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PPaarrtt 11:: TTeeaacchheerr’’ss GGuuiiddee .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. TTGG11Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG1Pacing Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG5Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG17Standards Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG39
PPaarrtt 22:: VVooccaabbuullaarryy DDeevveellooppmmeenntt .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 11Word Parts: Base and Compound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Prefixes and Suffixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Word Meanings and Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Figurative Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Part 2 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
PPaarrtt 33:: RReeaaddiinngg CCoommpprreehheennssiioonn:: UUnnddeerrssttaannddiinngg TTeexxttss .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 6633Kinds of Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Main Idea and Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70Drawing Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81Compare and Contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Chronological Order . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127Part 3 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
PPaarrtt 44:: RReeaaddiinngg:: IInnffoorrmmaattiioonnaall TTeexxttss .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 113399Finding Information in a Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139Opinion and Supporting Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157Finding and Summarizing Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172Part 4 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
PPaarrtt 55:: RReeaaddiinngg:: LLiitteerraattuurree .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 118899Plot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189Character . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213Themes and Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221Imagery and Symbolism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243Mythology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250Poetry and Rhyme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258Poetry and Rhythm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264Part 5 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276
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PPaarrtt 66:: CCoommppoossiittiioonn .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 227799The Writing Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279Generating Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284Audience and Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295Organizing Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307Writing a Paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319Writing an Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360Part 6 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369
PPaarrtt 77:: TTeesstt--TTaakkiinngg PPrreeppaarraattiioonn .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 337733Test-Taking Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373Know the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 374Vocabulary
Questions and Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377Vocabulary Practice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389
Reading ComprehensionQuestions and Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401Reading Comprehension Practice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 420
WritingQuestions and Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 435Writing Practice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445
Part 7 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 456
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PART 1
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IRA/NCTE STANDARDSHIGH SCHOOL
© 2007 Walch Publishing Academic Support Program for English Language Arts
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IntroductionThe Academic Support Program (ASP ) for English Language Arts is a complete, turnkey solution forimproving educational performance. Topics are built around accessible core curriculum ensuring thatthe ASP is useful for striving students and diverse classrooms.
This program recognizes that many struggling students aren’t reached by traditional “skill anddrill” or strict test-prep approaches.
The ASP includes components that review, instruct as needed, provide practice, and assessstudents’ skills. Instructional tools and strategies are embedded throughout. The scope and sequenceaddresses the needs of students who require additional support in meeting the International ReadingAssociation and the National Council of Teachers of English (IRA and NCTE) standards for theEnglish Language Arts.
This 3-ring binder includes the following:
• Over 40 lessons with reproducible activity sheets keyed to standards
• A section on assessment strategies and a library of practice items
• An English Language Arts strategies teacher’s guide that:
• describes the purpose of the materials and the options for using the package
• provides pacing chart options
• recommends a collection of graphic organizers for instructional strategies
• references relevant national standards and state standards
Purpose of MaterialsThe Academic Support Program for English Language Arts is a flexible program that can be adjustedto fit your students’ needs in a variety of settings, including supplemental educational supportprograms, tutoring, summer school, and even as an enhancement to daily curriculum.
Two suggested pacing guides are provided, one for a 40-hour program and one for an 80-hourprogram. The pacing guides suggest the scope and sequence for students who need help in all of thetopics addressed by the IRA/NCTE standards including but not limited to the following:
• Vocabulary and Concept Development
• Understanding a Text
• Fiction and Nonfiction
• Writing
Identifying, analyzing, and applying knowledge of language, reading, literature, and compositionare infused throughout.
PART 1 • TEACHER’S GUIDEIntroduction
English Language Artsacademic support program
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Structure of the BinderThe ASP is provided, for your convenience, in a binder format. The materials are completelyreproducible, allowing you to make as few or as many copies as you need. If students lose an activitysheet, just make a new one. Tabs allow you to access the sections of the binder quickly and easily.
The Teacher’s Guide is the first section. Written for you, this section helps you navigate thematerials with the pacing guides, offers 18 graphic organizers and suggested strategies for their use,includes an assessment rubric for essays, and shows how the lessons correlate to the InternationalReading Association and the National Council of Teachers of English (IRA and NCTE) standards forthe English Language Arts.
The next five sections focus on content and knowledge of the following: Vocabulary,Understanding Texts, Informational Texts, Literature, and Composition. The units in the ASP can beimplemented as prescribed in one of the pacing guides, yet the design is flexible so that you can mixand match sections and units as the needs of your students and your instructional style dictate.
The final section focuses on test-taking. This section allows you to demystify tests such as a highschool exit exam or state standardized assessment for your students. There are five practiceassessments for each section of instruction. You may choose to administer some of the assessments as you move through the instructional sequence. Or you may choose to utilize them only at the end.Used on their own or in combination with the content-area units, students will gain confidence intheir abilities through familiarity of question types within the context of the content they havereviewed.
Structure of UnitsNearly all the units have seven components. In some writing units, however, the post-assessmentcomponent is left up to you to decide by asking students to complete a writing assignment.
In each class session, you will present a topic. Some topics may be a review for students. Othertopics may be completely new to them. After some instruction, you will provide students withpractice activities to try. Students will have a chance to talk about how they completed their work.There are additional materials to use if you are confident that students are ready to extend theirlearning. If students need more practice or further explanation, you can provide them with that, too!
Vocabulary words, excerpts of informational texts, literary passages, and themes are provided foryour convenience. However, the materials included are mere suggestions and models to use forinstruction. You will likely find that students will benefit most if they have the opportunity to applythe strategies to familiar word lists and texts.
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11.. TThhee GGooaall SSttaatteemmeenntt
Each unit begins with a brief objective of what students should know, understand, or be able to do at the end of the unit.
22.. WWoorrddss ttoo KKnnooww
Vocabulary terms are provided as background information for instruction or to review keyconcepts that are addressed in the unit.
33.. DDiirreecctt IInnssttrruuccttiioonn
Written for you, this section is a guide for fifteen to forty-five minutes of teacher-led activity toreview and/or instruct students on a skill or topic. Instructional strategies include lecture,modeling, discussion, group facilitation, and more. The activities often include the use of one ormore of the graphic organizers found in the Teacher’s Guide.
44.. DDiiffffeerreennttiiaatteedd SSttrraatteeggiieess
Following the Direct Instruction, this section suggests alternative approaches for stimulatingstudents’ interest and motivating them to participate. The strategies address the need tosupport students who are particularly struggling in an area or who have limited languageproficiency.
55.. OOnnggooiinngg AAsssseessssmmeenntt aanndd AAddddiittiioonnaall AAccttiivviittiieess
This section provides a collection of activities that allow you to check student understandingbeyond the post-unit assessments as well as extend the learning as students demonstrateinterest and proficiency.
66.. SSttuuddeenntt AAccttiivviittyy SShheeeettss
Each unit includes three or more lesson tasks and activities to support students’ achievement of learning objectives. These sheets are written for the student. They can be used in anycombination of teacher-led instruction, cooperative learning, or independent application of knowledge.
77.. PPoosstt--AAsssseessssmmeenntt
After the unit is completed, a brief assessment is given in which students demonstrate theirlevel of achievement with regard to the learning objectives. Assessments take on a variety offormats: multiple choice, matching, fill-ins, short answer, and essay.
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How the Pacing Charts WorkEach sessions’ lessons are in order, with approximate times for each activity listed in ( ) following thetitle of the activity or a description. Depending on the number of students and their varying abilitylevels, these times will vary.
Should students complete the scheduled activities during a session and an Extension/Homeworkactivity is not assigned, allow students to engage in independent reading or journal writing.Alternatively, try an activity suggested in the Differentiated Strategies/Ongoing Assessments andAdditional Activities sections of the unit materials, or provide students with practice tests from theTest Taking portion of the binder.
• Page numbers are given immediately following the title of the unit or activity.
• Some sessions offer choices of two or more instructional or practice activities to engage andinstruct students.
• At the end of some sessions, there is an optional category called “Extension/Homework.” Theseactivities can be done or begun by those who finish ahead of the rest of the group as homeworkassignments for everyone, or they can be for extra credit/enrichment.
• You may mix and match activities to suit your instructional approach and students’ needs.
PART 1 • TEACHER’S GUIDEIntroduction, continued
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PART 2
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© 2007 Walch Publishing Academic Support Program for English Language Arts
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Goal: To discover word meanings by breaking longer words into base words
WWOORRDDSS TTOO KKNNOOWW
bbaassee wwoorrdd a word that forms the main part of a longer word
ccoommppoouunndd wwoorrdd a word made up of two base words put together
Direct Instruction
Write the following list of words on the board. Alternatively, use words of particular interest tostudents, such as baseball, headphones, and so forth.
Create two blank write-on lines next to each word as shown. Leave the word on the board for theentire lesson.
speechwriter __________ __________
aftertaste __________ __________
grapevine __________ __________
scoreboard __________ __________
skyscraper __________ __________
windshield __________ __________
Ask students what they notice about the words. Explain that words are made up of different parts. A base word is one kind of word part. Base words are words that form the main part of alonger word.
Point out that some words are made up of two base words put together. These are compoundwords. Point out the following compound word:
speechwriter
Identify the word speechwriter as a compound word. It is made up of the words speech and writer.
Call attention to the following compound word:
aftertaste
Word Parts: Base and Compound Words English Language Arts
academic support program
PART 2 • VOCABULARY DEVELOPMENT
Instruction
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Invite students to identify the two base words. They are after and taste. Proceed to deconstruct theremaining words:
grapevine grape vine
scoreboard score board
skyscraper sky scraper
windshield wind shield
Explain to students that the meaning of the compound word combines the meanings of the twobase words. While compound words can be long and seem hard, tell students that if they can breakthe compound word into two shorter words, they can figure out the meaning of the longer word.
Provide the following example:
beekeeper
Ask a student to identify the two words: bee and keeper. Discuss how a beekeeper is someone whokeeps, or raises, bees. (A beekeeper raises bees for their honey.)
Discuss the meanings of the list of words written on the board.
grapevine a plant or vine that grapes grow on
scoreboard a sign on which to record scores
skyscraper a building that touches the sky
windshield a device that protects from the wind
Mention to students that base words are sometimes joined with other word parts.
Write the following examples on the board:
powerful displeased
Show how the base word in each example is underlined. Other word parts have been added toeach base word to form a longer word. In some cases, the entire base word is not always spelled outin the longer word.
For example, in the word celebration, the base word is celebrate. Note that the final e in the baseword celebrate does not appear in celebration. But students can easily find the base word in thelonger word.
Word Parts: Base and Compound Words English Language Arts
academic support program
PART 2 • VOCABULARY DEVELOPMENT
Instruction
© 2007 Walch Publishing Academic Support Program for English Language Arts
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Differentiated Strategies• If students have difficulty coming up with words based on a list of base words, start them off
with some examples. You may also have students match words you provide with the appropriateword part rather than asking them to generate words.
• Ask English-language learners about word parts and compound words in their native language.Ask them to give examples of words.
• To engage visual learners, ask students to create a word web showing how words that share aword part are related.
• To interest mathematical and visual learners, have a student graph the number of words theclass can generate from each base word on the board.
• Students who easily come up with words for the various word parts may enjoy extending theirvocabulary and word knowledge by researching words that share bases and writing about their findings.
• Incorporate art and creativity into the lesson. Rather than writing the definitions of words, havestudents illustrate meanings. For example, students might draw a cloud blowing wind and thena knight’s shield to represent windshield.
• Play a round-robin game with the whole class or small groups in which each student has tomake a new compound word based on one of the base words of the compound word from theprevious student.
Ongoing Assessments and Additional Activities• Write a base word on the board. Ask students to add another word to the word to make as
many compound words as they can. You can turn this into a contest by dividing the class intosmall groups and having each keep a list of words the group thinks of.
• Challenge students to list as many compound words as they can. You may have students work inteams, or record the words on the board as students call them out.
• Ask students to find examples in a text of words with certain bases and/or are compoundwords. Have students bring in the passages and discuss how the words are used in sentences.
Word Parts: Base and Compound Words English Language Arts
academic support program
PART 2 • VOCABULARY DEVELOPMENT
Instruction
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Making Compound WordsAA.. Draw a line between the two words that together make a compound word.
pan walk
star mate
high shirt
water watch
night groom
side pour
room fall
down fish
bride cake
wrist way
BB.. Now, choose the compound word from above that best fits each definition. Write the word on the line.
11.. ________________________ a place to walk beside a road
22.. ________________________ batter cooked in a skillet
33.. ________________________ a sea animal with five arms
44.. ________________________ a small clock for the arm
55.. ________________________ a main public road
66.. ________________________ a stream that falls from a high place
77.. ________________________ a man getting married
88.. ________________________ a long top for sleeping
99.. ________________________ someone to share a place to live with
1100.. ________________________ a heavy rain
PART 2 • VOCABULARY DEVELOPMENTWord Parts: Base and Compound Words
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Compound Word Builder
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AA.. Write five compound words that contain each base word below.
BB.. Use five of the compound words you wrote above in sentences of your own.
11.. ______________________________________________________________________
22.. ______________________________________________________________________
33.. ______________________________________________________________________
44.. ______________________________________________________________________
55.. ______________________________________________________________________
under
______________________
______________________
______________________
______________________
______________________
book
______________________
______________________
______________________
______________________
______________________
home
______________________
______________________
______________________
______________________
______________________
light
______________________
______________________
______________________
______________________
______________________
back
______________________
______________________
______________________
______________________
______________________
water
______________________
______________________
______________________
______________________
______________________
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Compound Word GameJoin with two classmates and play a game with compound words. Give each member of the groupthree index cards, each with a different compound word from the box below written on it. Eachperson in turn should make up a sentence using one of the compound words. Then he or she shouldsay the sentence out loud, leaving out the compound word. The others in the group should try toguess the missing compound word. Write the sentences below.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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phonebook coatrack showroom
horseshoe artwork firefighter
headache overnight downstairs
© 2007 Walch Publishing Academic Support Program for English Language Arts
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Finding the BaseUnderline the base word in each word below. Then write a sentence using each base word. Keep inmind that a base word might drop a letter or double a consonant before adding an ending.
11.. basement ______________________________________________________________
______________________________________________________________________
22.. bathed ________________________________________________________________
______________________________________________________________________
33.. wedding ______________________________________________________________
______________________________________________________________________
44.. cuter __________________________________________________________________
______________________________________________________________________
55.. cutting ________________________________________________________________
______________________________________________________________________
66.. catcher ________________________________________________________________
______________________________________________________________________
77.. inspector ______________________________________________________________
______________________________________________________________________
88.. instantly ______________________________________________________________
______________________________________________________________________
99.. construction ____________________________________________________________
______________________________________________________________________
1100.. milky ________________________________________________________________
______________________________________________________________________
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Goal: To learn the meanings for prefixes and suffixes to understand new words
WWOORRDDSS TTOO KKNNOOWW
pprreeffiixx a word part added to the beginning of a word to change its meaning
ssuuffffiixx a word part added to the end of a word to change its meaning
Direct InstructionReview with students how the main part of the word is called the root. Provide examples such asreplace and kindness that have place and kind as the root words. You may want to use words ofparticular interest to students, such as music (musical), videotape (videographer), play (replay), andso forth. Alternatively, use school-related or content-area words, such as rewrite, reader, addition,and so forth.
Point out how letters added to the beginning of a word to change its meaning or part in a sentenceare called a prefix. Letters added to the end of the word to change its meaning or part in a sentenceare called a suffix.
Explain to students that there are many common prefixes and suffixes. When one learns what theymean, one can put their meanings plus the meaning of the root word together to discover clues aboutwhat the word means.
For example, two common prefixes are re- and pre-. Re- means “again” or “back,” as in reappear(to appear again) or recheck (to check back). Pre- means “before,” as in preview (look at before) orpredawn (before dawn). Brainstorm a list of common prefixes with students. Define each. Include thefollowing:
Prefixes and Suffixes English Language Artsacademic support program
PART 2 • VOCABULARY DEVELOPMENT
Instruction
PPrreeffiixx
mis-
pre-
re-
un-
uni-
bi-
tri-
semi-
MMeeaanniinngg
wrong, bad
before
again; back
the opposite of; not
one
two
three
half
PPrreeffiixx
pre-
post-
re-
inter-
intra-
sub-
super-
trans-
MMeeaanniinngg
before
after
again
between
within
below, under
over, above
across, beyond, through
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There are many prefixes that create opposite meanings. Here are some prefixes that mean “not” or“the opposite of ”:
Many different kinds of suffixes change words in various ways. For example:
• Verb Suffixes—suffixes that give base words action
• Adjective Suffixes—suffixes that make base words into descriptors
• Noun Suffixes—suffixes that make nouns or naming words, including those that describe people
Discuss common suffixes, such as -ment and -ness. Define the suffix -ment to mean “result” or“action” This suffix appears in the word enjoyment, meaning “something that is a result of joy.” Thesuffix -ness means “quality,” as in sameness (the quality of being the same). Brainstorm a list ofcommon suffixes with students. Define each. Include the following:
Prefixes and Suffixes English Language Artsacademic support program
PART 2 • VOCABULARY DEVELOPMENT
Instruction
SSuuffffiixx
-ful
-less
-ment
-ness
-ance
-hood
-ly
MMeeaanniinngg
full of
without
result or action
quality of being
the state of or act of
condition of being
like, in a certain way
SSuuffffiixx
-ant
-ent
-er
-or
-an
-ian
-ist
EExxaammppllee
assistant
student
runner
visitor
musician
Canadian
artist
MMeeaanniinngg ooff WWoorrdd
a person who assists another
a person who studies
a person who runs
a person who is visiting
a person who makes music
a person who is from Canada
a person who makes art
in-
im-
il-
ir-
de-
dis-
non-
un-
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Provide each student with a copy of the passage “A Nightmare Becomes a Classic” on page 12.Examine how a reader might use roots, prefixes, and suffixes to figure out the underlined words.
Encourage students to mark up the passage by circling word parts. Model the following kind ofdiscussion:
Look at the word entertainment. You might say:
“First, I see that the word has -ment attached to it. Earlier, I learned that -ment means ‘result’or ‘action.’ Now I need to look for a root word that I might recognize. I know the wordentertain—it means something like ‘amuse’ or ‘pass the time.’ If I put the suffix and the roottogether, I can figure out the word: amuse + result = the result of being entertained. Now Ineed to check back to see if that makes sense in the sentence. The sentence reads: Thevacationers decided that they would make up horror stories as entertainment. This meansthat the vacationers decided to make up horror stories in a way that would result in amusingthemselves. The sentence works!”
Look at the word recall. You might say:
“I know what call means. It means ‘to yell out’ or ‘to speak something.’ I also know now thatre- means ‘again’ or ‘back.’ So recall must mean ‘to call back’ or ‘to call again.’ In this sentence,it makes more sense to say that they were arguing about whether life can be called back into adead person.”
Look at the word stillness. You might say:
“I know that still means ‘silent.’ Pair that with a ‘quality of ’ or ‘condition of,’ and I get the‘quality of being silent.’ ”
Look at the word predestined. You might say:
“Okay, I know that destiny means something like ‘fate.’ I also know that pre- means ‘before.’So predestined must mean ‘fated before,’ or ‘something that was meant to happen before ithappened.’ ”
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Instruction
© 2007 Walch Publishing Academic Support Program for English Language Arts
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Differentiated Strategies• If students have difficulty coming up with words based on a list of base words, prefixes, suffixes,
and roots, start them off with some examples. You may also have students match words youprovide with the appropriate word part rather than ask them to generate words.
• Ask English-language learners about word parts in their native language. Ask them to giveexamples of words made from various word parts.
• To interest mathematical and visual learners, have a student graph on the board the number ofwords the class can generate from each prefix, suffix, base, or root.
• Play a guessing game that will appeal to kinesthetic and logical learners. Write several prefixesand suffixes from the book on squares of paper, one word part to a square. Attach a square withtape to each student’s back. Have students ask one another to give them a word using theirprefix or suffix, without telling the prefix or suffix. Students should be able to figure out theirprefix or suffix after gathering several words. After two minutes of questions, have each studentwrite his or her word part.
Ongoing Assessments and Additional Activities• Write a base word on the board. Ask students to add prefixes and suffixes to the word to make
as many words as they can. You can turn this into a contest by dividing the class into smallgroups and having each keep a list of words the group thinks of.
• Challenge students to list as many words as they can with a particular prefix or suffix. You mayhave students work in teams, or record the words on the board as students call them out.
• Ask students to find examples in a newspaper of words with certain prefixes, suffixes, bases, orroots. Have students bring in the articles and discuss how the words are used in sentences.
• Students who easily come up with words for the various word parts may enjoy extending theirvocabulary and word knowledge by researching words that share base words or roots andwriting about their findings.
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Instruction
Prefixes and Suffixes in ActionRead the following paragraph. See if you can understand the meanings of the underlined words byanalyzing each root word and its prefix or suffix.
The idea for one of literature’s greatest horrorstories was born out of a nineteen-year-oldgirl’s nightmare. In 1818, Mary Shelley wason vacation in Switzerland. With her were herhusband, poet Percy Bysshe Shelley, andsome other friends, including the poet LordByron. The vacationers decided that theywould make up horror stories asentertainment. Late one night, Mary listenedby the fire as her husband and Lord Byron
argued about whether or not human lifecould be artificially created. They werediscussing whether or not science would oneday find a way to recall a corpse to life byapplying electricity. In her sleep, in thestillness of dawn the next morning, Marydreamt the entire plot for her now famousnovel Frankenstein. When she woke up, shewrote down her dream, which waspredestined to be a classic.
A Nightmare Becomes a Classic
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Prefixes and Suffixes English Language Artsacademic support program
PART 2 • VOCABULARY DEVELOPMENT
Instruction
© 2007 Walch Publishing Academic Support Program for English Language Arts
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Prefixes and Suffixes in ContextYou will discover many other prefixes and suffixes as you read. Here are a few of the most commonones. Use them to help you uncover the meaning of the underlined words in the following passage.
On the lines below, write the meaning of the underlined words. Use what you know about the rootword and what you can apply from your new knowledge of prefixes and suffixes.
11.. joyful: ________________________________________________________________
22.. harmless: ______________________________________________________________
33.. sickness: ______________________________________________________________
44.. unhealthy: ______________________________________________________________
PART 2 • VOCABULARY DEVELOPMENTPrefixes and Suffixes
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PPrreeffiixxeess
mis- wrong, bad
pre- before
re- again; back
un- the opposite of; not
SSuuffffiixxeess
-ful full of
-less without
-ment result or action
-ness quality of being
Many children in English-speaking countriesgrow up singing a joyful rhyme that goes:
Ring around the rosy
Pocket full of posies
Ashes, ashes,
We all fall down!What seems like a harmless rhyme actuallyhas very serious origins. The verse began inEngland after the Great Plague struck Londonin 1664. Seventy thousand people died fromthis sickness, which was brought on by fleas
on rats and unhealthy conditions. The firstline, “Ring around the rosy,” refers to theround, red rash that was one of the earlysigns of the disease. “Pocket full of posies”refers to the dried flowers and herbs thatpeople carried with them hoping to ward offthe disease. “Ashes, ashes” refers to burningthe clothing, sheets, and bedding thatbelonged to victims of the plague. And “we allfall down” refers literally to the victims fallingdown, or dying from the disease.
Common Nursery Rhyme Has Sickly Origins
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Complete the SentenceLook at the incomplete sentences below. Under each blank line is a prefix and its meaning. Fill in theline with the correct word that contains that prefix. Then, on the second line, write a new sentencethat contains a different word with that prefix.
11.. The car gave off a cloud of smelly ___________________.(ex-, out)
___________________________________________________________________
22.. Call me on the ___________________ to let me know you got there safely.(tele-, far)
___________________________________________________________________
33.. The distance around the outside edge of a circle is its ___________________.(circu-, around)
___________________________________________________________________
44. We couldn’t hear the speaker because the __________________ was turned off.(micro-, small)
___________________________________________________________________
55.. The singer’s fans lined up to get her ___________________.(auto-, self )
___________________________________________________________________
PART 2 • VOCABULARY DEVELOPMENTPrefixes and Suffixes, continued
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Finding the Meaning: Prefixes
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11.. disrespect
aa.. full of respect
bb.. lack of respect
cc.. respect again
22.. semicircle
aa.. half of a circle
bb.. a quarter of a circle
cc.. two circles
33.. postwar
aa.. before the war
bb.. after the war
cc.. during the war
44.. subterranean
aa.. under the ground
bb.. in the ground
cc.. above the ground
55.. repaint
aa.. not to paint
bb.. opposite of paint
cc.. paint again
66.. immaturity
aa.. before maturity
bb.. lack of maturity
cc.. after maturity
77.. illegal
aa.. before being legal
bb.. after becoming legal
cc.. not legal
88.. misdirect
aa.. lack of direction
bb.. direct again
cc.. give the wrong directions
99.. preheat
aa.. heat before
bb.. heat after
cc.. heat while
1100.. tristate
aa.. three states
bb.. two states
cc.. four states
Choose the definition of each word by circling the letter of the correct definition. Represent the wordthrough a picture.
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Prefix Q & AAnswer the following questions. Circle the letter of the correct answer.
11.. Which word has a prefix that means “not”?
aa.. depart bb.. improper cc.. redo
22.. Which word has a prefix that means “again”?
aa.. remarry bb.. display cc.. misapply
33.. Which word has a prefix that means “after”?
aa.. subtopic bb.. enlarge cc.. postdate
44.. Which word has a prefix with a number meaning?
aa.. reread bb.. biweekly cc.. disorder
55.. Which word has a prefix that means “over”?
aa.. superhero bb.. transport cc.. submarine
66.. Which word has a prefix that makes the word mean the opposite?
aa.. interface bb.. undo cc.. redo
77.. Which word has a prefix with a spatial meaning?
aa.. indirect bb.. reapply cc.. extrasensory
88.. Which word has a prefix that means “former”?
aa.. ex-candidate bb.. imperfect cc.. tricolor
99.. Which word has a prefix with a time meaning?
aa.. subzero bb.. predict cc.. disregard
1100.. Which word has a prefix with a negative meaning?
aa.. semicolon bb.. bicycle cc.. misspell
PART 2 • VOCABULARY DEVELOPMENTPrefixes and Suffixes, continued
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Suffix Match-UpFind the definition of each word on the left. Write the letter of the correct definition on the lineprovided.
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11.. ____ penniless
22.. ____ preparation
33.. ____ dependent
44.. ____ magnetic
55.. ____ frightful
66.. ____ colonize
77.. ____ confusion
88.. ____ boxer
99.. ____ daily
1100.. ____ comfortable
1111.. ____ justify
1122.. ____ glossy
1133.. ____ judgment
1144.. ____ official
1155.. ____ consciously
aa.. causing fear
bb.. one who holds an office
cc.. knowingly
dd.. having no money
ee.. opinion
ff.. having a bright surface
gg.. happening every day
hh.. establish colonies
ii.. show to be right
jj.. having the power to attract
kk.. state of being mixed up
ll.. getting ready
mm.. giving comfort
nn.. one who boxes
oo.. one who relies on someone else
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Suffix Q & AAnswer the following questions. Circle the letter of the correct answer. Use the line below to explainyour choice.
11.. Which sentence has a suffix that changes a base word into a verb?aa.. Going to the museum is a cultural experience.bb.. The dog playfully teased the cat.cc.. The pudding will thicken as it cools.______________________________________________________________________
22.. Which sentence has a suffix that changes a base word into an adjective?aa.. Jeremy played a soulful version of “America, the Beautiful.”bb.. He gave us a long list of words to memorize.cc.. Colin’s friendship means a lot to me.______________________________________________________________________
33.. Which sentence has a suffix that changes a base word into an adverb?aa.. Dad yelled loudly at the umpire. bb.. The afternoon darkened as the sky became cloudy.cc.. Are you new to this neighborhood?______________________________________________________________________
44.. Which sentence has a suffix that changes a base word into a noun?aa.. Some video games seem to glorify violent acts.bb.. Inez’s mom used to be a singer in Mexico.cc.. I just saw a stupendous movie!______________________________________________________________________
55.. Which sentence has a suffix that changes a base word into a verb?aa.. Mindi won the singing contest.bb.. Reilly’s note was surprisingly blunt.cc.. The villagers need chlorine tablets to purify the water.______________________________________________________________________
PART 2 • VOCABULARY DEVELOPMENTPrefixes and Suffixes, continued
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Finding the Meaning: SuffixesChoose the correct meaning for each word. Circle the letter of the correct definition. Remember thateven if you don’t know the meaning of a base word, knowing the meaning of the suffix will help you.Explain each answer on the lines provided.
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11.. earthen
aa.. without earth
bb.. full of earth
cc.. made of earth
________________________________
________________________________
22.. fortuitous
aa.. unlucky
bb.. full of luck
cc.. to make lucky
________________________________
________________________________
33.. botanist
aa.. able to be planted
bb.. like a plant
cc.. person who studies plants
________________________________
________________________________
44.. audible
aa.. able to be heard
bb.. person who studies hearing
cc.. in a loud way
________________________________
________________________________
55.. amplify
aa.. without ears
bb.. to make louder or bigger
cc.. made of metal
________________________________
________________________________
66.. predicament
aa.. to make happy
bb.. done slowly
cc.. a difficult situation
________________________________
________________________________
77.. wrathful
aa.. full of anger
bb.. anger
cc.. in an angry way
________________________________
________________________________
88.. spineless
aa.. prickly
bb.. without backbone
cc.. to shoot spines
________________________________
________________________________
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Post-Assessment: Word Parts, Prefixes, and Suffixes The words below have word parts underlined. Circle the letter that lists the correct word part.Explain each response on the line provided.
11.. dislike
aa.. prefixbb.. suffixcc.. base word
__________________________________________________________________
22.. powerfully
aa.. prefixbb.. suffixcc.. base word
__________________________________________________________________
33.. celebration
aa.. prefixbb.. suffixcc.. base word
__________________________________________________________________
44.. joyful
aa.. prefixbb.. suffixcc.. base word
__________________________________________________________________
55.. cohost
aa.. prefixbb.. suffixcc.. base word
__________________________________________________________________
66.. repaint
aa.. prefixbb.. suffixcc.. base word
__________________________________________________________________
PART 2 • VOCABULARY DEVELOPMENTPrefixes and Suffixes, continued
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Assessment
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Post-Assessment: Word Parts, Prefixes, and Suffixes, continued
Circle the letter of the correct answer. Explain each answer.
77.. Which word is a compound word?
aa.. extremelybb.. sunburncc.. widower
__________________________________________________________________
88.. Which word has a prefix?
aa.. unleashbb.. simplycc.. handle
__________________________________________________________________
99.. Which word has a suffix?
aa.. unleashbb.. simplycc.. handle
__________________________________________________________________
1100.. What does the prefix dis- mean?
aa.. againbb.. notcc.. two
__________________________________________________________________
1111.. What is one meaning of the prefix im-?
aa.. againbb.. formercc.. not
__________________________________________________________________
1122.. What does the suffix -en mean?
aa.. inbb.. to make, to becomecc.. beyond
__________________________________________________________________
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Assessment