Word Parts: Base Words,Prefixes, Suffixes, and Roots
STUDENT OBJECTIVES
• Identify word parts, includingbase words, prefixes, suffixes,and roots
RESOURCES AND PREPARATION
You will need photocopies for students of:
• Student Lesson Summary, pp. 7–8
• Practice Worksheets, Levels A and B, pp. 9–10
• Reteaching Worksheet, pp. 11–12
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.
misconception mistaken belief
susceptible vulnerable, prone to
receptive open to new ideas
concept idea
deceptive misleading
• Ask: What is the foundation of these five words? (-cept-, which means “take”)
• Explain that -cept- is a root because it cannot stand alone as a word. It must becombined 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.
biblio port praise tele
light rock dem chron
(Base Words: light, rock, port, praise;Roots: -biblio-, -dem-, -chron-, -tele-)
• Ask students to find the word parts in front of the words with the root -cept- fromthe list on the board. (mis-, -sus- [a form of sub-], re-, con-, de-) Explain that theseare prefixes because they come before a root or base word.
• Next, have students locate the word parts after -cept-. (-ion, -ible, -ive) Explain thatthese word parts are called suffixes because they come after a root or base word.
2. Teaching Word Parts: Base Words, Prefixes, Suffixes, and Roots: Distribute theLesson Summary and review the Academic Vocabulary. Then discuss the steps in the
Standards Lesson Files Book 4: Vocabulary and Spelling 3Grade 9
WORD PARTS: BASE WORDS, PREFIXES, SUFFIXES, AND ROOTS,CONTINUED
Here’s How that show how to identify word parts and combine them to form differentwords.
• Identify base word vs. root. Remind students not to confuse roots and words.For instance, the word rebellion is not made up of the base word bell, meaning “amusical instrument,” the prefix re-, and the suffix -ion. Instead, it is derived fromthe Latin word bellum, meaning “war,” and the suffix -ion. A rebellion is an openresistance against a government, ruler, or authority.
Point out that letter combinations such as auto, log, graph, and gram can look likebase words but may be prefixes or roots. The word autograph is not a graph ordiagram 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 identifythe prefixes, suffixes, or other roots in the Step 2 box. (Prefixes: auto-;Roots:-seismo-, -bio-, -carto-;Suffixes: –ic, -y, -ical, -er, -ology) Make sure everyoneunderstands how the added word parts change the meaning of base words or roots.In addition, 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 on theboard to show how a particular suffix can change a word’s function. Ask studentsto identify the sentence with the noun and the one with the verb.
narrate Jack will narrate the video. (verb)
narration The narration is interesting. (noun)
• 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 students ifthey can form other words using the root -graph-. (Sample: telegraph, geography,pictograph, graphite, photograph, semiautobiographical)
3. Guided Practice: Give students the following word parts and ask them to work in pairsto create as many words as possible from them.
Prefixes Root/Base Suffixes
in-/un- cycle- ary
bi- function -ist
dis-/dys- consider -ate
(Sample: inconsiderate, bicycle, bicyclist, cyclist, dysfunction, functionary) Encouragestudents to check their answers in a dictionary.
4 Book 4: Vocabulary and Spelling Standards Lesson FilesGrade 9
WORD PARTS: BASE WORDS, PREFIXES, SUFFIXES, AND ROOTS,CONTINUED
QUICK CHECK. Point out the words periscope and microscope on the chart in Step 3 ofthe Lesson Summary. Then ask students to add various word parts to the base word scope tomake additional words. (Sample: telescopic, stethoscope, seismoscope, spectroscope)
Practice and Apply
Activities involving word parts: base words, prefixes, suffixes, and roots appear on pp. 9–10.
• 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
• statehood
• statement
• derailment
• decrease
Word Prefix Root Suffix Definition
freedom free -dom liberty
decommission de-, com- -miss- -ion take out ofservice
neighborhood neighbor -hood area, district
arabesque Arab -esque ornate style
irrepressible ir-, re- press -ible disobedient
atypical a- type -ical not usual
Sample Answers: Practice Worksheet B
1. decompose
2. immobility
3. atonal
4. shipment
5. prehistoric
6. ag gress ion; the act of moving forward or attacking
7. de grad ation; the act of moving down; humiliation
8. di gress ion; moving away from the subject; a tangent
9. grad ation; a series of stages or degrees
10. grad ient; a slope or incline
11. pro gress ive; related to walking forward into the future
Standards Lesson Files Book 4: Vocabulary and Spelling 5Grade 9
WORD PARTS: BASE WORDS, PREFIXES, SUFFIXES, AND ROOTS,CONTINUED
12. retro gress ive; related to moving backward in time
13. re gression; the act of moving backward in time or development
14. trans gress ion; the act of stepping across a line; acting wrongly
15. grad uate; move up
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 answer at least twelve items correctly.
For students who need reteaching, review the Lesson Summary. Then have studentscomplete the Reteaching Worksheet, pp. 11–12.
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 to form anew word
suffix: a group of letters that appears at the end of a root or base word to form a new 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
social -graph-
Step 2. Add a prefix and/or suffix to a base word or root to form adifferent word.
graph + -ic = graphic
auto- + graph = autograph
seismo- + graph + = seismograph
bio- + graph + -y = biography
bio- + graph + -ical = biographical
carto- + graph + -er = cartographer
graph + -ology = graphology
Step 3. Learn basic prefixes and suffixes.
Prefix Meaning Base/Root New Word
a- not, without moral amoral
circum- around navigate circumnavigate
de-, dis-, dys- opposite of throne dethrone
Standards Lesson Files Book 4: Vocabulary and Spelling 7Grade 9
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 suffix
in- state -hood
de- crease -ment
pre- rail -ed
1.
2.
3.
4.
B. Directions: Complete the chart by writing the prefix, root, and/or suffix for each word.Some words may have more than one prefix or suffix. Leave the space blank if the word doesnot have a prefix or suffix. Then write the definition.
Word Prefix Root Suffix Definition
5. freedom
6. decommission
7. neighborhood
8. Arabesque
9. irrepressible
10. atypically
Standards Lesson Files Book 4: Vocabulary and Spelling 9Grade 9
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. compose
2. mobile
3. tonal
4. ship
5. history
B. Directions: Each of the following words contains theroot -gradi-/-gress-, meaning “walk,step, or go.” Divide each word into its word parts. Then use these parts to figure out thedefinitions. Use a dictionary if you wish.
1. aggression
2. degradation
3. digression
4. gradation
5. gradient
6. progressive
7. retrogressive
8. regression
9. transgression
10. graduate
10 Book 4: Vocabulary and Spelling Standards Lesson FilesGrade 9
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.
EXAMPLES
Original: I tend to favor old houses over new ones.Prefix: Nevertheless, many styles of older homes have fallen into disfavor recently.Original: The address on the first letter was legible.Prefix: The second letter was never delivered because the address was illegible.
• Ask: What part of speech is the word favor? (verb)
• Then ask the same question about the word disfavor in the second sentence. (noun)
• Point out the prefix dis-, meaning “the opposite of,” in disfavor. Ask: How does ithelp to change the meaning of the sentence? (The prefix dis- changes the feelingsabout older homes from positive ones to negatives ones.)
• Next, have students identify the parts of speech for legible and illegible. (adjectives)
• Point out that il- is a prefix meaning “not.” Ask: How does il- change the meaningof the sentence? (It changes the description of the address on the letter fromreadable to unreadable.)
• 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 i-l- in the word illusion are not a prefixfor the word lusion. Point out that both the prefix and the remaining word partsmust carry meaning: il (not) + legitimate (lawful, correct) = illegitimate (somethingthat is not legitimate). Also make sure students realize that prefixes can’t be addedto just any root or base word. Ask: Which word is legitimate and which is just madeup: dispretty or discontent? (Discontent is an actual word; dispretty is made up.)
• Double prefixes: Point out that some words can have more than one prefix. Forinstance, the word disaccustomed has the prefixes dis- and ac-. Dis- means “not,”and ac- means “to,” so disaccustomed means “not used to a custom or way ofdoing something.”
Standards Lesson Files Book 4: Vocabulary and Spelling 13Grade 9
• Ask: What other words do you know that have more than one prefix?(Sample: insubstantial) List student suggestions on the board and elicit theirwords’ meanings. (Sample: Insubstantial means “something not to standunder; something weak and flimsy.”)
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 immoderate onthe board. Ask: What is the base word? (moderate) Circle that base word. Thenask: What is the prefix? (im-) How can you tell? (The letters are at the beginningof the word, before the base word.)
• Think of other words with the same prefix: Ask: What other words do youknow that start with the prefix im-? (Samples: impossible; immobile; immortal)List student suggestions on the board and elicit their words’ meanings. (Sample:impossible means “not possible,” immobile means “not mobile,” and immortalmeans “not mortal.”)
• Make an educated guess about the meaning of the prefix: Ask: Knowing whatthe listed words mean, what do you think im- means? (not)
• Define the word: Ask: What do you think immoderate means? (not moderate)
• 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: What isthe dictionary definition of immoderate? (“exceeding usual or suitable bounds”)
QUICK CHECK. Ask students to define each of the following words, based on theirprefixes.
imprecise ultraconservative transport
(Sample: not precise; conservative to an extreme degree; to carry across)
Practice and Apply
Activities involving prefixes appear on pp. 18–19.
• 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. intermarriage
2. pretrial
3. circumlocution
4. immature
5. prenuptial
6. adventures
7. substandard
14 Book 4: Vocabulary and Spelling Standards Lesson FilesGrade 9
4. circumspect; careful to consider all consequences
5. submit; yield or put oneself under another’s control
6. incompatible; not compatible with, not in agreement with
7. transform; change in form or nature
8. interrelationship; relationship or connection between two things
9. presentiments; feelings beforehand that something bad will happen
10. dissuade; the opposite of persuade
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 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 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. 20.
prefix: a letter or letters added to the beginning of base words or roots to form new words
base word: a word that by itself is a word
root: a word part that contains the core meaning of a word
word parts: the individual elements that make up a word
HERE’S HOW
Step 1: Learn these common prefixes and their meanings
Space or Direction Prefix Meaning Example Word Meaning
ac-, ad- toward, to adjoin be next to, border circum- around circumnavigate sail aroundde- from decamp leave campdis- opposite of disapproving not approvingil-, im-, in- not illogical not logicalinter- between interconnect connect with each otherpre- before prefabricate build beforehandsub- under subterranean undergroundtrans- across transatlantic across the Atlanticultra- beyond ultrasound sound beyond the limits of human hearing
Step 2: If you encounter an unfamiliar word, find the root or base wordand look for a common prefix. When you first read or hear an unfamiliar word, takethe word apart. Identify the root or base word and decide whether the word has a prefix.
Step 3: Think of other words with the same prefix. If the word does have aprefix, think of other words that begin the same way. Ask yourself what these words mean.
Step 4: Make an educated guess about the meaning of the prefix. Basedon what you know about other words that begin with the same prefix, determine what theprefix might mean.
Step 5: Define the word. Use what you know about the root or base word and prefixto define the unfamiliar word.
Step 6: Check the definition in the dictionary. Compare the dictionarydefinition with your guess.
Standards Lesson Files Book 4: Vocabulary and Spelling 17Grade 9
Directions: For each numbered passage, combine the underlined base word or root with aprefix from the box to form a new word. Write the word on the line to complete the sentence.If you wish, check the Lesson Summary for the meaning of the prefixes or check a dictionaryfor the meaning of the words.
Directions: Circle the ten words that begin with the prefixes ac-, ad-, circum-, de-, dis-, in-,inter-, pre-, sub-, or trans- in the following passage. Then write each word and a definitionfor it. Check a dictionary if you wish.
You will not become addicted to junk food if you refuse snacks when they arefirst offered. Sadly, many teens do acquiesce and devour candy from friends.Surely they should be more circumspect and not submit so easily to temptationbecause poor eating habits, quite simply, are incompatible with good health. Overtime, the fats and sugars in junk food transform the body. The interrelationshipbetween poor diet and heart disease is too well known to ignore. Nevertheless, fewyoungsters have any presentiments of the serious health dangers they face in yearsto come. That is why educators and health officials try so hard to dissuade youngpeople from eating junk food to begin with.
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 and Spelling 19Grade 9
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. ultranationalism
2. prearrangement
3. disentangle
4. inanimate
5. adjacent
6. deactivate
7. subtext
8. intergalactic
9. immobile
10. circumscribe
20 Book 4: Vocabulary and Spelling Standards Lesson FilesGrade 9
• 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 Multiple Meanings,”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 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: Use the 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 recycle.
• 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 base word and prefix. 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.
• 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 (rebuild) will help them figure
Standards Lesson Files Book 4: Vocabulary and Spelling 21Grade 9
out an unfamiliar word (recycle). Tell students to use all the clues in the word andthe sentence. Take students through the reasoning process and the educated guessin the example box. Point out that, from word parts alone, students might guessthat recycle means “to cycle backwards,” but that this meaning does not workin 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 unfamiliar words. Youmay then guide the class through the Here’s How steps again to practice determining themeaning of words such as reconnoiter or incessant.
QUICK CHECK. Write the following sentences 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. Janet recoiled from the force of hurricane winds.
2. Edward had to research local zoning laws for his newspaper article.
3. The judge declared that the witness’s testimony was immaterial to the case.
4. The immigrants were happy to finally become citizens of the United States.
(Sample: recoil: to move backward; research: to study something closely, searching againand again for information or answers; immaterial: not material, having no importance orrelevance; immigrants: people entering into a new country to settle permanently)
Practice and Apply
Activities involving multiple-meaning prefixes 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. g10. d 11. amoral 12. impossible 13. exoskeleton 14. discomfort15. transpose 16. inhumane 17. antecedent 18. devolve
Answer Key: Practice Worksheet B
1. in-, not; not effective or useful
2. ante-, in front of; a room in front of another one
3. pro-, in favor of; one who argues in support of something
4. trans-, across; to carry from one place to another
5. un-, not; not ripe or mature
6. re-, again; to arrange again
7. semi-, twice in a period; twice in a year
8. im-, not; not material, irrelevant
22 Book 4: Vocabulary and Spelling Standards Lesson FilesGrade 9
9. anti-, against; against life, especially bacterial life
10. il-, not; not logical
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.
Step 2: Identify the base word or root and prefix, if present.
EXAMPLE recycle: “The root is cycle and the prefix is re-.”
Step 3: Use clues to guess the meaning of the prefix and the word.Based on what you know about other words that begin with the same prefix, determinewhat the prefix might mean. Use what you know about the root or base word, the possiblemeanings of the prefix, and context clues. Consider the alternative meanings of the prefixand decide which one works best.
EXAMPLE Re- can mean either “to do again” or “to go back or backwards.” Cycle can referto a type of vehicle (bicycle, motorcycle), or to a periodically repeated sequenceof events (the cycle of the seasons). Re- means “to do again” in words such asrearrange (to arrange again) and remake (to make again). In the sentence,“The volunteers collected aluminum cans and recycled them,” you can guessthat the word recycle probably doesn’t mean “to cycle backwards.” It probablymeans “to cycle the cans again,” or to put the old cans through a sequence ofevents to make new cans again.
Step 4: Compare the dictionary definition with your guess.
EXAMPLE Recycle: to put or pass through a cycle again
Standards Lesson Files Book 4: Vocabulary and Spelling 25Grade 9
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 react is:
a. act b. re c. rea
2. The base word in react is:
a. act b. re c. rea
3. Based on the meaning of the base word and prefix, plus the context in the followingsentence, what is the best definition of react?People usually react negatively to a sarcastic tone of voice.
a. to act in response or opposition
b. to act the same way again
c. to change
B. Directions: Choose the best word in the box to complete each sentence below.
reclaim
irregular
reappear
incessant
reenter
recharge
unwrap
4. The rabbit seemed to disappear and then in the garden at dusk.
5. You can the package now.
6. I can’t stand the noise from the television—please turn it off!
7. The battery will not work unless you it.
8. The bank got in trouble because of its hiring practices.
9. If you leave the park, have your ticket stamped so you can .
10. The settlers drained the swamp to the land.
Standards Lesson Files Book 4: Vocabulary and Spelling 29Grade 9
• Use noun and verb suffixes todetermine 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, pp. 38–39
Teach1. Introducing Noun and Verb Suffixes: Write the following phrases on the board.
EXAMPLES
the bitter pillliquid assets
Ask students to tell the part of speech of the word bitter. (adjective) Then write the wordbitterness and ask the same question. (noun) Point out the ending –ness in bitterness.Explain that noun suffixes, such as –ness, –ity, and –ation, are word parts added to theend of a root or base word to form a noun. Ask: other than meaning, how does a nounsuffix change the root or base word? (It changes its part of speech. Next, have studentsidentify the part of speech of the word liquid. (adjective) Write the word liquidate andask for its part of speech. (verb) Explain that verb suffixes such as –ate and –ize areword parts that appear at the end of a root or base word to form a verb. Point out that,as with noun suffixes, verb suffixes change not only the meaning of the root or baseword but also 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 word activate on the board. Ask: What is thebase word? (active) Circle the root activ in activate. Ask: What is the suffix? (–ate)How can you tell? (The letters are at the end of the word, following the base word.)
• Look for Similar Words: Ask: What other words do you know that end with thesuffix –ate? (Sample: liberate, orchestrate) List eords on the board and elicit theirmeanings. (Sample: liberate means “to make free”; orchestrate means “to makeharmonious arrangements.”)
• Find Suffix Meaning: Ask: Knowing what the listed words mean, what do youthink –ate means? (to make, to cause)
• Create a Working Definition: Ask: What do you think activate means? (to makeactive; to make functional)
• Check a Dictionary: Remind students that if the word itself is not listed in thedictionary, they should look up the base word or root. (Active means “being in
Standards Lesson Files Book 4: Vocabulary and Spelling 31Grade 9
motion”; activate has four main meanings: 1. to turn on or supply power; 2. tomake a product available for use after it has been sold; 3. to organize a unit on theActive List of the Army; 4. to speed up a chemical reaction)
• 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, –ence and –ance bothmean “the state or quality of.” Also discuss how the spelling of a base word maychange when you add a suffix. For example, the final e in vaccine is dropped toform the verb vaccinate: vaccine + ate = vaccinate. Other examples include thefinal y in words such as worthy, in which y is changed to an i to form worthiness:worthy + ness = worthiness.
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.
EXAMPLE
word idolize
word parts
similar-ending words
suffix meaning
word definition
dictionary definition
• Break Up Word Parts: Ask: What is the base word? (idol) the suffix? (–ize)
• Look for Similar Words: Ask: What other words do you know that end with thissuffix? (Sample: standardize, realize, rationalize, etc.)
• Find Suffix Meaning: Ask: To standardize is to cause to be standard; to realize isto make or become conscious. Based on this analysis, what two meanings can –izehave? (to cause to be; to make or become)
• Create a Working Definition: Ask: What do you think idolize means? (Sample:to make someone into an idol; to love unquestioningly and uncritically or to excess)
• 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.
parenthood barrenness persistencemodernize scandalize stabilize minimize
32 Book 4: Vocabulary and Spelling Standards Lesson FilesGrade 9
(Sample definitions: state of being a parent; state of being barren or infertile; quality ofbeing persistent or determined; to make modern; to cause a scandal or outrageous incident;to make stable or solid; minimize: to make smaller)
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.
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, pp. 38–39.
Answer Key: Reteaching Worksheet
1–10.Circled words should be the words defined in 11–20. Sample definitions are given.
1. alienate: to estrange, to push away2. flatten: to make flat3. invalidate: to make invalid, to denigrate4. ruthlessness: state of lacking feeling or mercy, callousness5. turbulence: state of turmoil, commotion6. desperation: state of being desperate or frantic7. humanize: to make human8. verbalize: to put into words9. consolation: state of being consoled, comforted
10. motivate: to give reason or motive to, to encourage
34 Book 4: Vocabulary and Spelling Standards Lesson FilesGrade 9
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 added to base words or roots to form nouns or verbs
HERE’S HOW
Step 2: Think of other words with the same suffix. If the word does have asuffix, think of other words that end the same way. Ask yourself what these words mean.
Step 3: Guess the meaning of the suffix. Based on what you know about otherwords with the same suffix, determine what the suffix might mean.
Step 4: Define the word. Use what you know about the root or base word and suffix.
Space or Direction Prefix Meaning Example Word Meaning
ac-, ad- toward, to adjoin be next to, border circum- around circumnavigate sail aroundde- from decamp leave campdis- opposite of disapproving not approvingil-, im-, in- not illogical not logicalinter- between interconnect connect with each otherpre- before prefabricate build beforehandsub- under subterranean undergroundtrans- across transatlantic across the Atlanticultra- beyond ultrasound sound beyond the limits of human hearing
Standards Lesson Files Book 4: Vocabulary and Spelling 35Grade 9
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 SuffixesSuffix Example Word Meaning–ness bitterness state or quality of being bitter –ence/–ance existence state or quality of existing–ation, –sion expansion state or quality of being expanded–tude exactitude state or quality of being exact
Verb SuffixesSuffix Example Word Meaning–ate liquidate make liquid–en straighten make straight–ize standardize make standard
1. Some people claim a city has a pulse that shows its energy. They say they can feel the
city with excitement.
2. Luz needs a length of phone cord to her Internet connection cord.
3. My immigrant grandmother became an American citizen. She wants
to her family, too.
4. The smell of fish makes Herman feel nausea. The smell would always
him.
5. The public garden is lovely in the spring. Its impressed the
visitors.
6. Carly has amonopoly on green properties. She likes to that corner.
7. The national radio station broadcasts a narrow range of music. To
the other stations will require a public vote, however.
8. The child is learning to cooperate with others. She learns by
playing childhood games.
36 Book 4: Vocabulary and Spelling Standards Lesson FilesGrade 9
Review A noun isa 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 ora verb suffix:
• Break the word into parts.• Think of words with the same suffix to infer the meaning of the suffix• Create a working definition, by combining the base word’s meaning with the meaning
of the suffix• Confirm the definition with a dictionary.
A. Directions: Circle the ten words that end with the noun suffixes –ness, –ence/–ance,–ation or the verb suffixes –ate, –en, –ize in the following passage.
(1–10.) Judy has always been difficult to get along with; she could alienateeven the friendliest person. She would flatten a person’s self-esteem and invalidatehis or her concerns. Perhaps her behavior was a result of ruthlessness. Regardlessof the cause, she created turbulence wherever she went. In desperation, Judy’sfriends decided it was time to humanize her. The friends sat Judy down, so theycould verbalize their feelings. They explained how Judy created problems. Thenat the end of the discussion they offered her some consolation. As a result, theywere able to motivate Judy to change.
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:
38 Book 4: Vocabulary and Spelling Standards Lesson FilesGrade 9
• Use adjective and adverbsuffixes to understand wordmeanings
RESOURCES AND PREPARATION
You will need photocopies for students of:
• Student Lesson Summary, pp. 45–46
• Practice Worksheets, Levels A and B, pp. 47–48
• Reteaching Worksheet, p. 49
Teach1. Introducing Adjective and Adverb Suffixes: Write the phrase “Capitol Hill” on the
board and ask students what part of speech the word hill represents. (noun) Then writethe word hilly on the board and ask what part of speech it represents. (adjective)
• Tell students that adjective suffixes, such as -y and -less, 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 –y. (rainy, spicy, fuzzy) Explainthat understanding how words are formed can help students to understand theirmeanings.
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: I ran backward.Adjective: She left without a backward glance.
• 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 likable on the board. Ask: What is the base word or root?(like) How can you tell? (It contains the core meaning.) What is the suffix? (-able)Ask students to suggest other words formed with each suffix on the chart.
• Words formed with adverb suffixes. Review the examples of words formedwith adverb suffixes and discuss how these suffixes form adverbs that modifya verb, adjective, or other adverb. Write the word happily on the board. Ask:What is the base word or root? (happy) How can you tell? (It contains the coremeaning.) What is the suffix? (-ly) Ask students to suggest other words formedwith each suffix on the chart.
• 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 suffix
Standards Lesson Files Book 4: Vocabulary and Spelling 41Grade 9
followed by an adverb suffix. Write nervously on the board. Ask: What is the baseword? (nerve) What is the adjective suffix? (-ous) 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 nervously. Ask: What does the adjective suffix -ous mean? (having) Whatdoes the adverb suffix -ly mean? (in the manner of) Based on this, what do youthink nervously means? (in the manner of having nerves) Have a volunteer use theword in a sentence. (Sample: We waited nervously for the election results.)
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 Consumable
similar words
suffix meaning
Word definition
dictionary definition
• What is the base word or root? (consumable) What is the suffix? (-able)
• What other words do you know that end with the suffix -able or -ible? (Sample:negotiable, questionable, convertible) What do these words mean? (Sample:Something that is negotiable is able to be negotiated; something that is questionableis likely to be questioned; something that is convertible can be converted intosomething.) Based on this analysis, what meanings can -able have? (Sample: Itmeans able to be, or likely to be.)
• Based on this analysis, what do you think consumable means? (able to beconsumed)
• 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.
Polar Servil supportively
(polar—adjective suffix -ar, means related to the poles [north or south]; servile—adjectivesuffix -ile, means in the manner of a servant; supportively—adjective suffix -ive, adverb suffix-ly, means in a manner that gives support)
Practice and Apply
Activities involving adjective and adverb suffixes appear on pp. 47–48.
42 Book 4: Vocabulary and Spelling Standards Lesson FilesGrade 9
• 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. angular
2. flowerless
3. easy
4. endless
5. risky
6. infantile
7. singular
8. forward
9. healthy
10. counterclockwise
Answer Key: Practice Worksheet B
1. masculine
2. floury
3. puerile
4. headlong
5. leonine
6. glacial
7. saturnine
8. sideways
9. bovine
10. particular
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. 49.
Answer Key: Reteaching Worksheet
1. pole
2. time
3. space
4. merchant
5. serpent
Standards Lesson Files Book 4: Vocabulary and Spelling 43Grade 9
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.
EXAMPLES
mystery + -ous + -ly = mysteriously
trick + -y + -ly = trickily
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.
The spelling of a base word may change when you add a suffix.
EXAMPLES
angle + -ar = angularhappy + -ly = happily
46 Book 4: Vocabulary and Spelling Standards Lesson FilesGrade 9
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.
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.
Review A suffix a group of letters added to the end of a base word or root to make a wordwith a different meaning.
• An adjective suffix, such as –able/ible, –ar, –less, –ous/–ious, –ile/–il/–ial, –y , or–ine, changes a word into an adjective.
• An adverb suffix, such as –ly, –ward, –ways, or –wise, 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. Polar explorers Matthew Henson and Robert Peary were the first to reach the
North
2. Gazing at Kameko’s timeless artwork, I seemed to be transported to a place beyond
space and
3. The way the architects had laid out the apartments spatially meant that tenants felt
surrounded by light and
4. Madison watched the serpentine movements of the as it swam across the
pond’s surface.
5. A good mercantile sense allows a to meet the customers’ needs.
6. The children brushed the doll’s silky hair and smoothed its dress.
B. Directions: Combine each base word and suffix(es) to form a new word. Write theword on the line.
7. risk + -y + -ly
8. debate + -able
9. equator + -ial
10. side + -ways
11. ferocity + -ous + -ly
12. elephant + -ine
Standards Lesson Files Book 4: Vocabulary and Spelling 49Grade 9
• Use Anglo-Saxon and Greekroots and combining forms tounderstand word meanings
RESOURCES AND PREPARATION
You will need photocopies for students of:
• Student Lesson Summary, p. 55
• Teaching Model, “Greek and Anglo-Saxon Word Parts,” p.56–57
• Practice Worksheets, Levels A and B, pp. 58–60
• Reteaching Worksheet, p. 61
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 nanos, meaning “dwarf,” refers to one-billionth, so a nanosecondis 1 billionth of a second and nanotechnology is technology that uses verysmall parts, often single atoms.
• 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 and Spelling 51Grade 9
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,distribute theTeaching 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, writehydrophobia on the board. Have students determine the meanings of the word parts(the Greek combining forms hydro meaning “water” and phob meaning “fear”).Students can then guess that hydrophobia means “the fear of water.”
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 rhinoplasty.
• 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 roots demo- and –cratic appear inwords such as demagogue and autocratic. As another practice example, write theword rhinoplasty on the board. Ask students to identify the word parts, and then toguess the meaning of each part based on other words they may know. (Sample:rhino = nose, based on knowledge of rhinoceros; plasty = molded, or formed,based on knowledge of plasticene)
• Word Meaning: Ask a number of students to guess what rhinoplasty means.(correct guess: rhinoplasty is plastic surgery to reshape the nose.) Remindstudents that knowing even one word part can help them infer a word’s meaning,especially if the word is seen in context.
• Dictionary Definition: Have students look up the word rhinoplasty in a classroomor online dictionary. (definition: plastic surgery done to alter the nose)
• Etymology: Take students through etymologies found in the dictionary, either inprint or online. (Sample: rhinoplasty: from comb. form of Gk. rhinos “nose” +-plastia, from Gr. plastikos “molded, formed")
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.
1. The Chinese abacus is a forerunner of the modern calculator. (fore means “before orearlier”; something that runs or comes before)
2. In the final quarter our offense overpowered their defense and we won the game. (over-means “above or excessive”; displayed superior force)
52 Book 4: Vocabulary and Spelling Standards Lesson FilesGrade 9
Activities involving Anglo-Saxon and Greek word parts appear on pp. 58–60.
• 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. d
2. c
3. b
4. a
5. a
6. anthropocentric; anthropo-; viewing humans as the center of the world; interpretingthe world on the basis of human values
7. biocides; bio-; killing life
8. technocracy; techn-; government by technicians (people skilled with computers)
9. genealogist; gen-; person who traces family history
10. paleography; paleo; ancient writings
Answer Key: Practice Worksheet B
1. misjudge
2. heartless
3. pitiful
4. anthropometry
5. clueless
6. overtake
7. adornment
8. genocide
9. biodegradable
10. paleobotany
11. unloosen
12. engulf
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. 61.
54 Book 4: Vocabulary and Spelling Standards Lesson FilesGrade 9
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 base wordor 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 words arebuilt 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
demographic
• The root might be demo– or –graph or both.
• -ic is a suffix, meaning “of or realted to.”
• Demo- appears in democracy, democrat, and demagogue
• –graph is used in words such as autograph, photograph, and graphite.
• So they probably are both roots.
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
Dem- refers to “people,” and -graph means “something written or drawn.” Putting thesuffix and the two roots together, demographic might mean “something written or drawnof or relating to a group of people.”
Step 3: Look up the definition in a dictionary and compare it with yoursAsk yourself: Is the general idea the same? In the case of the example, the two are very close.
EXAMPLE
demographic adj. of or realting to demography, the study of human populations.
Step 4: Read the word’s etymology in the dictionary. Ask yourself: Howclose is the word’s present meaning to its origins?
EXAMPLE
Greek demos, common people; + –graphy, from graphia, to scratch draw, write.
Standards Lesson Files Book 4: Vocabulary and Spelling 57Grade 9
A. Directions: Circle the letter of the word that is closest to the meaning of the underlinedword.
1. She was unhappy about her grade on the final report.
a. pleased b. sorry c. glad d. sad
2. Dark clouds foretell a storm.
a. come after b. prevent c. predict d. forestall
3. Lisa’s swimming ability enabled her to save her sister from drowning.
a. made it impossible for b. made it possible for c. prevented
4. My opponent in this campaign is terribly misguided.
a. not well informed b. not lost c. lost
5. Lorenzo was the unsung hero in the town’s fight to save the historic downtown buildings.
a. not recognized ortalked about
b. not musical c. unusual
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.
Word Boxgenealogist biocides technocracy paleography anthropocentric
6. To truly understand wolves, we need to get away from our viewof the world.
Root: Word meaning:
7. Insecticides and pesticides are all broad-spectrum
Root: Word meaning:
8. As computers become more important, our government may become a
Root: Word meaning:
60 Book 4: Vocabulary and Spelling Standards Lesson FilesGrade 9
Review Modern English gets many common words and word parts from ancientAnglo-Saxon and Greek languages. Knowing the meaning of these Anglo-Saxon and Greekcombining forms and roots 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. anthropo
2. bio
3. gen
4. paleo
5. techn
6. phob
a. race, birth
b. ancient
c. human
d. art, craft, skill
e. life
f. fear
B. Directions: Circle the best answer.
7. What kind of word part is the word kind as in “a kind person”?
a. a prefix b. a base word c. a suffix
8. If you add the prefix fore- to the base word sight, what would the new word mean?
a. seeing before b. after seeing c. able to see
9. If you add the suffix –less to the base word hope, what would the new word mean?
a. full of hope b. without hope c. characterized by hope
10. Fore- and –less are both what kind of word part?
a. affixes b. prefixes c. suffixes
Standards Lesson Files Book 4: Vocabulary and Spelling 63Grade 9
• Identify the Latin roots aud,ced/cess, cogn, fer/ferr, habit,and rupt
• Use Latin roots to determineword meaning
RESOURCES AND PREPARATION
You will need photocopies for students of:
• Student Lesson Summary, p. 67
• Practice Worksheets, Levels A and B, pp. 68–70
• Reteaching Worksheet, p. 71
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
As the floodwaters receded, TV audiences recognized the suffering and disruption thatthe hurricane had brought to the Gulf Coast inhabitants.
• Then list the six words on the board with their Latin roots.
receded, from ced, “go” or “move”
audiences, from aud, “hear”
recognized, from cogn/cogno, “know”
suffering, from fer/ferr, “bear” or “carry”
disruption, from rupt, “break”
inhabitants, from habit, “live”
• 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, explain that someLatin verbs vary more than others in their present, past, and past participle forms.In the cases shown, English words have derived from more than one form.
2. Teaching Latin Roots: Active Verbs: Distribute the Lesson Summary, and go overthe Academic Vocabulary.
• Roots: Begin by drawing students’ attention to the chart. Call on volunteers toread aloud the Latin roots, their meanings, and the examples. Point out that all areverbs. Then ask students to suggest other words formed with the roots in the chart.Encourage them to use a dictionary if necessary. (Sample: auditory, cognitive,inhabitant, insufferable, interruption, procedure)
• Unfamiliar Words: Use the word disrupt to guide students through determiningword meaning from a Latin root. Ask students what they think the root is, andwhy. (Sample: The root must be rupt because dis- is a prefix, meaning “apart.”)
Standards Lesson Files Book 4: Vocabulary and Spelling 65Grade 9
Ask: What other words include the root rupt? (Sample: interrupt, corrupt,abrupt) Discuss the meanings of these words. Elicit that all the words are relatedto breaking something.
• Definitions: Remind students that dis- means “apart.” Ask them to suggest ameaning for disrupt.(Sample: To break apart.) Then have a volunteer read aloudthe dictionary definition of disrupt. (Sample: To throw into disorder.) Next, have avolunteer read aloud the etymology. (The etymology shows thatdisrupt combinesthe prefix dis- and the Latin rupt, which is based on the Latin verb rumpere, “tobreak.”)
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 sergeant requested a transfer from one battalion to another.
2. (fer means “bear or carry”; carrying oneself from one place to another)
3. The scientist tested the cognitive abilities of the ape by playing games with it.
4. (cogn means “know”; relating to the mind)
5. The queen’s accession to the throne occurred after the previous ruler died.
6. (cess means “move”; the act of moving into a position of authority)
Practice and Apply
Activities involving Latin roots appear on pp. 68–70.
• 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. b 7. a 8. c 9. c 10. a
Sample Answers: Practice Worksheet B
1. a
2. b
3. a
4. b
5. rupt-, break; The interruption of service occurred because of the ice storm.
6. habit-, dwell; This animal’s coloration shows it has adapted to its habitat.
66 Book 4: Vocabulary and Spelling Standards Lesson FilesGrade 9
7. fer-, bear, carry; My preference in foods has changed dramatically over the years.
8. cogn-, know; Name recognition is an important factor in a candidate’s electability.
9. cess-, go, move; The club president named her own successor.
10. aud-, hear; The noise in the restaurant made conversation at our table inaudible.
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 eight 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. 71.
Answer Key: Reteaching Worksheet
1. b 2. b 3. b 4. c
Standards Lesson Files Book 4: Vocabulary and Spelling 67Grade 9
root: 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 witha different meaning
suffix: a group of letters added to the end of a word to make a word with a differentmeaning
etymology: the history of a word
HERE’S HOW
Step 1: Become familiar with common Latin roots
Latin Root Meaning Examples
aud to hear audible, audience, audit, audition, auditor, auditorium
ced, cess to go, move accede, cede, decedent, intercede, recede, recession,proceed, process
cogn, cogno to know cognition, cognizance, incognito, recognition, recognize
fer, ferr to bear confer, defer, infer, prefer, refer, reference, suffer, transfer
habit to dwell habitat, habitation, inhabitable
rupt to break, destroy abrupt, corrupt, disruption, erupt, interrupt, rupture
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.
Standards Lesson Files Book 4: Vocabulary and Spelling 69Grade 9
A. Directions: Each group of words shares a Latin root. Circle the answer that correctlyidentifies the meaning of the root.
1. conference, defer, transferable
a. bear, carry b. move c. hear
2. corruptible, rupture, interrupt
a. live b. break c. know
3. recession, intercede, cede
a. move b. bear, carry c. hear
4. incognito, recognize, cognition
a. bear, carry b. know c. break
B. Directions: Each underlined word has a Latin root. Write the Latin root and the root’smeaning. Then use each word correctly in an original sentence of your own. You may use adictionary.
5. We were happy for an interruption, because the speech was long and boring.
Root + meaning:
Your sentence:
6. The panda’s natural habitat is the mountains of China.
Root + meaning:
Your sentence:
7. We indicated a preference for a room with an ocean view.
Root + meaning:
Your sentence:
Standards Lesson Files Book 4: Vocabulary and Spelling 71Grade 9
Review A root is the part of a word that contains its core meaning. Many English wordshave Latin roots. Knowing common Latin roots can help you figure out the meaning of aword.
• 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.
aud; hear fer, ferr; bear, carry
ced, cess; go, move habit; dwell
cogn; know rupt; break
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 “toknow”?
a. Our writing teacher will hold student conferences next week.
b. Your face is familiar, but I don’t recognize your name.
c. A good negotiator understands when to ask each side to make concessions.
2. Which of the following sentences contains two words using the same Latin root?
a. The inhabitants of this area suffered through an economic recession last year.
b. The library transferred several reference works from one branch to another.
c. The brothers struggled to repair the rupture that had developed between them.
3. Which of the following is the best definition for the word cognizant?
a. moving b. knowing c. hearing
4. Choose the best word or phrase to replace the underlined word: “The judge wasparticularly concerned that there be no interference with the court order.”
a. ridiculing of b. additional regulation c. meddling
Standards Lesson Files Book 4: Vocabulary and Spelling 73Grade 9
• Identify the Latin rootsanim, caput/capit, cor/cord,corp/corpor, dent, man, men,ped, and sangu
• Use Latin roots to determineword meaning
RESOURCES AND PREPARATION
You will need photocopies for students of:
• Student Lesson Summary, p. 77
• Practice Worksheets, Levels A and B, pp. 78–79
• Reteaching Worksheet, p. 80
Teach1. Introducing Latin Roots: Human Body and Spirit: Remind students that many
English words come from Latin roots. Point out that Latin roots often are joined withprefixes and suffixes to make new English words.
• Write the following sentence on the board and tell students that four words in itcome from Latin.
• Ask them to guess which these are.
EXAMPLE
Our logo of a Greek god on a pedestal holding a trident was on the label of ourdocumentary about the Capitol.
• Then list the four words on the board with their Latin roots.
pedestal, from ped, “foot”
trident, from tri, “three,” and dent, “tooth”
documentary, from doc, “teach,” and men, “mind”
Capitol, from caput/capit, “head”
• Ask students what parts of speech all these Latin roots are. (nouns)
• Ask what the Lain roots have in common. (They indicate aspects of the humanmind or body.)
2. Teaching Latin Roots: Human Body and Spirit: Distribute the Lesson Summary,and go over the definitions in 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. Point out that all arenouns. Then ask students to suggest other words formed with the roots in the chart.Encourage them to use a dictionary if necessary. (Sample: animosity, capitalize,concord, incorporate, dentifrice, mentor, manual, peddler, sangria)
• Unfamiliar Words: Use the word consanguinity to guide students throughdetermining word meaning from a Latin root. Ask students what they think the rootis, and why. (Sample: The root must be sangu because con- is a prefix meaning“with” and -ity is a suffix meaning “state, condition.”) Ask: What other wordsinclude the root sangu? (Sample: sanguine, “consisting of or related to blood”;
Standards Lesson Files Book 4: Vocabulary and Spelling 75Grade 9
sanguinary, “bloodthirsty”; sangfroid, “cold-bloodedness”) Discuss the meaningsof these words. Elicit that all the words are related to blood.
• Definitions: Remind students that con- means “with” and -ity means “state” or“condition.” Ask them to suggest a meaning for consanguinity.(Sample: Thestate of being related by blood.) Then have a volunteer read aloud the dictionarydefinition of consanguinity.(Sample: the state of being of the same blood ororigin.) Next, have a volunteer read aloud the etymology. (The etymology showsthatconsanguinity combines the prefix con-, the suffix -ity, and the Latin sanguin,“blood.”)
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. I watched my mother’s deft hands manipulate the dough until it became a smooth ball.
(man means “hand”; move about by hand)
2. Only a slight twitch of the whiskers prevented the still, silent cat from appearing
entirely inanimate.
3. (anim means “life”; without life, dead)
The company manager was so heavy it was fair to describe him as corpulent.
(corp means “body”; fleshy, fat)
Practice and Apply
Activities involving Latin roots appear on pp. 78–79.
• 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
• man-; handcuffs
• anim-; good spirits or liveliness
• cord-; warmth or friendliness
• men-; crazy
• ped-; people walking
• artful handling or movement
• person who grooms hands, especially nails
76 Book 4: Vocabulary and Spelling Standards Lesson FilesGrade 9
5. man-; handcuffs; Houdini could break out of most manacles.
6. anim-; good spirits or liveliness; The animation in the cartoon was amateurish.
7. cord-; warmth or friendliness; The tribe is known for its cordiality to strangers.
8. men-; crazy; The rabid dog acted in a demented fashion.
9. ped-; people walking; During the transit strike, pedestrians crowded the sidewalk.
10. man-; person who grooms hands, especially nails; The hand model visited the manicurist
11. every day.
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 eight 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. 80.
Answer Key: Reteaching Worksheet
1. a 2. c 3. a 4. b
Standards Lesson Files Book 4: Vocabulary and Spelling 77Grade 9
root: 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 new word
suffix: a group of letters added to the end of a word to make a new word
etymology: the history of a word
HERE’S HOW
Step 1: Become familiar with common Latin roots.
Latin Root Meaning Examplesanim life, spirit, mind animate, animal, animation, inanimatecaput/capit head capital, capitol, cap, captain, recapitulatecor/cord heart cordial, corecorp/corpor body corpse, corporal, corpuscle, corpulent, corporationdent tooth dental, dentist, dentures, tridentman hand manacle, manage, manager, manual, mandate, manipulate, manicuremen mind mental, mentality, document, documentary, argument, dementedped foot pedicure, pedal, pedestal, pedestrian, pedigreesangu blood sanguine, sanguinary, sangfroid, consanguinity
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’s partof speech. Note that not all words with the same letter combinations are related in meaning.For instance, the Latin root man means “hand” (as in manacle), but the Anglo-Saxon wordman means “man, human being” (as in mankind). A modern-day English word might bederived from either; the spelling of the root is the same, but it means two different things.
Standards Lesson Files Book 4: Vocabulary and Spelling 79Grade 9
A. Directions: Identify the Latin root for the underlined English word in each sentence.Then write a definition for each word.
1. The officers put manacles on the prisoner so that he could not try to escape.
2. Her manner was usually grave and solemn, but that night she bubbled over withanimation.
3. When he opened the door and saw me, he greeted me with a degree of cordiality thatmade the raw, chilly day suddenly seem quite warm and pleasant.
4. When my cat Jacqueline lays back her ears, opens her eyes wide, and charges up thestairs at top speed for no apparent reason, I sometimes think she is demented.
5. The pedestrians of New York City are notorious for ignoring the striped crosswalks atthe corners; they look for oncoming traffic and cross at mid-block or anywhere elsethey please.
B. Directions: Write a definition for each underlined word. Base your definition on theword’s context and Latin root.
6. The taxi driver executed a complicated maneuver to get around two cars.
7. The manicurist trimmed, buffed, and polished my nails.
8. We decided to incorporate our business since profits were so high.
9. There is no need to recapitulate an argument you have already clearly made.
10. I was so tired that I pedaled my bike up the last hill very slowly.
80 Book 4: Vocabulary and Spelling Standards Lesson FilesGrade 9
A. Directions: Each group of words shares a Latin root. Write the meaning of the root.
1. cape, capitalize, decapitate
2. manipulative, manage, manufacture
3. indent, dentist, dentine
4. reanimate, animator, inanimate
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.
5. The officers put manacles on the prisoner so that he could not try to escape.
6. Her manner was usually grave and solemn, but today she bubbled with animation.
7. He greeted me with a cordiality that made the raw, chilly day seem warm and pleasant.
8. When my cat Jacqueline lays back her ears, opens her eyes wide, and charges up thestairs at top speed for no apparent reason, I sometimes think she is demented.
9. The pedestrians of New York City are notorious for ignoring the striped crosswalks atthe corners; they cross anywhere they please.
10. The manicurist trimmed, buffed, and polished my nails.
Standards Lesson Files Book 4: Vocabulary and Spelling 81Grade 9
Review A root is the part of a word that contains its core meaning. Many English wordshave Latin roots. Knowing common Latin roots can help you figure out the meaning of aword.
• 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.
anim; spirit or soul dent; tooth
cor; heart man; hand
corp; body ped; foot
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“spirit” or “soul”?
a. A lively personalityanimates a person’sface and makes himmore attractive.
b. The taxi driverexecuted a complicatedmaneuver to get aroundtwo cars.
c. We decided toincorporate ourbusiness to avoidlawsuits.
2. Which of the following sentences contains two words using the same Latin root?
a. The dentist wasseriously injured ina nasty car accident.
b. I could not manage tofind a rhyme for theword “mandrake.”
c. Just because that cathas a pedigree is noreason to put her on apedestal.
3. Which of the following is the best definition of the word cordial?
a. friendly, from the heart b. angry andcontemptuous
c. puzzled and confused
4. Choose the word or phrase that best replaces recapitulate in the following sentence:“When Herbert began to recapitulate the main argument of a speech that had alreadygone on for over an hour, the chairperson politely but firmly thanked him and madehim sit down.”
a. confuse and distort b. repeat from thebeginning
c. disprove
82 Book 4: Vocabulary and Spelling Standards Lesson FilesGrade 9
• Use roots, prefixes, andsuffixes to determine wordmeaning
RESOURCES AND PREPARATION
You will need photocopies for students of:
• Student Lesson Summary, p. 85
• Practice Worksheets, Levels A and B, pp. 86–88
• Reteaching Worksheet, p. 89
You will also need:
• Transparency: Graphic Organizer, “Structural Analysis,” atthe end of the book
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 biocidal?(adjective) What does the context clue “to control garden aphids” suggest aboutthe meaning of biocidal? (Sample: It must refer to a spray that helps solve agarden problem, perhaps involving insects.)
• Word Parts: Tell students that when analyzing word parts, it is often easiest tobegin by separating out prefixes and suffixes. Ask students what prefixes orsuffixes are contained in biocidal. (bio- is a prefix; -al is a familiar suffix) Ask:What words seem to be related to cid? (Sample: pesticide, germicide, fungicide)
• Word Meanings: Have volunteers read aloud the Here’s How steps 3–5.Emphasize that using these steps can help them determine the meanings of
Standards Lesson Files Book 4: Vocabulary and Spelling 83Grade 9
STRUCTURAL ANALYSIS OF MULTISYLLABIC WORDS, CONTINUED
unfamiliar 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 disenchantment.
• Begin by writing the following sentence on the board:
EXAMPLE
Ed’s disenchantment began when he heard about his idol’s bad behavior.
• Ask students to identify any prefix or suffix. (dis- is a prefix; -ment 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:disinterest, disrespect, disapprove; dis- means “opposite of” or “not”; agreement,entertainment, wonderment; -ment means “state of being.”)
• Ask students how they would divide disenchantment into parts for structuralanalysis. (dis- + enchant + -ment) Tell students that the dis- prefix indicates thatthe verb “to enchant” will be negated.
• Have volunteers suggest a definition for enchant that makes sense for the contextof the sentence. (Sample: to influence as if by magic)
• Ask students to use the meaning of the word parts to suggest a definition fordisenchantment.
EXAMPLE
dis- (not) + enchant (influence as if by magic) + -ment (state of being) =the state ofbeing freed from illusion
• Then refer students back to the original sentence to have them check this suggesteddefinition in context. (Sample: Ed began to be freed from an illusion when heheard about his idol’s bad behavior.)
• 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 wordinfallible.
That fortuneller claims to be infallible.
(Word parts: in- + fall + -ible; Sample of known words: inactive [not active]; fallacy [errorin thinking]; flexible [able to flex] Word parts mean: in- means “not”; -fall- means “error”;-ible means “able to”
Definition of word: Infallible means “not able to make an error.”)
84 Book 4: Vocabulary and Spelling Standards Lesson FilesGrade 9
STRUCTURAL ANALYSIS OF MULTISYLLABIC WORDS, CONTINUED
Practice and Apply
Practice activities on structural analysis of multisyllabic words appear on pp. 86–88.
• 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. -ness/suffix; state, quality, or condition
2. mis-/prefix; bad or wrongly
3. migr-/root; moving
4. inaudible: incapable of being heard
5. technocrat: a technical expert, especially one in a managerial position
6. interrupt: to hinder or stop the action of
7. technophobe: person with a fear of technology
8. incorruptible: incapable of being harmed or ruined
Sample Answers: Practice Worksheet B
1. generate: bring into being; give rise to
2. benefactor: one that gives aid, especially financial aid
3. benevolent: inclined to perform kind, charitable acts
4. adjudicated: heard and settled by judicial procedure
5. lusterless: lacking radiance; dull
6. vigilance: alert watchfulness
7. non sequitur: statement that doesn’t follow logically
8. This composition is incomprehensible because it has too many non sequiturs.
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. 89.
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 new word
suffix: a group of letters added to the end of a word to make a new word
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
Debbie uses soapy water instead of biocidal spray to control garden aphids.
Step 2: Break the word into parts. Look for parts you recognize from other words,especially words whose meaning you know.
EXAMPLE
The bio in biocidal is like that in biology and biodiversity.The cid in biocidal is like that in pesticide and germicide.The al in biocidal is like that in departmental and continental.
Step 3: Define words you know that share the same word parts. This willhelp you determine the meaning of the word parts.
EXAMPLE
Biology means “the study of living things.”Biodiversity means “diversity of living species.”Pesticide means “a substance used to kill insect pests.”Germicide means “a substance used to kill germs.”
Departmental means “of or related to a department.”Continental means “of or related to a continent.”
Step 4: Puzzle out the meanings of the word parts. The first two definitionssuggest that the prefix bio means “living.” The next two definitions suggest that the root cidemeans “killing.” The common suffix al means “relating to.”
Step 5: Combine the word parts’ meanings to make a definition. Thecombination suggests biocidal means “relating to the killing of living things.”
EXAMPLE
bio- (life) + cid (kill) + -al (relating to) = relating to the killing of living things
Step 6: Check your definition in context. See if your guess fits the context.
EXAMPLE
Debbie uses soapy water instead of pest-killing spray to control garden aphids.
Standards Lesson Files Book 4: Vocabulary and Spelling 87Grade 9
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 moon’s brightness made stargazing difficult. “Money does not bring happiness,”Jen said.
Part:
Type:
Meaning:
2. “My missteps are BIG” was printed on the side of the four-wheeler. When investmentfunds are mismanaged, investors lose money.
Part:
Type:
Meaning:
3. The winter was so warm that some migratory birds lingered until January. Migrantworkers may move from place to place looking for work.
Part:
Type:
Meaning:
B. Directions: Review the word parts in the chart. Then use them to define the underlinedword in each sentence.
prefixes roots suffix
inter (between) aud (hear) ible (able to be)
in (not) techno (art; craft)
com, cor (with) rupt (break)
crat (rule)
phobe (fear)
88 Book 4: Vocabulary and Spelling Standards Lesson FilesGrade 9
Root: vigi, a Latin term meaning “watchful” or “alert”
Who said “Eternal vigilance is the price of liberty?”
6. vigilance:
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 lawyer failed to convince the jury because his argument was loaded withfallacies and non sequiturs.
7. Meaning:
8. New Sentence:
Standards Lesson Files Book 4: Vocabulary and Spelling 91Grade 9
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.
• -al, -ial, -eal, Latin, a suffix that means “pertaining to” or “relating to”• anthrop, Greek, “human”• -ary, Latin, a suffix meaning “pertaining to” or “connected with”• celest, Latin, “heaven,” “sky”• dei, div, Latin, “God,” “god”• geras, Greek, “old age”• -fy, Latin, a suffix meaning “make,” “do,” “cause,” or “produce”• incend, incens, Latin, “fire,” “to burn,” or “to set on fire”• -ion, -sion, -tion, Latin, a suffix that refers to an act, process, or condition• -ology, Greek, a suffix meaning “study of ”• quant, quanti, Latin, “how much,” “how many”• re-, Latin, a prefix meaning “back” or “again”• scendere, Latin, “to climb”• tract, Latin, “to pull” or “to drag”• trans-, Latin, a prefix meaning “across”
1. celestial
2. retraction
3. incensed
4. deify
5. gerontology
6. incendiary
7. quantify
8. transcend
a. to make a god of
b. to pass beyond the limits of
c. capable of causing fire
d. to determine or express the amount of
e. a statement that has been taken back
f. extremely angered
g. branch of medicine dealing with elders’ health
h. of or relating to the sky or the heavens
92 Book 4: Vocabulary and Spelling Standards Lesson FilesGrade 9
• Identify and determine themeaning of other words fromthe same word family
RESOURCES AND PREPARATION
You will need photocopies for students of:
• Student Lesson Summary, p. 93
• Practice Worksheets, Levels A and B, pp. 94–96
• Reteaching Worksheet, p. 97
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 min.
• Recognize words with shared roots. Write the following three words on theboard: diminish, diminutive, minimum. Ask: What do these words have incommon? (They all contain the word part min.)
• Identify the meaning of the root. Explain that min is a Latin root. Ask: Whatdo the words in this group have in common? (being small, making somethingsmaller, the smallest or least amount)
• Think of other words in the same family. Ask: What are other words that includethe root -min-? (Sample: miniature, minimize, mini)
• Determine the meaning of these words. Discuss the meanings of the wordfamily and the root. Ask: What does it mean to be miniature? (a smaller versionof a larger thing)
• Check the dictionary. Have students read the dictionary definitions of the wordsyou discussed. Note adjacent words that are members of the same family. (Sample:minimal, miniscule) Have students list all the additional words in the space onthe Lesson Summary.
3. Guided Practice: Have students work in small groups to add words derived from chronto the Lesson Summary.(Sample: chronicle, chronological, anachronism)
• Have groups check their work using a dictionary and find any additional wordfamily members they might have missed.
Standards Lesson Files Book 4: Vocabulary and Spelling 93Grade 9
QUICK CHECK. Explain to students that the words megaphone and phonics are membersof the same word family. Then ask students the following questions.
1. What word part do they share? (the root -phon-)
2. What are the meanings of these words? What does each have to do with? (sound)
3. What are some other words that may be members of this word family? (telephone,phonetic)
Practice and Apply
Activities involving word families appear on pp. 94–96.
• 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. b 2. c 3. a 4. a 5. fragment, frail 6. genesis,genealogy 7. pendulum, suspension, pendant 8. memory, memorable, immemorial,commemorate
1. Sample Answers: Practice Worksheet B
2. negate, negativism
3. vivacious, revive, revival
4. intercede, precede, succeed
5. diagram, grammar
6. junct, join; juncture, injunction
7. ami, friend; amity
8. patr, father; patriarchal, patriot, patronize
9. dict, say, speak; dictionary, dictate, predict
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.
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. 97.
Answer Key: Reteaching Worksheet
1. c 2. a 3. b 4. divisor; number by which the dividend isdivided 5. divisive; causing people to disagree or split up
94 Book 4: Vocabulary and Spelling Standards Lesson FilesGrade 9
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. Solo solitary solitude
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: sol = alone
Step 3: Think of other words in the same family. What other words share thesame root? What common meaning do those words share?
solitaire, soloist
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.
solitaire = a card game played by one person soloist = one who performs alone
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 Shared Meaning Other WordFamily
Words Root Members
diminish
diminutive min small
minimum
chronology chron time
synchronize
Standards Lesson Files Book 4: Vocabulary and Spelling 95Grade 9
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: ethnicity, ethnic, ethnographer root: ethn meaning:
a. ocean b. nation c. hesitation
2. word family: maniac, maniacal root: mania meaning:
a. education b. sanitation c. madness
3. word family: epidermis, dermatology root: derm meaning:
a. skin b. body c. mind
4. word family: laboratory, labor root: lab meaning:
a. work b. good c. weak
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.
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: negation, negative root: nega
2. word family: survive, vivid root: viv
3. word family: proceed, recede root: ced, cede, ceed
4. word family: pictogram, epigram root: gram
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. A junction is where two roads join together. A conjunction joins parts of a sentence.
root:
meaning:
other word family members:
6. An amiable person is quite friendly. An amicable outcome will leave everyone as friends.
root:
meaning:
other word family members:
7. The patriarch is the father of the tribe. Paternity refers to fatherhood.
root:
meaning:
other word family members:
Standards Lesson Files Book 4: Vocabulary and Spelling 97Grade 9
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. Divide and indivisible are members of the same word family. Which root do they share?
a. -vis- b. -visible- c. -div-
2. What is the meaning of this root?
a. separate b. shrink c. junk
3. What is another member of the same word family?
a. December b. dividend c. invisible
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:
Standards Lesson Files Book 4: Vocabulary and Spelling 99Grade 9
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