0330-Qreek-Latin Roots-Key to Building Vocabulary

7/22/2019 0330-Qreek-Latin Roots-Key to Building Vocabulary

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ATimothy Rsinski, Ph.D., Nny Pk, E.D.,

Rik M. Newton, Ph.D., n Evngeline Newton, Ph.D.Forewor y Kren Bromley, Ph.D.


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2 #50472Greek and Latin Roots Shell Education

Shell Education

5301 Oenus Drive

Huntington Beh, CA 92649-1030

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ISBN 978-1-4258-0472-5

2008 Shell EducationMe in U.S.A.

EBlne Conklin, Ph.D.

A ELeslie Huer, M.A.

E DLori Kmol, M.S.E.

E--CShron Con, M.S.E.

E MGisel Lee, M.A.

CJon Irwin, M.A.

Cv DLee Auoin

Cv DLee Auoin

P P MDon Trn

I L DRoin Erikson

P PJun Chvoll

The lssroom teher my reproue opies o mterils in this ook orlssroom use only. The reproution o ny prt or n entire shool or shoolsystem is stritly prohiite. No prt o this pulition my e trnsmitte,store, or reore in ny orm without written permission rom the pulisher.

P

Corinne Burton, M.A.E.

Gk L R:

K B V


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Shell Education #50472Greek and Latin Roots 3

Foreword. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Chapter 1: Teaching Vocabulary:What Does the Research Say? . . . . . . . . . . . . . . . . . . . . . .11

Importne of Voulry in Litery Development . . . . .13

The Roots Avntge . . . . . . . . . . . . . . . . . . . . . . . . . . .16Five Priniples for Wor Lerning . . . . . . . . . . . . . . . . . . .18Voulry Development for English Lnguge Lerners . .22

Chapter 2: A Root Awakening. . . . . . . . . . . . . . . . . . . . . . . . .25

Wht Is Root? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Why Teh Roots? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Inresing Wor Awreness . . . . . . . . . . . . . . . . . . . . . . . .30The Three Kins of Roots . . . . . . . . . . . . . . . . . . . . . . . . .32

Wht Does Bse Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

Wht Does Prefix Do? . . . . . . . . . . . . . . . . . . . . . . . . . .34Wht Does Suffix Do? . . . . . . . . . . . . . . . . . . . . . . . . . .36

Chapter 3: Planning Vocabulary Instruction . . . . . . . . . . . . .39

Instrutionl Plnning: The Bsis . . . . . . . . . . . . . . . . . . .39Reommentions for Instrutionl Routines . . . . . . . . . .41Differentiting Instrution . . . . . . . . . . . . . . . . . . . . . . . . .46Voulry Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . .49

Chapter 4: Getting into Words: A DevelopmentalLook at Vocabulary Instruction . . . . . . . . . . . . . . . . . . . . .53

Compoun Wors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Negting Wors with Prefixes . . . . . . . . . . . . . . . . . . . . . .57Some Diretionl Prefixes . . . . . . . . . . . . . . . . . . . . . . . . .58

Wor Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59Wht Are Stuents Lerning? . . . . . . . . . . . . . . . . . . . . . . .60Some Esy Suffixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Bk to Bsis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64

T C


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Metphors Be with You:Helping Stuents with Figurtive Mening . . . . . . . . . .65

A Coherent Pegogy. . . . . . . . . . . . . . . . . . . . . . . . . . . . .70

Chapter 5: Vocabulary Practice Activities . . . . . . . . . . . . . . . .75

Wor Spokes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77O Wor Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79

Wor Theter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81Woro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8320 Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84Root Wor Riles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86Cr Gmes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87

Wor Puzzles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90Cloze . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90Sttergories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92

Wor Sorts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94

Chapter 6: From the Classroom: Roots in Action . . . . . . . . .97

Root of the Week . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97Root Wor of the Dy . . . . . . . . . . . . . . . . . . . . . . . . . . . .99Reli n Chilrens Literture . . . . . . . . . . . . . . . . . . . .100

Writing n Exiting Story . . . . . . . . . . . . . . . . . . . . . . . .101

Roots Dy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103Cognte Connetions . . . . . . . . . . . . . . . . . . . . . . . . . . . .106

Chapter 7: Flexing with Word Parts: Some Strategies . . . . .109

Wor Comprehension:Strt with the Bse, Not with the Prefix . . . . . . . . . . . .110

Multiple Forms of Bses: Look for Core Mening . . . . . .114Doule Consonnts Within Wor:

Tehing Assimiltion . . . . . . . . . . . . . . . . . . . . . . . . .116Mke It s Esy s 123 . . . . . . . . . . . . . . . . . . . . . . . . . 120How to Divie n Conquer Wors with Two Prefixes .124

Chapter 8: Digging into Dictionaries . . . . . . . . . . . . . . . . . .127

Exploring Etymology . . . . . . . . . . . . . . . . . . . . . . . . . . . .127Choosing n Using Ditionries . . . . . . . . . . . . . . . . . .135

Chapter 9: A Brief History of English . . . . . . . . . . . . . . . . . .141

The Romno-Celti Perio: 55 b.c.a.d. 410 . . . . . . . . .143


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Ol English: 4501066 . . . . . . . . . . . . . . . . . . . . . . . . . .146Mile English: 10661500 . . . . . . . . . . . . . . . . . . . . . .149Moern English: 1550present . . . . . . . . . . . . . . . . . . . .152The New Worl: English on the Move . . . . . . . . . . . . . .155Conlusion: Lerning English Toy

The Lessons of History . . . . . . . . . . . . . . . . . . . . . . . . .156

Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .159

Appenix A: Resoures for Stuents . . . . . . . . . . . . . . . .159Appenix B: Resoures for Tehers . . . . . . . . . . . . . . . .163Appenix C: Commonly Tught Roots . . . . . . . . . . . . . .173Appenix D: Beyon Ltin n Greek . . . . . . . . . . . . . . .189

Appenix E: Professionl Development Ies . . . . . . . . .193Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .199

References Cited. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .201


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Foreword

As I egn to re this ook, the phrse tht ught my eye wsivie n onquer. Wht etter wy is there to help tehersn stuents t ll gre levels lern how to mke sense oiiult, multisylli wors thn y isseting them? Greek and

Latin Roots: Keys to Building Vocabulary is ook tht oes justthis. It shows us how to help stuents unerstn the menings o

wor prts in orer to lern new wors. This ook is n invlule

resoure or lssroom tehers, ontent-re tehers, reingspeilists, st evelopers, urriulum oorintors, n loverso lnguge. It provies us with importnt unerstnings outthe English lnguge tht most o us i not grow up with nmy not hve quire in our shooling.

Di you know tht 90 perent o English wors with morethn one syllle re Ltin se n most o the remining 10perent re Greek se? Di you know tht single root nhelp us unerstn 520 relte English wors? Greek and Latin

Roots: Keys to Building Vocabulary is pke with this kin oinormtion. Beuse the English lnguge n the ontent resontin so mny multisylli n tehnil wors, tehers olnguge rts, siene, soil stuies, n mthemtis will inthis ook prtiulrly helpul in supporting their stuents s theylern to isern wor menings.

Severl spets o this esy-to-re ook lso ught my eye,mking it vlule ition to my tehing lirry. First, itprovies synopsis o the theory n reserh tht support

tehing multi-sylli wors y isseting roots (preixes, ses,n suixes). Seon, the ook oers ies or plnning voulryinstrution n inlues tivities like Wor Spokes, Woro,Sttergories, n Mking n Writing Wors to engge stuentsin tively unerstning roots s they eome inepenent

wor lerners. Thir, the ook inlues vlule resoures suhs extensive lists o ommonly tught roots n their menings,


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proessionl resoures or tehers, wesites, itionries, nsoures or lesson plns. Finlly, s I stoppe to relet t the eno eh hpter, it ourre to me tht this ook is goo resoureor tehers stuy group. It is well worth the time spent reingn isussing with ollegues euse the ies it hols re sito rethinking n trnsorming voulry instrution.

The inormtion in Greek and Latin Roots: Keys to BuildingVocabulary is ritil to eing goo voulry teher t llgre levels. I elieve the uthors hve written terrii ooktht n help lssroom tehers, ontent-re tehers, reingspeilists, st evelopers, urriulum oorintors, n loverso lnguge s they support stuents in lerning how to ivien onquer multi-sylli wors.

Kren Bromley, Ph.D.Distinguishe Tehing Proessor

Shool o EutionBinghmton University

Stte University o New York


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Introduction

Ner the en o eh lenr yer, Time mgzine hs n issueo 10 estsnews stories, photogrphs, ooks, movies, n soon. Aoring to the rtile written y Gilert Cruz, one o the10 Best Buzzwors o 2007 ws v (LO-kuh-vor).

Wht o you think locavore* is? Wht lues re you using toigure it out?

Most tehers we know in these wor puzzles intriguing. Wereognize tht our lnguge is onstntly hnging. We spen tlest some time thinking out worswhih wors to teh; howest to teh them; how to ssess stuents wor knowlege; nthe reltionship etween wor lerning, reing omprehension,n ontent lerning.

It hs eome inresingly ler in the pst ouple o eestht ous on voulry hs the potentil to support muh othe other lerning stuents o in shool. Yet tehers questions

out how to evelop n eetive voulry progrm oun.We hve ll experiene the ree voulry list pproh,omplete with writing n memorizing (only to quikly orget)itionry einitions. We know tht this pproh oesnt work,ut wht oes?

This is why we wrote this ook. In it, you will in reserh-se prties tht n help your stuents evelop their

voulries. Throughout, we emphsize using wor roots(preixes, suixes, ses) s n eiient n eetive wy to

uil voulry. Our instrutionl series Building Vocabularyfrom Word Roots etils yer-long wor-lerning routines orstuents. In this ook, we elorte on the reserh nexpert opinions supporting this pproh to wor lerning nevelop the rtionle or ousing on roots in your voulryprogrm. This ook lso provies guielines or evelopingmoels n strtegies or voulry instrution rom roots


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perspetive, inluing smple prtie tivities n storiesrom tehers who re ining suess with this pproh to

wor lerning. We lso present tips or enhning your useo itionry in the lssroom, rie history o the Englishlnguge, n n ppenix with resoures or urther lerning.Also inlue in the ppenies is list o ommonly tughtroots, list o wors with origins in other prts o the worl, nsuggestions or proessionl evelopment.

At the onlusion o eh hpter, we suggest tht you releton wht you hve lerne n mke notes or your own reerene.I you re reing this ook with ollegues, you my lso wnt tomke note o items or isussion with others.

I you re using Building Vocabulary from Word Roots inyour lssroom, this ook will provie you with rtionles npttions tht you n your stuents my in eneiil. I

you re using nother voulry series (or none t ll), this ookwill provie kgroun ginst whih you n evlute yoururrent progrm or evelop new one. Hppy reing!

Timothy Rsinski, Nny Pk, Evngeline Newton,

n Rik M. Newton

*v (n.) person who tries to et only oos tht re hrvestelolly


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T V: WD R S?

Hve you ever visite the Ntionl Worl Wr II Museum inNew Orlens? It is sinting ple. Among the ouments

ville or viewing is the irst rt o Presient Frnklin DelnoRoosevelts mous speeh tht egins, Yestery, Deemer 7,1941 te whih will live ininfamy. These powerul worshelpe the ntion prepre or wr. But they were not the irst

wors FDR wrote. The irst rt o the eginning o the speehres, te whih will live in world history. Whih o youthink is more memorle, inmy or worl history?

Wor hoie relly oes mke ierene. Smuel Clemens

(Mrk Twin) one oserve tht the ierene etween thelmost right wor n the right wor is relly lrge mtteritsthe ierene etween the lightning ug n the lightning. Thisook is ll out helping stuents in the right wor.

As every teher knows, this is no smll tsk. The Englishlnguge hs etween 1,200,000 n 2,000,000 wors! Anevery yer, tehnologil vnes ring us new moes oommunitionn new wors. One estimte is tht tehnologyis ontriuting out 20,000 wors per yer to our lnguge.

How n wen our stuentsever th up? Lukily, thereis wy.

Consier this: 90 perent o English wors with morethn one syllle re Ltin se. Most o the remining 10perent re Greek se. A single Ltin root genertes 520English wors.

Chapter1


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Aoring to Grves n Fitzgerl (2006), shool texts nreing mterils inlue more thn 180,000 ierent wors.Sine most o the wors oun in these texts ome to English romLtin n Greek roots, knowlege o these wor prts is powerultool in unloking the omplex voulry o mth, siene,literture, n soil stuies. In ition, most o those 20,000new tehnology wors we mentione re erive rom Ltin orGreek. Di you know, or exmple, tht omputer cursorn re course oth ome rom the Ltin ver curro, to run?

Toy mny stuents ome to our lssrooms speking irst

lngugeslike Spnishtht re lrgely erive rom Ltin. Int, out 75 perent o the Spnish lnguge is esene romLtin (Chnler n Shwrtz 1961). Stuents who ome toshool with Spnish s irst lnguge n esily mke onnetionsetween Spnish n English euse the two lnguges shremny ognte wors (i.e., wors with ommon origin). Builing

voulry y lerning how to pply the mening o Ltin nGreek wor roots n help stuents who re lerning English, s

well s others.

Moreover, using roots to unlok wor menings will o morethn expn stuents voulries. Eh wor uilt rom rootshs tken unique pth into our lnguge. Di you know, orexmple, tht the wors vocabulary n vowel ome rom theLtin rootvoc, whih mens voie? In nient Rome, stuents

were require to reite lists o new wors orlly, or using theirvoies. An, o ourse, we nee our voies to sy , e, i, o,u. Stuying wor roots my strt your stuents on sintingexplortion o wor histories. Just s importnt, it will helpstuents grsp n essentil linguisti priniple: English wors

hve isernile logi euse their menings re historillygroune. This knowlege, use in onjuntion with wornlysis skills, empowers stuents s lerners.

Although no single pproh to voulry evelopment hseen oun onlusively to e more suessul thn nother,reserhers gree tht ous on Greek n Ltin erivtives


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oers powerul tool or tehers to nurture stuents voulryevelopment (Ber, Invernizzi, Templeton, n Johnston 2000;Blhowiz n Fisher 2002, 2006; Newton n Newton 2005;Newton, Pk, n Rsinski 2008; Rsinski n Pk 2001;Sthl 1986, 1992). This is wht this ook is ll out. In this irsthpter, we egin our stuy o roots y ressing two ro nritil issues: why voulry is importnt n wht we knowout eetive instrution. We will then oer some insights into

voulry instrution or English lnguge lerners.

Ip V LDvp

Voulry is knowlege o wor menings. The simpliity othis einition oes not quite onvey wht it mens to know

wor. For exmple, Merriam-Websters Collegiate Dictionarylists 18 einitions (severl o them with sueinitions) or the

worplace. Although we rrely stop to think out it, the issueo knowing wors is omplex.

Ngy n Sott (2000) hve helpe us unerstn the omplexity

o wht it mens to know wor. They rgue tht wor knowlegehs t lest ive ierent omponents or spets:

IEh time we enounter new wor,our knowlege o its efnition(s) n possile useseomes it more preise. Think out how your ownunerstning o milir wors like love or free hseepene over time. As Person, Hieert, n Kmilnote, Knowing wor is not n ll-or-nothing mtter(2007, 286).

MWor knowlege extenseyon simple efnitions. It n inlue sutleoneptul ierenes etween synonyms. For exmple,oth allege nbelieve shre ore mening o ertintyor onvition. Yet they re oneptully istint. I myelieve I sw ying suer in the sky, ut i I report


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it to the polie, they will proly ll my sighting n

llege event. Why? How re the two wors ierent?Collotion, or the requent pling together o wors,is lso prt o wor knowlege. We n tlk out

storm front, ut not storm back (Person et l. 2007).Similrly, we n hve storm doorn storm window,ut not storm ceiling or storm floor.

PMny wors, espeilly ommon ones, hvemultiple menings. Knowing those multiple meningsis prt o knowing the wors. Think out the ierent

ontexts n wys in whih the worplace n e use.An outoor groery store n e lle marketplace,while horse whoplaces omes in seon in re. Anrememer Dorothy in TheWizard of Oz? She remineus tht theres noplace like home.

IKnowing wor oten involvesknowing its ttriutes n how it is relte to other worsor onepts. Think o ll the things you know out even simple onept like cat, n you will quikly see this

spet o interrelteness in tion. HA wors mening is epenent on its

ontext, oth semnti n syntti. Agin usingplaces n exmple, onsier:

Her ies were ll over the ple.

In gym we h to run in ple.

This weeken we will go to our summer ple.

There is nothing simple out knowing wor. As Person et

l. note, Wors my seem like simple entities, ut they re not.Their sure simpliity elies eeper omplexity (2007, 286).

Thinking out the wor knowlege tht stuents ring to thelssroom s nother lyer o omplexity. For exmple, eho us hs n tive voulry n pssive voulry. An tive

voulry inlues wors we n quikly generte or speking


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or writing euse we know them well. We n reognize worsin our pssive voulry when we enounter them, ut we ontregulrly use them. Think k to FDRs speeh. Chnes re

we unerstoo wht FDR ment y inmy euse we hveseen it in other ontexts. Yet, when is the lst time you usethis wor in sentene? One gol o voulry instrution is toinrese oth tive n pssive voulries. This gol is ritileuse reserh hs shown tht stuents who egin shool

with smller voulries remin t n emi isvntgethroughout their shooling (Hrt n Risley 1995, 2003).

The soil ontext in whih wors re enountere proviesyet nother lyer o omplexity. We use orlvoulry to listenn spek, n print voulry to re n write. Spokenlnguge is soilly ontextulize. In onverstion, or exmple,

we use gestures to help onvey mening. The prtiipnts in onverstion n sk or lriition. Written lnguge, on theother hn, tens to e soilly eontextulize, so preisiono wor hoie is very importnt. No one is esily ville tolriy texts mening. Most o the new voulry stuentsenounter in shool is through reing written texts, n muh o

it is eontextulize.Dees o reserh hve onsistently oun eep onnetion

etween voulry knowlege, reing omprehension, nemi suess (Bumnn, Kmeenui, n Ash 2003). Kmiln Hieert esrie voulry s rige etween thewor-level proesses o phonis n the ognitive proesses oomprehension (2005, 4). This is useul wy to visulize theimportne o voulry or young reers. A soli nk ooneptul knowlege is essentil or reing euse it ilittes

wor ientiition n enles omprehension. But meningoes not utomtilly ollow suessul eoing. I woris not in hils orl voulry, the hil nnot pply worreognition strtegies eetively, n reing omprehension ishinere (Ntionl Reing Pnel [NRP] 2000). Wie oneptulknowlege supports eoing. An extensive voulry helpsstuents re luently, omprehen, isuss wht they hve re,


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n lern. Another gol o voulry instrution, then, is toexpn stuents oneptul knowlege.

The eontextulize lnguge o shool texts ontins rihervoulry n more unmilir wors thn spoken lnguge(Cunninghm 2005). In ition to enhning stuents orln written voulries or generl onverstion or writing,stuents lso nee to lern the inrequently use wors tht willhelp them omprehen their inresingly omplex shool texts.Thus, stuents nee multiple opportunities to experiene worsin oth orl n written ontexts to expn their oneptul

knowlege. You my gree with us tht this is unting tsk.For exmple, lthough most reserhers elieve tht stuentsnturlly etween 2,000 n 3,000 new wors eh yer,Ngy n Anerson (1984) estimte tht ith grers enounter10,000 new wors eh yer in their reing lone.

Fortuntely, 4,000 o the 10,000 new wors tht ith grersenounter re erivtives o milir wors, most o them o Ltinor Greek origin (usully ompoun wors n wors with preixesn suixes). In t, well over hl o English worsnerly 75

perent oring to some estimtesre erive rom Greek orLtin. This is why ous on wor prts mkes sense s prt o voulry progrm.

T R AvLtin n Greek preixes, ses, n suixes re irly onsistent

in their menings n spelling ptterns. Consequently, stuentsn igure out the pronunition n mening o mny new

wors y looking t their roots. They will unerstn the logi

in the spelling pttern. A stuent who knows tht the rootspecmens look, or exmple, hs he strt in iguring out wht

speculate, spectacular, n spectacle men when enounteringthem in text. The stuent n then use ontext to etermine

whether the spectacle in question is ig event or, when usein the plurl orm, pir o glsses. This ler link mongpronunition, mening, n spelling is espeilly useul or


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young reers euse they re le to oorinte soun nsense when they enounter new n hllenging wors (Ber etl. 2000; Rsinski n Pk 2001).

Through eh pssing yer, stuents enounter more nmore wors o lssil origin. As they move rom gre togre, stuents e n inrese numer o new wors, newonepts, n multiple menings (Blhowiz n Fisher 2002,511). Most new shool voulry is oun in ontent-retextooks, whih s unique hllenges euse lerning new

wors in ontent res oten requires lerning new onepts s

well. Most ontent-re wors re low-requeny n o notpper in other ontexts (Hrmon, Herik, n Woo 2005,263). Furthermore, the sme wors my represent issimilronepts in ierent ontent res: onsier revolution inhistory, or exmple, n the revolution o Erth roun the sun.In ition, key ontent-re voulry is oten uiling lokor more vne oneptul knowlege. Unlike primry-levelstuents who n use ontext to etermine the generl meningo wor, oler stuents must lern new oneptul voulry

with enough preision to sol other onepts.

We hope tht this rie reserh review hs onvine you thteetive voulry instrution with Ltin n Greek roots hsthe potentil to oster stuents litery lerning. Unortuntely,t present there is little lssroom-se reserh tht proviesesriptions o eetive voulry instrution in prtie. Sweetn Snow (2003), reporting on results rom the RAND ReingStuy Groups exmintion o omprehension, note tht thenumer o stuies exmining the eet o voulry instrutionon reing omprehension hs een smll. Similrly, the NRP

note tht reserh on voulry quisition gretly exeesurrent knowlege o pegogy n ite gret nee orreserh on this topi in uthenti shool ontexts, with reltehers, uner rel onitions (2000, 44).

Despite the urrent lk o reserh, however, the nee oromprehensive voulry urriul is pprent (Blhowiz,


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Fisher, Ogle, n Wtts-Te 2006). In the next setion, weoer generl priniples or esigning voulry instrution.

Fv Pp W LUntil reently, most orml voulry instrution hs een

limite to the introution o key wors eore reing new text.Yet the NRP (2000) oun tht voulry is lerne oth iniretlyn iretly, n tht epenene on only one instrutionl methooes not result in optiml voulry growth. The NRP report lsoirme erly reserh tht ientiie reers voulries s

powerul preitor o suessul reing (Dvis 1944).

Although reserhers gree on the urriulr importne ovoulry instrution, guine out instrutionl methoologyis still in erly stges. Kmil n Hieert (2005) ientiy our oreunresolve instrutionl issues tht hve serious implitions orlesson plnning: 1) how mny wors shoul e tught; 2) whih

wors shoul e tught; 3) how we shoul teh stuents orwhom reing is iiult n/or English is seon lnguge;n 4) how inepenent reing supports voulry lerning.

Despite these ongoing issues, reserhers re eginning toprovie instrutionl guine in voulry quisition. Forexmple, Biemiller rgues tht even ierent stuent popultionslern wors lrgely in the sme orer n lls or tehing orpus o ommon wor roots, even in primry gres (2005,225). Blhowiz n Fisher elieve tht two ees oreserh on voulry quisition n e summrize into ourro instrutionl priniples: Stuents shoul 1) engener nunerstning o wors n wys to lern them through tive

enggement; 2) personlize wor lerning; 3) e immersein wors; n 4) experiene repete exposures y essing

wors through multiple soures o inormtion (2002, 504).

Reserhers lso gree tht no single instrutionl metho issuiient to enhne stuents voulries. Tehers nee

vriety o methos tht teh wor menings while inresing the


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epth o wor knowlege (Blhowiz et l. 2006; Lehr, Osorn,

n Hieert 2007). The ollowing priniples n e use toselet, evlute, or rete eetive voulry instrution:

1. Instrution shoul inlue planned teaching o seletewors with multiple kins o inormtion provie (e.g.,semnti, struturl) (Blhowiz et l. 2006). Reserhtells us tht stuents n only lern 810 new wors eh

week through iret instrution (Sthl n Firnks 1986).Some iret instrution is useul.

2. Voulry instrution shoul eintegrative (Ngy 1988).To lern new worsrelly lern themrequires stuentsto onnet new n existing knowlege. Wors re estlerne when presente meningully with ttention toeinitions (Ngy 1988; Sthl 1986). Stuents nee to usenew wors in meningul ontexts n think out them inmeningul wys. Attention to einitions s power to this

wor lerning (Sthl n Firnks 1986). Tehers mustin wys to ous on onnetions etween wht stuentslrey know n wors they re going to lern. Ativities

tht sk stuents to explore similrities n ierenesmong onepts, tivte kgroun knowlege, ngenerte n test hypotheses seem prtiulrly eneiil(Blhowiz n Fisher 2002; Mrzno, Pikering, nPollok 2001).

3. Voulry instrution nees to inlue repetition(Blhowiz n Fisher 2002; Ngy 1988; Sthl 1986).Stuents shoul e immersed in wors, with requent

opportunities to use new wors in iverse orl n printontexts in orer to lern them on eep level. Reserhtells us tht we lern more new wors inientlly, whenthey our in our reing or listening, thn we o throughiret instrution (Lehr et l. 2007). In other wors, lookingup wors in itionry n lerning einitions re notenough to ensure wor lerning. We nee to o more.


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Teher re-lous n help stuents evelop voulry,

espeilly i re-lou ooks hve wonerul wors n powerullnguge. I stuents will e tkling new or iiult oneptin the ontent res, re-lous oul inlue piture ooks orother texts tht ress the topi. Relte to this priniple isnother: the importne o stuents wie reing. The morestuents re, the etter. Using new wors in isussion n

writing lso ilittes their lerning. In t, we reommentht you hllenge stuents to use new wors in s mny wys spossile.

4. Wor lerning is proeurl tivity mtter o knowinghow. Thereore, students need strategies or etermining

wor mening (Ngy n Sott 2000). Stuents nee tounerstn n know how to mnipulte the struturletures o lnguge. Most voulry-relte shool tsksnively presume this kin o knowlege. Clssroom-sestuies hve emonstrte the eetiveness o two strtegiestht re prtiulrly importnt or voulry evelopment:tehing ontext lues n wor prts (Bumnn, Font,

Ewrs, n Boln 2005).Context lues re requently use s reing strtegy or

etermining the mening o n unknown wor. Although ontextin reing hs mny imensions, it most oten reers to iguringout the mening o n unknown wor y getting help (or lues)rom the wors, phrses, sentenes, or illustrtions surrouningit (Hrris n Hoges 1995). The help tht ontext provies mye semnti, se on the mening o the surrouning wors orsentenes. It my lso e struturl, se on grmmtil or

syntti mrkers within wor or sentene.

Using ontext lues is n espeilly importnt strtegy orvoulry evelopment euse, s we note erlier, mnyEnglish wors hve multiple menings. Sine ontext is ruilin ientiying whih mening to use, lerning how to use thesurrouning ontext helps stuents expn their voulries.


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Morphologil nlysis, nother importnt strtegy, llowsstuents to mke onnetions mong semntilly relte worsor wor milies (Ngy n Sott 2000). By seprting nnlyzing the mening o preix, suix, or other wor root,stuents n oten unlok the mening o n unknown wor. I

we teh stuents tht bi- mens two, or exmple, they nuse tht inormtion to igure out biannual or biaxial. Whenintrouing the onept ophotosynthesis, we n esily pointout its roots: photo mens light, n syn mens with. Asstuents grpple with the omplex proess o how light (photo)is omine with (syn) ron ioxie n wter to mke sugr,

knowlege o these wor roots will support their eorts.

Knowing tht wors n e roken own into units omening is powerul strtegy or voulry evelopment.Until reently, tehing wor roots ws strtegy reserve orupper-gre or ontent-re lssrooms. But growing oy oreserh tells us tht this strtegy shoul e introue erly. Int, y the seon gre, stuents shoul e ept t using worroots s voulry strtegy (Biemiller 2005). Lerning key

wor prts will enle stuents to unerstn new wors tht

re semntilly onnete. In this wy, instrution eomeseiienty lerning one wor prt, stuents hve lues to themening o ll the wors tht ontin it.

5. Voulry instrution must oster word consciousness, nwreness o n interest in wors (Grves n Wtts-Te2002). Ativities like wor explortion (e.g., etymology) n

wor ply (e.g., puns n riles) re entrl to voulryevelopment. Moreover, they provie plesnt wys toomplish the repetition neessry or stuents to lern

new wors.

Ditionries n other reerene works n interest to voulry progrm. Although most stuents egin to lernout reerene tools in the primry gres, they my notknow the enormous vriety o eletroni n print itionriesnow ville. They my know the onepts o synonym n


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us tht lerning English voulry is ruil tsk or Englishlnguge lerners (Ntion 2001).

Beoming literte in seon lnguge n tke ive to sevenyers, epening on the spekers proiieny with his or herirst lnguge, the type o seon-lnguge instrution, n howmuh English the stuent knows t the time instrution egins(Perez 2004). The eginning o this proess n e worrisomeor tehers: Most new English lnguge lerners will gothrough silent perio uring whih they re unle or unwillingto ommunite orlly in the new lnguge (Hynes 2007, 9).

Yet t every stge o lerning English, instrution n supportstuents lerning.

Fortuntely, everything we know out how to tehvoulry pplies to oth irst- n seon-lnguge lerners:English lnguge lerners nee to ous on mening y usingreserh-se strtegies to lern new wors. They neerequent opportunities to try out new wors in vrie lerningontexts. The mjor ierene is tht English lnguge lernersgenerlly require more istintive soling. Two ies will

help you pln voulry instrution or English lngugelerners:

Use isussion to support wor lerning. Disussionopportunities eneft English lnguge lerners ysupporting their growth in onverstionl English, s wells y promoting wor lerning. Stuents ont simplysok up lnguge. They nee omprehensile inputslightly ove their urrent lnguge leveltht uilson prior knowlege. They lso nee lots o opportunities

to prtie, espeilly in smll-group settings (Hynes2007; Perez 2004).

Use stuents ntive lnguges (or reerenes to theirntive lnguges) whenever possile. Mny English

wors hve ogntes in other lnguges. Spnish-speking stuents n esily relte mny new English


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wors to Spnish euse they shre Ltin erivtives.In tehing aqueduct, or exmple, stuents my lreyhve the onept o wter rom the Spnish wor agua.Enourge stuents to rw suh onnetions etweentheir frst n seon lnguges.

S

We hve presente reserh-se rtionle or ressingvoulry in your lssroom, ive guiing priniples tht you nuse to evelop n instrutionl urriulum, n ew ies out

pttions tht my support English lnguge lerners. We wishyou suess in your wor journeys. In the en, we hope you nyour stuents will gree with British novelist Evelyn Wugh:

One orgets wors s one orgets nmes. Ones voulrynees onstnt ertilizing or it will ie.


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Chapter2

A R Ak

In the irst hpter o this ook, we isusse the importneo voulry in stuents litery evelopment. We sw iretlink etween our stuents voulries n their prospets oremi suess. We note tht s stuents vne through

shool, reserh inites tht they enounter inresingly moreomplex wors n onepts (Blhowiz n Fisher 2002). Onlythose stuents who hve mstere the oneptul, or ontent,

voulry t lower level re well equippe to unlok themenings o emi wors, prtiulrly in the ontent res.

It is ler, then, tht knowing how to unlok the mening onew wors is n importnt lielong skill or our stuents n orus. Unerstning how wors work shows us how to think innew wys out worsthose we lrey know n those tht renew to us. In this hpter, we present some useul strtegies nrtionle or tehing voulry rom roots perspetive. Then

we explin the strtegy o Divie n Conquer, introuing thethree kins o roots. But irst, wht is root?

W I R?Wors, like stories, hve struture. We ll know tht most

goo stories hve eginning, mile, n en, n tht these

prts o stories onnet with one nother. Eh prt hs purpose n vnes the overll story line. When we re nisuss stories with our stuents, we oten sk, Wht hppens inthis prto the story? Wht i this prto the story h eenierent? Wht hppene eore this prt? Depening onthe length o the story, we lern to ientiy its ierent prts shpters, s pges with heings, s prgrphs, s sentenes, n


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so on. In orer to unerstn story, we oten tke it prt sotht we n think n tlk out ll the things tht our in theeginning, mile, n en o the plot. When our stuents retetheir own stories, we enourge them to think n ompose interms o these mngele n meningul prts.

Likewise, mny English worsn nerly ll the emiwors our stuents must lernre me up o prts. Like theprts o story, the prts o wor lso rry mening. Anthis is preisely wht wor root is: prt o wor tht rriesmening. Think out this or moment eore moving he. A

wor is ompose, o ourse, o letters. But letters, y themselves,

rry only soun, not mening. The letter r, or exmple, hs nomening y itsel. Its soun, nothing more n nothing less.Letters, then, re wor prts, ut they re not roots euse theyhve no mening.

Similrly, the phonemes tht stuents lern to reognize inprimry gres re ssoite with letters or letter omintionstht proue soun, ut not mening. As very young hilren lernto re n write, or exmple, they lern to reognize the phonemean in suh wors sfan, man, can, dandy, sand, dancer, n ran.

These wors shre phoneme n soun like, to e sure, ut theyhve no shre mening. It is importnt or eginning reers toevelop lueny in reognizing letters n soun units euse thisenles them to her n reily unerstn the wors they seeon printe pge. But this skill enles them to re n spellonly the wors they lrey know. In other wors, orretlyeoe or pronoune wor is unerstnle only when theylrey know wht it mens. Thus, even ull knowlege o lettersn phonemes oes not generte growth in voulry or woromprehension. A stuent my know 100 wors with the phoneme

an n still e t loss when enountering suh new wors sphantom, sanitize, ntantrum. The stuent my e le to sounout these wors, ut the souns generte no oneptul wreness.The souns lone o not le the stuent to the mening o thenew wor. From the phoneme, the stuent gets the soun ut notthe sense. However, tehing phonemes n wor milies o setthe ountion or tehing stuents to look or wor prts. This


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shows stuents how knowing wor prt n le to knowing otherwors. An, it evelops utomtilly with simple wors tht llowstuents to ully onentrte on the hrer multisylli wors oemi n ontent-speii voulry.

Now, ompre phoneme with wor root. Rememer how weeine root ove: wor prt tht rries mening. To e itmore preise: wor root is semnti unit. This simply menstht root is wor prt tht mens something. It is group oletters with mening. A phoneme, y ontrst, is wor prt thtrries only soun. When root ppers insie wor, it lens itsmening to the wor n thus helps rete the wors mening.Moreover, wors tht ontin the sme root lso shre mening.

We ll these relte wors ogntes(rom Ltin cognatus, whihmens orn together, relte in origin). Notie how ierentthis is rom phoneme, whih only enles us to pronoune wors.Like phoneme, root is lso group o letters. But unlike thephoneme, the root onveys not only soun ut lso mening.

One o the most ommonly enountere roots in Englishwors, or exmple, is mot. The rootmotis not wor in itsel,ut it is more thn phoneme eusemot mens something; it

is semnti unit. This prtiulr root mens move. Nerlyny time it ppers in wor, tht wor will hve meningssoite with movement. Tke minute to think omotworstht hve to o with movementor etter yet, sk your stuentsto o so! In short time, even the youngest stuents will e leto generte list tht n e written on the or:

A motormakes things move.

A motorcycle moves down the street.

A locomotivemoves on tracks. Some outdoor lights are triggered by motiondetectors.

Some classrooms have a lot ocommotion.

We all were promoted last year and moved ahead to the

next grade.

Who lost the remote controlto the television?


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By rwing ox roun or otherwise highlighting the root thtll these wors shre (mot), you n give your stuents rootwkening: Wors with shre root hve shre mening.They re ogntes.

W T R?Mny primry-gre stuents will e milir with most, i not

ll, o the mot wors in the ove list. They will ll hve somewreness omotors,motorcycles, locomotives,schoolpromotions,ns ny lssroom teher n ttest tocommotion. These

re milir wors n onepts, n y ringing them togetherin this wy, stuents quikly ome to unerstn the linguistipriniple tht wors with the sme roots re relte in mening.

Beyon this, tehing the mening o root like mot equipsstuents to uil newmotwors n expn their voulries.For exmple, you n write some o the ollowing wors or phrseson the or n sk stuents to igure out the movement intheir shre menings:

What motivatedyou to do that? What were your motivesor saying this?

What emotionsdid you eel when you learned the news?

What is a motifin music?

Do promotiongimmicks really work?

Who wants to make a motionthat we end this meeting?

My brother was demotedbecause o his unruly conduct.

Why is it hard to get to remotelocations?

With the roots pproh to voulry lerning, stuentsisover how to look or meningul onnetions etween worsthey lrey know (likemotor) n wors tht they my not know(likemotif), s well s with wors they my hve her eore utonly vguely know (like demotion or motivate). This isovery


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my lso ring them eeper unerstning o milir wor.Cn you igure out the movement in emotion? When we teh

voulry se on roots rther thn wor lists, we enourgeour stuents to serh or wors mening rom the mening oits root. By ssoiting these wors with their ogntes, stuentseome wor sleuths s they sk questions out mening nthen try to nswer them.

One wy to help stuents think through n unlok the meningo wor se on its root is to rewor the sentene sustitutingthe root mening or the wor. Whtmotivated you to o tht?

n e trnslte s Whtmoved you to o tht? Another wyis to eine the wor using the root mening. A sel-motivatedstuent is sel-strter who moves on his or her own to lern.In t, we oten reer to someone with suh energy s movern shker. Similrly, ourmotives re the ores tht moveus to o or sy ertin things.

The possiilities re enless! Stuents will enjoy puzzlingthrough some o the more hllenging ogntes. Amotifin musiis theme or rerin tht moves rom prt to prt in the overll

omposition. When we her motifin one prt o the symphony,we my her it repete in ierent key in lter movement.A motif in novel is theme tht moves roun the story,ropping up here n there.

Applying root einitions lso eepens stuentsunerstning o wors multiple menings n introuesthem to new usges. All stuents know tht eing promotedmens vning to the next gre (pro- = orwr). Askingstuents to onsier other kins o orwr movement will

get them to onsier itionl imensions: A store nees tomove its prouts orwr in the mrket in orer to sellmore o them. Moreover, i promotion is moving orwr,then demotion must e moving ownwr to lowergre or lower sttus. Even our emotions n e unerstoo seelings tht move us. When we eel s n ry, we mightsy we hve een move to ters. When our emotions re


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rouse, we might sy we eel eeply move. An there iseven movement when someone mkes motion in usinessmeeting. I the motion is seone, the hirperson o themeeting then sys, It hs eenmoved n seone tht.

In our irst hpter, we mentione tht the sme wors nmen ierent things in ierent ontexts. Conusion otenresults when stuent lerns wor s hving one mening, onlyto lern lter tht it n men something else. Apromotionto higher gre in shool is not the sme thing s slespromotion.But in either ontext,promotion retins its si mening o the

movement o something or someone he. This root-levelwreness o wors n e rel oon to our stuents. Letsonsier the wor remote. Most stuents will reily know

wht remote control evie is: it llows us to hnge televisionhnnels without getting out o our hirs. We use remotecontrol evie when we re t istne, or remove rom,the TV. When the ontext hnges n we lter re or herout remote lotion, we n tivte our stuents kgrounknowlege y sking them to ssoite the known onept oremote ontrol with the new onept o remote lotion.

By tlking out these two ontexts tht shre the sme wor, wen guie our stuents to root-level unerstning. A remoteontrol is r wy rom the TV, n remote lotion is r wyrom most people.

In the previous hpter, we oserve tht stuents n lernonly 810 new wors per week through iret instrution. But

we hve just ientiie more thn ozen wors tht ome romthe rootmot. By lerning just one root, stuents n esily etween 10 n 20 onnete wors.

I W AIn Chpter 1, we tlke out the nee to uil stuents

tive n pssive voulries. Most roots generte everyywors tht stuents reily unerstn n tively use; however,the sme roots lso generte newer n hrer ontent wors


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tht will expn stuents pssive voulries. This is ritilly

importnt to suess in shool euse most o the texts stuentsenounter rely hevily on tehnil or omplex voulry thtmost o our stuents o not use in ily onverstion. When weteh roots, we reinore the voulry tht stuents hve lreyquire n then uil on tht reinore ountion. Theroots pproh tivtes kgroun knowlege n enourgesstuents to vne rom the known to the unknown.

Think k to our isussion o the rootmot. Di you notiehow esy it ws to unerstn the root mening o move? Roots

hve se-level menings tht re not oneptully iiult. Theyreer to essentil things n tions tht ll lnguge spekersunerstn. Beuse roots ten to hve si menings, theyenle us to unerstn even iiult wors. When we ivien onquer, we simpliy n open the oor to unerstning.Beuse everyone knows wht movement is, stuents n esilyestlish onnetion etween the movement o motorylen the more sophistite movement n moti o symphony.

One inl oservtion on the rootmot. In the irst hpter, we

note tht with ontinuing vnes in tehnology, the Englishlnguge will ontinue to voulry o sholrly, sientii,n tehnil nture. Think o the phrse remote control, whihme into existene only ter the invention o eletriity. Thenew evie neee new wor, n we rete one rom thepproprite root. Now in the omputer ge, we in the smeroot mot in its newest orm. The smiley es tht show up onour omputer sreens re leverly lle emoticons. This new

wor, oun only in the most reent o itionries, is ompose

o wor prts tht hve mening. An emotion is n icon (nimge) viewe on omputer sreen tht inites prtiulremotion. As voulry is orn to give nmes to new things nonepts, Ltin n Greek roots remin the ountion o ourEnglish lnguge. In t, i we know our roots, we n ivien onquer ll the new voulry tht the twenty-irst entury

will ring!


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Roots re oun in voulry rom ll phses o lie. Seeing

the worl o wors rom roots perspetive osters worwreness, the ultimte gol o ll voulry progrms. It n

e eye-opening or thir grer, or exmple, to ivie n

onquer shool wor like promotion n onnet it with

munne wor like motor. Yers lter, the sme stuent my

e plying in shool n n quikly reognize musil

motifs oming rom the sme root spromotion. Like moti

in lielong symphony o lerning, roots keep returning to us

in new ontexts. An roots, one lerne, re rrely orgotten.

Knowlege o roots will help your stuents throughout their livesengge in oneptul thinking out the unmentl menings

o wors n the vrieties o wys in whih they n e use.

T T K R

Romn militry leer Julius Cesr mously wrote, All

Gul is ivie into three prts. Like militry generl, we n

employ the Divie n Conquer strtegy. Mny English wors

n lso e ivie into three prts:

the prefx

the base

the sufx

Preixes, ses, n suixes re the three kins o roots, or

semnti units, oun in mny wors. Although sometimes

the wors root n base re use the sme wy, they re not

interhngele. Root is the generi term or ny prt o wortht hols mening (Ayers 1986). Preixes, ses, n suixes re

kins o roots. In terms o wors struture, the preix ppers

t the eginning o wor, the se in the mile, n the suix

t the en. This umrell igrm helps illustrte the istintions

etween preix, se, n suix:


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Roots, then, is the umrell term or the sutegories o preix,se, n suix. Notie tht thebase in this piture is shown s

the hnle o the umrell. The se hols up the entire wor,proviing its essentil or si mening.

W D B D?

The root mot is se tht mens move. Here re ewmore exmples o ses:

tract = pull, draw, drag

duc, duct = lead port = carry

ven, vent = come

dic, dict = speak

voc, vok = call

viv, vit = lie

sol, helio = sun dom = house

terra = land

aqua, hydro = water

prefix

suffix

bas

e


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These ses generte entire wors tht rry their si

menings: A motormakes things move.

Motionis movement.

A tractorpulls arm equipment.

We need good tractionto pull a car through ice or snow.

When we tracesomething, we make a drawing.

A ductleads heated air rom a urnace to the rooms o

the house. A portercarries luggage.

A portable television can be carried rom one room to

another.

Notie tht eh o the itliize wors in the ove list hs mening iretly ssoite with the mening o the se itsel.In t, the se duct n even untion s whole wor ll yitsel! An s we note erlier, these ses rry unmentl,

esily unerstoo menings: move, pull or rg, le, n rry.You my hve notie tht none o the wors in this prtiulrlist egins with preix. The irst semnti unit in these wors isthe se itsel.

W D P D?When preix is tthe to the se o wor, the preix oes

one o three things: it gives wor iretion, negtes wor ymening not, or intensiies the mening o wor y ing the

notion o very. For this reson, we spek o three tegories opreixes:

directional prefxes

negative prefxes

intensiying prefxes


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Most o the preixes oun in English worsout 25 inllre erive rom Ltin. Tehing the mening o preixesis espeilly helpul to young hilren euse ew preixesre use in lrge numer o wors. Moreover, nine preixesount or 75 perent o the wors tht use preixes (White,Sowell, n Yngihr 1989).

Preixes pper with suh requeny in our voulries thtstuents n esily lern some o them just y relling worsthey lrey know. For exmple, every shool hs exit signs thtpoint to the wy out o the uiling. You n use this everyy

wor to teh tht the preix ex- sometimes mens the iretionout, out o. Ex- n hve n intensiying mening s well.For exmple, n exhausted person is very rine (haust =rin). Another exmple o n intensiying preix is theper- in

perfection, me well (fect = mke, o). Mny stuents willhve seen n or orhestr conductorwve ton, leingmusiins together s they ply their instruments. You n usethis milir onept to teh tht the preix con-is iretionlpreix mening with, together. When we tell stuents to redon ssignment, they know they must go k n o it gin.

You n use this shool experiene to teh tht re- is iretionlpreix mening k, gin. A stuent who isunable to ome to irthy prty is not le to o so: un- is negtive preix.Likewise,in-,im-, nil- re negting preixes. Consier worslikeinvisible, impossible, nillegal.

Most o the preixes stuents enounter in shool texts reiretionl in nture. This mens tht they inite pth osome kin: with, together, uner, in, out, k, gin,wy rom, out o. Here re ew exmples o the most

ommon iretionl preixes: at-, ad- = to, toward, add to

de-= down, o

dis-= apart, in dierent directions

con- = with, together


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ex- = out

pro- = orward, ahead

sub- = under, below

in- = in

One stuents hve lerne the iretionl menings o thesepreixes, they n generte lrge numer o wors rom even single se. Here re sometract(pull, rw, rg) wors withiretionl preixes:

Previews o coming attractionsdraw us to the theater.

The ugly building detracted(pulled down) rom the beauty

o the neighborhood.

Noises in a school hallway are distracting because they

draw our attention away rom the lesson.

Muscles contractwhen they pull together and tighten.

A dentist extractsa bad tooth by pulling it out.

A protractedwar is one that is drawn orward.

When we subtract, we draw the number below its

amount by taking away rom it.

All o the itliize wors ove re ognteserive rom single se,tract. Eh o these wors, urthermore, egins with iretionl preix tht inites the iretion o the pulling,rwing, or rgging.

W D S D?I wor hs suix, it omes t the en o wor. Unlike

preixes n ses, whih hve ixe n stle menings, suixeshve menings tht re lui. The essentil untion o suix isto inite the prt o speeh o prtiulr wor. We spek onoun suixes, jetivl suixes, n verl suixes. We ontnee to teh these grmmtil onepts to young hilren,


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though. When it omes to unerstning wht wor mens,

the suix is the lest importnt omponent. By the time stuentshve relete on the preix n the se, they usully unerstnthe wor well enough to igure it out. None o us thinks expliitlyo prts o speeh when we spek or write n, thnkully, it isnot the purpose o voulry instrution to mke our stuentssoun like itionries s they tlk out wor n its rnge omenings. Stuents o not nee to given oten shoul not eske to giveitionry einitions o wors. In t, it n eounterproutive to lok in the mening o wor with singleeinition sine wors n hnge mening when their ontextshnge. Inste, we shoul enourge them to use wors in phrse or smple sentene. This wy, they will e proviing linguisti ontext.

The ening o wor, thereore, rrely poses prolem orstuents. I stuent hs troule iguring out new wor, thehllenging portions will lie in either the preix or the se. It isunlikely, or exmple, tht stuent with ge-pproprite Englishlnguge skills woul reer to portabletelevision (portable is n

jetive: le to e rrie) s portertelevision (porteris noun: one who rries luggge). One the stuent ientiiesthe se o these wors s mening rry, he or she is wellequippe to eue the mening.

For these resons, the roots pproh to voulry ples nemphsis on preixes (iretionl, negtive, n intensiying) nses (the ore mening o the wor). Only ew suixes meritintensive srutiny. Wors o Greek origin, or exmple, tento e long n oten rry tehnil menings. Thus, it n euseul to stuents to lern tht the suix -ology mens stuy o.By iviing n onquering this suix, they will e le to thinkout the se mening in suh wors s:

Geologyis the study o the earth.

Theologyis the study o God.


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Hematologyis the study o blood.

Anthropologyis the study o human cultures.For more isussion on suixes, see pges 6164.

S

In this hpter, we hve resse some o the sis owor-root stuy. We hve expline wht we men when wespek o roots, n we hve oere some ompelling resons orthe Divie n Conquer pproh to voulry instrution s

wy to uil stuents tive n pssive voulries. In thenext hpter, we will suggest some instrutionl sis. We willoer some strtegies on how to ivie n onquer wors nhow to tlk roun wors in wy tht will help stuents mkeonnetions etween the new wors they re lerning n the olor urrent ones they lrey know. We will provie more smplerootspreixes, ses, n suixestht tehers n use t

vrious levels in elementry n mile shool.


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Chapter3

P VI

In the irst hpters o this ook, we uilt reserh-sertionle or the importne o voulry instrution. We lsoexpline our ous on wor prts (or roots) n oere suggestionsout whih wor prts to use s the sis or instrution. Inthis hpter, we rw upon ll o this kgroun inormtionn ous on ies or plnning voulry instrution. First

we ress instrutionl sis like time, n how to evelopn instrutionl moel. Next we explin severl instrutionlroutines; we show them in tion using smple week romBuilding Vocabulary from Word Roots, Level 5 (Rsinski, Pk,Newton, n Newton 2006). Finlly we oer some vie outierentiting instrution n ssessing stuents voulrygrowth.

I P: T B

Beore eveloping n instrutionl moel, you shoul onsierthe issue o time. How muh time per y n you evote to

voulry instrution? Dily ttention to voulry is importnteuse, s we note in Chpter 1, stuents shoul e immersein wors, with requent opportunities to use new wors in iverseorl n print ontexts in orer to lern them on eep level.Just 10 to 15 minutes ouse on voulry instrution nguie prtie eh y will oster this sense o immersion. For

your voulry progrm to meet its gols, you nee to evoteonsistent time to it.


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We think there re three importnt points in eiing on noverll instrutionl moel. First you nee routine. Althoughinientl wor lerning is importnt n powerul (NRP 2000),it is not enough. Certinly, osionl tehle momentsenrih wor stuy. But this hit-or-miss wy o working with

wors nnot, y itsel, le to the eep wor lerning weseek.

Consier, inste, eveloping routine onsistent loko time uring whih preitle set o tivities regulrlyour. Routines llow tehers to mximize the mount o

time spent on instrution n minimize time spent on givingiretions [or] explining proeures (Rsinski n Pk 2004,25). In other wors, eveloping routines will mke the est useo your ily 1015 minute voulry session. Stuents willknow whts oming n how to prtiipte eetively. Forexmple, i Divie n Conquer is one o your routines, you

wont hve to wste time explining its proeures eh timeyou o it. Inste, stuents will know how to think out thegenerl onept n n evote their ttention to the prtiulr

wor elements or tht lesson.

Routines ont hve to e routine. We hope tht reinglou to your stuents is one o your ily routines, or exmple.Beuse you re something new eh y, your re-louroutine isnt routine, ut it is preitle. Stuents know tolook orwr to it. So it is with voulry routines. Stuentsknow tht theyll e spening time eh y thinking out nlerning new wors. This sens sutle messge out whtsimportnt in your lssroomwors n voulry stuy.

A seon point to onsier in eveloping n overllinstrutionl moel n e summrize in two wors: tehersteh. Mking ssignments, monitoring stuents tivity, nssessing stuents work re surely prt o your y, ut theyrent tehing. Showing, telling, soling, expliningthese tehing tions will enhne your stuents voulrylerning.


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A thir point to onsier is tht you se instrutionl routineson grul relese o responsiility (Wever 2002). Atthe eginning, when stuents nee you most, you might leisussion. Lter, s stuents evelop some ontrol over thenew lerning, smll groups or pirs o stuents working uner

your guine n oer the soling stuents will nee tohieve suess. Eventully,stuents n show wht they knowinepenently. So your gol shoul e n overll pproh thtegins with teher-le isussion ollowe y tivities thtsol inresingly inepenent lerning.

R IR

Here re ew reommentions or your instrution: spenout 1015 minutes eh y on voulry; mke sure yourinstrution ouses on selete wor prts or roots; n grullyrelese responsiility to the stuents. With these generl iess rmework, we now esrie severl routines tht olletively

will enle you to hieve your gols or stuents wor lerning.

We reommen tht you egin eh week (or some otherinstrutionl yle) y inviting stuents to meet root. The rootlists provie in Chpter 4, Chpter 7, n Appenix C my help

you selet root or ous. I you re using Building Vocabularyfrom Word Roots, we hve me these seletions or you. Thenext stge in instrutionl plnning is to evelop routines seon this root. We reommen the ollowing: Divie n Conquer,Comine n Crete, Re n Reson, Exten n Explore, nGo or the Gol! For exmple, eh routine is expline with

reerene to instrution tht ouses onstru, struct, whih mensuil (Level 5, Unit IV, Lesson 20 oBuilding Vocabulary fromWord Roots).

Dv Cq

The strtegy o Divie n Conquer (wor issetion) helps


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stuents see the root in the ontext o wors so tht they n lernhow to ientiy it n use its mening to etermine the meningo n unmilir wor. With Divie n Conquer, stuents getinto wors y looking or milir preixes n ommon seshre y ll these wors. A short list o ognte wors (i.e.,

wors tht shre ommon se) provies goo introution tothis tivity. You might strt with list o wors like these, whihre ll uilt on the Ltin sesstru, struct, whih men uil:

structure

construct

construction

obstruct

deconstruct

inrastructure

reconstruct

You n egin y tivting kgroun knowlege nrwing stuents wreness to the everyy ourrene o this

root in their existing voulries. Most stuents will knowtht structure is uiling. Mny hve h to rive throughconstructionzones on their wy to shool in whih they swuiling going on long the rosie. You my show them piee o constructionpaper n sk them how it iers romregulr noteook pper. Constrution pper is hevier n stierthn writing pper euse we use it to uil igures (n notmerely to rw on).

You n lso tivte kgroun knowlege y ousing on

the preixes oun in some or ll o these wors, epening onwhih ones stuents know. You n sk them to tlk out thesewors n use the mening o the se (they shoul sy uilin their responses) n the mening o the preix (con- = with,together; de- = own, o; re- = k, gin). So, they myome up with the ollowing suggestions: When we constructthings, we put lot o ierent prts [riks, ement, woo]


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together n uil them. When theydeconstruct uiling,they knok the uiling own. When we reconstructsomething, we uil it gin.

Ater stuents hve thought out the literl uiling instru, struct wors like construction n reconstruction, you nsk them to onsier more igurtive uiling. You might, orexmple, provie these milir wors n sk the stuents whtthey hve to o with uiling:

instruct

instructor instruction

Stuents will know tht these wors ll el with tehing: teher is n instructor, n ll stuents re ske to follow

instructions. You n guie stuents in rie isussion o whtshool n tehing re ll out: Ourinstructors uil us up ytehing us things we nee to know. They uil our knowlege.In wht wys is teher like uiler? A teher lys strongountion or lerningjust like uiler who lys ountion.

As we go through shool, we vne through gres (grademens step in Ltin) n mke our wy rom irst to seonto thir n so on. Instrution hs steps, just like uilingtht goes higher n higher. Inee, when we reully ollow

instructions, we o step one eore step two n so on. With little isussion, we n get the lss to think out the generlie o uiling in igurtive terms s well s literl terms.

This tivity tkes only ew minutes n serves n importntpurpose: stuents ous their ttention on the new root y

onneting to the milir. You help them o this y solingthe onverstion through the exmples you provie, the tsks

you rete, n the questions you sk. Ater the onverstionsesrie ove, or exmple, stuents n inepenently ivien onquer stru, struct wors eginning with single-preix/single-se wors like infrastructure n then moving to moreomplex wors like reconstruct nindestructible.


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C C

Knowing tht wors n e roken own into meningulunits is n importnt n powerul irst step in voulryevelopment. Stuents lso nee to think out this proessrom the other iretionto omine wor prts to mke wors.The seon routine in the instrutionl yle, then, is Cominen Crete, in whih stuents omplete vriety o tivities toompose English wors using the root or wor prt tht is theous o the weeks lessons. The point o these tivities is orstuents to work with the selete root in it o ontext. Theymight e ske to sort wors ontining the root into tegoriessuh s Wors with/without Preixes. They might e ske tomke sentenes tht ontin two or more wors with the rooto ous. These tivities help stuents ientiy roots n uilonnetions etween roots n the wors tht ontin them.

For exmple, the Comine n Crete lesson orstru, struct is three-olumn wor hrt. Stuents work with prtners to eiei given wors (e.g., instruct, instruction, instructor) re people,things, or tions. Think or moment out the lerning thtis emee in this tsk: Stuents onsier the uil spet o

stru, struct, to e sure. But they lso think n tlk out notherlyer o the reltionships mong termsthtinstruct, instruction,ninstructorhve importnt ierenes s well s similrities.Reserh tells us tht this ous on similrities n ierenes is

very powerul in promoting lerning (Mrzno, Pikering, nPollok 2001).

R R

Lerning how to use the surrouning ontext, whethergrmmtil, struturl, or orl, helps stuents expn theirvoulries. Using ontext lues is n espeilly importntstrtegy or voulry evelopment euse, s we note erlier,mny English wors hve multiple menings. Ientiying whihmening is the est it epens entirely on ontext. Moreover, thereson we lern new wors is to use themto unerstn them


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in our reing n listening n rw upon them or our writing

n speking. The thir routine in the overll instrutionl yle,Re n Reson, oers stuents these opportunities. Stuentsre extene textsjournl entries, vie olumns, newspperounts, poetry, stories, ilogues, n so orth. These ontinseverl wors tht eture the root tht is the ous o instrution.Ater reing, stuents nswer questions tht epen uponknowlege o oth the text they hve re n the root they hveeen lerning.

For exmple, the Re n Reson tivity tht ompnies the

stuy ostru, struct is nonition piee out the U.S. highwysystem. It ontins the ollowingstru, struct wors: construction,reconstruct, infrastructure, reconstruction. Ater-reing questionssk stuents out ro onstrution n lso how to ivie nonquer the worinfrastructure.

E Ep

We wnt to give stuents mny opportunities to think out

n ply with the roots we teh. We hope tht our instrutionwill oster n wreness o n interest in wors. Open-enetivities tht eture stuent ollortion hieve this golniely. The ourth routine in the instrutionl yle, Extenn Explore, hs two gols. In the short term, we hope to osteritionl lerning out the root tht is the ous o the lesson.In the long term, we wnt to rete lielong wor lovers. Worply (riles), skething, n other ivergent-thinking tivitiesn ontriute to oth gols.

The Exten n Explore tivity or stru, struct hs two prts,oth omplete with prtners. In the irst, stuents put s mny

wors s possile into mtrix tht ontins preixes (e.g., con-,de-, in-) long one imension nstruct, struction, nstructivelong the other. Then prtners re hllenge to mke sentenes

with the wors.


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G G!

The lst routine in the instrutionl yle is ouse on worply. We know tht stuents nee multiple opportunities toprtie their newoun knowlege o roots. Emeing thisprtie in gme-like tivities mkes it more pltle, whihinreses oth stuent persistene n the likelihoo tht theesire lerning will tke ple. Time or stuents to ply worgmesrosswor puzzles, wor srmles, wor serhes, nother enjoyle prtie tivitiesis time well spent.

The Go or the Gol! tivity orstru, struct is Wor Spokes

tivity. To omplete it, stuents irst think o severl worsontiningstru, struct. Then they write synonyms n ntonymsor some o the wors. They lso eine some o the wors nuse them in sentenes.

Whts next? You egin gin using new root. You n gothrough this instrutionl yle repetely, omplete with the iveroutines, to rete struture or your voulry progrm. Butthere re two itionl issues to onsierhow to ierentiteinstrution n wht to o out ssessment.

D II you re like most tehers, the rnge o voulry levels

mong stuents in your lssroom is ro. You wnt urriulumtht is eiient, yet you lso wnt to oer stuents instrution nprtie tht provies the est opportunity or them to lern.

Everyone must e suessul. This is prtiulrly importntor stuents who struggle with reing n voulry, ut it is

importnt or others s well. We ll lern more esily when we reeetively enggewhere our motivtion, uriosity, n interestsre leing the lerning. Now think out the oppositesitutionstht o not le to suessul lerning either euse the tivitiesre too iiult, euse they re too esy, or euse stuent isstruggling with the lnguge. I tivities re too iiult or we gettrippe up y lnguge rriers, we my eome rustrte n


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think tht well never get it. I tivities re too esy, we eomeore euse we lrey know whts eing tught. None othese situtions les to the hievement o our long-term gols orstuents s wor lerners. We wnt ll stuents to e suessulll the time.

A uriosity-ille environment is one goo wy to oster thisgol. Moreover, in the se o voulry lerning, we wnt toentie stuents to eome wor lovers or lie, whih oth suessn uriosity n oster. Wors n lnguge re interesting!

You wnt to hllenge stuents to grow n support theireorts. Stuents nee it o hllenge euse this representsroom or growth. But too muh hllenge, or hllenge withoutthe ssistne they nee to suee, is rustrting. An rustrtionn le to eelings o ilure. So instrution n prtie shoulhllenge stuents to grow n lso oer the support they neeto e suessul.

With some retivity, mny lessons n e pte orstruggling lerners, stuents with vne knowlege, or

English lnguge lerners. The Tehers Guie or BuildingVocabulary from Word Roots oers some suggestions or youto onsier. The CD tht ompnies eh level o the serieshs mny itionl tivities n ies. Here re ew others,gin using thestru,struct instrutionl yle.

F S W S

Prtners mke lerning un, ut they lso provie extr supportor stuents who nee it. When we work lone, it sometimes

eels s i were eing teste. Working together with someoneelse hrly ever eels like this. Prtners n serve s reorers,or exmple, or prtner n just support the struggling lernerthrough quiet onverstion.

I stuents nee itionl prtie to unerstn the thinkingehin Divie n Conquer, give them severl esier wors


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eturing the root tht is the ous o the instrutionl yle. Herere severl or stru, struct: construct, constructed, constructing,

instruct, instruction. You n in these extr wors y goingto http://onelook.om, entering *strut* (the root with steriskseore n ter), n seleting the Common wors onlyserh. Youll get more wors thn you nee, ut skimming thelist is esy.

Stuents n keep voulry journls. They oul evote ouple o pges to eh root, perhps inluing its mening nseverl key wors ontining it. It my help to rek some othese wors prt, s in Divie n Conquer: inestrutile =

in (not) + de (prt) + struct (uil) + ible = nnot e tkenprt. When stuents instru, struct wors in their reing,they n them to the pproprite journl pge.

F Av S

The resoure http://onelook.om omes in hny or vnestuents s well. The Common wors only serh on *strut*

yiels 94 wors. Wht oul stuents o with these? They

oul selet some wors n mke rosswor puzzles or worserhes (see Appenies A n B or online resoures or this).They oul mke riles or others to solve. They oul lookor opposites (e.g., structured-unstructured; superstructure-

substructure). They oul sort wors y syllles or in someother wy. With imgintion, you n your vne stuents

will in numerous wys to use mny o these wors.

Stuents n use online resoures (see Appenix A) to lernmore out wors o interest. From the *strut* serh, you

might wnt to sk them to in out out obstructionists orconstructivism, or exmple. Or you might simply sk stuentsto selet ouple o wors tht they in interesting n in outmore out them.


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For English Language Learners

English lnguge lerners (ELL) nee to ous on mening,using reserh-se strtegies to try out new wors. Theynee requent opportunities to try out new wors in vrielerning ontexts. Aing ontext to the lnguge is one o themost importnt keys to suess with English lerners. Proviesentenes to go with the wors you re tehing or the lesson.Try to reue the numer o wors or wor roots, too, sine ELLstuents will nee more time to work through the tivities. It islso goo ie to re the sentenes or wors lou. Hering

the wors will inrese their verl intertion n they nrelte the souns to the written wors.

ELL stuents generlly nee more istintive n requentsupport. Preteh lessons with ELL stuents so they unerstnthe mening o the wor roots. Then, lss isussion willsupport urther omprehension n wor lening. For more in-epth isussion o English lnguge lerners, see pges 2224in Chpter 1.

Dierentiting instrution is importnt, ut oing so oesntmen tht ierent groups o stuents nee to work withierent roots. The pttions provie on pp. 4749 nesily e integrte into the overll instrutionl yle so thtthe lssroom ommunity n shre some instrutionl time.Yet, with these pttions, everyone is hllenge, everyone issupporte, n, most importntly, everyone is suessul.

V A

One spet o n eetive voulry progrm is the ssessmenttht ompnies it. We wnt to know tht stuents tive npssive voulries re growing. Unortuntely, this is iiulttsk. Aoring to Person et l., Our mesures o voulryre inequte to the hllenge o oumenting the reltionshipetween wor lerning n glol mesures o omprehension(2007, 283).


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Until the reserh ommunity evelops urte voulryssessments, we nee to use inorml ssessment mesures.Eh level o Building Vocabulary from Word Roots ontins voulry pre-test n post-test tht ous on some rootsresse t tht level. Using the pre-test will help youetermine how to ierentite instrution: who nees to ehllenge, or exmple, s well s who nees extr support.Using the post-test will provie some inormtion on the extentto whih stuents hve lerne the new roots.

You my e intereste in more generl voulry ssessment.Here re some itionl ssessment ies to try. Keep in mintht none o these oers omplete piture o stuents worlerning, ut eh s inormtion tht llows you to see thepiture more ompletely.

1. When you oner with stuents n listen to them re,selet severl wors rom the text seletion. Ask stuents toeine the wors or use them in sentenes tht show theirmening. Juge stuent suess with three-point ruri:Outstning, Stistory, Unstistory. Unstistoryresponses re either lerly wrong or sent, s in stuent

initing tht he or she oesnt know wht wor mens.The ierene etween stistory n outstning is mtter o egreeoutstning responses ten to e moreelorte or oer extene exmples. You n keep trko stuents perormne neotlly or y using simpletwo-olumn hrt with the titles Wor n Rting. Youn even return to wors initilly rte stistory orunstistory t lter time to see i stuent knowlegeo the wors in question hs eepene.

2. Ask stuents to mke lists o speil wors rom their uniewriting. Look t these lists n evlute the sophistition othe wors using the O-S-U sle esrie ove.

3. Use Knowlege Rting Chrts. Selet key wors rom textstuents will re. Mke three-olumn hrt or stuentsto inite i they know wor well, hve seen or her it,


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or ont know it t ll. Blhowiz n Fisher note tht thistivity helps stuents ome to unerstn tht knowing themening o wor is not something tht hppens ll t one(2006, 100). O ourse, perusing stuents responses nprovie you with goo ssessment inormtion s well. Hereis smple hrt using ew wors rom this prgrph:

WK

Hv

Dk

knowlegetivity

unerstn

Using stuents hrt or ssessment purposes menstht you trust the stuent hs nswere thoughtully.Nonetheless, wht oul you lern i stuent mrke ththe or she knew ll these wors well? Wht oul you o to

hek quikly on the stuents pereptions o his or her worknowlege?

4. Enourge sel ssessment. Stuents n n shoul hvesome sy in evluting their own voulry growth. Inition to ostering stuents sense o responsiility ortheir own lerning, sel-ssessment is oten motivting.Moreover, sel-ssessment sens sutle reminer outthe importne o wors n wor lerning. Eh time theyssess themselves, stuents will think out voulry s

n strt onept. Over time, they will think out worwreness s they re. You might wnt to sk stuentsto write out their own wor knowlege in their journls,or exmple. You might wnt them to write einitions onew onepts in their own wors, or relet more rolyon the new wors they hve lerne or on the vlue o worlerning. Ask them to esrie where they in new n


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interesting wors. Ask them to ientiy whih strtegiesthey use most oten to igure out the mening o new wors(Newton, Pk, n Rsinski 2008).

We hope you hve oun this hpterinstructive with regrto theinstructional sis. Moreover, we hope yourinstruction

will e ull o suess n ull o un or your stuents n or you,theinstructor.


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G W: ADvp Lk V I

Lus jumpe into e, eger or his to re him etimestory. It ws one o his vorite times o the y. Were lerningll sorts o stu out wors in shool, Lus si s he gotomortle in his e. D ske out wht kins o stu he

ws lerning, n Lus tol him out ompoun wors. Well,re you rey or your etime story? D ske. Lus replie

with exitement, Yep! D showe Lus the over o ooko poems, inluing the piture n the title. This ook is lleWhere the Sidewalk Ends, y Shel Silverstein, D si. Then

they re the title together, pusing riely ter eh wor, whensuenly Lus shoute, Hey, sidewalk is ompoun wor,isnt it?

Mr. Johnson, Luss irst-gre teher, h egun to tehstuents out the roots we hve esrie thus r in this ook.He egn with the ie o ompoun wors, sine this is n esy

wy to help stuents unerstn tht wors n hve meninghunks s well s soun hunks. He use the instrutionl sistht we outline in the lst hpter, oth the generl priniples to

guie instrution n the routines tht n onstitute n eetivevoulry progrm. But he lso thought out his stuentsevelopmentl nees.

This hpter is out esigning instrution tht meets stuentsevelopmentl nees. First, we ous on how to get stuentsinto wors. Tht is, how o we teh stuents how n why to

Chapter4


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look or mening insie o wors? How o we help stuents whore new to the lssroom or new to the ie o wor roots?

Cp WAs we mentione in Chpter 2, we wnt primry stuents to

egin to think out roots (mening units), s well s phonemes(soun units). I this proess egins with milir wors, stuents

will evelop this new lerning in the ontext o the known. Inother wors, we n get stuents into wors y sking them toous on these milir wors n exmine them or prts tht

hve mening (their roots). The esription elow outlinesproeures tht hve proven useul.

Begin with two-syllle ompoun wors tht stuents lreyknow. Tht is, stuents shoul know eh wor tht mkesthe ompoun, s well s the ompoun itsel. Here re someexmples:

bedroom

birthday

ootball

snowake

playground

classroom

sidewalk

To introue the ie o ompouns, you might print sentene on the or or on hrt pper:

I painted my bedroom blue and white.

Then you n re the sentene to stuents while pointing tthe wors. Repet ouple o times, i neessry, until you knowtht stuents know the wors. At this point, you n rw stuentsttention to the ompoun wor. Try posing rile: Whto you ll the room where your bed is? When stuents reply,


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eroom, point to it in the sentene n show stuents howbedroom is me up obed n room. Try this ew more times:

Tomorrow is my birthday. What do you call the dayo your

birth?

Do you like to play football? What do you call a ballyou

kick with your foot?

To onlue the lesson, tell stuents tht bedroom, birthday,n football re lle ompoun wors, n tht ompoun

wors re me up o two wors tht together tell the meningo the ompoun.

The next y, return to the exmples. This time, simply rethe sentenes n sk stuents to ientiy the ompoun wor ineh. As they o, remin them tht ompoun wors re meup o two wors. Chllenge stuents to ientiy the wors. Youmight wnt to show the itive nture o ompouns like this:

bed + room = bedroom

birth + day = birthday

oot + ball = ootball

You oul lso seprte the wors with slsh mrk:

bed/room

birth/day

oot/ball

You my then wnt to oer more ompouns. Ask stuentsto ivie eh wor into its two meningul prts. Then hve

them tlk out eh wor using phrses or sentenes tht inlueeh o its units. They my oer suh sttements s, A siewlkis something you wlk on longsie the ro; A snowlke is lke o snow; Our shool hs grouns we n ply on. Thepoint is not to get tehnil out einitions. The purpose othe lesson is to get stuents thinking out how semnti unitsre onnete to proue mening.


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Ater stuents unerstn the onept o ompoun wors,you might invite them to e on the lookout or other ompounwors. These wors n e liste on Compoun Wors worwll. Aroun the shool, stuents might notie hallway, desktop,chalkboard, notebook, backpack, laptop, et. I stuents oersuggestions tht the itionry lists s two seprte wors (rtherthn s ompoun wor), ept their suggestions withouteloring the point tht some wors re written s two wors.For exmple, stuents might suggest term like school clothes.Rememer, the overll gols re to uil unerstning outompoun wors n, more importntly, to uil onepts out

mening within wor prts.

Ater stuents unerstn isylli ompoun wors, you nshow them wors tht re three or our syllles long. Repetthe proess just outline, sking stuents to ivie these slightlylonger ut still esily reognizle wors into their omponentprts. Some exmples might e:

Spiderman schoolteacher

storybook dishwasher

mountaintop countertop

hairdresser

In orer to generte wors, you n sk stuents to think outprts o their houses, vrious ouptions, or vorite tivities.They might ome up with wors like waterfall, loudspeaker,

watercolors, scorekeeper, honeybee, et. A these wors tothe wor wll. Ask stuents to tlk out eh wor using itsomponent prts: Spiermn is man who moves like/looks like

spider; A storyook is book withstories in it; A ishwsheris person or mhine tht washes dishes, n so on. Byisussing esy, everyy wors tht re three syllles or longer,stuents egin to see tht there is nothing intimiting outlong wors i we know how to ivie n onquer them. Theimportnt thing t this erly stge is to empower stuents to lookinsie wors to in mening, not just souns.


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N W P

The next step tehes stuents to ientiy wors tht eginwith negtive preixes (e.g., un- nin-). We sk them to mrko the negtive preix, seprting it rom the rest o the worusing slsh (e.g., un/wrp) or using n eqution (e.g., un + wrp= unwrp). Then they ientiy the rest o the wor. Agin weinvite them to tlk out the wor, this time using no or notin their esriptions. We strt with wors ontining un- thtpresent reognizle wors when ethe rom the preix.Exmples inlue:

unwrap unable

unbutton unhealthy

unzip unclear

unhappy

As stuents tlk out these negte wors, they my sy,Ater Iunwrp my presents, they reno longer wrppe; Myshirt is not uttone i it is unuttone; When my jket is

unzippe, it is not zippe, n so on. This is n esy exerise,

ut it tehes n importnt skill: stuents re lerning to trnslte preix into its mening n omine the mening o the preix

with the rest o the wor.

We n then vne to the negtive preixin-, whih mensnot. We present suh wors s:

incorrect indefnite

incomplete inhuman

inaccurate invisible

The wors re getting longer, ut they n e ivie, ntheir menings n e eue y working with the preix. Aterstuents eth the negtive preix rom suh wors, they intht the rest o eh wor is ully reognizle. They simplytrnslte these wors s mening not orret, not omplete,not urte, n so on.


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I neessry, mke riles to support stue

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0330-Qreek-Latin Roots-Key to Building Vocabulary

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