Word Parts: Base Words,Prefixes, Suffixes, and Roots
STUDENT OBJECTIVES
• Identify word parts,including base words,prefixes, suffixes, and roots
RESOURCES AND PREPARATION
You will need photocopies for students of:
• Student Lesson Summary, p. 5
• Practice Worksheets, Levels A and B, pp. 7–8
• Reteaching Worksheet, p. 9
Teach1. Introducing Word Parts: Base Words, Prefixes, Suffixes, and Roots: Ask students
to describe the purpose of a building’s foundation. Guide students to understand thatit serves as the base for a house or other structure. Explain that buildings often lookdifferent, but their foundations are just about the same. Compare this to forming words.Many words have the same foundation—the same root or base word—from which thedefinition is derived. However, the definition changes based on the prefixes and/orsuffixes that are added to the base word or root. Then write the following list on theboard.
magnanimous noble in mind
animation vigor, liveliness
pusillanimous cowardly, weak
unanimous united in opinion
Inanimate dead
• Ask: What is the foundation of these five words? (-anima-, which means “breath”or “soul”)
• Explain that -anima- is a root because it cannot stand alone as a word. It mustbe combined with a prefix, suffix, or both to form a word. A word such as play(replay, display), on the other hand, is a base word because it makes sense by itself.
• Then write the following base words and roots on the board and ask students tocategorize them according to whether they are base words or roots.
• Ask students to find the word parts in front of the words with the root -anima- fromthe list on the board. (magna-, un-, in-) Explain that these are prefixes because
Standards Lesson Files Book 4: Vocabulary 1Grade 10
WORD PARTS: BASE WORDS, PREFIXES, SUFFIXES, AND ROOTS,CONTINUED
they come before a root or base word. Point out that pusillanimous is made up oftwo roots: -pusill-, meaning “young,” and -anima-.
• Next, have students locate the word parts after -anima-. (-ous, -tion, -ate) Explainthat these word parts are called suffixes because they come after a root or baseword.
2. Teaching Word Parts: Base Words, Prefixes, Suffixes, Roots: Distribute the LessonSummary and review the Academic Vocabulary. Then review the steps in the Here’sHow that show how to identify word parts and combine them to form different words.
• Identify base word vs. root. Remind students not to confuse roots and words. Forinstance, the word portable is not made up of the base word port, meaning “harbor,”and the suffix -able. Instead, it is derived from the Latin root port, meaning “carry,”and the suffix -able. Portable describes something that can be carried.
• Point out that letter combinations such as auto, graph, and verse can look likebase words but may be prefixes or roots. The word autograph is not a graph or adiagram of a car or an automobile. Instead, it is someone’s signature—someone’spersonal writing. The letter combinations in this case are the Greek prefix auto-,meaning “self,” and the root -graph-, meaning “writing.”
• Add word parts. Remind students that prefixes, suffixes, and other roots can beadded to a base word or root to form different words. Ask volunteers to identify theprefixes, suffixes, or other roots in the Step 2 box. (Prefixes: im-, de-, ex-; BaseWord: press;Suffixes: -ion, -able, -ive, -ed, -ing) Make sure everyone understandshow the added word parts change the meaning of the base words or roots. Inaddition, point out how the suffixes determine a word’s part of speech—whetherit is a noun, a verb, an adjective, or an adverb. Write the following examples onthe board to show how certain suffixes can change a word’s function. Then askstudents to identify the sentence with the noun and the one with the adjective.
history We studied history. (noun)
historical This historical era is fun. (adjective)
• Learn the meanings of prefixes and suffixes. Discuss the prefixes and suffixes,their meanings, the base words or roots, and the new words. Then ask studentsto form other words using the base word press. (Sample: repress, repressive,suppress, expressionless, pressurize)
3. Guided Practice: Give students the following word parts and have them work in pairsto create as many words as possible from them.
Prefixes Root/Base Suffixes
re- puls -able
2 Book 4: Vocabulary Standards Lesson FilesGrade 10
WORD PARTS: BASE WORDS, PREFIXES, SUFFIXES, AND ROOTS,CONTINUED
dis- pos -ed
com- place -ion
(Sample: repulse, repulsed, repulsion, replace, replaceable, displace, displaceable,displaced, compulsion, disposed, disposable, composed, reposed, reposition) Encouragestudents to check their answers in a dictionary.
QUICK CHECK. Point out the word controversial on the chart in Step 3 of the LessonSummary. Then ask students to add various word parts to verse to make additional words.(Sample: version, aversion, inversion, conversion, perversion, versatile, introverted,extroverted)
Practice and Apply
Activities involving word parts: base words, prefixes, suffixes, and roots appear on pp. 7–8.
• Assign Practice Worksheet A to students who need more structured activities.
• Assign Practice Worksheet B to grade-level and above-level students.
Answer Key: Practice Worksheet A
Sample Answers
1. contradict
2. progression
3. maladjusted
4. immeasurable
Word Prefix Root Suffix Definition
5. cursive -curs- -ive flowing
6. recurred re- -cur- -ed happened again
7. incur in- -cur- bring upon oneself
8. courier -cur- -ier special messenger
9. discursive dis- -curs- -ive passing from one subjectto another
10. recourse re- -curs- remedy
11. concurred con- -cur- -ed agreed
12. excursion ex- -curs- -ion pleasure trip
Standards Lesson Files Book 4: Vocabulary 3Grade 10
WORD PARTS: BASE WORDS, PREFIXES, SUFFIXES, AND ROOTS,CONTINUED
Sample Answers: Practice Worksheet B
1. reactive, hyperactive, inactive
2. atypical, untypical
3. intact, tactile
4. untouched, untouchable
5. objectionable
6. pos ition; state of being placed; place or location
7. propos e; to put forward
8. transpos e; to place across or reverse the order of
9. depos it; to put down
10. composure; the state of being with; a calm state of mind
11. posture;position of the body; carriage
12. composite; put with; made up of distinct parts
13. dispos e; to put apart; to throw away
14. oppos ition; the act of putting against; antagonism
15. prepos ition; something put before; a word put before a noun to show a relationship
Assess and ReteachUse these guidelines to determine if students need the Reteaching Worksheet.
• Practice Worksheet A: Students should answer at least ten of the items correctly.• Practice Worksheet B: Students should answer at least twelve of the items correctly.
For students who need reteaching, review the Lesson Summary. Then have studentscomplete the Reteaching Worksheet, p. 9.
Word Parts: Base Words,Prefixes, Suffixes, and Roots
ACADEMIC VOCABULARY
base word: a complete word that can stand alone
prefix: a group of letters that appears at the beginning of a root or base word toform a new word
suffix: a group of letters that appears at the end of a root or base word to form anew word
root: a word part that contains the core meaning of a word
HERE’S HOW
Step 1: Distinguish between a base word and a root. Remember that a baseword is a word on its own while a root needs a prefix, suffix, or both to make sense.
Base Word Root
Press -fract-
Step 2. Add a prefix and/or suffix to a base word or root to create anew word.
im- + press = impress
+ -ion = impression
+ -ion + -able = impressionable
de- + press + -ive = depressive
ex- + press = express
+ -ive = expressive
+ -ed = expressed
+ -ing = expressing
Standards Lesson Files Book 4: Vocabulary 5Grade 10
Word Parts: Base Words,Prefixes, Suffixes, and Roots
A. Directions: Form a new word by adding a prefix and/or suffix to a base word for eachnumbered item. Use each base word once. Prefixes and suffixes may be used more than once.At least one of your words should include a prefix, a base word, and a suffix.
prefix base/root suffix
contra- -gress- -able
mal- measure -ed
im- adjust -ion
pro- -dict- -ive
1.
2.
3.
4.
B. Directions: The words below all share the root -cur-, meaning “run” or “flow.” Completethe chart by writing the prefix and/or suffix for each word. Some words may have more thanone prefix or suffix. Leave the space blank if the word does not have a prefix or suffix.Then write the definition.
Word Prefix Root Suffix Definition
5. cursive
6. recurred
7. incur
8. courier
9. discursive
10. recourse
11. concurred
12. excursion
Standards Lesson Files Book 4: Vocabulary 7Grade 10
Word Parts: Base Words,Prefixes, Suffixes, and Roots
A. Directions: Form a different word from each base word by adding any appropriate prefixand/or suffix. At least one of your words should include all three types of word parts.
1. active
2. typical
3. tact
4. touch
5. object
B. Directions: Each of the following words contains the root -pos-, meaning “put” or“place.” Divide each word into its word parts. Then use these parts to figure out thedefinitions. Use a dictionary if you wish.
6. position
7. propose
8. transpose
9. deposit
10. composure
11. posture
12. composite
13. dispose
14. opposition
15. preposition
8 Book 4: Vocabulary Standards Lesson FilesGrade 10
Teach1. Introducing Prefixes: Write the following sentences on the board, asking student
volunteers to note the difference in the underlined word in each sentence pair.
EXAMPLE Original: That kennel has bred golden retrievers for decades.Prefix: Unfortunately, many of the puppies have become inbred.Original: From the outside, the house looks quite ordinary.Prefix: Inside, however, the rooms are extraordinary.
• Ask: What part of speech is the word bred? (verb)
• Then ask the same question about the word inbred in the second sentence.(adjective)
• Point out the prefix in-, meaning “not,” in inbred. Ask: How does it help to changethe meaning of the sentence? (The prefix in- changes the breeding of goldenretrievers to a process lacking variety.)
• Next, have students identify the parts of speech for ordinary and extraordinary.(adjectives)
• Point out that extra- is a prefix meaning “beyond.” Ask: How does extra- changethe meaning of the sentence? (The prefix extra- indicates that the rooms of thehouse are much more unusual than the exterior.)
• Point out that a prefix may or may not change the part of speech of the root or baseword, as shown in the first example, but it always changes the word’s meaning.
2. Teaching Prefixes: Distribute the Lesson Summary and review the AcademicVocabulary. From the chart in Step 1, ask students to read aloud the prefixes listed,their meanings, the sample words, and the definition of each word. Then discuss thefollowing points:
• Recognizing Prefixes: Point out that a given group of letters does not alwaysrepresent a prefix. For example, the letters c-o in the word cola are not a prefixfor the word la. Point out that both the prefix and the remaining word partsmust carry meaning: co (with) + signer (someone who signs a document) =cosigner (someone who signs a document with another person). Also make surestudents realize that prefixes can’t be added to just any word. Ask: Which word islegitimate and which is just made up: emigrate or elisten? (Emigrate is an actualword; elisten is made up.)
Standards Lesson Files Book 4: Vocabulary 11Grade 10
• Double prefixes: Point out that some words can have more than one prefix. Forinstance, the word coincidence has the prefixes co- and in-. Co- means “with,” andin- means “in” in this case. Coincidence means “something falling or happening inthe same place or time with something else.”
• Ask: What other words do you know that have more than one prefix? (Sample:misallocate) List student suggestions on the board and elicit their words’ meanings.(Sample: Misallocate means “to distribute incorrectly.”)
3. Guided Practice: Next, go over the Here’s How steps on how to use prefixes to figureout the meaning of an unfamiliar word.
• Find the root or base word and look for a prefix: Write the word cocurricularon the board. Ask: What is the base word? (curricular) Circle that base word.Then ask: What is the prefix? (co-) How can you tell? (The letters are at thebeginning of the word, before the base word.)
• Think of other words with the same prefix: Ask: What other words do you knowthat start with the prefix co-? (Samples: coeducation, codependent, coworkers)List student suggestions on the board and elicit their words’ meanings. (Sample:coeducation means “the education of boys and girls together”; codependent means“mutually dependent”; coworker means “one who works with another”)
• Make an educated guess about the meaning of the prefix: Ask: Knowing whatthe listed words mean, what do you think co- means? (with, together)
• Define the word: Ask: What do you think cocurricular means? (together with thecurriculum)
• Check the definition in the dictionary: Remind students that if the word itself isnot listed in the dictionary, they should look up the base word or root. Ask: Whatis the dictionary definition of cocurricular? (“activities or courses designed to gowith or complement the regular school curriculum”)
QUICK CHECK. Ask students to define each of the following words, based on theirprefixes.
pseudogene relapse superimpose
(Sample: a genelike section of DNA that has no apparent function; to fall or slip back,especially into wrongdoing; to lay, stack, or print something above something else)
Practice and Apply
Activities involving prefixes appear on pp. 16–17.
• Assign Practice Worksheet A to students who need more structured activities.
• Assign Practice Worksheet B to grade-level and above-level students.
12 Book 4: Vocabulary Standards Lesson FilesGrade 10
2. performance; the act of following through and finishing
3. imperil; put into danger
4. hyperkinetic; excessively active
5. consistently; in a way that is in keeping with the same principles throughout
6. superhuman; above normal capabilities
7. perseverance; the ability to struggle on or through
8. elicit; draw out
9. redound; flow back as a result
10. refrain; hold oneself back
Assess and ReteachUse these guidelines to determine if students need the Reteaching Worksheet.
• Practice Worksheet A: Students should answer at least eight items correctly.• Practice Worksheet B: Students should define all of the prefixes correctly and at
least seven of the words.
For students who need reteaching, review the Student Lesson Summary. Focus on theHere’s How steps using the words on the chart on Practice Worksheet A. If necessary, repeatthe Guided Practice activity as a partner activity, using the list of words from the QuickCheck. Then assign the Reteaching Worksheet, p. 18.
Standards Lesson Files Book 4: Vocabulary 13Grade 10
Directions: For each item, combine the underlined base word or root with a prefix from thelist to form a new word. Write the word on the line to complete the sentence. Use everyprefix at least once. If you wish, check the Lesson Summary for the meaning of the prefixesor check a dictionary for the meaning of the words.
pro- super- re- in- hyper- pseudo- co- e- extra-
1. The blood traveling through our bodies exerts tension on the arteries. When this pressure
is too high, a condition called results.
2. Astronomy is, of course, a natural science, and the findings of astronomers can be
proved through observations. Astrology, on the other hand, is a ,
and there is absolutely no way to prove the findings of people who practice it.
3. I had assumed that my insurance company had made the payment to the doctor at the
hospital. As far as I know, my for the service is only $20.
4. Performing well in math, science, English, and social studies are your curricular
responsibilities. Don’t let athletics, drama club, and other
activities interfere with this.
5. It can’t be easy to migrate from country to country. Yet we see millions of people who
into our country every year.
6. A number of motor magazines did call our new sedan “trouble free,” so we were very
unhappy when the carmaker had to it three times for defects.
7. Although copper is an excellent conductor of electricity, it is not a ,
such as those used in high-speed computer chips.
8. I am ready to stand behind the claim I have made to you. In fact, I would be willing to
it aloud from the housetop or on TV and radio.
9. I understood that Mr. Kaye was the only author of the book, so I was surprised that you
are Kaye’s , and had a large part in writing the text.
10. Some nameless medieval scribe apparently took it upon himself to
this strange warning on the leather cover of the manuscript.
16 Book 4: Vocabulary Standards Lesson FilesGrade 10
Directions: Circle the ten words that begin with the prefixes con-, e-, hyper-, im-, per-,pro-, super-, and re- in the following passage. Then write each word and a definition for it.Check a dictionary if you wish.
It doesn’t pay to procrastinate. Putting off until tomorrow the tasks that youshould do today is a habit that will mar your overall performance in life. Overtime, unnecessary delays imperil success at home, school, and work. I do not meanto suggest that we should approach our daily tasks at a hyperkinetic pace. Not atall. I only urge my readers to work steadily and consistently at whatever must bedone. No superhuman effort is required for this. Nevertheless, steady effort orperseverance is bound to elicit praise and gratitude from those around us. Suchpraise will redound to our benefit. And so I urge you all to refrain from delay anddo the necessary today!
1. word: definition:
2. word: definition:
3. word: definition:
4. word: definition:
5. word: definition:
6. word: definition:
7. word: definition:
8. word: definition:
9. word: definition:
10. word: definition:
Standards Lesson Files Book 4: Vocabulary 17Grade 10
Review Word parts are the individual elements that make up a word, such as the baseword or root (the part that contains the word’s core meaning) and the prefix (the part thatappears at the beginning of a word to form a new word). To define a word that has a prefix:
• Break the word into parts. Divide the word at the syllables.• Think of words with the same prefix. This will help you figure out the meaning
of the prefix.• Make an educated guess about the word’s meaning. Combine the meaning of the
base word or root with the meaning of the prefix.• Confirm the definition with a dictionary.
Directions: Complete the chart by writing the prefix in each word, the prefix’s meaning, anda definition for the word. Check a dictionary if you wish.
Word Prefix Prefix’s Meaning Word Definition
1. hyperacidic
2. pseudointellectual
3. coherent
4. inhibit
5. emigrate
6. supertanker
18 Book 4: Vocabulary Standards Lesson FilesGrade 10
• Determine the meaning ofa word using knowledge ofmultiple-meaning prefixesand context clues
RESOURCES AND PREPARATION
You will need photocopies for students of:
• Student Lesson Summary, p. 25
• Teaching Model, “Common Prefixes with MultipleMeanings,” p. 26
• Practice Worksheets, Levels A and B, pp. 27–28
• Reteaching Worksheet, p. 29
Teach1. Introducing Prefixes with Multiple Meanings: Remind students that a prefix is
a group of letters that comes before a root or base word and changes the meaning ofthe word. Tell students that often a prefix has more than one meaning. For example,the prefix un- can mean not (unhappy), or it can mean “to do the opposite” (unscrew).Explain that in this lesson, students will learn how to figure out the meaning of wordswith prefixes that have multiple meanings.
2. Teaching Prefixes with Multiple Meanings: Distribute the Lesson Summary and goover the Academic Vocabulary. Explain that “word parts” refer to base words, roots,suffixes, and prefixes. Distribute the Teaching Model.
• Have volunteers read aloud the prefixes and their different meanings.
• Call on other students to guess the meaning of the example words, based on themeaning of the prefixes.
• Explain that in this lesson students will work with a number of common prefixes.Tell them that, although there are many prefixes in English, three of them (un-, re-,and in-/im-/il-/ir-) account for about half of all English words with prefixes. Justknowing the multiple meanings of these three prefixes (shaded in the TeachingModel) will help them decipher many unfamiliar words.
3. Guided Practice: Here’s How steps on the Lesson Summary to help studentsdetermine the meaning of words with prefixes that have multiple meanings. First askvolunteers to read aloud Steps 1–4, including the example using the word unassuming.
• Learn the three most common prefixes. Tell students that these three prefixesaccount for over half of all words with prefixes. Although they should learn allof the prefixes in the Teaching Model, just knowing these three will help themidentify many unknown words they encounter.
• Identify the prefix and base word. Ask students to identify the prefix and basewords in the chart under Step 1. Tell students that knowing just one word part canhelp them make an educated guess about a word’s meaning.
Standards Lesson Files Book 4: Vocabulary 21Grade 10
• Use clues to guess the meaning of the prefix and the word. You may start byhaving students brainstorm words that use either the prefix or the root. Explain thatknowing the prefix’s meaning in a common word (unknown) will help them figureout an unfamiliar word (unrequited). Tell students to use all the clues in the wordand the sentence. Take students through the reasoning process and the educatedguess in the example box. Point out that, from word parts alone, students mightguess that unassuming means “to do the opposite of assume; i.e., not to make anassumption,” but that this meaning does not work in the context of the sentence.
• Look up the word in the dictionary. Have students look up the word in adictionary.
Stress that using these steps will help them figure out the meanings of unfamiliarwords. You may then guide the class through the Here’s How steps again to practicedetermining the meaning of words such as repercussion or irreparable.
QUICK CHECK. Write the sentences in the box on the board. Ask students to use theirknowledge of prefixes with multiple meanings, as well as context clues, to make an educatedguess about the meaning of each underlined word.
1. Alan suffered from insomnia at night, and so often fell asleep during meetings.
2. The postal workers inspected each package.
3. A transatlantic cable was laid in order to make the first phone calls fromEurope to America.
4. Her face was transfigured with grief.
(Sample: insomnia: not sleeping, the inability to sleep; inspected: to examine carefully, tolook into; trans-Atlantic: across the Atlantic; transfigured: to change radically the figureor appearance of something or someone)
Practice and Apply
Activities involving prefixes with multiple meanings appear on pp. 27–28.
• Assign Practice Worksheet A to students who need more structured activities.
• Assign Practice Worksheet B to grade-level and above-level students.
Answer Key: Practice Worksheet A
1. c
2. j
3. f
4. e
5. i
6. h
7. a
8. b
9. g
22 Book 4: Vocabulary Standards Lesson FilesGrade 10
1. in-, in or into; to lay into, to set pieces of something into a surface to make a design
2. un-, not; not interested, anxious, worried, or concerned
3. pro-, before; to push or thrust forward or outward
4. trans-, through; something that light can pass across or through
5. .un-, to do the opposite of; to take a covering or wrapping off something
6. re-, again; to form again
7. semi-, half; half of a circle
8. im-, into; to place or plant something into something else
9. anti-, the opposite or reverse; a particle with the opposite charge
10. ir-, not; not regular, not the same as what is expected
Assess and ReteachUse these guidelines to determine if students need the Reteaching Worksheet.
• Practice Worksheet A: Students should answer at least seven lines in the chart correctly.• Practice Worksheet B: Students should correctly answer eight items from section
A and six items from section B.
For students who need reteaching, review the Lesson Summary. Focus on the Here’sHow steps, using examples from Practice Worksheet A. Then have students complete theReteaching Worksheet, p. 29.
Answer Key: Reteaching Worksheet
1. a
2. b
3. b
4. rerun
5. revise
6. unsaturated
7. untenable
8. provitamin
9. illuminated
10. illiterate
Standards Lesson Files Book 4: Vocabulary 23Grade 10
Step 2: Identify the base word or root and prefix, if present. Take the wordapart. Identify the root or base word and decide whether the word has a prefix.
EXAMPLE unassuming: “The base word is assuming and the prefix is un-.”
Step 3: Use clues to make an educated guess about the meaning of theprefix and the word. Based on what you know about other words that begin withthe same prefix, what you know about the root or base word, and context clues, determinewhat the prefix might mean. Consider all the meanings of the prefix and decide whichone works best in this case.
EXAMPLE
Un- can mean either “to do the opposite” or “not.” Assuming can mean “to make anassumption,” or it can mean “presumptuous or arrogant.” I know that un- means “not” inmany common words such as undone, unreal, and unheard. In the sentence, “Mary’s thesmartest person in our class, but she’s very shy and unassuming,” you can guess that theword unassuming doesn’t mean “not to assume or make an assumption,” but rather “theopposite of presumptuous,” or “modest.”
Step 4: Look up the definition in the dictionary and compare it with yourguess. unassuming (adj): Exhibiting no pretensions, boastfulness, or ostentation; modest.
Standards Lesson Files Book 4: Vocabulary 25Grade 10
Review Many English words have prefixes, or word parts that appear before a base wordor root and change the meaning of the word. Some English prefixes have more than onemeaning. By knowing the meaning of prefixes and base words, and by using context clues,you can determine the meanings of many unfamiliar words.
A. Directions: For each numbered item, circle the best answer.
1. The prefix in exurbia is:
a. ex b. exurb c. urbia
2. The root in exurbia is:
a. ex b. urb c. urbia
3. Based on the meaning of the root and prefix, plus the context in the following sentence,what is the best definition of exurbia?She doesn’t like the city, or even the suburbs, so she lives way out in exurbia.
a. a residential area within an urban area
b. a residential area outside or beyond the suburbs
c. an area that was formerly a city
B. Directions: Choose the best word in the box to complete each sentence below.
revise
illuminated
illiterate
rerun
untenable
unsaturated
provitamin
4. Some TV shows are so popular that they them for many years.
5. My teacher said I need to go back and my essay.
6. You should eat fats rather than saturated fats.
7. The soldiers were in a (n) position in the valley.
8. Beta-carotene is the that our bodies turn into vitamin A.
9. The bright headlights the deer across the field.
10. When my grandparents came to the U.S., they were in both
English and Italian.
Standards Lesson Files Book 4: Vocabulary 29Grade 10
• Use noun and verb suffixesto determine word meaning
RESOURCES AND PREPARATION
You will need photocopies for students of:
• Student Lesson Summary, p. 35
• Practice Worksheets, Levels A and B, pp. 36–37
• Reteaching Worksheet, p. 38
Teach1. Introducing Noun and Verb Suffixes: Write the following phrases on the board.
EXAMPLE to amend the Constitutionglory days
• Ask students to tell the part of speech of the word amend. (verb)
• Then write the word amendment and ask the same question. (noun)
• Point out the ending –ment in amendment.
• Explain that noun suffixes, such as –ment, –ness, and –or, are word parts added tothe end of a root or base word to form a noun.
• Ask: other than meaning, how does a noun suffix change the root or base word?(It changes its part of speech.)
• Next, have students identify the part of speech of the word glory. (noun, oradjective)
• Write the word glorify and ask for its part of speech. (verb)
• Explain that verb suffixes such as –ify,–ate, and –ize are word parts that appearat the end of a root or base word to form a verb. Point out that, as with nounsuffixes, verb suffixes change not only the meaning of the root or base word butalso its part of speech.
2. Teaching Noun and Verb Suffixes: Distribute the Lesson Summary and review theAcademic Vocabulary. Remind students that a word’s part of speech is generallydetermined by its suffix, and that certain suffixes always turn words into nouns or verbs.Ask students to name one such suffix for nouns and one for verbs. (Sample: –ness turnswords into nouns; –ate turns words into verbs) Then, ask students to read aloud the other“Example Suffixes” and their meanings shown in the charts on the Lesson Summary.Finally, go over the Here’s How steps for adding noun an verb suffixes, as follows.
• Break Up Word Parts: Write the wordvisualize on the board. Ask: What is thebase word? (visual) Circle the base word visual in visualize. Ask: What is thesuffix? (–ize) How can you tell? (The letters are at the end of the word, followingthe base word.)
• Look for Similar Words: Ask: What other words do you know that end with thesuffix –ize? (Sample: criticize, aggrandize) List student suggestions on the boardand elicit their words’ meanings. (Sample: criticize means “to become or act like acritic,” and aggrandize means “to make bigger or grander.”)
Standards Lesson Files Book 4: Vocabulary 31Grade 10
• Find Suffix Meaning: Ask: Knowing what the listed words mean, what do youthink –ize means? (to make, form, become like)
• Create a Working Definition: Ask: What do you think visualize means? (to makevisual; to make a picture in your mind)
• Check a Dictionary: Remind students that if the word itself is not listed in thedictionary, they should look up the base word or root. (Visual means “pertainingto sight”; visualize has two meanings: 1. to form a mental image of; 2. to makevisible)
• Examples and Variations: Using the charts on the Lesson Summary, pointout that some noun and verb suffixes can be spelled with slight variations.Nonetheless, they have the same meaning. For example, –ify and –fy both mean “tomake, form; to become like.” Also discuss how the spelling of a base word maychange when you add a suffix. For example, the final e in ample changes to an i toform amplify: ampli + fy = amplify.
3. Guided Practice: To show students how to use noun and verb suffixes to determinemeaning, draw the following chart on the board. Then, as a class, apply the Here’sHow steps to define idolize and complete the chart. You can repeat the activity withwords that students suggest.
word harmonize
word parts
similar-ending words
suffix meaning
word definition
dictionary definition
• Break Up Word Parts: Ask: What is the base word? (harmony) the suffix? (–ize)
• Look for Similar Words: Ask: What other words do you know that end with thissuffix? (Sample: sanitize, terrorize, rationalize, etc.)
• Find Suffix Meaning: Ask: To sanitize is to make clean; to terrorize is to cause tofeel terror. Based on this analysis, what two meanings can –ize have? (to cause tobe; to make or become)
• Create a Working Definition: Ask: What do you think harmonize means?(Sample: to make matching, to cause to be in harmony)
• Check a Dictionary: Ask: How does the dictionary definition compare to yourguess? (They should be very similar.)
QUICK CHECK. Ask students to use noun and verb suffixes to create working definitionsof the following words.
32 Book 4: Vocabulary Standards Lesson FilesGrade 10
(the result of a slip or decline; the condition of being nervous or anxious; the result of beingenlightened or instructed) fantasize: to make or imagine fantasies; patronize: to become oract like a patron or client; maximize: to make larger)
Practice and Apply
Activities involving noun and verb suffixes appear on pp. 36–37.
• Assign Practice Worksheet A to students who need more structured activities.
• Assign Practice Worksheet B to grade-level and above-level students.
Answer Key: Practice Worksheet A
1. fortify
2. orchestrate
3. lessen
4. usage
5. penalize
6. falsify
7. simplify
8. vegetate
Answer Key: Practice Worksheet B
Word Suffix Suffix meaning Word meaning
1. antiquate –ate make, form, tobecome like
to make old-fashionedor obsolete
2. osteoporosis –osis result of disease resultingfrom bones becomingporous
3. disgruntlement –ment result of unhappiness, result ofbeing disgruntled orannoyed
4. lactate –ate make, form, tobecome like
to make milk
5. shortage –ade condition of condition of beingscarce, or in shortsupply
Standards Lesson Files Book 4: Vocabulary 33Grade 10
8. hypnosis –osis condition on condition of beinghypnotized, artificiallyinduced sleep
9. regenerate –ate make, form, tobecome like
to become or makenew, to restore
10. unify –ify make, form, tobecome like
to make one, to bringtogether
Assess and ReteachUse these guidelines to determine if students need the Reteaching Worksheet.
• Practice Worksheet A: Students should answer at least six items correctly.• Practice Worksheet B: Students should give at least eight reasonable definitions of the
suffix meaning and the word meaning.
For students who need reteaching, review the Student Lesson Summary. Focus on theHere’s How steps using the chart on Practice Worksheet A. If necessary, repeat the GuidedPractice activity as a partner activity, using the list of words from the Quick Check. Thenassign the Reteaching Worksheet, p. 38.
Answer Key: Reteaching Worksheet
1–10.Circled words should be the words defined in 11–20. Sample definitions are given.
1. impediment: obstruction2. osmosis: diffusion3. mystify: to confuse, puzzle4. utilize: to use5. magnify: to grow larger6. horrify: to appall7. temperament: nature, character8. accentuate: to emphasize9. philosophize: to explain
10. mollify: to calm
34 Book 4: Vocabulary Standards Lesson FilesGrade 10
noun: a word that names a person, place, thing, or idea
verb: a word that denotes an action, occurrence, or state of being
base word: a word that by itself is a word
root: a word part that contains the core meaning of a word
suffix: a word part that appears at the end of a root or base word to form a new word
noun and verb suffixes: suffixes that form nouns or verbs
HERE’S HOW
Step 1: Find the root or base word and look for a suffix.
Step 2: Think of other words with the same suffix. Think of other words thatend the same way. Ask yourself what these words mean.
Step 3: Determine the meaning of the suffix. Based on what you know aboutother words that end with the same suffix, determine the meaning of the suffix.
Step 4: Define the word. Use what you know to define the unfamiliar word.
Step 5: Check the definition in the dictionary.
EXAMPLE: NOUN SUFFIXES: “CONDITION OF; RESULT OF”
Suffix Example Word Meaning
–age bondage the condition of being bound
–ness bitterness the condition of being bitter
–esis, –osis metamorphosis the result of change
–ment contentment the condition of being happy
–ence, –ance remembrance the result of remembering
Suffix Example Word Meaning
–ate annotate to make notes for
–en moisten to make moist
–ify, –fy intensify to make more intense
–ize modernize to make modern
Standards Lesson Files Book 4: Vocabulary 35Grade 10
Directions: For each numbered passage, combine the underlined base word with a suffix inthe chart to form a new word. Write the word on the line to complete the sentence.
Noun Suffixes
-age leakage the condition of leaking
-esis, -osis neurosis the mental result of anobsession or phobia
-ment resentment the condition of resenting
Verb Suffixes
-ate deteriorate to make or become worse
-en loosen to make less tight
-ify, -fy satisfy to give satisfaction
-ize demoralize to lower morale
1. Forts were important means of protection. For this reason, the barbarians used
to their villages.
2. The orchestra played a new song. The conductor knew how to a
magnificent concert.
3. Jamal had less pain after his mother put ice on his bruised knee. The ice was able
to the pain.
4. “Did I use the word correctly?” “Yes, your was acceptable.”
5. The goalie received a penalty for illegal blocking. The coach wanted
to the goalie with a two-game suspension.
6. The treasurer found that the financial records were false. To records
is a crime.
7. The directions are simple, but the traveler wants to them even more.
8. Ellen sits around like a vegetable. In fact, she all day long!
36 Book 4: Vocabulary Standards Lesson FilesGrade 10
Review A noun is a word that names a person, place, thing, or idea. A verb names anaction, occurrence, or state of being. Word parts are the individual elements that make up aword, such as the base word or root (the part that contains the word’s core meaning) and thesuffix (the part that appears at the end to form a new word).
To define a word that has a noun suffix or a verb suffix, break the word into parts. Thinkof words with the same suffix to infer the meaning of the suffix. Create a working definition,by combining the base word with the suffix. Confirm the definition with a dictionary.
A. Directions: Circle the ten words that end with the suffixes –age, –esis/–osis, –ment, –ate,–en, –ify/–fy, or –ize in the following passage.
Rosa set up a barricade to stop squirrels from eating her tulips, but the furrylittle creatures seemed to get over the impediment and into her garden as if byosmosis. This continued to mystify Rosa. She tried to utilize every trick she knewto protect the tulips, but none worked. The issue seemed to magnify each day,as squirrels mowed down the rows of proud red and yellow flowers. It began tohorrify even Rosa, with her calm temperament, to see her flowers all chewed up.She tried to accentuate the positive—at least she had flowers—but as hard as shetried to philosophize, she was annoyed. To mollify Rosa, her friends bought herdaffodil bulbs. Squirrels don’t eat daffodils.
B. Directions: For each word you circled above, write the word. Then write a workingdefinition.
1. word: definition:
2. word: definition:
3. word: definition:
4. word: definition:
5. word: definition:
6. word: definition:
7. word: definition:
8. word: definition:
9. word: definition:
10. word: definition:
38 Book 4: Vocabulary Standards Lesson FilesGrade 10
• Use adjective and adverbsuffixes to understand wordmeanings
RESOURCES AND PREPARATION
You will need photocopies for students of:
• Student Lesson Summary, p. 43
• Practice Worksheets, Levels A and B, pp. 45–46
• Reteaching Worksheet, p. 47
Teach1. Introducing Adjective and Adverb Suffixes: Write the word China on the board and
ask students what part of speech the word it represents. (noun) Then write the wordChinese on the board and ask what part of speech it represents. (adjective)
• Tell students that adjective suffixes, such as -ese and -ive, and adverb suffixes,such as -ly and -ward, may be added to a base word to form an adjective or adverb.Explain that an adjective or adverb suffix changes the meaning of a base word andalso frequently changes its part of speech.
• Ask students to call out other adjectives that end in –ese. (Sudanese, Lebanese,Vietnamese) Explain that understanding how words are formed can help studentsto understand their meanings.
2. Teaching Adjective and Adverb Suffixes: Distribute the Lesson Summary andreview the Academic Vocabulary. Use the Here’s How steps to help students identifyadjective and adverb suffixes. Tell students to check if an unfamiliar word modifies anoun (which makes it an adjective) or a verb, adjective, or other adverb (which makes itan adverb). This can help them understand its meaning, since certain suffixes may beused for adjectives and adverbs.
EXAMPLE Adverb: My salary increased twofold.Adjective: I had a twofold increase in salary.
• Words formed with adjective suffixes. Review the examples of words formedwith adjective suffixes and discuss how these suffixes form adjectives that modifynouns. Write the word conceivable on the board. Ask: What is the base word orroot? (conceive) How can you tell? (It contains the core meaning.) What is thesuffix? (-able) Ask students to suggest other words formed with each suffix onthe chart.
• Words formed with adverb suffixes. Review the examples of words formed withadverb suffixes and discuss how these suffixes form adverbs that modify a verb,adjective, or other adverb. Write the word fourfold on the board. Ask: What isthe base word or root? (four) How can you tell? (It contains the core meaning.)What is the suffix? (-fold) Ask students to suggest other words formed with eachsuffix on the chart.
Standards Lesson Files Book 4: Vocabulary 39Grade 10
• Words formed with adjective and adverb suffixes: Tell students that since theroot word of an adverb is often an adjective, an adverb can end in an adjective suffixfollowed by an adverb suffix. Write decisively on the board. Ask: What is the baseword? (decide) What is the adjective suffix? (-ive) What is the adverb suffix? (-ly)
• Use suffixes to determine meaning. Discuss how understanding adjective andadverb suffixes can help you guess the meaning of unfamiliar words. Refer to theword decisively. Ask: What does the adjective suffix -ive mean? (going toward anaction) What does the adverb suffix -ly mean? (in the manner of) Based on this,what do you think decisively means? (in the manner of going toward a decision)Have a volunteer use the word in a sentence. (Sample: “I will run for president,”she said decisively.)
3. Guided Practice: Use the Lesson Summary to guide students through the steps ofusing adjective and adverb suffixes to determine meaning. Draw the following chart onthe board and then ask the question that follow.
Word convincible
similar words
suffix meaning
word definition
Dictionary definition
• What is the base word or root? (convincible) What is the suffix? (-ible)
• What other words do you know that end with the suffix -ible or -able? (Sample:defensible, believable, solvable) What do these words mean? (Sample: Somethingthat is defensible is able to be defended; something that is believable is likely to bebelieved; something that is solvable can be solved.) Based on this analysis, whatmeanings can -ible have? (Sample: It means able to be, or likely to be.)
• Based on this analysis, what do you think convincible means? (able to beconvinced)
• How does the dictionary definition compare to your guess? (They should be verysimilar.)
QUICK CHECK. Write the following words on the board. Have students identify theadjective and/or adverb suffix for each, and then guess at the word’s meaning.
creative effervescent cautiously
(creative—adjective suffix -ive, means tending toward creation; effervescent—adjective suffix-escent, means in the processing of effervescing, or bubbling; cautiously—adjective suffix-ous, adverb suffix -ly, means in a manner of having caution)
40 Book 4: Vocabulary Standards Lesson FilesGrade 10
Activities involving adjective and adverb suffixes appear on pp. 45–46.
• Assign Practice Worksheet A to students who need more structured activities.
• Assign Practice Worksheet B to grade-level and above-level students.
Answer Key: Practice Worksheet A
1. oaken
2. westward
3. ashen
4. ovoid
5. conclusive
6. tenfold
7. journalese
8. selective
9. wretchedly
10. opalescent
Answer Key: Practice Worksheet B
1. twentyfold
2. fastidiously
3. phosphorescent
4. desolately
5. Chinese
6. backward
7. constructive
8. silken
9. coercive
10. conscientiously
Assess and ReteachUse these guidelines to determine if students need the Reteaching Worksheet.
• Practice Level A: Students should answer at least ten items correctly.• Practice Level B: Students should answer at least eight items correctly.
For students who need reteaching, review the Student Lesson Summary. Focus on thedefinitions in Academic Vocabulary and relate them to the items on Practice Worksheet A.Then have students complete the Reteaching Worksheet, p. 47.
Standards Lesson Files Book 4: Vocabulary 41Grade 10
Step 3: Recognize words formed by adding adjective and adverb suffixes.Some adverbs are formed by adding an adjective suffix and then an adverb suffix.
Step 4: Use adjective and adverb suffixes to help you determine themeaning of unfamiliar words. When you read or hear an unfamiliar word with anadjective or adverb suffix, take the word apart. Identify the base word and suffix.
• Think of other words with the same adjective or adverb suffix. Ask yourself: What dothese words mean? What might the suffix mean?
• Use what you know about the base word and the suffix to guess what the word means.
• Compare your guess with the dictionary definition.
Note: The spelling of a base word may change when you add a suffix.
Directions: Combine each underlined base word with a suffix in the chart to form a newword. Write the word on the line to complete the sentence. You may use a dictionary tocheck your work.
-en -ese
-escent
-ive
-oid
-fold
-ly
-wards
1. gold The rising sun had a glow.
2. west By traveling the pioneers would reach their homesteading
land.
3. ash That movie scared the audience so much that they left with faces.
4. oval Humpty Dumpty had an body shape, just like the egg that he
was!
5. conclude Because our results were not , we will perform the
experiment again.
6. ten Over the last five years, the value of her stock portfolio had
increased
7. journal At first Robert found it hard to understand the reporters’ slang, but before
long he spoke fluent
8. select The official name for the military draft is the “ service.”
9. wretched The dog barked as it waited for its evening meal.
10. opal The gem had a milky look and glowed with sparkly, colors.
Standards Lesson Files Book 4: Vocabulary 45Grade 10
Directions: On each line, write the word from the box that best completes the sentence.(HINT: Decide whether you need an adjective or an adverb before making your choice.) Youmay use a dictionary to check your work.
silken
desolately
Chinese
phosphorescent
constructive
twentyfold
coercive
backward
conscientiously
fastidiously
1. After scattering bird feed, we were astonished to see the flock of ducks increase
2. When he first moved into his own apartment, Charles cleaned the place
, and he has kept it spotless ever since.
3. The gem on display at the museum glows with an eerie light.
4. That dog howls every time its owners go out for the evening.
5. The Harris family always gets food on Sunday nights as a special
treat.
6. Without a glance at her family, Lora drove off to start her first
year in college.
7. Most everyone responds better to criticism than destructive
comments.
8. Reed prefers the smooth texture of tofu when he makes a fruit
shake.
9. When the physical trainer used methods with the athletes, they
rebelled and asked for a less forceful teacher.
10. Isabella raked all the leaves in the yard, but within an hour, twice
as many leaves had fallen again.
46 Book 4: Vocabulary Standards Lesson FilesGrade 10
Review A suffix is a group of letters added to the end of a base word or root to makea word with a different meaning.
• An adjective suffix, such as –able/ible, –en, –ese, –escent, –ive, –oid, or –ous, changesa word into an adjective.
• An adverb suffix, such as – fold, –ly, or –ward, changes a word into an adverb.
A. Directions: In each sentence, circle the word that ends with an adjective or adverbsuffix. Then write its base word on the line to complete the sentence. You may use adictionary to check your work.
1. An earthen jug would be made of clay or
2. The Viennese bakery features cakes whose recipes originated in
3. Sami and Karl soon discovered that they had traveled too far eastward; they ended up
of their planned destination.
4. The scar was barely noticeable. In fact, Mariko didn’t it at all.
5. The thousandfold increase in weeds so infuriated the gardener that she declared she
would to pull up a weeds every day.
6. Angelina sews her quilts meticulously, making sure that every stitch is
B. Directions: Combine each base word and suffix (es) to form a new word. Write theword on the line.
7. wood + -en + -ly
8. south + -ward
9. Burma + -ese
10. abrade + -ive + -ly
11. disaster + -ous + -ly
12. obsolete + -escent
Standards Lesson Files Book 4: Vocabulary 47Grade 10
• Use Anglo-Saxon andGreek roots and combiningforms to understand wordmeanings
RESOURCES AND PREPARATION
You will need photocopies for students of:
• Student Lesson Summary, p. 53
• Teaching Model, “Greek and Anglo-Saxon Word Parts,” p. 54
• Practice Worksheets, Levels A and B, pp. 55–57
• Reteaching Worksheet, p. 58
Teach1. Introducing Word Parts: Anglo-Saxon and Greek: Tell students that the English
language is like a modern city with an ancient past. When you look closely, manybuildings and parts of buildings remain from former civilizations. In the Englishlanguage, much of the “old architecture” is made up of Anglo-Saxon, Latin, and Greek.These languages are still part of many of the words we use today.
• Anglo-Saxon: The greatest number of ancient words in English are from theGermanic dialects spoken by the Angles, Saxons, and other Teutonic tribes thatinvaded and occupied England in the fifth and sixth centuries. Anglo-Saxon wordsand word parts are heard often in everyday speech—in strong, single-syllablewords.
• Greek: Greek word parts didn’t enter the English language until the 15th centurywhen the Renaissance revived Greek and Roman classics. For many centuries,Greek and Latin were second languages for scholars and scientists, and the wordsslowly became part of English. Even today, scientists use Latin and Greek rootwords and word parts to create new words.
EXAMPLE The Greek xero-, meaning “dry,” was used to coin the word xerography—or“dry writing”—to refer to a new technology that uses a dry resin rather thanwet ink to print and make copies.
• Building Vocabulary: Ask students how knowing common Greek roots andAnglo-Saxon word parts might help them to figure out the meanings of unfamiliarwords. (Sample: Greek and Anglo Saxon word parts appear in a large numberof English words, and knowing even a small part of a word can help a readerdetermine its meaning.)
2. Teaching Word Parts—Anglo-Saxon and Greek: Distribute the Lesson Summaryand go over the Academic Vocabulary.
• Explain that “word parts” refer to base words, roots, and affixes. An affix isattached to a base word or a root to change its meaning or function. An affix atthe beginning of a word is called a prefix, and one at the end is called a suffix.
Standards Lesson Files Book 4: Vocabulary 49Grade 10
A combining form is a word part that combines with other word parts to createlonger words.
• Before introducing the Here’s How section of the Lesson Summary, distributethe Teaching Model: Greek and Anglo-Saxon Word Parts. Call on volunteersto read aloud the Greek and Anglo-Saxon word parts, their meanings, and theexamples.
• Have volunteers call out other words formed with each word part on the chart anddiscuss their meanings.
• Then remind students that they can often guess the meaning of an unfamiliarword if they know the meaning of one or more of its parts. As an example, writesynonym on the board and explain that the word was formed by combining twoGreek word parts. Have students determine the meanings of the word parts. (–synmeaning “same” and -onym meaning “name”) Students can then guess thatsynonyms (such as help and assist) name the same thing.
3. Guided Practice: Guide students in applying the Here’s How steps in the LessonSummary and the word parts in the Teaching Model to figure out the meanings ofnew words. First have volunteers read aloud Steps 1–4, including the examples. Thenguide the class through the steps to determine the meaning of a relatively difficultword such as dystopia.
• Root and Affixes: Tell students that they can identify word roots and affixes bythinking of other words that use those word parts. For example, many words beginwith un-, non-, mid-, mis-, and en-, and the root path- is found in words such aspathetic and sympathy. As another practice example, write the word dystopia onthe board. Ask students to identify the word parts, and then to guess the meaningof each part based on other words they may know. (Example: dys = bad, based onknowledge of dyslexia or muscular dystrophy; -topic = place, based on knowledgeof utopia, topical, topology, topography)
• Word Meaning: Ask a number of students to guess what dystopia means. (correctguess: dystopia is a place where life is very bad.) Tell students that knowing justone word part can help them help them infer a word’s meaning, especially if tehword is seen in context.
• Dictionary Definition: Have students look up the word dystopia in a classroom oronline dictionary. (definition: an imaginary place where people lead dehumanizedand often fearful lives)
• Etymology: Take students through etymologies found in the dictionary, either inprint or online. (Sample: dystopia: from Gk. dys “bad, hard, unlucky” + -topos,from Gr. “place”)
QUICK CHECK. Read each numbered sentence aloud to students. Ask them to identifythe Greek or Anglo-Saxon root and/or combining form in each boldfaced word. Then askvolunteers to use the Here’s How steps to figure out the meanings of the words.
50 Book 4: Vocabulary Standards Lesson FilesGrade 10
1. The two companies had a great synergy and the projects they worked on were alwaysvery successful.
2. In the Renaissance, there was much conscious use of neologisms, especially from Greekand Latin.
3. Certain brain injuries and drugs can cause synaesthesia, in which a person “sees”sounds, “hears” colors, or “tastes” shapes.
(1. syn- means “together;” erg- means” force or work;” force that works together; 2. neo-means “new”; -log- means “word”; newly introduced words; 3. syn- means “together orsame”and aesthe- means “to perceive”; to perceive the senses together)
Practice and Apply
Activities involving Anglo-Saxon and Greek word parts appear on pp. 55–57.
• Assign Practice Worksheet A to grade-level and above-level students.
• Assign Practice Worksheet B to students who need more structured activities.
Answer Key: Practice Worksheet A
1. b 2. a 3. b 4. a 5. a 6. pseudonym; -onym; falsename 7. neonatal; neo-; newborn 8. synopsis; syn-; bringing together the mainpoints in a brief summary 9. anaesthetic; aesth-; without feeling; not perceivingpain 10. ethnocentric; ethno; thinking centered around one’s own ethnic group
Answer Key: Practice Worksheet B
1. ethnic
2. mindful
3. scholarship
4. telepathy
5. neologism
6. faultless
7. aesthete
8. appeasement
9. sadness
10. nonissue
11. misconduct
12. geosynchronous
Standards Lesson Files Book 4: Vocabulary 51Grade 10
Assess and ReteachUse these guidelines to determine if students need the Reteaching Worksheet.
• Practice Worksheet A: Students should answer at least four of questions 1–5 andthree of questions 6–10 correctly.
• Practice Worksheet B: Students should answer at least ten items correctly.
For students who need reteaching, review the Lesson Summary. Focus on the Here’sHow steps using examples from Practice Worksheet A. Then have students complete theReteaching Worksheet, p. 58.
Answer Key: Reteaching Worksheet
1. e 2. a 3. d 4. c 5. b 6. f 7. a 8. c 9. a 10. c
52 Book 4: Vocabulary Standards Lesson FilesGrade 10
word part: the general term that refers to an affix, base word, or root
affix: general term for either a prefix (a word part added to the beginning of a baseword or root) or a suffix (added to the end of a base word or root)
base word: a complete word that can stand alone
root: the word part that contains the core of a word’s meaning. Many English wordsare built from Latin or Greek roots.
combining form: a word part that combines with other word parts to create longerwords. Many English words have Anglo-Saxon and Greek combining forms.
HERE’S HOW
Step 1: Try to determine the root and any affixes of an unfamiliar word.Look for common Greek and Anglo-Saxon word parts.
EXAMPLE
empathetic
• The root is path–, which appears in pathetic, sympathy, and pathology.
• em- (en-) is a prefix.
• -etic is a suffix.
Step 2: If you know the meaning of the root(s) or affix(es), infer theword’s meaning. Try combining the meaning of the word parts in different ways untilone meaning or working definition makes sense.
EXAMPLE Em- is from en-, meaning “made of.” -Path means “feeling.” The suffix -eticmeans “having the quality of.” Putting the prefixes and the root together,empathetic means “made of feeling.”
Step 3: Look up the definition in a dictionary and compare it with yours.Ask yourself: Is the general idea the same? In the case of the example, the two are very close.
EXAMPLE
empathetic adj. based on empathy; being sensitive to the thoughts and feelings ofothers.
Step 4: Read the word’s etymology in the dictionary. Ask yourself: Howclose is the word’s present meaning to its origins?
EXAMPLE
[<em (from –en, meaning “made of ”) + Gr. pathos, feeling.>]
Standards Lesson Files Book 4: Vocabulary 53Grade 10
aesthet- perception aesthetic-crat rule technocrat, democraticethno- people ethnic, ethnographyneo- new biology-ology/log study of, word astrologypath- feeling sympathy, patheticsyn- together, same synthesis, synonym-etic of or relating to phonetic, aestheticAnglo-Saxon Combining FormsPrefix Meaning Examplesen- of or belonging to enforce, encompassfore- before, earlier foretellmid- middle, center midlifemis- to miss, wrong mistakenon- not nonviolentover- above, excessive overwhelmun- not undecidedunder- below, beneath undergroundSuffix Meaning Examples-ful full of wonderful, helpful-less without mindless, heartless-ment action or means advancement-ness quality or state kindness, greatness-hood connection neighborhood, brotherhood-ship condition of being hardship, worship
54 Book 4: Vocabulary Standards Lesson FilesGrade 10
A. Directions: Circle the letter of the word that is closest to the meaning of the underlinedword.
1. The magazine’s readership was upset about the new design.
a. passengers b. readers c. designers d. editors
2. Dark clouds don’t always engender rainstorms.
a. give birth to b. prevent c. predict d. forestall
3. Football is a misnomer for the American sport, since the ball rarely gets near theplayers’ feet.
a. bad idea b. wrong name c. mistake
4. The storefront was nondescript, so people often passed by it aware.
a. unable to bedescribed
b. bad description c. lacking inwealth
5. Julio always wanted to be in the priesthood.
a. one of thegroup of priests
b. bishop c. close toneighbors
B. Directions: Complete each sentence with the appropriate word from the Word Box.Then, write the word’s Greek root and the word’s likely meaning. You may check your workin a dictionary.
Review Modern English gets many common words and word parts from Anglo-Saxonand Greek. Knowing the meaning of these Anglo-Saxon and Greek combining forms androots can help you figure out many unfamiliar English words.
A. Directions: Match each Greek root with its meaning. Write the letter of the correctmeaning.
1. ethno-
2. neo-
3. -onym
4. path-
5. syn-
6. -log-
a. new
b. same; together
c. feeling; perceiving
d. name
e. people
f. word
B. Directions: Circle the best answer.
7. Non- and –ness are both what kind of word part?
a. affixes b. prefixes c. suffixes
8. What kind of word part is hood as in parenthood?
a. a prefix b. a base word c. a suffix
9. If you add the prefix mis- to the base word fire, what would the new word mean?
a. not firing in the rightway
b. not able to fire c. able to fire
10. If you add the suffix –ship to the base word hard, what would the new word mean?
a. full of hardness b. without hardness c. in a difficult state orcondition
58 Book 4: Vocabulary Standards Lesson FilesGrade 10
• Identify the Latinroots dic/dict, voc, flu,scrib/script, rid/ris, pend,mut, clud/claus, curr/cur,bene, brev, grat, and var
• Use Latin roots to determineword meaning
RESOURCES AND PREPARATION
You will need photocopies for students of:
• Student Lesson Summary, p. 63
• Practice Worksheets, Levels A and B, pp. 64–65
• Reteaching Worksheet, p. 66
Teach1. Introducing Latin Roots: Active Verbs: Remind students that many English words
come from Latin roots. Point out that Latin roots often are joined with prefixes andsuffixes to make new English words.
• Write the following sentence on the board and tell students that six words in itcome from Latin.
• Ask them to guess which these are.
EXAMPLE The panel concluded that the current dictator had a negative influence, and thushis power should be suspended and perhaps even revoked.
• Then list the six words on the board with their Latin roots.
concluded from clud/claus, “close” or “shut”
current from curr, “run”
dictator from dic/dict, “speak”
influence from flu, “flow”
suspended from pend, “hang”
revoked from voc, “call”
• Ask students what these roots have in common. (Each of these roots comes froman active verb.)
• If some students notice that a few of these roots have two forms (dic/dict andclud/claus), explain that some Latin verbs vary more than others in their present,past, and past participle forms. In the cases shown, English words have derivedfrom more than one form.
2. Teaching Latin Roots: Distribute the Lesson Summary, and go over the AcademicVocabulary.
• Roots: Begin by drawing students’ attention to the chart. Call on volunteers toread aloud the Latin roots, their meanings, and the examples. Then ask studentsto suggest other words formed with the roots in the chart. Encourage them to usea dictionary if necessary. (Sample: benediction, breviary, recluse, conclusion,concurred, edict, confluence, gratitude, mutation, append, deride, subscribe,various, vocation)
Standards Lesson Files Book 4: Vocabulary 59Grade 10
• Unfamiliar Words: Use the word inscription to guide students throughdetermining word meaning from a Latin root. Ask students what they think theroot is, and why. (Sample: The root must be script because in- is a prefix, meaning“in.”) Ask: What other words include the root script? (Sample: scriptures,transcription, description) Discuss the meanings of these words. Elicit that all thewords are related to writing.
• Definitions: Remind students that in- means “in.” Ask them to suggest a meaningfor inscription.(Sample: Writing that appears in or on something.) Then have avolunteer read aloud the dictionary definition of inscription. (Sample: A shortsigned message in a book or photograph given as a gift; something carved intometal or stone.) Next, have a volunteer read aloud the etymology. (The etymologyshows thatinscription combines the prefix in- and the Latin script, which is basedon the Latin verb scribere, “to write.”)
3. Guided Practice: Have students work in small groups to form additional words usingthe Latin roots listed on the Lesson Summary.
• Ask each group to brainstorm a chart of familiar words they know with theseLatin roots.
• Invite groups to review each other’s work. Have them take note of words that werenot included in their own charts. Encourage them to infer or discuss possibledefinitions for any unfamiliar words, using what they know about the meaningsof Latin roots.
QUICK CHECK. Read aloud each sentence, emphasizing the boldfaced word. Havestudents identify the Latin root. Then ask volunteers to suggest meanings for the word.
1. The teacher was a discursive speaker, so the class found it hard to follow his logic.(cur means “running”; rambling)
2. he alchemists tried to transmute lead into gold.(mut means “change”; to change form)
3. No matter how much Laci argued, her mother’s decision was irrevocable.(voc means “call”; cannot be called back or altered)
Practice and Apply
Activities involving Latin roots appear on pp. 64–65.
• Assign Practice Worksheet A to students who need more structured activities.
• Assign Practice Worksheet B to grade-level and above-level students.
Answer Key: Practice Worksheet A
1. c 2. b 3. a 4. c 5. c 6. a 7. d 8. c 9. b 10. d
60 Book 4: Vocabulary Standards Lesson FilesGrade 10
5. bene-, good, heir; He changed the beneficiary of his life insurance policy.
6. brev-, short, a shortened form of a word; The abbreviation of “doctor” is “Dr.”
7. grat-, grateful, a tip; Because he was poor at math, he had trouble figuring out thewaiter’s gratuity.
8. claus-, close, an irrational fear of being in a confined or enclosed space; Many peoplesuffer from claustrophobia in elevators.
9. cur-, run, superficial;One should give one’s homework more than a cursory glance.
Assess and ReteachUse these guidelines to determine if students need the Reteaching Worksheet.
• Practice Worksheet A: Students should answer at least seven items correctly.• Practice Worksheet B: Students should answer at least seven items correctly. The new
sentences must be complete and use the underlined word correctly.
For students who need reteaching, review the Lesson Summary. Focus on the Here’sHow steps, using examples from Practice Worksheet A. Then have students complete theReteaching Worksheet, p. 66.
Answer Key: Reteaching Worksheet
1. b 2. a 3. d 4. c 5. d
Standards Lesson Files Book 4: Vocabulary 61Grade 10
Step 2: Look for the root of an unfamiliar word. Use your knowledge ofprefixes and suffixes to help focus your search for the root. Then think of other words that usethe same root. What common meaning might those words have? What does the root mean?
Step 3: Create a working definition. Use your understanding of the root’s meaningto make a guess about the meaning of the unfamiliar word.
Step 4: Check the dictionary. Compare the dictionary definition with your guess.Then look for the word’s etymology, or history.
Standards Lesson Files Book 4: Vocabulary 63Grade 10
A. Directions: Each group of words shares a Latin root. Circle the answer that correctlyidentifies the meaning of the root.
1. dictation, abdication, addiction
a. speak b. good c. laugh d. hang
2. affluent, fluid, fluorescent
a. different b. flow c. grateful d. short
3. suspended, impending, append
a. change b. shut c. run d. hang
4. vocabulary, advocate, convocation
a. laugh b. know c. speak d. call
B. Directions: Write the Latin root and the meaning of each underlined word. Then checkthe dictionary definition and write a new sentence using the word.
5. Alana is the beneficiary of the estate.
Root + meaning:
Your sentence:
6. The abbreviation of “Mister” is “Mr.”
Root + meaning:
Your sentence:
7. The standard restaurant gratuity is 15 percent.
Root + meaning:
Your sentence:
8. Hector has suffered from claustrophobia since he was a young child.
Root + meaning:
Your sentence:
9. Lucia gave the book a cursory glance before setting it back down.
Root + meaning:
Your sentence:
Standards Lesson Files Book 4: Vocabulary 65Grade 10
Review A root is the part of a word that contains its core meaning. Many English wordshave Latin roots. Knowing common Latin roots helps you figure out a word’s meaning.
• First, identify the root. Eliminate any suffix and/or prefix.• Next, think of words you know with the same root. Ask yourself: What meaning do
these words share?• Finally, use this shared meaning to guess at the word’s definition.• TIP: Keep in mind these common Latin roots and their meanings.
• Identify the Latin rootsciv, lic/licit, judex/jur/jus,lex/legis, matr, pax/pac,populus, pot, and urb
• Use Latin roots to determineword meaning
RESOURCES AND PREPARATION
You will need photocopies for students of:
• Student Lesson Summary, p. 71
• Practice Worksheets, Levels A and B, pp. 72–73
• Reteaching Worksheet, p. 74
Teach1. Introducing Latin Roots: Society and Law: Remind students that many English
words come from Latin roots. Point out that Latin roots often are joined with prefixesand suffixes to make new English words.
• Write the following sentence on the board and tell students that six words in itcome from Latin.
• Ask them to guess which these are.
EXAMPLE It is the civic duty of any citizen to serve as a juror. Each jurisdiction hasdifferent legalities governing jury duty.
• Then list the six words on the board with their Latin roots.
civic, from civ, “member of a group”
citizen, from civ, “member of a group”
juror, from jur, “justice”
jurisdiction, from jur, “justice”
jury, from jur, “justice”
legalities, from legis, “law”
• Ask students what these roots have in common. (Each of these roots names anelement of law or society.)
• Students may notice that the root civ loses its v to become citizen. Explain thatchanges in spelling occur with many Latin roots, because in Latin, words changetheir spelling according to their function in a sentence. In this case, citizen derivesfrom the word civitas, meaning “state” or “a group of citizens.”
2. Teaching Latin Roots: Society and Law: Distribute the Lesson Summary, and goover the Academic Vocabulary.
• Roots: Begin by drawing students’ attention to the chart. Call on volunteers toread aloud the Latin roots, their meanings, and the examples. Then ask students tosuggest other words formed with the roots in the chart. Encourage them to use adictionary if necessary. (Sample: incivility, injustice, privilege, licensee, matricide,pacifier, populism, potentate, exurbia)
Standards Lesson Files Book 4: Vocabulary 67Grade 10
• Two or More Roots: Use the word matrilineal to demonstrate that some words aremade up of more than one Latin root. Point out that the derivation of this wordcomes from mater (mother) and line (descendants). A matrilineal society traces itsfamily relationships through the mother’s line rather than the father’s. Ask: If -cid-means “kill” in Latin, what does the word matricide mean? (killing of the mother)
• Unfamiliar Words: Use the word injudicious to guide students throughdetermining word meaning from a Latin root. Ask students what they think theroot is, and why. (Sample: The root must be judi because in- is a prefix, meaning“not, opposite,” and -cious is a suffix, meaning “having the quality of.”) Ask:What other words include the root judi? (Sample: judge, judgment) Discuss themeanings of these words. Elicit that all the words are related to making decisions.
• Definitions: Remind students that in- means “not” and -cious means “havingthe quality of.” Ask them to suggest a meaning for injudicious.(Sample: notusing judgment) Then have a volunteer read aloud the dictionary definition ofinjudicious.(Sample: not having sound judgment.) Next, have a volunteer readaloud the etymology. (The etymology shows thatinjudicious combines the prefix in-and the Latin judex, “judge.”)
3. Guided Practice: Have students work in small groups to form additional words usingthe Latin roots listed on the Lesson Summary.
• Ask each group to brainstorm a chart of familiar words they know with theseLatin roots.
• Invite groups to review each other’s work. Have them take note of words that werenot included in their own charts. Encourage them to infer or discuss possibledefinitions for any unfamiliar words, using what they know about the meaningsof Latin roots.
QUICK CHECK. Read aloud each sentence, emphasizing the boldfaced word. Havestudents identify the Latin root. Then ask volunteers to suggest meanings for the word.
1. Being uncivil to people is unwise, because rudeness can boomerang on you inunexpected ways.(civ means “member of a household”; being unlike a household member, or rude)
2. The feeble excuses she gave me were entirely illegitimate reasons for staying out solong past curfew.(legis means “law”; unlawful)
3. New construction on former pocket-sized parks has completed the urbanization ofthe village.(urb means “city”; the process of development into a city)
68 Book 4: Vocabulary Standards Lesson FilesGrade 10
Activities involving Latin roots appear on pp. 72–73.
• Assign Practice Worksheet A to students who need more structured activities.
• Assign Practice Worksheet B to grade-level and above-level students.
Answer Key: Practice Worksheet A
1. matr-;motherhood
2. pot-; powerlessness
3. civ-; not fit for polite human society
4. urb-; residential neighborhoods outside a city
5. jur-; one who weighs evidence in court
6. fit for polite human society
7. official document granting permission
8. sophistication
9. ability, or latent ability
10. crowded with too many people for comfort
Assess and ReteachUse these guidelines to determine if students need the Reteaching Worksheet.
• Practice Worksheet A: Students should correctly answer at least eight of the items.• Practice Worksheet B: Students should answer all of the items correctly. The new
sentences must be complete and use the underlined word correctly.
For students who need reteaching, review the Lesson Summary. Focus on the Here’s Howsteps, brainstorming with students some new English words to break down into Latin roots.Then have students complete the Reteaching Worksheet, p. 74.
Answer Key: Reteaching Worksheet
1. b, populace2. c, justice and injudicious3. b4. a
Standards Lesson Files Book 4: Vocabulary 69Grade 10
populus people people, population, populace, populate, popular
pot power potent, potential, potency
urb city urban, urbane, urbanity, urbanize, suburb
Step 2: Look for the root of an unfamiliar word. Use your knowledge ofprefixes and suffixes to help focus your search for the root. Then think of other words that usethe same root. What common meaning might those words have? What does the root mean?
Step 3: Create a working definition. Use your understanding of the root’s meaningto make a guess about the meaning of the unfamiliar word.
Step 4: Check the dictionary. Compare the dictionary definition with your guess.Then look for the word’s etymology, or history. The etymology usually follows the word’spart of speech. Note that some letter combinations have different meanings. For instance, theLatin root lex means “law,” but it can also mean “word.” The words privilege and lexicon areboth derived from the root lex but have different meanings.
Standards Lesson Files Book 4: Vocabulary 71Grade 10
A. Directions: Identify the Latin root for the underlined English word in each sentence.Then write a definition for each word.
1. After my mother’s brief stay in the maternity ward, she came home with a beautifulnew baby sister for me.
2. The cat could not get through the glass window to the bird, but she remained alert,frustrated by her own impotence.
3. The scene inside the fraternity house was completely uncivilized: furniture dusty,half-empty glasses on every surface, and empty pizza boxes strewn everywhere.
4. I stared out the passenger window at the unending vista of suburbia: miles and miles ofgrass lawns and identical houses.
5. The most important juror is called the foreman; he or she is in charge of discussionsamong the twelve, and then reads the verdict to the judge in court.
B. Directions: Write a definition for each underlined word. Base your definition on theword’s context and Latin root.
6. No town seems like a civilized place anymore if it doesn’t have at least one espresso bar.
7. My big sister went to get a fishing license in the spring.
8. The urbanity of his manner made me believe everything I had heard about his travels allover the world and his knowledge of fine restaurants and hotels.
9. Patricia is the only one of my piano students with the potential to become a concert artist.
10. The cafeteria was so overpopulated with students that day that I knew I would be luckyto get any lunch at all.
72 Book 4: Vocabulary Standards Lesson FilesGrade 10
A. Directions: Each group of words shares a Latin root. Write the meaning of theircommon Latin root.
1. matricide, unmaternal, matriarchy
2. judiciary, judgmental, juridical
3. urbane, suburban, urban
4. potentiality, impotent, potent
5. appease, pacify, pacific
B. Directions: Identify the Latin root for the underlined English word in each sentence.Write a definition for each word. Then use each word correctly in an original sentence ofyour own. You may use a dictionary.
6. After my father died, my mother became the matriarch of our extended family.
7. The potentate of the kingdom ruled with a cruel hand.
8. The convict ran an illicit gambling ring from jail.
9. I stared out the passenger window at the unending vista of suburbia: miles and miles ofgrass lawns and identical houses.
10. The most important juror is called the foreman; he or she is in charge of discussionsamong the twelve, and then reads the verdict to the judge in court.
Standards Lesson Files Book 4: Vocabulary 73Grade 10
Review A root is the part of a word that contains its core meaning. Many English wordshave Latin roots. Knowing Latin roots can help you figure out the meaning of a word.
• First, identify the root. Eliminate any suffix and/or prefix.• Next, think of words you know with the same root. Ask yourself: What meaning do
these words share?• Finally, use this shared meaning to guess at the word’s definition.• TIP: Keep in mind these common Latin roots and their meanings.
civ; member of a household pax, pac; peace
judex, jur; judge, justice populus; people
lex, legis; law pot; power
lic, licit; permit urb; city
matr; mother
Directions: For each question, circle the letter of the best answer.
1. Which of the following sentences contains a word using the Latin root that means“people”? Write the word here.
a. The move he just made is illegal in chess.
b. The king and queen waved to the populace from the palace balcony.
c. That scent she wore was so potent it gave me a headache.
2. Which of the following sentences contains two words using the same Latin root? Writethe two words here.
a. It is uncivilized to use violence to settle any disagreement.
b. My mother spread the material on the table and cut out the dress pattern.
c. The Chief Justice made a highly injudicious use of his high powers.
3. Circle the letter of the best definition of the word civility.
a. tidiness, cleanliness
b. politeness, good manners
c. skyscrapers, theaters, restaurants, and hotels
4. Circle the letter of the word or phrase that best replaces popular in the followingsentence: “My younger sister has a lot of friends; in fact, she is very popular.”
a. liked by many otherpeople
b. sophisticated and smart c. like a mother
74 Book 4: Vocabulary Standards Lesson FilesGrade 10
Teach1. Introducing Structural Analysis of Multisyllabic Words: Ask students what a
mechanic might do when working on an engine problem. Elicit that the mechanic maytake the engine apart and then put the pieces back together. Explain that a multisyllabicword has different parts, too, and that a reader may be able to find the meaning of aword by taking it apart, analyzing the meaning of its parts, and then putting the partsback together.
• Ask students what word parts they can name. (roots, base words, prefixes, suffixes)
• As an example, write the word multisyllabic on the board. Tell students that itwas formed by combining the prefix multi-, meaning “more than one”; the wordsyllable; and the suffix -ic, meaning “characterized by.”
• Ask students what definition they can suggest based on these word parts. (Sample:Characterized by having more than one syllable.)
• Explain that the process of defining a word using the meaning of its word partsis called structural analysis.
2. Teaching Structural Analysis of Multisyllabic Words: Distribute the LessonSummary and review the Academic Vocabulary. Point out that many everyday wordscan be structurally analyzed. Guide students through the Here’s How steps, notingthe following.
• Context: Remind students that examining how an unfamiliar word is used canoffer clues to its meaning. Ask: What part of speech is the word synonyms? (noun)What does the context clue “both refer to” suggest about the meaning of synonyms?(Sample: It is a plural noun that names something in a particular way.)
• Word Parts: Tell students that when analyzing word parts, it is often easiest tobegin by separating out prefixes and suffixes. Ask students what word partsare contained in synonyms. (syn- is a prefix meaning “same;” onym is a root;-s indicates a plural) Ask: What words seem to be related to onym? (Sample:acronym, antonym, psuedonym)
Standards Lesson Files Book 4: Vocabulary 75Grade 10
STRUCTURAL ANALYSIS OF MULTISYLLABIC WORDS, CONTINUED
• Word Meanings: Have volunteers read aloud the Here’s How steps 3–5.Emphasize that using these steps can help them determine the meanings ofunfamiliar words before they consult a dictionary. Also, remind students thatbecause a dictionary may include more than one meaning for a word, it is oftenuseful to check a possible definition in context.
3. Guided Practice: Display the Transparency: Graphic Organizer. Use it todemonstrate structural analysis of the word introspection.
• Begin by writing the following sentence on the board:
EXAMPLE After a few days of introspection, the mayor delivered her speech.
• Ask students to identify any prefix or suffix. (intro- is a prefix; -ion is a suffix)Have volunteers name other words that use this prefix, other words that usethis suffix, and then suggest a meaning for each of these word parts. (Sample:introduce, introvert; intro- means “within” or “inside”; action, confession,imitation;-ion means “act of.”)
• Ask students how they would divide introspection into parts for structural analysis.(intro- + spect + -ion)
• Have volunteers suggest other words that include the Latin root spect. (Sample:inspect, respect, retrospective, spectator, spectacle) Remind students that manyLatin roots come from verbs. Then ask what spect might mean. (to look)
• Ask students to use the meaning of the word parts to suggest a definition forintrospection.
EXAMPLE intro- (within) + spect (look) + -ion (act of) == the act of looking inward
• Then refer students back to the original sentence to have them check this suggesteddefinition in context. (Sample: After a few days spent looking inward, the mayordelivered her speech.)
• Finally, have students copy the blank graphic organizer into their notebooks, so thatthey will be able to use it when analyzing other vocabulary words. You might alsowish to distribute photocopies.
QUICK CHECK. Have students copy in their notebooks the Transparency: GraphicOrganizer. Then have students use the organizer to determine the meaning of the wordintractable.
When my four-year-old sister feels cross, she becomes truly intractable.
(Word parts: in- + tract + -able; Sample of known words: invisible [not seen]; retract[pull back]; arguable [able to be argued] Word parts mean: in- means “not”; tract means“error”; -able means “able to”
Definition of word: Intractable means “not able to be pulled; difficult; stubborn.”)
76 Book 4: Vocabulary Standards Lesson FilesGrade 10
STRUCTURAL ANALYSIS OF MULTISYLLABIC WORDS, CONTINUED
Practice and Apply
Practice activities on structural analysis of multisyllabic words appear on pp. 80–82.
• Assign Practice Worksheet A to students who need more structured activities.
• Assign Practice Worksheet B to grade-level and above-level students.
• NOTE: Practice Worksheet B requires that students copy Transparency: GraphicOrganizer,“Structural Analysis” into their notebooks, or that they each receive aphotocopy.
Sample Answers: Practice Worksheet A
1. fore-/prefix; in advance of, before
2. chron- or chrono-/root word; time
3. -ist/suffix; person who engages in something
4. describe: portray in writing
5. inscription: something written or carved on a surface
6. ambling: walking
7. somnambulist: one who walks in his sleep
8. ambulatory: able to walk
Sample Answers: Practice Worksheet B
1. credibility: the quality or power to elicit belief
2. incredulous: skeptical; disbelieving
3. nominated: proposed by name
4. misnomer: an error in naming a person or place
5. phonetically: representing the sounds of speech
6. polyphonic: music with two or more independent melodic parts
7. defoliation: act of stripping away leaves.
8. Defoliation might be caused by pollution that kills a plant’s leaves.
Standards Lesson Files Book 4: Vocabulary 77Grade 10
STRUCTURAL ANALYSIS OF MULTISYLLABIC WORDS, CONTINUED
Assess and ReteachUse these guidelines to determine if students need the Reteaching Worksheet.
• Practice Worksheet A: Students should correctly answer at least six items.• Practice Worksheet B: Students should correctly answer at least five of items 1–7 and
provide a complete sentence that accurately uses the word for item 8.
For students who need reteaching, review the Lesson Summary. Then have studentscomplete the Reteaching Worksheet, p. 83.
root word: the part of a word that contains its core meaning
prefix: a group of letters added to the beginning of a word to make a word with adifferent meaning
suffix: a group of letters added to the end of a word to make a word with a differentmeaning
HERE’S HOW
Step 1: Read the word in context. When analyzing an unfamiliar word, start bytrying to get a sense of what it means by looking at how it is used.
EXAMPLE “Creek” and “brook” are synonyms because they both refer to a small stream.
Step 2: Break the word into parts. Look for parts you recognize from other words,especially words whose meaning you know.
EXAMPLE The syn in synonym is like that in synchronize and syndicate.The onym in synonym is like that in homonym and antonym.
Step 3: Define words you know that share the same word parts. Findingsimilarities among words with common parts will help you determine the meaning of wordparts.
EXAMPLE Synchronize means “to occur at the same time.”Syndicate means “an association of people with the same purpose.”Antonym means “a word having a meaning opposite to that of another word.”Homonym means “a word that has the same sound as but a different meaningfrom another word.”
Step 4: Puzzle out the meanings of the word parts. The first two definitionssuggest that the prefix syn means “same” (or “together,” as in syndicate). The next twodefinitions suggest that the word root onym means “word.” The -sindicates that the wordis plural.
Step 5: Combine the meanings of the word parts to guess at adefinition. The combination suggests that synonyms refers to “words with the samemeaning.”
EXAMPLE
syn- (same) + onym (word) + -s (plural) = words with the same meaning
Step 6: Check your definition in context. See if your guess fits the context.
EXAMPLE “Creek” and “brook” are words with the same meaning.
Standards Lesson Files Book 4: Vocabulary 79Grade 10
A. Directions: For each item, write the word part shared by the two underlined wordsand identify it by type: prefix, suffix, base word, or root. Then use context clues to definethe word part.
1. The forecast calls for occasional showers Tuesday.Economists defended last year’s estimates saying the recent downturn in the economywas unforeseeable.Part: Type:
Meaning:
2. Most biographies are written in chronological order.Julio’s chronometer measured time to the hundredth of a second.Part: Type:
Meaning:
3. Gwen had wanted to be a scientist since she was in kindergarten.Miles hoped to be a machinist and work on a large ship.Part: Type:
Meaning:
B. Directions: Review the word parts in the chart. Then use them to define the underlinedword in each sentence.
de (down) amb/ambul (walk) ist (one who)
in (on) somn (sleep) atory (relating to)
scrib/script (write)
4. It’s hard to describe something that is unimaginable.
5. Not all inscriptions are on gravestones.
6. The cows went ambling home to the barn for milking.
7. Somnambulists can be at risk of serious injury.
8. It can be easier to take care of a child who is not yet ambulatory.
80 Book 4: Vocabulary Standards Lesson FilesGrade 10
STRUCTURAL ANALYSIS OF MULTISYLLABIC WORDS, CONTINUED
How many melodies does it take to produce polyphonic music?
6. polyphonic:
B. Directions: Use your copy of the Graphic Organizer, “Structural Analysis,” todetermine the meaning of the underlined word. Remember to include context clues. Then usethe word in a sentence of your own.
The defoliation of the oak trees was caused by the spray intended to kill aharmful insect species.
7. Meaning:
8. New Sentence:
82 Book 4: Vocabulary Standards Lesson FilesGrade 10
Review Analyzing, or taking apart, a word of many syllables can help you determine itsmeaning.
• First, break the word down into its root or base word and its suffix (ending) and/orprefix (beginning).
• Next, think of words you know that have the same word parts. Ask yourself: Whatmeaning do these words share? What does each word part mean?
• Use the meanings of the word parts to guess at the word’s definition.• Finally, check your inferred meaning against the word’s context or surroundings. Does
it make sense? Check your work against a dictionary or glossary if necessary.
Directions: Read the list of roots, prefixes, and suffixes and their definitions. Then matcheach word on the left with its definition on the right.
• a-, Greek, a prefix meaning “no” or “absence of ”• -al, -ial, -eal, Latin, a suffix that means “pertaining to” or “relating to”• belli, bell, Latin, “war” or “fight”• corp, corpor, Latin, “body”• geno, gen, genit, Latin, “line of descent”• lig, Latin, “tie,” “bind”• -ology, Greek, a suffix meaning “study of ”• ord, ordinato, Latin, “order,” “row,” “rank”• path, Greek, “feel,” “suffer”• prim, primi, primo, Latin, “first,” “chief,” “foremost”• -ure, Latin, a suffix that indicates an act or result• -y, Greek, a suffix meaning “state of ” or “condition of ”
1. primogeniture
2. pathology
3. bellicose
4. ligature
5. primordial
6. apathy
7. corporal
8. ordinal
a. having a specific position in a numbered series
b. the act of tying or binding
c. lack of emotion or feeling
d. the state of being the eldest child
e. of or relating to the body
f. warlike in manner or temperament
g. the study of the nature of disease
h. being or happening first in sequence
Standards Lesson Files Book 4: Vocabulary 83Grade 10
• Identify and determine themeaning of other wordsfrom the same word family
RESOURCES AND PREPARATION
You will need photocopies for students of:
• Student Lesson Summary, p. 87
• Practice Worksheets, Levels A and B, pp. 88–89
• Reteaching Worksheet, p. 90
Teach1. Introducing Word Families and Derivatives: Remind students that many English
words are made up of words parts that come from languages such as Latin and Greek.A group of English words may be derived from the same word part or root. Such agroup is called a word family.
• Explain that being able to recognize word families can help you figure out themeaning of unfamiliar words.
2. Teaching Word Families and Derivatives: Distribute the Lesson Summary, andreview the Academic Vocabulary. Guide students through the Here’s How steps, usingthe word family based on the shared root sol.
• Recognize words with shared roots. Write the following three words on theboard: solitude, solitaire, isolation. Ask: What do these words have in common?(They all contain the word part sol.)
• Identify the meaning of the root. Explain that sol is a Latin root. Ask: What dothe words in this group have in common? (being alone, doing something (a game)by yourself)
• Think of other words in the same family. Ask: What are other words that includethe root -sol-? (Sample: soliloquy, desolation, solo)
• Determine the meaning of these words. Discuss the meanings of the word familyand the root. Ask: How does a character deliver a soliloquy? (alone, withoutother characters)
• Check the dictionary. Have students read the dictionary definitions of the wordsyou discussed. Note adjacent words that are members of the same family. (Sample:sole, solitary) Have students list all the additional words in the space on the LessonSummary.
3. Guided Practice: Have students work in small groups to add words derived from functto the Lesson Summary. (Sample: function, functional, perfunctory, dysfunctional)
• Have groups check their work using a dictionary and find any additional wordfamily members they might have missed.
Standards Lesson Files Book 4: Vocabulary 85Grade 10
QUICK CHECK. Explain to students that the words vacant and evacuate are members ofthe same word family. Then ask students the following questions.
1. What word part do they share? (the root -vac-)
2. What are the meanings of these words? What does each have to do with?(emptiness, to empty out or leave)
3. What are some other words that may be members of this word family?(Sample: vacuum, vacate, vacuous)
Practice and Apply
Activities involving word families appear on pp. 88–89.
• Assign Practice Worksheet A to students who need more structured activities.
• Assign Practice Worksheet B to grade-level and above-level students.
Answer Key: Practice Worksheet A
1. a 2. b 3. c 4. c 5. belligerent, belligerence 6. journal, journalist,journey 7. sanitary, sanitarium 8. tangent, tangible, tactile
Sample Answers: Practice Worksheet B
1. cosmic, cosmonaut
2. biblical, bibliophile
3. judge, judgment, judiciary
4. recur, occur, cursory
5. path, feeling; pathetic
6. optim, best; optimal, optimism
7. lum, light; luminous, luminary
8. sperse, scatter; disperse, asperity
Assess and ReteachUse these guidelines to determine if students need the Reteaching Worksheet.
• Practice Worksheet A: Students should correctly answer three items in each section.• Practice Worksheet B: Students should correctly answer three items in each section.
In section B, root meanings given by students should reflect the meaning of the twoword family words.
For students who need reteaching, review the Lesson Summary. Model the Here’s Howsteps, using word families from Practice Worksheet A. Then have students complete theReteaching Worksheet, p. 90.
Answer Key: Reteaching Worksheet
1. a 2. c 3. a 4. stupefaction; bewilderment or amazement 5. stupidity;foolishness, lack of intelligence
86 Book 4: Vocabulary Standards Lesson FilesGrade 10
root: the part of a word that contains its core meaning
word family: a group of words with a common root
HERE’S HOW
Step 1: Recognize words with shared roots. aversion inversion
Step 2: Identify the meaning of the root. Use your knowledge of the words’meanings and the context in which the words are used to identify the root’s meaning. Then,check the meaning and derivation in a dictionary.
Root: vert, vers = turn
Step 3: Think of other words in the same family. What other words share thesame root? What common meaning do those words share?
conversion, incontrovertible
Step 4: Determine the meaning of these words. Based on your knowledgeof the root and the meaning of other words in the same family, try to define the meaning ofthe words.
conversion = a change, or turn, in belief incontrovertible = undeniable
Step 5: Check the dictionary. Compare your definitions to the dictionary definition.Look for other words from the same family. If the root appears at the beginning of a word,other words from the same family will often be adjacent to ones already identified.
EXAMPLE: WORD FAMILIES
English Words Shared Root Meaning Other WordFamily Members
solitude
solitaire
isolation
sol alone
malfunction
defunct
funct perform
Standards Lesson Files Book 4: Vocabulary 87Grade 10
A. Directions: Think about the meaning of the words in each family. Then circle theletter of the meaning that matches the root.
1. word family: termination, terminal, interminable root: term meaning:
a. end b. beginning c. boredom
2. word family: sophisticated, philosophy root: soph meaning:
a. uneducated b. wise c. unfortunate
3. word family: mentality, demented, mental root: ment meaning:
a. foundation b. body c. mind
4. word family: bureaucrat, autocrat root: crat meaning:
a. sea b. land c. power
B. Directions: Look at each pair of word family members. Note the meaning of the root.Add one or more words from the same word family. Use a dictionary for help.
5. antebellum bellicose
root: belli; meaning: war
other word family members:
6. adjourn sojourn
root: journ; meaning: day
other word family members:
7. sanitation sane
root: sanit; meaning: health
other word family members:
8. tangential contact
root: tang, tact; meaning: to touch
other word family members:
88 Book 4: Vocabulary Standards Lesson FilesGrade 10
A. Directions: Think about the meaning of the words in each family. Then add at least oneother word from the same family.
1. word family: cosmos, cosmopolitan root: cosm
2. word family: bibliography, bible root: bib
3. word family: judicious, judgmental root: jud
4. word family: precursor, excursion root: cur
B. Directions: Read the sentences, noting the underlined word family members. Identifythe root these words share and try to figure out its meaning. Then, add one or more wordsfrom the same word family. You may use a dictionary for help.
5. Pathosstirs feelings of pitySympathy means you feel for another person.root: meaning:
other word family members:
6. You optimize something to make it work its bestAn optimist expects the best outcome.root: meaning:
other word family members:
7. To illuminate means to shine light on.A lumen is a measure of light.root: meaning:
other word family members:
8. To intersperse means to scatter among or between.To cast aspersions is to make damaging comments.root: meaning:
other word family members:
Standards Lesson Files Book 4: Vocabulary 89Grade 10
Review Many English words are made up of roots, or word parts that come from languagessuch as Latin and Greek. A group of words that share the same root is called a word family.Use word families to figure out the meaning of unfamiliar words and to add words to yourvocabulary.
A. Directions: In each of the items, circle the letter of the best answer.
1. Stupor and stupefy are members of the same word family. Which root do they share?
a. stup-
b. fy-
c. por-
2. What is the meaning of this root?
a. deny or accept
b. strengthen or build
c. stun or amaze
3. What is another member of the same word family?
a. stupendous
b. super
c. purify
B. Directions: Find two additional words from this word family. You may use a dictionaryfor help. List the words and their meanings below:
4. word:
meaning:
5. word:
meaning:
90 Book 4: Vocabulary Standards Lesson FilesGrade 10
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