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Building Vocabulary from Word Roots Lesson 1: Latin Prefix ad-

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Building Vocabulary from Word Roots. Lesson 1: Latin Prefix ad-. Did you know?. Over sixty percent of all words in the English dictionary are based on Greek or Latin roots? Ninety percent of English words with more than two syllables come from Latin and Greek. — PowerPoint PPT Presentation

Text of Building Vocabulary from Word Roots

Building Vocabulary from Word RootsLesson 1:Latin Prefix ad-
Did you know?Over sixty percent of all words in the English
dictionary are based on Greek or Latin roots?

Ninety percent of English words with more than two syllables
come from Latin and Greek.
You do already know how words work. Make a list of everything
you already know!
What We Already KnowPrefix- almost always at beginning of word,
provides direction, negates a word by meaning not, or intensifies
the meaning of the word by adding the notion of very.Root- (base)is
the smallest part of the word that contains meaning.Suffix- appears
at the end of the word, indicates the part of speech.
ad-

The Latin prefix ad- means to, toward, add to
assimilationAssimilation is defined as becoming like something
else.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.
ad + similate = assimilationWords beginning with assimilated ad-
are easily recognizable because they usually have double
consonantsad + celerate = acceleratead + preciate = appreciatead +
traction = attraction* Try saying both forms of the word. Notice
how much easier it is to say the latter?
Ad-Ad + tract (pull, draw, drag) = attract(to pull or draw
toward)

Ad + grav (heavy) + ate (act on in a specific way) =
aggravate(to add to the heaviness/seriousness of a situation)

Ad + hes (cling, stick) + ive (tending to do something) =
adhesive(a substance that tends to stick to a surface)
PracticeHow do the bolded words use the meanings of to, toward,
add to? Use context clues to help create a definition.

The surgery on his spine was able to alleviate the pressure on
the nerves, freeing him from daily pain.

To show how much she appreciated the babysitters excellent care
of her children, the mother wrote a thank you card.

The witness taking the stand was asked to raise his hand and
affirm that he would tell only the truth.

Ana was unable to assimilate into the Brasilian culture in Rio
de Janeiro since she did not speak Portuguese.

Let me append a note to the bottom of your homework, telling
your teacher that the dog actually did try to eat this page.
PracticeThe surgery on his spine was able to alleviate the
pressure on the nerves, freeing him from daily pain. To add to the
lightness of/to reduce the pressure of something

To show how much she appreciated the babysitters excellent care
of her children, the mother wrote a thank you card. To add to and
recognize the value of

The witness taking the stand was asked to raise his hand and
affirm that he would tell only the truth. To add to the firmness or
strength of, to emphasize the truth of

Ana was unable to assimilate into the Brasilian culture in Rio
de Janeiro since she did not speak Portuguese. To add to the
similarity; to become more alike

Let me append a note to the bottom of your homework, telling
your teacher that the dog actually did try to eat this page. To
hang on, to add to
PracticeUse the definitions of the bases, prefixes, and
suffixes, if provided, and the context of the sentence to determine
the meanings of the bolded words.

The aggressor continued to follow me down the darkened alley,
forcing me to accelerate my pace in an effort to escape him. As
several witnesses who saw the chase can attest, his intention
seemed to be to annihilate me and abbreviate my life by several
decades. (the base gres means step; the base celer means speed; the
base testis means witness; the base nihil means nothing, the base
brev means short)
PracticeThe aggressor continued to follow me down the darkened
alley, forcing me to accelerate my pace in an effort to escape him.
As several witnesses who saw the chase can attest, his intention
seemed to be to annihilate me and abbreviate my life by several
decades.Aggressor-one who steps towards anotherAccelerate-to add to
the speed of somethingAttest-to witness to the truthAnnihilate-to
add to the nothingness; to cause something to cease to exist; to
killAbbreviate-to add to the brevity or shortness
PracticeUse the definitions of the bases, prefixes, and
suffixes, if provided, and the context of the sentence to determine
the meanings of the bolded words.

The doctor was forced to add an annotation to the patients chart
that a particular prescription was not appropriate for her. He
stated that the addictive properties of the medication, combined
with the ease of access to more pills, combined to create a
dangerous situation.(the base note means to mark; the base prop
means to own; the base dic means to say or proclaim; the base ces
means to move)
PracticeThe doctor was forced to add an annotation to the
patients chart that a particular prescription was not appropriate
for her. He stated that the addictive properties of the medication,
combined with the ease of access to more pills, combined to create
a dangerous situation.

Annotationto add a note toAppropriateto add to what one owns; to
belong to someoneAddictiveadding to the favor of something; to
desire it more and moreAccessto move towards; to be able to
reach
Test Prepad- —this prefix means ______, ______, ______

The use of alliteration in the tongue twister Peter Piper picked
a peck of pickled peppers is one of the main reasons that it is so
fun to say quickly. (the base liter means letter)

Define the word alliteration using a definition of the
prefix
Test Prepad- —this prefix means to, toward, add to

The use of alliteration in the tongue twister Peter Piper picked
a peck of pickled peppers is one of the main reasons that it is so
fun to say quickly. (the base liter means letter)

Define the word alliteration using a definition of the prefixTo
add a word that uses the same letter
Test Prepad- —this prefix means ______, ______, ______

After a long flight and what seemed like an even longer wait in
the customs line, the French official affixed his stamp to my
passport and welcomed me to Paris. (the base fix means attach)

Define the word affixed using a definition of the prefix.
Test Prepad- —this prefix means to, toward, add to

After a long flight and what seemed like an even longer wait in
the customs line, the French official affixed his stamp to my
passport and welcomed me to Paris. (the base fix means attach)

Define the word affixed using a definition of the prefix.
Attached or secured physically to something

Discuss bases/roots, prefixes, and suffixes.*

Источник

Evangeline Newton, Timothy V. Rasinski, Nancy Padak, Rick M. Newton

Teacher Created Materials

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Sample Pages from

Created by Teachers for Teachers and Students

Thanks for checking us out. Please call us at 800-858-7339 with
questions or feedback, or to order this product. You can also order
this product online at www.tcmpub.com.

For correlations to State Standards, please visit
www.tcmpub.com/administrators/correlations

800-858-7339 www.tcmpub.com
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 ___________________________________ .

Источник

Presentation on theme: «Building Vocabulary from Word Roots»— Presentation transcript:

1

Building Vocabulary from Word Roots
Lesson 7 Latin Bases past, pastor, and greg

2

past, pastor The Latin base past or pastor means “shepherd.” This base does NOT attach to prefixes. These bases are often used to create words central to religious and civil rights movements; they create words literally and figuratively related to shepherds and flocks. Might need to review the concept of literal and figurative language

3

greg The Latin base greg means “flock” or “herd.”
This base attaches to five Latin prefixes: ad- (to, toward, add to) con- (with, together) e- (out) se- (aside, away) de- (down) Only one greg word does not attach to a prefix: gregarious.

4

past, pastor= “shepherd”
pastor + al (relating to) = pastoral—(“related to” “shepherd”) When someone acts in a pastoral manner, they are acting like a shepherd, whether literally or figuratively. pastor (“shepherd”) The pastor of a church is the leader, acting as a shepherd to his church followers.

5

greg= “flock, herd” con- (with, together) + greg = congregation—(“flock” “together”) When you join a congregation of people, you are becoming part of a group. ad- (to, toward, add to) + greg= aggregate—(a cluster of items “added to” a “herd” or mass) Concrete is a common aggregate, combining several types of rock particles to create a hard surface. se- (aside, away) + greg= segregate— (to move something “aside” or “away” from the “herd”) When a person or group is experiencing segregation, he or they are being kept out of a group. Remind students of the assimilation process when the ad- prefix is used

6

Practice Use the definitions of the bases, prefixes, and suffixes, if provided, and the context of the sentence to determine the meanings of the bolded words. Seeing the pastor performing the casual service in the large pasture reminded me of a pastoral painting I had seen of a young boy and his sheep.

7

Practice Seeing the pastor performing the casual service in the large pasture reminded me of a pastoral painting I had seen of a young boy and his sheep. Pastor- the “shepherd” or leader of a church Pasture- the grassy area where shepherds graze their sheep Pastoral- relating to a pastor or shepherd; countryside or pastureland

8

Practice Use the definitions of the bases, prefixes, and suffixes, if provided, and the context of the sentence to determine the meanings of the bolded words. The congregation of students was shocked by the egregious discrimination committed when the group of girls was segregated from the dodgeball tournament. (the prefix con- means “with”, the prefix e- means “out”, the prefix se- means “aside, away”)

9

Practice The congregation of students was shocked by the egregious discrimination committed when the group of girls was segregated from the dodgeball tournament. (the prefix con- means “with”, the prefix e- means “out”, the prefix se- means “aside, away”) Congregation- to “flock” or come together as a group; a group of people Egregious- standing “out” from the “flock” for negative reasons; something outstandingly bad Segregated-moved “away” from the “flock”; separated from the group

10

Test Prep Greg—this base means _________, _________
Shelly is such a gregarious person that she is known to nearly every student in the school. She smiles, waves, and talks to everyone she meets, and she is always surrounded by a group of people. Define the word gregarious using a definition of the base

11

Test Prep Greg—this base means flock, herd
Shelly is such a gregarious person that she is known to nearly every student in the school. She smiles, waves, and talks to everyone she meets, and she is always surrounded by a group of people. Define the word gregarious using a definition of the base Having the quality of liking groups of people; sociable

12

Test Prep Past, pastor—these bases mean _________
The new preacher was slightly amazed at the large number of pastoral duties he was expected to complete: leading the services, counseling members of the church, studying the readings, visiting the sick, and so much more. Define the word pastoral using a definition of the base

13

Test Prep Past, pastor—these bases mean shepherd
The new preacher was slightly amazed at the large number of pastoral duties he was expected to complete: leading the services, counseling members of the church, studying the readings, visiting the sick, and so much more. Define the word pastoral using a definition of the base Relating to the “shepherd” or leader of a church

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Building Vocabulary from Word Roots Lesson 1: Latin Prefix ad-
Did you know? • Over sixty percent of all words in the English dictionary are based on Greek or Latin roots? • Ninety percent of English words with more than two syllables come from Latin and Greek.
You do already know how words work. Make a list of everything you already know!
What We Already Know • Prefix- almost always at beginning of word, provides direction, negates a word by meaning “not,” or intensifies the meaning of the word by adding the notion of “very.” • Root- (base)is the smallest part of the word that contains meaning. • Suffix- appears at the end of the word, indicates the part of speech.
ad- The Latin prefix ad- means “to, toward, add to”
assimilation • Assimilation is defined as becoming like something else. • 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.
ad + similate = assimilation • Words beginning with assimilated ad- are easily recognizable because they usually have double consonants ad + celerate = accelerate ad + preciate = appreciate ad + traction = attraction * Try saying both forms of the word. Notice how much easier it is to say the latter?
Ad- Ad + tract (pull, draw, drag) = attract (to pull or drawtoward) Ad + grav (heavy) + ate (act on in a specific way) = aggravate (to add to the heaviness/seriousness of a situation) Ad + hes (cling, stick) + ive (tending to do something) = adhesive (a substance that tends to stick to a surface)
Practice How do the bolded words use the meanings of to, toward, add to? Use context clues to help create a definition. • The surgery on his spine was able to alleviate the pressure on the nerves, freeing him from daily pain. • To show how much she appreciated the babysitter’s excellent care of her children, the mother wrote a thank you card. • The witness taking the stand was asked to raise his hand and affirm that he would tell only the truth. • Ana was unable to assimilate into the Brasilian culture in Rio de Janeiro since she did not speak Portuguese. • Let me append a note to the bottom of your homework, telling your teacher that the dog actually did try to eat this page.
Practice • The surgery on his spine was able to alleviate the pressure on the nerves, freeing him from daily pain. To add to the lightness of/to reduce the pressure of something • To show how much she appreciated the babysitter’s excellent care of her children, the mother wrote a thank you card. To add to and recognize the value of • The witness taking the stand was asked to raise his hand and affirm that he would tell only the truth. To add to the firmness or strength of, to emphasize the truth of • Ana was unable to assimilate into the Brasilian culture in Rio de Janeiro since she did not speak Portuguese. To add to the similarity; to become more alike • Let me append a note to the bottom of your homework, telling your teacher that the dog actually did try to eat this page. To hang on, to add to
Practice Use the definitions of the bases, prefixes, and suffixes, if provided, and the context of the sentence to determine the meanings of the bolded words. The aggressor continued to follow me down the darkened alley, forcing me to accelerate my pace in an effort to escape him. As several witnesses who saw the chase can attest, his intention seemed to be to annihilate me and abbreviate my life by several decades. (the base gres means step; the base celer means speed; the base testis means witness; the base nihil means nothing, the base brev means short)
Practice The aggressor continued to follow me down the darkened alley, forcing me to accelerate my pace in an effort to escape him. As several witnesses who saw the chase can attest, his intention seemed to be to annihilate me and abbreviate my life by several decades. • Aggressor-one who steps towards another • Accelerate-to add to the speed of something • Attest-to witness to the truth • Annihilate-to add to the “nothingness”; to cause something to cease to exist; to kill • Abbreviate-to add to the brevity or shortness
Practice Use the definitions of the bases, prefixes, and suffixes, if provided, and the context of the sentence to determine the meanings of the bolded words. The doctor was forced to add an annotation to the patient’s chart that a particular prescription was not appropriate for her. He stated that the addictive properties of the medication, combined with the ease of access to more pills, combined to create a dangerous situation. (the base note means to mark; the base prop means to own; the base dic means to say or proclaim; the base ces means to move)
Practice The doctor was forced to add an annotation to the patient’s chart that a particular prescription was not appropriate for her. He stated that the addictive properties of the medication, combined with the ease of access to more pills, combined to create a dangerous situation. • Annotation—to add a note to • Appropriate—to add to what one owns; to belong to someone • Addictive—adding to the favor of something; to desire it more and more • Access—to move towards; to be able to reach
Test Prep ad- —this prefix means ______, ______, ______ The use of alliteration in the tongue twister “Peter Piper picked a peck of pickled peppers” is one of the main reasons that it is so fun to say quickly. (the base liter means letter) • Define the word alliteration using a definition of the prefix
Test Prep ad- —this prefix means to, toward, add to The use of alliteration in the tongue twister “Peter Piper picked a peck of pickled peppers” is one of the main reasons that it is so fun to say quickly. (the base liter means letter) • Define the word alliteration using a definition of the prefix • To add a word that uses the same letter
Test Prep ad- —this prefix means ______, ______, ______ After a long flight and what seemed like an even longer wait in the customs line, the French official affixed his stamp to my passport and welcomed me to Paris. (the base fix means attach) • Define the word affixed using a definition of the prefix.
Test Prep ad- —this prefix means to, toward, add to After a long flight and what seemed like an even longer wait in the customs line, the French official affixed his stamp to my passport and welcomed me to Paris. (the base fix means attach) • Define the word affixed using a definition of the prefix. Attached or secured physically to something

Источник

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

Books
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Building Vocabulary from Word Roots, Level 7 (Guided Practice Book) Paperback – January 1, 2007

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Purchase options and add-ons

Building vocabulary from root words. Level 7

Publisher

Teacher Created Materials
Publication date

January 1, 2007

Product details

ASIN
‏
:
‎
B003X8H5GS
Publisher
‏
:
‎
Teacher Created Materials (January 1, 2007)
Language
‏
:
‎
English
Paperback
‏
:
‎
144 pages
ISBN-10
‏
:
‎
9781425806576
ISBN-13
‏
:
‎
978-1425806576
Item Weight
‏
:
‎
12 ounces

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Teacher Created Materials, 2007. — 144 p. — ISBN: 978-1-4258-0654-5.

It helps students unlock the meaning of over 60% of the words they encounter in the classroom and beyond with a systematic approach to teaching vocabulary using Greek and Latin prefixes, bases, and suffixes. Students are introduced to one new root per lesson with daily activities to ensure that they learn the root and the many English words it generates, and learn strategies for deciphering words and their meaning across all content areas.

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Presentation on theme: «Building Vocabulary from Word Roots»— Presentation transcript:

Building Vocabulary from Word Roots

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Building Vocabulary from Word Roots, Level 7 (Guided Practice Book) Paperback – January 1, 2007

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