials

  Assessment

  Name ______________________________________ Date
  ____________________

  9. Subfreezing temperatures are _________ . a. above freezing b.
  near freezing c. right at freezing d. below freezing

  10. Congealed gelatin is _________________ . a. tasty b. fi rm
  c. melted d. eaten up

  11. When I envisioned the party, I _________ . a. talked about
  it b. drew a picture of it c. saw it in my mind d. said how I felt
  about it

  12. If water is portable, you can __________ . a. carry it b.
  drink it c. wash with it d. throw it away

  13. If I have a fi nite amount of money, I _____ . a. am rich b.
  am poor c. know how much I have d. dont know how much I have

  14. Something that is immobile __________ . a. is easy to move
  b. is hard to move c. cannot be moved at all d. can be moved with a
  truck

  15. Graphite is something to ____________ . a. sew with b. write
  with c. eat d. drink

  16. Seedless grapes ____________________ . a. have seeds b. have
  no seeds c. have some seeds d. might have seeds

  Diagnostic Pre-test (cont.)

  Building Vocabulary from W

  ord Roots

  TCM

  10653

  Name:

  Level 3

  Tips for Implementation

  Copyright All Rights Reserved.

  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.

  Teacher Resource CDLevel 3

  TCM 12733i3978

  For use with either Macintosh

  or Windows

  Guided Practice Book (student book)

  Teachers Guide includes:

  Other Components Include:

  Components of the Building Vocabulary Kit

• Teacher Created Materials #22644 Building Vocabulary from Word
  Roots A3

  Management

  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 .

  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 .

  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 .

  5 Teacher Created Materials #10653 Building Vocabulary from Word
  Roots

  Part B: Combine and Create

  Two-Syllable Compound Words Unit I Lesson 1

  Solving RiddlesDirections: Here are some riddles. The answers
  are compound words.

  I am a box. Mail gets put in me.

  I am a _______________________________________________ .

  I am an animal. I swim in water. My color is gold.

  I am a _______________________________________________ .

  My second part means a trim. My first part is on your head.

  I am a _______________________________________________ .

  I am a machine. I fly in the sky.

  I am an ______________________________________________ .

  I am flat. You can stand on me. I let you skate.

  I am a ___________________________________ .

  #10653 Building Vocabulary from Word Roots

  Teacher Created Materials

  6

  Part C:

  Read and Reason

  Two-Syllable Compound Words

  Unit I Lesson 1

  Advice Column

  Directions: Read the following advice column and follow

  Adelia Advices suggestion

  to think of some other compound words you might alre

  ady know.

  Dear Adelia Advice,

  At school, I am having som

  e trouble

  understanding compound w

  ords. What

  are they?

  Your Friend,

  Confused Compou

  nd

  Dear Confused Compound,

  Have you ever woken up to a beautiful morning and felt the
  suns

  light hit your face? (sunlight) Have you ever walked along
  the

  beach making prints with your bare feet? (footprints) Have
  you

  ever seen a fish that is gold? (goldfish) Do you carry your
  school

  books in a pack strapped to your back? (backpack)

  Compound words are two words put together to make one word.

  Most often, they seem to fit together, like the suggestions
  above.

  Your Friend,

  Adelia Advice

  Can you list compound words you might already know?

  ______________________ _____________________

  ______________________ _____________________

  ______________________ _____________________

  ______________________ _____________________

  7 Teacher Created Materials #10653 Building Vocabulary from Word
  Roots

  Part D: Extend and Explore

  Unit I Lesson 1Two-Syllable Compound Words

  Making Compound WordsDirections: Combine the words at the
  bottom

  of the page to make compound words that mean the following:

  1. A place for recreation _________________________________

  2. Below the earth _____________________________________

  3. A friend to have fun with _______________________________

  4. Someone on the same side as you ________________________

  5. Someone you learn with _______________________________

  6. A place in a school ____________________________________

  7. Someone you live with _________________________________

  8. A place to sleep ______________________________________

  Wordsbed class ground mate play room team under

  #10653 Building Vocabulary from Word Roots Teacher Created
  Materials

  8

  Unit I Lesson 1 Two-Syllable Compound Words

  Nine Square WordoDirections: This game is like Bingo. First,
  choose a free box and mark it with an X. Then choose eight of the
  twelve words from the word list provided by your teacher and write
  one word in each box. You can choose the box for each word. Then,
  your teacher will give a clue for each word. Make an X in the box
  for each word you match to the clue. If you get three words in a
  row, column, or diagonal, call out, Wordo!

  Part E: Go for the Gold!

  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
  .

  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:

  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) .

  #10653 Building Vocabulary from Word Roots Teacher Created
  Materials

  4

  Unit I Lesson 1 Two-Syllable Compound Words

  Part A: Meet the Root

  Divide and ConquerDirections: Divide and conquer these
  two-syllable compound words by writing each base word in the
  blanks. Then select the best definition.

  base word base word definition 1. bedroom ___________
  ___________ ________________ 2. footprint ___________ ___________
  ________________ 3. mailbox ___________ ___________
  ________________ 4. backpack ___________ ___________
  ________________ 5. sidewalk ___________ ___________
  ________________ 6. shoelace ___________ ___________
  ________________ 7. carsick ___________ ___________
  ________________ 8. skateboard ___________ ___________
  ________________ 9. tiptoe ___________ ___________ ________________
  10. sailboat ___________ ___________ ________________

  Definitions A. a box for mail B. a room with a bed C. sick from
  the motion of a car D. a print made by your foot E. a walkway along
  the side of a road

  F. a boat with a sail G. a pack carried on your back H. a board
  on skate wheels I. to walk on the tips of the toes J. a lace for
  shoes

  bed room B

• A4 #22644 Building Vocabulary from Word Roots Teacher Created
  Materials

  Management

  How to Use This Program (cont.)

  Additional ResourcesThe Assessment section of the Teachers 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 Teachers 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 Teachers 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 .

  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 .

  Pacing Plan The Building Vocabulary program for each level is
  designed to fit within a 28-week school year . The five units for
  each level (311) present students with 2025 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 .

  Year long ProgramIn 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 ProgramUsed in a summer school setting, this
  program is designed to cover one unit per week, for a 46 week
  program . Cover one lesson per day by condensing the five-part
  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) .

• Teacher Created Materials #22644 Building Vocabulary from Word
  Roots A5

  Management

  Teacher Created Materials #12733 (i3976) Building Vocabulary
  from Word Roots B5

  Unit 1 Compounds and Prefi xesLesson 1 Two-Syllable Compound
  Words

  Part B: Combine and Create Students will make riddles using
  compound words. See bonus page 2 on CD.

  Answers will vary.

  Part C: Read and ReasonStudents read a short advice column and
  encounter the word parts in context. See Guided Practice Book page
  6.

  Answers will vary.

  #10653 Building Vocabulary from Word Roots

  Teacher Created Materials

  6

  Part C: Read and Reason

  Two-Syllable Compound Words

  Unit I Lesson 1

  Advice ColumnDirections: Read the following advice column and
  follow Adelia Advices suggestion

  to think of some other compound words you might already
  know.Dear Adelia Advice,At school, I am having some trouble
  understanding compound words. What are they?

  Your Friend, Confused Compound

  Dear Confused Compound, Have you ever woken up to a beautiful
  morning and felt the suns

  light hit your face? (sunlight) Have you ever walked along
  the

  beach making prints with your bare feet? (footprints) Have
  you

  ever seen a fi sh that is gold? (goldfi sh) Do you carry your
  school

  books in a pack strapped to your back? (backpack)

  Compound words are two words put together to make one word.

  Most often, they seem to fi t together, like the suggestions
  above.

  Your Friend,Adelia Advice Can you list compound words you might
  already know?

  ______________________
  ___________________________________________
  _____________________

  ______________________
  ___________________________________________
  _____________________

  Bonus Page 2 Teacher Created Materials Publishing #10653
  Building Vocabulary from

  Word Roots

  Part B:

  Combine and Create

  Two-Syllable Compound WordsUnit I Lesson 1

  Making RiddlesDirections: Here are some more compound words.
  Pick two

  of them. Make riddles with the words. Then see if

  someone else can solve your riddle.

  playground campfi re eyelid homework

  1. __________________________________________________

  __________________________________________________

  __________________________________________________

  __________________________________________________

  2. __________________________________________________

  __________________________________________________

  __________________________________________________

  __________________________________________________

  How to Use This Program (cont.)

  Objectives are listed for each lesson .

  The Teacher Notes section provides background information about
  the roots taught in the lesson .

  Teacher Created Materials #12733 (i3976) Building Vocabulary
  from Word Roots B1

  Note: Teach this two-page lesson plan before students work in
  their Guided Practice Book. Part A should be completed on the same
  day the lesson is taught.

  Unit I Compounds and Prefi xes

  Lesson 1 Two-Syllable Compound Words

  Activate Background Knowledge 1. Tell students that this year
  they will become

  word detectives by learning to fi gure out the meaning of
  hundreds of words. They will do this by learning to analyze words
  and connect the meanings of the word parts. Emphasize that they
  already know much about words and word parts that will help them
  along the way.

  2. Use Transparency #1 to begin their word adventures with a
  review of the concept of compound words. Read words together
  orally. Ask students to explain what a compound word is (i.e., a
  single word that contains two or more complete words). Ask
  volunteers to choose a word on the transparency and tell what two
  words it contains and what it means. As they offer explanations,
  reinforce that the meaning of each compound word is built from the
  semantic relationship between the two units. (Example: A birthday
  is the day of your birth.)

  Optional Vocabulary Tip: The second word unit in a compound word
  usually describes the main idea. The fi rst word gives a detail
  (such as a function or purpose) about that main idea.

  ObjectiveObjective #1

  Teacher Notes

  Word study strategies in primary grades emphasize letter-sound
  relationships (phonics). Because most English words are spelled and
  defi ned by what their parts mean, students must move beyond
  phonics to word study strategies that emphasize meaning
  relationships (semantics).

  This lesson uses compound words to introduce the concept that
  word parts have meaning in addition to sound. A compound word
  contains two or more word units joined together to create a new
  word.

  Since each word unit within a compound has a clear meaning by
  itself, compound words are a good way to introduce the critical
  concept of a semantic unit. In addition, many compound words are
  already familiar to students. The strategy of Divide and Conquer
  (word dissection) can be used to identify semantic units and build
  a connection that unlocks a words meaning.

  Words are interesting and have an internal logic. Students will
  become word detectives as they learn how to apply that logic by
  exploring new words.

  Direct students to Guided Practice Book pages 48 to fi nd the
  activity pages for Unit 1, Lesson 1, Parts AE. See bonus pages 13
  on CD for additional activities.

  Overhead Transparency #1

  #10643 (i1822) Building Vocabulary from Word Roots Teacher
  Created Materials

  Compound Wordsairplane

  backpackbaseballbeehivebirthday

  eyelidgoldfish

  homeworkmoonlight

  oatmealtoothbrush

  tiptoeweekend

  The Teach New Concepts section provides step-by-step instruction
  to guide students through the lesson .

  B2 #12733 (i3976) Building Vocabulary fro

  m Word Roots Teacher Created Ma

  terials

  Unit 1 Compounds and Prefi xes

  Lesson 1 Two-Syllable Compound Word

  s

  Teach New Concepts

  3. Tell students that they have just used

  a

  strategy called Divide

  and Conquer that can be

  applied to many words.

  Use Transparency #2

  to explain that words are

  made up of semantic

  or meaning units called

  roots. In each lesson

  they will explore different

  roots and learn to divide

  and conquer words by

  connecting their roots.

  4. Use Transparency

  #3 to demonstrate

  Divide and Conquer with

  book compounds

  (bookcase is a case

  for books, bookshelf

  is a shelf for books,

  bookmark marks the

  book where the

  reader left off).

  5. Ask students what we mean when w

  e call

  someone a bookworm (a person who devour

  s

  books by reading and reading and reading). T

  ell

  students that the word bookworm is ov

  er

  400 years old. It was fi rst used in 1599 to

  describe a kind of worm that actually ate

  through the pages of a book. Observe th

  at

  words have interesting histories, and we w

  ill be

  discovering many interesting facts about w

  ords

  we use every day. (You may want to read t

  he

  following defi nition of bookworm from th

  e

  Oxford English Dictionary: A kind of maggo

  t

  which destroys books by eating its way th

  rough

  the leaves.)

  Differentiation Strategies

  Above Level Support

  Have students make a list of additional

  compound words. They can refer to

  materials found in the classroom

  such as textbooks, literature, and

  dictionariesto create a list. Ask

  students to share their list. You may

  even have students draw a small picture

  to illustrate each compound word on

  the list.

  English Language Support

  Form small groups for English Language

  Learners to work in to complete

  the activities. Work with the group

  if possible to clarify instructions and

  expectations. Read activities aloud

  and introduce them fi rst before having

  students work on them independently.

  Students can work together as a group

  (though each must complete his or her

  own work) to complete each activity.

  Below Level Support

  Let students work in pairs or small

  groups to fi nish the activities. This will

  help offset any anxiety that students

  may feel at completing the work

  independently. You may also want to

  form mixed-ability pairs so that above-

  grade-level and on-grade-level students

  can offer assistance to students who are

  performing below level.

  Overhead Transparency #2

  #10643 (i1822) Building Vocabulary from Word Roots Teacher
  Created Materials

  Divide and ConquerWords are made up of roots. Each root has a
  meaning. You can figure out the meaning of a new word by dividing
  and conquering its roots.

  toothbrush = tooth + brush

  Tooth and brush are the roots of toothbrush.

  A toothbrush is a brush for the teeth!

  birthday = birth + day

  Birth and day are the roots of birthday.A birthday is the day of
  your birth!

  Overhead Transparency #3

  #10643 (i1822) Building Voc

  abulary from Word Roots

  Teacher Created Materials

  Compound Words

  Vocabulary Tip: The second

  word in a

  compound word usually de

  scribes the

  main idea. The first word g

  ives a detail

  about that main idea.

  bookcase

  a case for books

  bookshelf

  a shelf for books

  bookmark

  marks a page in a book

  Guided Practice Pages

  Parts AE

  Guide students through lesson plan

  pages B3B7 to complete the rest of this

  lesson. Read the directions at the top

  of each page and complete the activity

  together.

  Answer keys are provided for each student page in the Guided
  Practice Book .

  This first section of the lesson helps students activate
  background knowledge about the root(s) of study .

• A6 #22644 Building Vocabulary from Word Roots Teacher Created
  Materials

  Management

  How to Use This Program (cont.)

  Teacher Created Materials

  #12733 (i3976) Building Vocabulary from Wo

  rd Roots B5

  Unit 1 Compounds and Prefi xes

  Lesson 1 Two-Syllable Compound Word

  s

  Part B:

  Combine and

  Create Students will make ri

  ddles using

  compound words. See bonus page 2

  on CD.

  Answers will vary.

  Part C:

  Read and Reason

  Students read a short advice column and

  encounter the word parts in context. See

  Guided Practice Book page 6.

  Answers will vary.

  #10653 Building Vocabulary from Word Roots Teacher Created
  Materials 6

  Part C: Read and Reason

  Two-Syllable Compound WordsUnit I Lesson 1

  Advice ColumnDirections: Read the following advice column and
  follow Adelia Advices suggestion

  to think of some other compound words you might already
  know.

  Dear Adelia Advice,

  At school, I am having some trouble

  understanding compound words. What

  are they? Your Friend,

  Confused Compound

  Dear Confused Compound, Have you ever woken up to a beautiful
  morning and felt the suns light hit your face? (sunlight) Have you
  ever walked along the beach making prints with your bare feet?
  (footprints) Have you ever seen a fi sh that is gold? (goldfi sh)
  Do you carry your school books in a pack strapped to your back?
  (backpack)Compound words are two words put together to make one
  word. Most often, they seem to fi t together, like the suggestions
  above. Your Friend,Adelia Advice

  Can you list compound words you might already know?

  ______________________ _____________________

  ______________________ _____________________

  ______________________ _____________________

  ______________________ _____________________

  Bonus Page 2

  Teacher Created M

  aterials Publishing

  #10653

  Building Vocabulary

  from Word Roots

  Part B:

  Combine and Creat

  e

  Two-Syllable Comp

  ound Words

  Unit I Lesson 1

  Making Riddles

  Directions: Here a

  re some more comp

  ound words. Pick t

  wo

  of them. Make ridd

  les with the words

  . Then see if

  someone else can

  solve your riddle.

  playground ca

  mpfi re eyelid

  homework

  1. _____________

  ________________

  ________________

  _____

  _____________

  ________________

  ________________

  _____

  _____________

  ________________

  ________________

  _____

  _____________

  ________________

  ________________

  _____

  2. _____________

  ________________

  ________________

  _____

  _____________

  ________________

  ________________

  _____

  _____________

  ________________

  ________________

  _____

  _____________

  ________________

  ________________

  _____

  B4 #12733 (i3976) Building Vocabulary from Word Roots Teacher
  Created Materials

  Unit 1 Compounds and Prefi xesLesson 1 Two-Syllable Compound
  Words

  Part B: Combine and Create Students will read the riddles and
  think of compound word answers. See Guided Practice Book page
  5.

  Answersmailboxgoldfi shhaircutairplaneskateboard

  Part B: Combine and CreateStudents use a word sort to compose
  English words built from the root. See bonus page 1 on CD.

  Answers

  baseball, daylight

  football, sunlight

  eyeball, moonlight

  Bonus Page 1 Teacher Created Materials Publishing #10653
  Building Vocabulary from

  Word Roots

  Two-Syllable Compound WordsUnit I Lesson 1

  Part B:

  Combine and Create

  Word SortDirections: Can these words be used to make compound
  words? If they

  can, write them as compound words on the chart.

  base day eye

  foot moon sun

  -ball -light

  ___________________________ ________________________

  ___________________________ ________________________

  ___________________________ ________________________

  ___________________________ ________________________

  ___________________________ ________________________

  ___________________________ ________________________

  ___________________________ ________________________

  5

  Teacher Created Materials

  #10653 Building Vocabulary from Word Roots

  Part B:Combine and Create

  Two-Syllable Compound WordsUnit I Lesson 1

  Solving RiddlesDirections: Here are some riddles. The answers
  are compound words.I am a box. Mail gets put in me.I am a
  _______________________________________________ .

  I am an animal. I swim in water. My color is gold.I am a
  _______________________________________________ .

  My second part means a trim. My fi rst part is on your head.

  I am a _______________________________________________ .

  I am a machine. I fl y in the sky.I am an
  ______________________________________________ .I am fl at. You can
  stand on me. I let you skate.

  I am a ___________________________________ .

  Teacher Created Materials #12733 (i3976) Building Vocabulary
  from Word Roots B7

  Unit 1 Compounds and Prefi xes

  Lesson 1 Two-Syllable Compound Words

  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.

  barnyardbaseballbookmark
  doorbellsunlighthaircutairplaneoatmealplaygroundshoelaceskateboardrailroad

  Then call a clue for each word. The clue can be the defi nition
  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 three Xs in a row, column, or
  diagonal, they can call out Wordo! Check his or her words and
  declare that student the winner.

  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 .

  Bonus activities are provided on the Teacher Resource CD to
  differentiate instruction . The answer key for the bonus activities
  are provided in the lessons .

• Teacher Created Materials #22644 Building Vocabulary from Word
  Roots B1

  Note: Teach this two-page lesson plan before students work in
  their Guided Practice Book. Part A should be completed on the same
  day the lesson is taught.

  Unit I Compounds and Prefixes

  Lesson 1 Two-Syllable Compound Words

  Activate Background Knowledge 1 . Tell students that this year
  they will become

  word detectives by learning to figure out the meaning of
  hundreds of words . They will do this by learning to analyze words
  and connect the meanings of the word parts . Emphasize that they
  already know much about words and word parts that will help them
  along the way .

  2 . Use Transparency #1 to begin their word adventures with a
  review of the concept of compound words . Read words together
  orally . Ask students to explain what a compound word is (i .e ., a
  single word that contains two or more complete words) . Ask
  volunteers to choose a word on the transparency and tell what two
  words it contains and what it means . As they offer explanations,
  reinforce that the meaning of each compound word is built from the
  semantic relationship between the two units . (Example: A birthday
  is the day of your birth .)

  Optional Vocabulary Tip: The second word unit in a compound word
  usually describes the main idea . The first word gives a detail
  (such as a function or purpose) about that main idea .

  ObjectiveObjective #1

  Teacher Notes

  Word study strategies in primary grades emphasize letter-sound
  relationships (phonics) . Because most English words are spelled
  and defined by what their parts mean, students must move beyond
  phonics to word study strategies that emphasize meaning
  relationships (semantics) .

  This lesson uses compound words to introduce the concept that
  word parts have meaning in addition to sound . A compound word
  contains two or more word units joined together to create a new
  word .

  Since each word unit within a compound has a clear meaning by
  itself, compound words are a good way to introduce the critical
  concept of a semantic unit . In addition, many compound words are
  already familiar to students . The strategy of Divide and Conquer
  (word dissection) can be used to identify semantic units and build
  a connection that unlocks a words meaning .

  Words are interesting and have an internal logic . Students will
  become word detectives as they learn how to apply that logic by
  exploring new words .

  Direct students to Guided Practice Book pages 48 to find the
  activity pages for Unit 1, Lesson 1, Parts AE . See bonus pages 13
  on CD for additional activities .

  Overhead Transparency #

  #10643 (i1822) Building Vocabulary from Word Roots Teacher
  Created Materials

  Compound Wordsairplane

  backpackbaseballbeehivebirthday

  eyelidgoldfish

  homeworkmoonlight

  oatmealtoothbrush

  tiptoeweekend

• B2 #22644 Building Vocabulary from Word Roots Teacher Created
  Materials

  Unit 1 Compounds and Prefixes

  Lesson 1 Two-Syllable Compound Words

  Teach New Concepts 3 . Tell students that they have just used
  a

  strategy called Divide and Conquer that can be applied to many
  words . Use Transparency #2 to explain that words are made up of
  semantic or meaning units called roots . In each lesson they will
  explore different roots and learn to divide and conquer words by
  connecting their roots .

  4 . Use Transparency #3 to demonstrate Divide and Conquer with
  book compounds (bookcase is a case for books, bookshelf is a shelf
  for books, bookmark marks the book where the reader left off) .

  5 . Ask students what we mean when we call someone a bookworm (a
  person who devours books by reading and reading and reading) . Tell
  students that the word bookworm is over 400 years old . It was
  first used in 1599 to describe a kind of worm that actually ate
  through the pages of a book . Observe that words have interesting
  histories, and we will be discovering many interesting facts about
  words we use every day . (You may want to read the following
  definition of bookworm from the Oxford English Dictionary: A kind
  of maggot which destroys books by eating its way through the leaves
  .)

  Differentiation Strategies Above Level Support

  Have students make a list of additional compound words . They
  can refer to materials found in the classroomsuch as textbooks,
  literature, and dictionariesto create a list . Ask students to
  share their list . You may even have students draw a small picture
  to illustrate each compound word on the list .

  English Language Support

  Form small groups for English Language Learners to work in to
  complete the activities . Work with the group if possible to
  clarify instructions and expectations . Read activities aloud and
  introduce them first before having students work on them
  independently . Students can work together as a group (though each
  must complete his or her own work) to complete each activity .

  Below Level Support

  Let students work in pairs or small groups to finish the
  activities . This will help offset any anxiety that students may
  feel at completing the work independently . You may also want to
  form mixed-ability pairs so that above-grade-level and
  on-grade-level students can offer assistance to students who are
  performing below level .

  Overhead Transparency #

  #10643 (i1822) Building Vocabulary from Word Roots Teacher
  Created Materials

  Divide and ConquerWords are made up of roots. Each root has a
  meaning. You can figure out the meaning of a new word by dividing
  and conquering its roots.

  toothbrush = tooth + brushTooth and brush are the roots of
  toothbrush.A toothbrush is a brush for the teeth!

  birthday = birth + dayBirth and day are the roots of birthday.A
  birthday is the day of your birth!

  Overhead Transparency #

  #10643 (i1822) Building Vocabulary from Word Roots Teach

  er Created Materials

  Compound Words

  Vocabulary Tip: The second word in a

  compound word usually describes the

  main idea. The first word gives a detail

  about that main idea.

  bookcasea case for books

  bookshelfa shelf for books

  bookmark

  marks a page in a book

  Guided Practice Pages Parts AE

  Guide students through lesson plan pages B3B7 to complete the
  rest of this lesson . Read the directions at the top of each page
  and complete the activity together .

• Teacher Created Materials #22644 Building Vocabulary from Word
  Roots B3

  Unit 1 Compounds and Prefixes

  Part A: Meet the Root Students divide and conquer a list of
  words as they identify the base word . See Guided Practice Book
  page 4 .

  Lesson 1 Two-Syllable Compound Words

  Answer Key

  1 . B 2 . D 3 . A 4 . G 5 . E 6 . J 7 . C 8 . H 9 . I 10 . F

• B4 #22644 Building Vocabulary from Word Roots Teacher Created
  Materials

  Unit 1 Compounds and Prefixes

  Lesson 1 Two-Syllable Compound Words

  Part B: Combine and Create Students will read the riddles and
  think of compound word answers . See Guided Practice Book page 5
  .

  Answers

  mailboxgoldfishhaircutairplaneskateboard

  Part B: Combine and CreateStudents use a word sort to compose
  English words built from the root . See bonus page 1 on CD .

  Answers

  baseball, daylight

  football, sunlight

  eyeball, moonlight

  Bonus Page 1

  Teacher Created Materials Publish

  ing #10653 Building Vo

  cabulary from Word Roots

  Two-Syllable Compound Words

  Unit I Lesson 1

  Part B:

  Combine and Create

  Word Sort

  Directions: Can these words be

  used to make compound words?

  If they

  can, write them as compound wor

  ds on the chart.

  base day eye

  foot moon sun

  -ball -light

  ___________________________

  ________________________

  ___________________________

  ________________________

  ___________________________

  ________________________

  ___________________________

  ________________________

  ___________________________

  ________________________

  ___________________________

  ________________________

  ___________________________

  ________________________

  5

  Teacher Created Materials #10653 Building Vocabulary from Word
  Roots

  Part B: Combine and Create

  Two-Syllable Compound Words Unit I Lesson 1

  Solving RiddlesDirections: Here are some riddles. The answers
  are compound words.I am a box. Mail gets put in me. I am a
  _______________________________________________ .I am an animal. I
  swim in water. My color is gold. I am a
  _______________________________________________ .My second part
  means a trim. My first part is on your head. I am a
  _______________________________________________ .I am a machine. I
  fly in the sky.

  I am an ______________________________________________ .I am
  flat. You can stand on me. I let you skate. I am a
  ___________________________________ .

• Teacher Created Materials #22644 Building Vocabulary from Word
  Roots B5

  Unit 1 Compounds and Prefixes

  Lesson 1 Two-Syllable Compound Words

  Part B: Combine and Create Students will make riddles using
  compound words . See bonus page 2 on CD .

  Answers will vary.

  Part C: Read and ReasonStudents read a short advice column and
  encounter the word parts in context . See Guided Practice Book page
  6 .

  Answers will vary.

  #10653 Building Vocabulary from Word Roots Teacher Created
  Materials

  6

  Part C: Read and Reason

  Two-Syllable Compound Words

  Unit I Lesson 1

  Advice ColumnDirections: Read the following advice column and
  follow Adelia Advices suggestion

  to think of some other compound words you might already
  know.Dear Adelia Advice,

  At school, I am having some trouble understanding compound
  words. What are they? Your Friend, Confused Compound

  Dear Confused Compound, Have you ever woken up to a beautiful
  morning and felt the suns

  light hit your face? (sunlight) Have you ever walked along
  the

  beach making prints with your bare feet? (footprints) Have
  you

  ever seen a fish that is gold? (goldfish) Do you carry your
  school

  books in a pack strapped to your back? (backpack)Compound words
  are two words put together to make one word.

  Most often, they seem to fit together, like the suggestions
  above. Your Friend,Adelia Advice

  Can you list compound words you might already
  know?______________________
  ___________________________________________
  ___________________________________________
  ___________________________________________
  _____________________

  Bonus Page 2

  Teacher Created Materials Publish

  ing #10653 Building Vo

  cabulary from Word Roots

  Part B:

  Combine and Create

  Two-Syllable Compound Words

  Unit I Lesson 1

  Making Riddles

  Directions: Here are some more

  compound words. Pick two

  of them. Make riddles with the w

  ords. Then see if

  someone else can solve your ridd

  le.

  playground campfi re

  eyelid homework

  1. ________________________

  __________________________

  ________________________

  __________________________

  ________________________

  __________________________

  ________________________

  __________________________

  2. ________________________

  __________________________

  ________________________

  __________________________

  ________________________

  __________________________

  ________________________

  __________________________

• B6 #22644 Building Vocabulary from Word Roots Teacher Created
  Materials

  Unit 1 Compounds and Prefixes

  Lesson 1 Two-Syllable Compound Words

  Part D: Extend and Explore Students should work individually to
  create applications for the new vocabulary, making compound words .
  See Guided Practice Book page 7 .

  Answers

  1 . playground 2 . underground 3 . playmate 4 . teammate 5 .
  classmate 6 . classroom 7 . roommate 8 . bedroom

  Part D: Extend and Explore Students should work with a partner
  to make a compound word sketch . See bonus page 3 on CD .

  Answers will vary.

  Bonus Page 3

  Teacher Created Materials Publish

  ing #10653 Building Vo

  cabulary from Word Roots

  Part D:

  Extend and Explore

  Two-Syllable Compound Words

  Unit I Lesson 1

  Compound Word Sketch

  Directions: With a partner, choo

  se two compound words. Each o

  f you take one of

  the words. Sketch the word units

  of your compound word in the b

  oxes

  below. Trade sketches with anoth

  er pair of partners. Now fi gure o

  ut

  their compound words and see if

  they can fi gure out yours! (Spend

  three

  to fi ve minutes sketching your wo

  rd unit.)

  7

  Teacher Created Materials #10653 Building Vocabulary from Word
  Roots

  Part D: Extend and Explore

  Unit I Lesson 1

  Two-Syllable Compound Words

  Making Compound WordsDirections: Combine the words at the bottom
  of the page to make compound words that mean the following:

  1. A place for recreation _________________________________ 2.
  Below the earth _____________________________________ 3. A friend
  to have fun with _______________________________ 4. Someone on the
  same side as you ________________________ 5. Someone you learn with
  _______________________________ 6. A place in a school
  ____________________________________ 7. Someone you live with
  _________________________________ 8. A place to sleep
  ______________________________________

  Wordsbed class ground mate play room team under

• Teacher Created Materials #22644 Building Vocabulary from Word
  Roots B7

  Unit 1 Compounds and Prefixes

  Lesson 1 Two-Syllable Compound Words

  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 .

  barnyardbaseballbookmark
  doorbellsunlighthaircutairplaneoatmealplaygroundshoelaceskateboardrailroad

  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 three Xs in a row, column,
  or diagonal, they can call out Wordo! Check his or her words and
  declare that student the winner .

• Build

  ing

  Vocabulary from

  Word

  RootsTC

  M 22645

  Name:

  Level 3

  TCM 22645

• 3 Teacher Created Materials #22645 Building Vocabulary from Word
  Roots

  Table of Contents

  Unit I: Compounds and Prefixes Lesson 1: Two-Syllable Compound
  Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . . . . . .4Lesson 2: Three-Syllable Compound
  Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . . . . .9Lesson 3: Prefix un- = not . . . . . .
  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . . . . . . . .14Lesson 4: Prefix re- = back,
  again . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . . . . . . . . . . . .19Lesson 5: Prefix pre- =
  before . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . . . . . . . . . . . . . . .24Unit I Review . .
  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  .29

  Unit II: Latin PrefixesLesson 6: Negative Prefix in- = not . . .
  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . . .34Lesson 7: Negative Prefixes im-, il- = not
  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . .39Lesson 8: Prefix ex- = out . . . . . . . . .
  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . . . . .44Lesson 9: Prefix sub- = under, below .
  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . . . . .49Lesson 10: Prefixes co-, con- = with,
  together . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . . . .54Unit II Review . . . . . . . . . . . . .
  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . . . . . . . . . . .59

  Unit III: Essential Latin and Greek BasesLesson 11: Latin Bases
  vid, vis = see . . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . . . . . . . . . . . . . .64Lesson 12: Latin
  Base port = carry . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . . . . . . . . . . . . . . . .69Lesson 13: Latin
  Bases fin, finit = end, limit, term . . . . . . . . . . . . . . . .
  . . . . . . . . . . . . . . . . . . . . . . .74Lesson 14: Latin
  Bases mov, mot, mobil = move . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . . . . . . . . . . . .79Lesson 15: Greek Bases
  graph, gram = write, draw . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . . . . . . .84Unit III Review . . . . . . . . .
  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . . . . . . . . . . . . . . .89

  Unit IV: A Glance at SuffixesLesson 16: Suffix -less = without .
  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . . . . . . . .94Lesson 17: Suffix -ful = full of
  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . . . . . . . . . . .99Lesson 18: Suffix -er =
  more . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . . . . . . . . . . . . . .104Lesson 19: Suffix
  -est = most . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . . . . . . . . . . . . . . . .109Lesson 20:
  Suffix -ly = in a _____ way or manner . . . . . . . . . . . . . . .
  . . . . . . . . . . . . . . . . . . . . . .114Unit IV Review . . .
  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119

  Unit V: Latin Number PrefixesLesson 21: Latin Number Prefixes
  uni-, unit- = one . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . .124Lesson 22: Latin Number Prefix bi- = two .
  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . .129Lesson 23: Latin Number Prefix tri- = three . . .
  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . .134Unit V Review . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
  . . . . . . . . . . .139

• #22645 Building Vocabulary from Word Roots Teacher Created
  Materials4

  Unit I Lesson 1 Two-Syllable Compound Words

  Part A: Meet the Root

  Divide and ConquerDirections: Divide and conquer these
  two-syllable compound words by writing each base word in the blanks
  . Then select the best definition .

  base word base word definition

  1 . bedroom ___________ ___________ ________________

  2 . footprint ___________ ___________ ________________

  3 . mailbox ___________ ___________ ________________

  4 . backpack ___________ ___________ ________________

  5 . sidewalk ___________ ___________ ________________

  6 . shoelace ___________ ___________ ________________

  7 . carsick ___________ ___________ ________________

  8 . skateboard ___________ ___________ ________________

  9 . tiptoe ___________ ___________ ________________

  10 . sailboat ___________ ___________ ________________

  Definitions A . a box for mail B . a room with a bed C . sick
  from the motion of a car D . a print made by your foot E . a
  walkway along the side of a road

  F . a boat with a sail G . a pack carried on your back H . a
  board on skate wheels I . to walk on the tips of the toes J . a
  lace for shoes

  bed room B

• 5 Teacher Created Materials #22645 Building Vocabulary from Word
  Roots

  Part B: Combine and Create

  Two-Syllable Compound Words Unit I Lesson 1

  Solving RiddlesDirections: Here are some riddles . The answers
  are compound words .

  I am a box . Mail gets put in me .

  I am a _______________________________________________ .

  I am an animal . I swim in water . My color is gold .

  I am a _______________________________________________ .

  My second part means a trim . My first part is on your head
  .

  I am a _______________________________________________ .

  I am a machine . I fly in the sky .

  I am an ______________________________________________ .

  I am flat . You can stand on me . I let you skate .

  I am a ___________________________________ .

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Vocabulary Building: Weekly Word Roots

Words matter when it comes to reading and writing, so it is critical that word study is an integral part of our literacy curriculum. Using the power of Greek and Latin word roots, students can dive deeper into the meaning of words. In this session, you will learn simple and effective ways to incorporate word root routines into your weekly instruction using holidays or special days throughout the year.

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Strategies for Building Academic Vocabulary

Teach students independent word learning strategies so that they understand what words mean and ultimately read more effectively.

In this workshop, educators will:

• Empower students with a powerful step-by-step strategy to effectively uncover the meaning of words using Greek and Latin prefixes, bases and suffixes
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  I have been so encouraged by this resource and the intentionality behind the program. Previously, I was putting together my own morphology units of study and was truly overwhelmed never knowing exactly which roots to choose. We love the systematic approach, and I feel much more confident in my delivery now.  

  I LOVE LOVE LOVE the TCM Building Vocabulary curriculum. I have been looking for a systematic instructional system for years to teach vocabulary and this was great! The students learned a lot and most of the information was retained and transferred.  

  I love how Building Vocabulary gives engaging practice using affixes and Greek and Latin roots. Morphological analysis is the only vocabulary strategy that the students can transfer independently yet it is difficult to find materials that are colorful, engaging, and rich instructionally. We are using Building Vocabulary for small groups to sharpen students’ ability to use morphological analysis to construct meaning of unknown words, which we know will build their reading comprehension. This is especially great for grades 3-5! Thank you for the creative, variety of activities to engage all students! Love it!  

  … I attribute our success with the new standards (which mirror the Common Core) to our preparation with Greek and Latin word parts! Each grade level on the State test had questions regarding word parts (roots and affixes). Every school in our district met the reading Annual Measurable Objectives (VERY hard to do).  

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Building Vocabulary from Word Roots, Level 7 (Guided Practice Book): Timothy Rasinski, Nancy Padak, Christine Dugan: 9781425806576: Amazon.com: Books

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