Latin word for children

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Liberi means children, usually in relation to their parents (e.g., liberos adduxerunt «they brought [their] children»). It is a 2nd-declension noun and appears almost exclusively in the plural.

Pueri literally means «boys», but can also be used of children in general (e.g., pueri in campo ludebant «children were playing in the field»). It is also a 2nd-declension noun.

Young children not yet able to speak are infantes. This is a 3rd-declension noun.

childrenNom. liberi; pueri; infantes

Gen. liberorum; puerorum; infantium

Dat. liberis; pueris; infantibus

Acc. liberos; pueros; infantes

Abl. liberis; pueris; infantibus

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LATINLatin for ChildrenAt Classical Academic Press we do not merely create instructional textbooks, we create complete setsof learning tools designed to make teaching and learning both accessible and delightful. For eachsubject we start with a core text: the student book. We then provide several support materials to giveall the aid that a teacher or student could need to feel confident as they master the subject together.These products are all listed below so that you can see a complete view of the entire curriculum. Inaddition, we created an entire website, HeadventureLand.com, which offers free educational games,videos, and ebooks where students can practice the subject they are learning. The Student Text: filled with the lessons and exercises that are the student’s primary contact with the material. The Answer Key: includes actual full-size worksheets from the student text. Don’t reinvent the wheel, get the answers to quizzes, exercises and worksheets in large bold print. The DVD & CD Set: we have bodies for a reason and we should take advantage of them in the learning process—the visual and audio component of our curricula is a tremendous application of this truth. Watch teachers and students interact, learn from the best tutors, and imprint the material with engaging visuals. Using the intelligence of your ear and eye will make learning vocabulary and other course content natural. Support your student’s understanding of the subject material and give yourself time in the week for other children, planning, and other daily responsibilities. Activity Books: contain over 100 puzzles and games that follow chapter-by-chapter with the student text to help the students practice vocabulary and grammar. History Readers: show students that they can use their newfound knowledge to read. Translation is an incredibly empowering experience for language learners. The readers are keyed to the grammar and vocabulary of the Latin for Children series and correspond to the Veritas Press History card series. They are also an excellent supplementary text for students using other Latin curricula. Clashcards: these bright cards are not only straight flashcards, but also games that you can play! Who said that rigorous learning isn’t fun? Test Packet: Often requested by customers, this set of comprehensive tests to supplement the student book is an excellent and helpful resource! The downloadable packet includes weekly chapter tests, unit tests, and even unit study guides. A complete answer key for the tests is included. Latin Everywhere: Make Latin a consistent and fun part of your life! Have a visual learner for a Latin student? The Latin Word Quest Poster features a translation exercise of all the Latin for Children, Primer A vocabulary words to match with fun corresponding images. Have a wordsmith? Try the Latin Crosswords Book (which includes all the vocabulary in Latin for Children Primers A, B, and C!) and you will learn and practice over 1500 words! For the car and home, the Veni Emmanuel CD is a collection of hauntingly beautiful Latin carols, and includes a 16-page booklet of full Latin lyrics along with literal and poetic English translations. Hours of Latin fun!

Classical Latin Creatively TaughtLatin for Children Primer A Dr. Aaron Larsen Dr. Christopher Perrin

Latin for Children: Primer A © Classical Academic Press, 2003 Version 3.6 All rights reserved. This publication may not be reproduced, stored in aretrieval system, or transmitted, in any form or by any means, without the prior written permission of Classical Academic Press. Classical Academic Press 2151 Market Street Camp Hill, PA 17011 www.ClassicalAcademicPress.com ISBN: 978-1-60051-000-7 Book design and cover by: Rob Baddorf On-site Italian photographs by: Rebekah Almond

Table of Contents V Introduction to Students IX Classical Pronunciation X Ecclesiastical PronunciationUnit Chapter Page Chant Grammar Topics 1 1 1st Conjugation Verb: amö Verbs and Verb Endings 2 Unit I: 3 9 Present-Tense Verb Endings: Verbs—Person, Number, and 1st 4 5 -ö, -s, -t, -mus, -tis, -nt TenseConjugation Verbs/1st 17 1st Declension Noun: mënsa Noun Gender and NumberDeclension Nouns 23 1st Declension Noun Endings: Noun Cases -a, -ae, -ae, -am, -ä 29 REVIEW REVIEW 6 33 2nd Declension Noun: lüdus Masculine and Feminine Nouns 7 Unit II: 2nd Declension Noun Linking Verb (sum, esse); 2nd 8 39 Endings: -us, -ï, -ö, -um, -ö; Sentence Labeling and Translation 9Declension 10 Sum (I am) Chant Nouns 45 2nd Declension Neuter Noun: Neuter Nouns; More About Case dönum 51 2nd Declension Neuter Noun Nominative Case Subjects and Endings: -um, -ï, -ö, -um, -ö Predicate Nominatives 57 REVIEW REVIEW Adjective Endings— Unit III: 11 65 Masculine, Feminine, Adjectives, Adjective Questions, Adjectives and Neuter (1st and 2nd and Agreement(1st and 2nd 12Declension) 13 Declensions) Predicate Adjective Sentence Unit IV: 14 Patterns A–C 15 71 1st and 2nd Declension 2nd 16 Adjective: magnusConjugation 77 REVIEW REVIEW Verbs/ Imperfect 85 2nd Conjugation Verb: videö 2nd Conjugation Verbs, 1st Declension Masculine Exceptions Tense 91 Sentence Pattern Chant Sentence Pattern A and B Practice 97 Imperfect-Tense (past) Verb The Imperfect Tense Endings: bam-, -bäs, -bat

Table of ContentsUnit Chapter Page Chant Grammar Topics 105 Translating Present- and Unit IV 17 111 Imperfect-Tense (past) Verb Imperfect-Tense Verbs(continued) 18 117 Endings: -bam, -bäs, -bat REVIEW 123 19 129 REVIEW The Future Tense Unit V: 20 135 Future-Tense Verb Endings: Accusative Case: Direct ObjectsFuture Tense/ 21 141 -bö, -bis, -bit Sum: The Imperfect Tense; Pattern 22 147 D Sentences Imperfect Accusative Case Endings Accusative Case: Objects of theTense of sum 153 Preposition 159 Imperfect Tense of sum: REVIEW 23 eram, eräs, erat Future Tense of sum Unit VI: 24 Present and Imperfect of sumFuture Tense 25 Accusative Case: Objects of the 26 REVIEW Preposition Continued of sum/ REVIEW Accusative Future Tense of sum:Prepositions erö, eris, erit Accusative Preposition Flow Chart REVIEW 27 163 Irregular Verb: eö, ïre Verbs: ëo, ïre 28Unit VII: eö, 29 169 1st Conjugation Verb: eö, ïre Compound Verbs withïre/Ablative 30 Prepositions as PrefixesPrepositions 31 and Review 175 Ablative Case Preposition Ablative Case and Prepositions Flow Chart 181 Sum, Esse in Present, Compound Verbs Continued; Imperfect, and Future Tenses Verbs: Principal Parts 187 REVIEW REVIEW 32 193 END-OF-BOOK REVIEW REVIEW 203 My Latin Journey Checklist 207 Reference Charts 211 Glossary by Chapter 223 Glossary by Alphabet 231 How to Teach Latin for Children 232 Helpful Resources

INTRODUCTION TO STUDENTSWe are glad that you will be studying Latin! Latin is an old language that was spoken by some of the most inter- esting and famous people who ever lived—the ancientRomans and many other people throughout Europe (which containssuch countries as England, France, Spain, Germany, and Italy). TheRomans are famous because of their excellent ideas and accomplish-ments. They were the very best builders of the time and built manyroads and buildings that still stand today after 2,000 years. They werevery well organized and formed a government that created many use-ful laws. The Romans were also very good at fighting and had the bestand strongest armies. They conquered and ruled over most of modern-day Europe and every land that bordered on the Mediterranean Sea!The Romans were also interested in art and literature. They admiredthe Greeks (whom they conquered) and tried to copy much of the artthat the Greeks had made. They copied Greek sculptures, paintings,and buildings. There were also some great Roman writers who wrotemany very interesting and famous stories, poems, and plays. Someof the Romans were such good writers and thinkers that people havecontinued to read and study them for over 2,000 years! Even todaypeople read and enjoy their books and ideas. Two of the most famousRoman writers are Caesar and Cicero. Caesar was a great army gen-eral (and later a dictator) who wrote about his victorious battles, andCicero was a famous senator (a kind of ruler) who wrote books abouthow to speak well. Other famous Latin writers include the poet Vergil(who wrote a book called the Aeneid), another poet named Horace,and some writers of history named Livy and Tacitus. page V

People have been studying Latin for a long time . . . Did you know that for nearly 2,000 years most boys and girls going to school in Europe studied Latin (and usually Greek, too!) when they were young students? Children learned Latin because Latin was spoken by so many people, and because so many good books were written in Latin.The Latin language has been so popular for the last 2,000 years thatmany other languages have borrowed words from Latin! Did youknow that about five out of every ten English words come from aLatin word? When you learn Latin, you are also learning a goodbit of English. Here is an example: If someone said, “Let me dem-onstrate how the aquarium is a habitat for this turtle,” you woulddiscover that six of the twelve words (in italics) in this sentence are from Latin words. We hope that you can see that learning Latin words will be very interesting and enjoyable. It will take some hard work, however, like anything that is really worth learning. We will do all that we can to make learning Latin enjoyable, and will help you to clearly understand everything we teach you, step by step. So now you have seen that studying Latin will help you understand a lot more about your own language (your “mother tongue”—the language you have grown up speaking). But there is another good reason to study Latin. Studying Latin will help you one day to read some of the world’s very best books in the language in which they were written. You will be able to read Latin books in Latin! page VI

How to study and learn Latin using this bookLatin will be enjoyable to learn if you first learn how to learnit! Your teacher or parent will be of great help to you, butyou must be ready to do your part. Here are some importanttips: • Do your exercises faithfully and well. Your assignments should not be too long, but you will have at least two every week. • Try to speak Latin as soon as you can, even when you only have learned a little. • Ask questions whenever you are not sure of something. • Now for the most important thing you can do: Memorize your Latin words. You will only have to learn about ten words a week! Here are some tips to help you memorize your words so that you will never forget them: • Chant or sing your words, just like you will learn them in class. It is much easier to remember what you sing or chant. • If you have the video or DVD that accompanies this book, sing and chant along with the students in the video. • Review your Latin words every day (or night) for about five to fifteen minutes. A little bit of review every day is very, very help- ful. Keep reviewing words from earlier chapters to make sure you have really mastered them. • Make Latin vocabulary cards and put them on a ring. You can put the Latin word on one side and the English word on the other. You can also purchase fabulous, colored Clash Cards from our website at www.ClassicalAcademicPress.com. Clash Cards are designed to be helpful, easy-to-use flash cards, but they are are also a card game that makes practicing vocabulary words fun and exciting! • Chant and sing your words because it is much easier to remember them when you do so. Try to look at the words you chant while you are chanting them, so you are using your eyes and your voice. page VII

• If you have the LFC History Reader that accompanies this book, use it weekly for additional translation work and to learn some Greek and Roman history. • For a fun way to review vocabulary and grammar, make use of the LFC Activity Book! that accompanies this primer. You can preview samples online at our website. • Quiz your classmate or anyone else taking Latin. Quiz your teacher or par- ent, and have them quiz you. Have contests to see who can get the most right or who can give the answers fastest. Make your own written test and see how many you can get right. • Try and find new derivatives (English words that come from Latin) for the Latin words you know. • Visit www.HeadventureLand.com for free games, videos, and readers that will help you practice Latin in a fun and creative way! Review your vocabulary online by playing Latin FlashDash—the game that tests your vocabulary chapter by chapter. The site also has additional worksheets, exercises, and tests. • Questions? Feel free to ask questions on our online forum, and check out other supplemental material at www.ClassicalAcademicPress.com.We hope that you will find your study of Latin this year rewarding and alot of fun. Please contact us with questions and ideas at our website (www.ClassicalAcademicPress.com) or contact us on Facebook! We would love to hearfrom you.Pax (Peace),Dr. Christopher A. Perrin and Dr. Aaron Larsen page VIII

Classical PRONUNCIATIONThere are twenty-four letters in the Latin alphabet—there is no j or w. The letters k, y, and z were usedvery rarely. Letters in Latin are never silent. There are two systems of pronunciation in Latin—classicaland ecclesiastical.Latin Consonants: Consonants are pronounced the same as in English with these exceptions.Letter Pronunciation Example Sound urpsb before s or t like English p urbs: city kahn-tohc / ch always hard like English k cantö: I sing gow-diyumg always hard like English goat gaudium: joy mang-nusgn in the middle of the word like English ngn magnus: big in hangnail yah-keh-oh ray-geen-ahi before a vowel it is a consonant like the English y iaceö: I lie down ser-wus wa-luhmr should be rolled as in Spanish or Italian rëgina: queens always like the s in the English sing servus: servantv always as an English w vallum: wallDipHthongs: Diphthongs are two vowels with a single sound. ae au ei oe ui as in eye as in out as in stray as in coil not a diphthong; pronounced oo-eeLatin Short and Long VowelsVowels can be short or long in Latin. When they are long, they have a little dash called a macron placedover them. Long vowels take about twice as long to say as short ones.Short Vowels Long VowelsLetter Example Sound Letter Example Sounda in Dinah casa: house ka-sa ä in father stäre: to stand stah-rehe in pet deus: god deh-us ë in they vidëre: to see wi-dey-rehi in pit silva: forest sil-wah ï in machine ïre: to go ee-reho in pot bonus: good bah-nus ö in hose errö: I wander e-rohu in put cum: with kum ü in rude lüdus: school loo-duhs page IX

ecclesiastical PRONUNCIATIONClassical or Ecclesiastical Pronunciation?Both dialects are really quite similar, so ultimately the decision is not a significant one. The classical dia-lect attempts to follow the way the Romans spoke Latin (an older dialect), while the ecclesiastical dialectfollows the way Latin pronunciation evolved within the Christian Church during the Middle Ages, par-ticularly within the Roman Catholic Church.The main difference between the two dialects is the way c/ch and v are pronounced. The classical dialectpronounces c/ch as an English k, whereas the ecclesiastical pronounces it (Italian style) as an English ch (asin check). The ecclesiastical pronounces v as the English v (as in victory), whereas the classical pronouncesit as an English w. In the ecclesiastical dialect a j occasionally appears in place of an i, and the t has a specialpronunciation, like ts as in cats. See the chart below in which the ecclesiastical pronunciation is shaded.So, take your pick and stick with it! Either choice is a good one. Our audio CDs and DVDs containboth pronunciations.There is no w. The letters k, y, and z were used very rarely. Letters in Latin are never silent.Latin Consonants: Consonants are pronounced the same as in English with these exceptions.Letter Pronunciation Example Sound urpsb before s or t like English p urbs: city chey-nahc before e, i, ae, oe, and y always like English ch cëna: food kahn-tohc before other letters, hard c like English cap cantö: I sing mah-jee-strag soft before e, i, ae, oe like English germ magistra: teacher gow-diyumg before other letters, hard like English goat gaudium: joy mang-nusgn in the middle of the word like English ngn in magnus: big hangnailj like the English y in yes jaceö: I lie down yah-keh-ohr should be rolled as in Spanish or Italian rëgïna: queen ray-geen-ahs always like the s in the English sing servus: servant ser-vust when followed by i and another vowel, like tsee silentium: silence see-len-tsee-umv always as an English v vallum: wall va-luhmDIPHTHONGS: Diphthongs are two vowels with a single sound. ae au oe ui as in stray as in out as in stray not a diphthong; pronounced oo-eeLatin Short and Long VowelsVowels can be short or long in Latin. When they are long, they have a little dash called a macronplaced over them. Long vowels take about twice as long to say as short ones. The ecclesiastical shortand long vowels are pronounced in the same way as in the classical pronunciation. See the table on thepreceding page. page X

CChhaapptteerr 11 WUeneitkI1 MEMORY PAGE:Chapter Maxim: In prïncipiö erat Verbum (In the beginning was the Word—Latin Vulgate)New Chant: 1st Conjugation Verb: amö 1st person Singular Plural 2nd person 3rd person amö amämus amäs amätis amat amantVocabulary: LATIN english amö, amäre, amävï, amätum I love, to love, I loved, loved dö, dare, dedï, datum I give, to give, I gave, given I enter, to enter, I entered, entered intrö, inträre, inträvï, inträtum I work, to work, I worked, workedlabörö, laböräre, labörävï, labörätum I tell, to tell, I told, told närrö, närräre, närrävï, närrätumNOUNS = a person, place, or thingaqua, aquae water fäbula, fäbulae story VERBS = show actiongate porta, portae forest silva, silvae earth terra, terrae page 1

Unit I CHAPTER 1: GRAMMAR PAGEVERBS: ACTION WORDS In this first chapter you will learn five verbs and five nouns. The first five words on your vocabulary list are verbs. Verbs are words that show action. For example, in the clause “I work in the forest,” which word is the action word? Well, “work,” of course! The way we say “I work” in Latin is labörö—so labörö is a verb, a Latin action word. Sometimes verbs can also show a state of being, too, but we will teach you that later.LATIN: FEWER WORDS THAN ENGLISH, BUT MANY WORD ENDINGS There are a lot of words in English, but they rarely have different endings. For example, the verb “love” stays the same whether we say “I love,” “we love,” or “they love.” Sometimes we do add an ending, like when we say “he loves” or “we loved.” In Latin, though, the verb for love (amö) changes its ending very often! We will learn the various endings that come with Latin verbs (and nouns) so that we can know what they mean and how to translate them. (To translate a Latin word, by the way, means to write out—or tell—what a Latin word means in English! The translation of amö is “I love.”) Now you know that Latin is a language of many endings but fewer words than English! As you travel along your Latin journey, check off your progress using the checklist that begins on page 203. Enjoy the journey! pPaAgGeE 2

CHAPTER 1: GRAMMAR PAGE CONT. Unit ILook at the chart on the preceding page. It shows you one of the most commonwords in Latin (the verb “love”) with all of its endings—six endings in all. When welist a verb with all of its endings, that is called conjugating a verb.You can also see that a Latin verb such as amö actually contains two words inEnglish! The word amö means “I love,” so it contains not only the word “love,”but also the word “I.” The ending of the verb (-o in this case) tells you that it is “I”who is doing the loving. Words such as “I,” “you,” “he,” “she,” “it,” “we,” and“they” are all little words called pronouns that tell you who is doing the action ofthe verb. The ending of a Latin verb tells you which pronoun to use! We will studythese endings next week, so don’t fret too much about them now. The chart below,however, shows you how the verb endings change: Singular Plural1st person amö: I love amämus: we love2nd person amäs: you love amätis: you all love3rd person amat: he, she, or it loves amant: they loveRemember, practice makes perfectus!Practice using free downloadable work-sheets, tests, and quizzes as well asonline games, readers, and videos! Visitwww.HeadventureLand.com page 3

Unit I CHAPTER 1: GRAMMAR PAGE CONT.A Verb in Four Parts: The Four Principal Parts If you look at the Memory Page, you will see that each Latin verb has four different forms (amö, amäre, amävï, amätum). We call each form a principal part. Why do we call each form a principal part? Because each part is an important form that shows us how to make other forms of the verb. It is a principal part because it is an important part to know. No need to worry about the other forms that come from these principal parts—you will learn those in good time. Learning the principal parts now, however, will be fun and will save you a lot of time later! Here are the names for each of the four principal parts: amö amäre amävï amätum Present Infinitive Perfect Passive Participle or SupineNouns You will learn five nouns in this chapter, too (aqua, fäbula, porta, silva, terra). Nouns are used to name a person, place, or thing (or sometimes an idea). You can see that nouns, like verbs, also have endings. For example, aqua, aquae are both forms for the word “water”—one form ends with -a (aqua) and the other form ends with -ae (aquae). Don’t worry now about the endings for nouns—you will learn these in chapters 3 and 4. PAGE 4

CHAPTER 1: Worksheet Unit IA. TRANSLATION:1. amö _____________________________ 7. aqua____________________________2. intrö_____________________________ 8. porta____________________________3. dö_______________________________ 9. närrö___________________________4. labörö____________________________ 10. silva____________________________5. fäbula____________________________ 11. terra____________________________6. In prïncipiö erat Verbum _________________________________________________B. CHANT: Conjugate the verb amö. See if you can remember how to fill in the boxes.amöC. GRAMMAR:1. In Latin, both _____________________ and ______________________ have endings.2. Latin is a language of fewer ___________________ but many ____________________.3. What kind of word names the action or state of being in a sentence? _______________4. To __________________ a verb is to __________________ all of its ________________.D. DERIVATIVES:1. Aesop is famous for his _________________________. (fäbula)2. Reward will follow hard ________________________. (labörö)pPaAgGEe 5

Unit I CHAPTER 1: Derivative WorksheetThousands of English words come from Latin. We call these English wordsderivatives because they are derived—taken—from an original Latin word calledthe Latin root. For instance, from the Latin root amö we get the English derivative“amity,” which means “friendship” and “peaceful harmony.”The word “derivative” is itself a derivative, which comes from the Latin words de(down from) and rivus (river, stream). This means that a derivative is a word thatflows down or off a river of . . . words!A. StudyStudy the following English derivatives that come from the Latin words you havelearned this week: Latin English amö amity, amorous, enamor, amateur dö donate, donation intrö entrance, introduce, introduction labörö labor, laboratory narrö narrate, narration, narrative aqua aquatic fäbula fable, fabulous porta portable, port silva Pennsylvania terra extraterrestrial, terrain, terrariumB. Define In a dictionary, look up one of the English derivatives from the list above and write its definition in the space below: _______________________________________________________________________C. Apply 1. The Latin phrase terra firma is still used by English speakers today. Here is an example of its use: “After being on a plane for six hours, it sure felt good to walk on terra firma.” What do you think the phrase terra firma might mean? Write your answer below: _______________________________________________________________________ 2. The word “Pennsylvania” is another Latin derivative. Pennsylvania was one of the original thirteen colonies that formed the United States. It was founded by William Penn. What do you think the word “Pennsylvania” might mean? Circle your answer below: a. The land of big pencils b. The land of Penn c. Penn’s Woods PAGE 6

CHAPTER 1: Quiz Unit IA. Vocabulary: Latin English amö, amäre, amävï, amätum dö, dare, dedï, datum intrö, inträre, inträvï, inträtum labörö, laböräre, labörävï, labörätum närrö, närräre, närrävï, närrätum aqua, aquae fäbula, fäbulae porta, portae silva, silvae terra, terraeB. CHANT: C onjugate the verb amö. See if you can remember how to fill in the boxes. amöC. GRAMMAR: Define the following words.1. Conjugation: ______________________________________________________2. Verb: ____________________________________________________________3. L ist the four principal parts: _________________________________________ _________________________________________________________________ pPaAgGeE 7

Chapter One Use games & puzzles to supplement every LFC chapter in our Latin for Children: Primer A• Activity Book! Find out more at www.ClassicalAcademicPress.comEnter the Maze…There are three Latin words stuck in the maze. You need to go in there (if you dare) and find exactly which threewords are on the pathway to the exit. Find those words and only those words, then enter them in the space pro-vided at the bottom. You might want to use a pencil until you find the correct path…ENTER terra intrö inträtum silvaeamävï portae närrö aqua fäbulae amö dedï amävï labörö närräre fäbulae EXITThe 3 Latin words are: ___________________, ___________________, ___________________Can you translate them? ___________________, ___________________, ___________________ PAGE 6

Chapter 2 Unit I MEMORY PAGE: Chapter Maxim: In prïncipiö erat Verbum (In the beginning was the Word—Latin Vulgate)New Chant: Present Tense Verb Endings: -ö, -s, -t, -mus, -tis, -nt 1st person Singular Plural 2nd person 3rd person -ö -mus -s -tis -t -ntVOCABULARY: LATIN english via, viae road, way fossa, fossae ditch mënsa, mënsae table mëta, mëtae turning point, goal pägina, päginae page cëna, cënae dinner patria, patriae fatherland aura, aurae breeze rëgïna, rëgïnae queen ïnsula, ïnsulae island page 9

Unit I CHAPTER 2: GRAMMAR PAGEPresent Tense Verb Endings Singular Plural 1st person -ö -mus -tis 2nd person -s -nt 3rd person -tNUMBER Take a good look at the chart above. You will see a column that is labeled “singular” and another labeled “plural.” This means that all the verb endings in the singular column tell us that just one person (a single person) is doing the action of the verb. If “I” work—well I am just one person doing work. If you work, you are just one person, too. If our friend John works, he is just one person doing work. I, you, and he are singular. However, if you and I together do work, then we are doing work, and we aren’t singular anymore—we’re plural! If two of you (you all) are doing work, then you are plural. If our friends John and Susan are doing work, then they are working, and they, too, are plural! When we speak of a Latin verb’s number, we are asking how many people are doing the verb’s action, and the answer is always either one person or several people, singular or plural!Tense We are going to be learning how to form Latin verbs in the present tense. This means that we will be learning how to use verbs that show action in the present time. The word “tense” simply refers to the time when a verb is taking place. “I love” takes place in the present time (or tense). “I loved” takes place in past time so it is a kind of past tense. Can you guess what tense “I will love” is? Right—it is the future tense since “I will love” is love that takes place in the future! You will learn more about tense later on in this book.PERSON So now we know what it means for a verb to have number. Latin verbs also have another trait, called person. Whereas a verb’s number asks, “How many are doing the action?” a verb’s person asks, “Who is doing the action of the verb?” We divide the kind of people who can do the action of a verb into three categories: 1st person, 2nd person, and 3rd person. The 1st person can be either “I” or “we” PAGE 10

CHAPTER 2: GRAMMAR PAGE CONT. Unit I(singular and plural versions). The 2nd person can be either “you” or “you all”(singular and plural). The 3rd person can be either “he”/“she”/“it” or “they”(singular and plural). The drawing below may help you understand a verb’s person.I you he, she, it we you (all) theysingular-o -s-t -mus -tis -nt plural1st 2nd 3rd 1st 2nd 3rdNow by studying the chart at the top of the previous page, try to answer thesequestions: What is the 1st person, singular verb ending? If you answered -o, youare correct. What is the 2nd person, plural ending? Your answer should be -tis.What is the 3rd person, singular verb ending? The answer is -t. In the next sectionbelow, we will learn how to attach these endings to verbs—and conjugate them!CONJUGATING A VERB When we put together all the different forms of a verb, we call it conjugating a verb. You have already seen one verb conjugated when you learned amö, amäs, amat, amämus, amätis, amant in chapter 1. Singular Plural1st person amö: I love amämus: we love2nd person amäs: you love amätis: you all love3rd person amat: he, she, or it loves amant: they love page 11

Unit I CHAPTER 2: GRAMMAR PAGE CONT.Notice that the verb endings (-ö, -s, -t, -mus, -tis, -nt) are all underlined in the table. Theseendings are simply added to amä, which is the verb stem. How do we find the verb stem?It’s easy. We go to the 2nd principal part, which is amäre, and drop the -re, leaving us amä.Study the diagram below: amö amäre amävï amätum amäre = amäLet’s try conjugating another verb—intrö, inträre, inträvï, inträtum. The stem willbe inträ after we take the -re off of inträre. So our conjugation should look like this:1st person Singular Plural2nd person3rd person intrö: I enter inträmus: we enter inträs: you enter inträtis: you all enter intrat: he, she, or it enters intrant: they enterYou will note that the full stem (inträ) does not appear in the first person singularwhere we have intrö. This is because the -ö replaces the -ä in inträ. The same is truefor amö. The -ö replaces the -ä in amä. Remember, practice makes perfectus! Practice your vocab with FlashDash— the free online flashcard game. Visitwww.HeadventureLand.com PAGE 12

CHAPTER 2: Worksheet Unit IA. TRANSLATION: New and Review Vocabulary1. amö _____________________________ 7. amätis___________________________2. rëgïna____________________________ 8. intrant__________________________3. via_______________________________ 9. närräs*__y_o_u__t_e_l_l_________________4. patria____________________________ 10. labörämus*__w__e__w__o_r_k____________5. fäbula ___________________________ 11. dat*_____h_e_/_s_h_e__g__iv_e__s____________6. In prïncipiö erat Verbum _________________________________________________B. CHANT: Give the present tense verb endings *Note that these verb forms come from and fill in the boxes. the conjugation of narrö, labörö, and dö. See previous page. Can you conjugate these verbs in all their forms?-öC. GRAMMAR:1. The number of a verb answers the question “ _______________________?”2. Latin is a language of many___________________ and fewer ______________________.3. Write the ending that fits the description below: Description……………………………………. Ending 1st person singular………………………….. __________ 3rd person plural…………………………….. __________ 2nd person singular………………………… __________4. T o conjugate a verb is to list all of its ______________________.D. DERIVATIVES:1. To find out about dinosaurs you must dig up a ______________. (fossa)2. To find out what happens next in the story, turn the _____________. (pägina) PAGE 13

Unit I CHAPTER 2: Derivative WorksheetA. StudyStudy the English derivatives that come from the Latin words you have learned this week. Latin English via way, viaduct fossa fossil, fossilize mënsa mesa pägina page cenacle cëna patriot, patriotic patria aroma aura reign, regal rëgïna insular, insulate ïnsulaB. DefineIn a dictionary, look up two of the English derivatives from the list above and writetheir definitions in the spaces below:1. _____________________________________________________________________2. _____________________________________________________________________C. Apply1. The Latin word via is still used by English speakers today. Here are some examples: “He traveled here via airplane.” “Come via the freeway. Don’t drive through the city streets.”In these sentences, via probably means: a. very b. by way of c. quickly2. The Latin word patria means “fatherland.” In the patriotic song “My Country,’Tis of Thee” what clue can you find that helps you understand why people oftencall their country their “fatherland”?My country, ‘tis of thee, ________________________________Sweet land of liberty,Of thee I sing;Land where my fathers died, ________________________________Land of the pilgrims’ pride,From every mountainsideLet freedom ring!1 ________________________________1Samuel Francis Smith, “My Country, ‘Tis of Thee.” Available at: . PAGE 14

CHAPTER 2: Quiz Unit IA. NEW VOCABULARY: Latin English via, viae fossa, fossae mënsa, mënsae mëta, mëtae pägina, päginae cëna, cënae patria, patriae aura, aurae rëgïna, rëgïnae ïnsula, ïnsulaeB. REVIEW VOCABULRY: Latin English dö, dare, dedï, datum labörö, laböräre, labörävï, labörätum aqua, aquae silva, silvae terra, terraeC. CHANT: Give the present-tense verb endings and fill in the boxes. -öD. GRAMMAR: Define the following terms:1. Number: __________________________________________________________________2. Person: ____________________________________________________________________ PAGE 15

Latin For Children, Primer A • Activity BookLatiUnsefgoFaimrndeCsou&htpimludozzrreleeastntwo: wsPuwpr.pCimlelamsseeicnratlAeAvceard•yemLAFicCcPcrtehisavsp.ctieotrmyin our Book! New Criss Cross pter TwoComplete the puzzle using the clues shown below. a 3. page 1 Word Crossing h 8. table AcrossC 9. island 5. fatherland 2 3 4 Can you draw a line between the Down 56 correct person/number and its 1. dinner 7 appropriate pronoun(s)? 2. ditch 8It 3rd Person 4. breeze Plural 6. queen 7. road, way 8. turning point, goal I 1st Person 9 We Singular You Across Down He 2nd Person 3. ae page 1. ae dinnerYou (all) Plural 5. ae fatherland 2. ae ditch She 8. ae table 4. ae breeze 1st Person Holes9. ae island Plural 6. ae queen She loves toHcehnerwietotantphaephearmanstde,rw87ge..oltaal.eeo..uyttroououfrahngdeei,rntwtcghaaepgyeopiiacngttua,irneg..oal Help fill in the holes. SINGULAR PLURAL 2nd Person 1st Person -ö -mus Singular 2nd Person -s -tisThey 3rd Person 3rd Person -t -nt Singular PPAAGGEE186

Chapter 3 Unit I MEMORY PAGE: Chapter Maxim: Arma virumque canö* (Of arms and the man I sing—Vergil’s Aeneid)New Chant: 1st Declension Noun: mënsaCase Noun Job Singular PluralNominative SN, PrN** mënsa: table mënsae: tables Genitive PNA mënsae: of the table mënsärum: of the tables Dative IO mënsae: to, for the table mënsïs: to, for the tablesAccusative mënsäs: the tables Ablative DO, OP mënsam: the table mënsïs: by, with, from the tables OP mënsä: by, with, from the tableVOCABULARY: LATIN english errö, erräre, errävï, errätum I wander, to wander, I wandered, wandered I stand, to stand, I stood, stood stö, stäre, stetï, statum I prepare, to prepare, I prepared, prepared I look at, to look at, I looked at, seenparö, paräre, parävï, parätum I am, to be, I was, about to be maidservantspectö, spectäre, spectävï, spectätum glory anger sum, esse, fuï, futürum wave window* C anö is a synonym of ancilla, ancillae (f) cantö. Both verbs mean glöria, glöriae (f) “I sing.” ïra, ïrae (f) unda, undae (f)** These are abbreviations for noun jobs that will fenestra, fenestrae (f) be explained in chapter 9. Note them but there is no need to memorize them. page 17

Unit I CHAPTER 3: GRAMMAR PAGENoun DeclensionsDo you remember what a noun is from your English grammar class? Just in caseyou forgot, a noun is a word that names a person, place, thing or sometimesan idea. Do you remember how in the last chapter we found that verbs have allsorts of different endings? Well, nouns have a whole set of endings all their own.As we have learned, when we put together all of the different forms of a verb, wecall it conjugating a verb. When we do the same thing for a noun, we call itdeclining a noun.Take a look at the declension of mënsa on the preceding page. Noticehow, just as with the verbs, the chart has two columns going upand down. Just as with the verbs, the column on the left is for thesingular forms of the noun (which means just one, remember?) andon the right are all the plural forms. No problem so far, right? We callthe difference between singular and plural in nouns their number, justlike we do for verbs.Number is the only thing that both verbs and nouns have in Latin,though. Another thing that Latin nouns have common in is gender,and verbs don’t have that. English nouns have gender, too. In English, “boy” is amasculine noun, “girl” is a feminine noun, and “table” is a neuter noun, meaningthat it’s not really either a “boy-table” or a “girl-table” because tables aren’t boysor girls… they’re just tables. Well, this may surprise you, but in Latin, all tables aregirls! At least they are in Latin grammar. In fact, all of the nouns from this weekand last week are feminine, which means that they’re “girl-nouns” (Don’t worry,boys; we’ll give you lots of masculine nouns next chapter.). Make sure to note thatnouns ending in -a, -ae (we call them “1st declension” nouns) will almost always befeminine.Note that the -a, -ae endings are the nominative and genitive singular, not thenominative singular and nominative plural. Case Singular Plural Nom. mënsa Gen. mënsae Dat. Acc. Abl. PAGE 18

CHAPTER 3: Worksheet Unit IA. TRANSLATION: New and Review Vocabulary1. errö _____________________________ 7. fossa____________________________2. spectö____________________________ 8. cënae (Nom)*____________________3. stö_______________________________ 9. patria___________________________4. ïra_______________________________ 10. mënsae (Nom)*__________________5. undae (Nom)* ____________________ 11. via______________________________6. Arma virumque canö _______________________________________*These three words could be genitive singular, dative singular, or nominative plural! In this case, translatethem as nominative plural.B. CHANT: Fill in the endings and translate the forms of mënsa given below. The first one has been done for you.Case Singular Plural Nominative mëns_a_: _ta_b_l_e___ mëns_________ Genitive mëns_________ mëns_________ Dative mëns_________ mëns_________ Accusative mëns_________ mëns_________ Ablative mëns_________ mëns_________C. GRAMMAR:1. A _________ names a __________, __________, ___________ or ___________.2. Singular and _____________ are the two options for ________________.3. Number answers the question “____________________________?”4. Masculine, ______________, and neuter are the three options for ___________.5. G iving all of the endings for a verb is called conjugating it, whereas listing all the forms of a noun is called _____________ it.D. DERIVATIVES:1. Watching football on the couch can be called a __________________ sport. (spectö)2. T o __________________ something is to throw it out the window. (fenestra, preceded by dë for “out”) PAGE 19

Unit I CHAPTER 3: Derviative WorksheetA. StudyStudy the English derivatives that come from the Latin words you have learned this week: Latin English errö error, erroneous stö station, stationary, static parö prepare, parry, pare spectö spectator, spectacle, spectacular, speculate ancilla ancillary glöria glorious irritate, irate, irritable ïra undulate, inundate unda defenestrate fenestraB. Define In a dictionary, look up three of the English derivatives from the list above and write their definitions in the spaces below: 1. _____________________________________________________________________ 2. _____________________________________________________________________ 3. _____________________________________________________________________C. Apply 1. Erräre hümänum est. This is a famous saying from the Roman philosopher Seneca. Can you figure out what it means? (Hint: hümänum means “human.”) Give your translation here: ________________________________________________ 2. Inundate, a derivative of the Latin word unda means “to flood with waves of water.” The following sentence uses inundate and several other derivatives. Underline all the derivatives in this sentence: The secretary was inundated with so much paperwork that she made error after error and became extremely irritated. 3. Now write your own sentence using at least two derivatives from this week’s vocabulary list above. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ PAGE 20

CHAPTER 3: Quiz Unit IA. NEW Vocabulary: Latin English errö, erräre, errävï, errätum stö, stäre, stetï, statum parö, paräre, parävï, parätum spectö, spectäre, spectävï, spectätum sum, esse, fuï, futürum ancilla, ancillae glöria, glöriae ïra, ïrae unda, undae fenestra, fenestraeB. CHANT: Give the chant for the declension of mënsa and fill in the boxes. Noun Job SN, PrN PNA IO DO, OP OPC. GRAMMAR: Define the following terms.1. Noun:_____________________________________________________________________2. Declension:________________________________________________________________3. What question does the number of a noun answer?_______________________________4. What are the two options for number?_________________________________________5. What are the three options for gender?_________________________________________ PAGE 21

Latin For Children Primer A • Activity BookLatiUnsefgoFaimrndeCsou&htpimludozzrreleeastntwo: wsPuwpr.pCimlelamsseeicnratlAeAvceard•yemLAFicCcPcrtehisavsp.ctieotrmyin our Book! pter Tghirlry neouensSister Susie wants to have a tea party, but she’s not sure a which teabags go with which cups. Can you help by drawing a line from the teabags to the correct teacups? h ïra Make sure to match both words on each item.C via cëna aura cëna ïnsula undafenestra pägina aura ïnsula Sugar unda esse glöriarëgïna sum sum viadinner island queen I am anger dinner page wave islandbreeze window I am road road wave breeze glory to be _____________ virumque _____________(Of arms_______________ I sing—Vergil’s ____________) PPAAGGEE2121

Chapter 4 Unit IMEMORY PAGE: Chapter Maxim: Arma virumque canö* (Of arms and the man I sing—Vergil’s Aeneid)New Chant: 1st Declension Noun Endings: -a, -ae, -ae, -am, -ä Case Singular Plural Nominative -a -ae Genitive -ae -ärum Dative -ae Accusative -am -ïs Ablative -ä -äs -ïsVOCABULARY: LATIN english puella, puellae (f) girl *Certainly slaves fëmina, fëminae (f) woman “served” their masters, daughter but they did not serve fïlia, fïliae (f) sister germäna, germänae (f) female teacher freely—they had to. magistra, magistrae (f) female student A famulus could be a discipula, discipulae (f) female master slave, too, who served in female servant* domina, dominae (f) female slave* a household. famula, famulae (f) female friend serva, servae (f) amïca, amïcae (f) page 23

Unit I CHAPTER 4: GRAMMAR PAGECASE:Last week our topic was gender and number, two characteristics of a noun thatare very important to remember. This week we’re going to learn about the lastcharacteristic of a noun, case. Case helps us to figure out how the noun is used in asentence. In Latin, case tells us how the noun relates to the other words around it.Nouns in English don’t have case.Looking at the chart on the previous page, we see the cases in bold. The namesof the cases need to be remembered along with the endings of the nouns. To helpus remember the names of the cases, we will use a mnemonic tool. The word“mnemonic” simply means “made to aid memory.” The tool we will use to help uswith this memory job is called an acrostic. An acrostic is made by taking the firstletter of each listed word and creating a saying or sentence from them. You couldcome up with your own, but we find this one easy to remember:Nominative “NEVER GIVE DAVUS ANY APPLES”GenitiveDative The N in “never” stands for nominative. The G inAccusative “give” stands for genitive, et cetera (and the rest). We willAblative discuss the uses of the specific cases in a later chapter, so don’t stress about that just yet!Once this is memorized, we will be able to recall just what is asked for with 1stdeclension nouns. For instance, what is the 1st declension, nominative plural ending?If we go to the chart, we can follow the nominative row over to the plural columnand find the ending -ae. Now find the 1st declension, accusative singular ending. Youshould see that the ending is -am. Practice this. It will come in very handy!NO WORD FOR “THE” OR “A” IN LATIN In your vocabulary list, notice that puella is translated as “girl,” which is correct. Because there is no word in Latin for “the” or “a” (called article adjectives), you can also translate puella as “the girl” or “a girl.” How will you know whether to translate puella as “girl,” “the girl,” or “a girl”? You can choose the translation that makes the best sense in English! Once you start translating Latin sentences, the other Latin words in a sentence will help you choose whether or not to use “the” or “a” (or “an”) in your translation. PAGE 24

CHAPTER 4: Worksheet Unit IA. TRANSLATION: New and Review Vocabulary1. discipula _________________________ 7. puella___________________________2. ancilla ___________________________ 8. spectö___________________________3. domina __________________________ 9. germäna ________________________4. ïra_______________________________ 10. magistra ________________________5. fenestra __________________________ 11. fëmina__________________________6. Arma virumque canö _________________________________________B. CHANT: Fill in the 1st declension endings and the boxes with the missing labels. PluralGenitive -aeAccusativeC. GRAMMAR:1. What does the case of a noun tell us?_______________________________________2. What are the options for case?____________________________________________3. Give the present tense verb endings.________________________________________D. DERIVATIVES:1. W e have learned that first declension nouns are almost always ________________ in gender. (fëmina)2. If someone is friendly he or she can be called ___________. (amïca) PAGE 25

Unit I CHAPTER 4: Derivative WorksheetA. Study Study the English derivatives that come from the Latin words you have learned this week: Latin English fëmina feminine filial fïlia germane germäna magistra magistrate, magisterial discipula disciple, discipline domina famula dominate, dominion, domain family, familiar, familiarize serva servant, servitude amïca amity, amicableB. Define In a dictionary, look up two of the English derivatives from the list above, as well as the word “family,” and write their definitions in the spaces below: 1. _____________________________________________________________________ 2. _____________________________________________________________________ 3. Family: ______________________________________________________________C. Apply A famula was a female servant or slave in a Roman household. A male servant was called a famulus. A household of servants or slaves was called a familia. We get our English word “family” from the Latin words famula, famulus, and familia. When you looked up the word “family,” you saw that it is used in several different ways. We can even speak of a family of Romance languages that all came from Latin (the language of the Romans). Do you know what some of the Romance languages are? Circle the languages below that you think might have come from Latin. (Hint: It will be hard for you to be wrong.)Italian Spanish Portuguese Romanian French PAGE 26

CHAPTER 4: Quiz Unit IA. NEW Vocabulary: Latin English puella, puellae fëmina, fëminae fïlia, fïliae germäna, germänae magistra, magistrae discipula, discipulae domina, dominae famula, famulae serva, servae amïca, amïcaeB. REVIEW Vocabulary: Latin English errö, erräre, errävï, errätum sum, esse, fuï, futürum stö, stäre, stetï, statum ïra, ïrae unda, undaeC. CHANT: Give the 1st declension noun endings and fill in the boxes. -aD. GRAMMAR: Answer the following questions.1. What does case help us figure out?___________________________________________2. Give the acrostic for remembering the cases.___________________________________ PAGE 27

LatiUnsefgoFaimrndeCsou&htpimludozzrreleeastntwo: wsPuwpr.pCimlelamsseeicnratlAeAvceard•yemLAFicCcPcrtehisavsp.ctieotrmyin our Book! PAGE 28

Chapter 5 Unit IREVIEW CHAPTER: Now that you have learned forty Latin words (ten words in each chapter), it is time to review them to make sure you won’t forget them. Remember to practice reciting these words for five to ten minutes every day. Try to give the English words for each Latin word on the following list. For each word that you miss, put a check in the circle next to that word. Then work really hard on those checked words until you have them mastered! If you want to, write the English words by the Latin words. Remember to chant or sing the words several times every day.Review this list at least once every day this week.Verbs: Verbs: amö________________________________  errö________________________________ dö _________________________________  stö_________________________________ intrö________________________________  parö________________________________ labörö______________________________  spectö_______________________________ närrö_______________________________  sum________________________________Nouns: Nouns: aqua________________________________  puella_______________________________ fäbula_______________________________  fëmina______________________________ porta_______________________________  germäna____________________________ silva________________________________  fïlia_________________________________ terra________________________________  magistra____________________________ via_________________________________  discipula____________________________ fossa________________________________  domina_____________________________ mënsa_______________________________  famula______________________________ mëta________________________________  serva__ ______________________________ pägina______________________________  amïca_______________________________ cëna________________________________  ancilla______________________________ patria_______________________________  glöria_______________________________ aura________________________________  ïra__________________________________ rëgïna__ _____________________________  unda________________________________ ïnsula_______________________________  fenestra_____________________________ page 29

Unit I CHAPTER 5: Review Cont.Derivative StudyDerivatives are English words that come from Latin words. For example, “aquatic”is an English derivative word that comes from the Latin word aqua (which means“water”). Then there is the strange English derivative word “defenestration,” whichmeans “the act of throwing something out the window”! This word comes fromthe Latin root word fenestra (which means “window”). The English derivative“amicable” comes from the Latin word amïcus (friend). During this review week,we will learn many more derivatives that help you learn the Latin words better andlearn some more about English, too! Review the lists below that contain your Latinvocabulary for the last two chapters along with some English derivatives.Verbs VerbsAmö: a mity (friendship), amorous, amateur, Errö: error, erroneous (to be in error) enamor (showing love to someone) Stö: stationary, station, static (not moving) Parö: pare, parry, repair, compare, separateDö: donate, donation Spectö: s pectacular, speculate, spectator, spectacleIntrö: entrance, introductionLabörö: laboratory (a place where you work!) (a sight to be seen!). A Roman gladiatorNärrö: n arrate, narrative, narration fight was called a spectäculum! (a story, something told) NounsNouns Fëmina: feminine, female Germäna: germane (closely related—like a sister!)Aqua: aquatic (having to do with water) Fïlia: filial (having to do with a parent and childFäbula: fable, fabulousPorta: portable (something you can carry), relationship), affiliation Magistra: magistrate (a ruler or judge), magisterial port (a place where things are carried— Discipula: disciple (someone who follows and often in ships!)Silva: Pennsylvania (William Penn’s woods) learns from another), disciplineTerra: e xtraterrestrial (from another planet), Domina: dominate (to control) terrain (the lay of the land), terrarium Famula: family, familiar, familiarizeVia: w ay, deviate, devious, obvious, Serva: servant, serve, servitude trivia, trivium, viaduct Amïca: amicable (friendly), amityFossa: fossil, fossilize Ancilla: ancillary (helpful)Mënsa: mesa (large flat plain—like a huge table) Glöria: glory, glorifyPägina: page Ïra: irritate, irritable, irascible (easily angered)Cëna: cenacle (a fancy name for a dining room) Unda: u ndulate (moving up and down),Patria: patriot, patrioticAura: aroma (something in the air that smells good) undulation (a wave or something like aRëgïna: reign (to rule), regal (like a king or queen) wave), inundate (to flood)ïnsula: insular (all alone like an island), insulate Fenestra: defenestration (the act of throwing (to surround something—like an island is surrounded by water). someone or something out of a window) PAGE 30

CHAPTER 5: Review CONT. Unit IWorking with Derivatives Did you know that in some English dictionaries (usually thick ones) you can find Latin words as part of the definition for English words? Here is an example from Merriam Webster’s Collegiate Dictionary, using the word “fable”: Fable: n. [ME, fr. MF, fr. L fäbula conversation, story, play]: a fictitious narrative or statement as a legendary story of supernatural happenings. The ME means “Middle English” and the MF means “Middle French.” The two little letters fr. mean “from.” Guess what the L means? Yes, it is an abbreviation (a short way of saying something) for Latin! You already know what fäbula means! So the word “fable” is from Middle English, from Middle French, and originally from Latin (from fäbula). This dictionary also tells us that fäbula can be defined as “conversation, story, play”—but you already knew that. The Latin words in these definitions can be called roots since the English word grew up out of the “root” of the Latin word. The Latin root for fable is fäbula. The derivative of fäbula is fable. Now choose one English derivative from each column and look them up. Try to find them in a good dictionary that has Latin roots (your teacher or parent can help you). Can you see how the dictionary gives you the Latin root? List the derivatives you looked up below: 1. English Derivative:___________________ Latin Root:___________________ 2. English Derivative:___________________ Latin Root:___________________ Try writing a sentence that uses at least two derivatives that you have learned. Underline the derivative and put the Latin root in parentheses right after it. Here is an example: John was irritated (ïra) after losing his fossil (fossa). Now write your sentence: ________________________________________________________________________ Now try writing a short little story using as many derivatives as you can. Be creative—this could be fun. Underline the derivatives you use and put the Latin root it comes from in parentheses, just as you did in your sentence above. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________PAGE 31

Through this book, your child can learn Latin words about his everyday life. Kids really enjoy learning about things they know and like.

The words are classified by themes.
There are Latin words about family, animals, school, good things to eat and drink, games, nature, body, insects, jobs, vehicles, home, colors, clothes, or toys.
Beautiful, modern, and colorful images illustrate every word. This makes it easier to memorize a new language and vocabulary.
There are four large pictures per page.
All the Latin words are translated into English.
Themes and page numbers are written in Latin and English.
The book has been designed to make it easy for you to interact with your child. It is suitable for all children from 2 to 6 years old. It is an easy and fun way to introduce Latin words for toddlers and young little kids.

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Colored book.
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Glossy cover

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