building vocabulary from word roots teacher's guide

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Building Vocabulary from

Word R

oots Teacher’s 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 suffixes—the semantic units from which the vast majority of English words are derived .

The Building Vocabulary series consists of Teacher’s Guides with accompanying Guided Practice Books for students . Every student should have a Guided Practice Book, which is used throughout the entire year .

Each part of a lesson can be completed in 10–15 minutes per day, and entire lesson can be completed in a week . Since the series is designed to support students with a range of reading and vocabulary levels, you can select the activities that will best meet your students’ needs . Each lesson contains plenty of activities to choose from . Ideas for differentiating instruction are also provided to enhance and diversify instruction .

Levels 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 sound—spelling patterns using common diphthongs and digraphs as the focus of activity . Level Two also begins to focus on parts that share meanings (e .g ., Greek and Latin roots) .

Levels Three through Eight, called Building Vocabulary from Word Roots, more thoroughly teach Greek and Latin prefixes, bases, and suffixes . These are the semantic units from which the vast majority of English words are derived . Conceptually, then, the series focuses on learning words through their roots (parts of words that consist of letter combinations that have consistent sounds and/or meanings) .

Levels Nine through Eleven build on the roots taught in previous levels, teaching each root with greater depth and complexity . New words for roots are introduced with an emphasis on content-area vocabulary . Levels nine through eleven effectively prepare students for standardized tests like the SAT and ACT .

To see a complete listing of all of the word families and roots taught throughout the series, view the file titled Building Vocabulary—Word Families and Word Roots List on the Teacher Resource CD .

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 Word 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 Word Roots ©Teacher Created Materials

Compound Words

airplane

backpack

baseball

beehive

birthday

eyelid

goldfish

homework

moonlight

oatmeal

toothbrush

tiptoe

weekend



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 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.

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 word’s

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 4–8 to fi nd the activity pages for

Unit 1, Lesson 1, Parts A–E. See bonus

pages 1–3 on CD for additional activities.

Overhead Transparency #1


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 classroom—such as textbooks, literature, and dictionaries—to 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.


#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 A–EGuide students through lesson plan pages B3–B7 to complete the rest of this lesson. Read the directions at the top of each page and complete the activity together.

©Teacher Created Materials #12733 (i3976) Building Vocabulary from Word 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 must 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 equal

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. don’t 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 CD—Level 3

TCM 12733i3978

For use with either Macintosh®

or Windows®

Guided Practice Book (student book)

Teacher’s Guide includes:

Other Components Include:

Components of the Building Vocabulary Kit


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 WordsUnit I Lesson 1

Advice Column

Directions: Read the following advice column and follow Adelia Advice’s 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 sun’s

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?

______________________ _____________________

______________________ _____________________

______________________ _____________________

______________________ _____________________


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


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”) .


4


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


Management

How to Use This Program (cont.)

Additional ResourcesThe Assessment section of the Teacher’s Guide contains a diagnostic pre-test and item analysis for gauging students’ root knowledge at the beginning of the school year, unit quizzes to assess students’ learning after each unit of study, and a post-test for assessing students’ learning over the course of the school year . Keep your assessment focus on the extent to which students have learned roots, not particular words containing them . Students will learn particular words, of course, but it is more important that they learn the words that will help them unlock new words in the future .

The Teacher’s Guide has a Teacher Resources section . This section offers a number of activities that you can use to enrich your students’ learning experiences, using the word cards and additional activity template provided .

Transparencies are provided to supplement instruction for each lesson with guided practice activities .

The Teacher Resource CD that accompanies the series, which is located at the end of this Teacher’s Guide, offers additional teaching and practice ideas . The CD contains Bonus Pages (activities for each lesson to differentiate instruction), copies of the Assessments and Transparencies, Reproducibles (such as activity templates and word cards), and a comprehensive Word Families and Word Roots List .

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 (3–11) present students with 20–25 essential prefixes, bases, and suffixes . This prepares students for high school, college, and beyond . The program can also be condensed to fit a summer program . Parts of lessons can be combined so that the entire lesson is taught each day .

Year long Program—In an ongoing program with a minimum of 2 .5 hrs ./wk ., up to 40 weeks, you can cover the whole program by doing one lesson per week . Spend approximately 30 minutes each day to complete one part of the five-part lesson . For example, Part A can be completed on the first day of the week and all remaining sections on subsequent days of the week . Each unit is designed to be completed in a five-week period, with the sixth week for review .

Summer School Program—Used in a summer school setting, this program is designed to cover one unit per week, for a 4–6 week program . Cover one lesson per day by condensing the 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) .


Management



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 Advice’s 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 sun’s



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


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. __________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________


Objectives are listed for each lesson .

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


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


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 word’s 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 4–8 to fi nd the activity pages for Unit 1, Lesson 1, Parts A–E. See bonus pages 1–3 on CD for additional activities.



Compound Wordsairplane

backpackbaseballbeehivebirthday

eyelidgoldfish

homeworkmoonlight

oatmealtoothbrush

tiptoeweekend

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


Unit 1 Compounds and Prefi xes


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 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

dictionaries—to 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.




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!


#10643 (i1822) Building Vocabulary from Word Roots©Teacher 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.

bookcase

a case for books

bookshelf

a shelf for books

bookmark

marks a page in a book

Guided Practice Pages

Parts A–E

Guide students through lesson plan

pages B3–B7 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 .


Management





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 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




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 sun’s 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


Unit I Lesson 1

Making Riddles

Directions: Here are some more compound words. Pick two




1. __________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

2. __________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________



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


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


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 ___________________________________ .




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


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 word’s 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 4–8 to find the activity pages for Unit 1, Lesson 1, Parts A–E . See bonus pages 1–3 on CD for additional activities .



Compound Wordsairplane

backpackbaseballbeehivebirthday

eyelidgoldfish

homeworkmoonlight

oatmealtoothbrush

tiptoeweekend

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

Unit 1 Compounds and Prefixes


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 classroom—such as textbooks, literature, and dictionaries—to 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 .








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 A–E

Guide students through lesson plan pages B3–B7 to complete the rest of this lesson . Read the directions at the top of each page and complete the activity together .



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 .


Answer Key

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




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



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 words on the chart.

base day eye

foot moon sun

-ball -light

___________________________ ________________________

___________________________ ________________________

___________________________ ________________________

___________________________ ________________________

___________________________ ________________________

___________________________ ________________________

___________________________ ________________________

5

© Teacher Created Materials #10653 Building Vocabulary from Word Roots



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 ___________________________________ .




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.


6



Unit I Lesson 1


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 sun’s



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


Part B:

Combine and Create


Unit I Lesson 1

Making Riddles

Directions: Here are some more compound words. Pick two




1. __________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

2. __________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________




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


Part D:

Extend and Explore


Unit I Lesson 1

Compound Word Sketch

Directions: With a partner, choose two compound words. Each of you take one of

the words. Sketch the word units of your compound word in the boxes

below. Trade sketches with another pair of partners. Now fi gure out

their compound words and see if they can fi gure out yours! (Spend three

to fi ve minutes sketching your word unit.)

7

© Teacher Created Materials #10653 Building Vocabulary from Word Roots

Part D: Extend and Explore

Unit I Lesson 1


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




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


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


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




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 ___________________________________ .

building vocabulary from word roots teacher's guide

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