Académique Documents
Professionnel Documents
Culture Documents
Cover design by Jay Namerow Chart illustrations by Kelly Kennedy and Doug Jones Chart designs by Maria Lilja, Jason Robinson, and NEO Grafika Teaching pages design by Maria Lilja Teaching material written by Jacqueline B. Glasthal, Jeanne Rosenblatt, and Christy Jehn ISBN-13: 978-0-439-90363-9 ISBN-10: 0-439-90363-7 Copyright 2007 by Scholastic Inc. Published by Scholastic Inc. All rights reserved. Printed in the U.S.A. 1 2 3 4 5 6 7 8 9 10 40 14 13 12 11 10 09 08 07
Scholastic Inc. grants teachers permission to photocopy the activity pages in this book for classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any other form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Teaching Resources, 557 Broadway, New York, NY 10012.
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Overused Words Good . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Nice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Beautiful . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Big . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Said . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Metaphors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Roots Latin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Greek . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Prefixes Un-, Pre-, De-, Re-, Dis-, Bi-, Im- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Tele-, Anti-, Uni-, Sub-, Inter-, Ex-, Com- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Suffixes -ist, -ment, -ion, -arium, -ize, -ish, -ous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 -ology, -ful, -some, -or, -ly, -ate, -ness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
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Introduction
The research is clear: a rich vocabulary is crucial for students to become successful readers and writers. But what is the best way to teach students vocabulary? Researchers Michael Graves and Susan Watts-Taffe (2002) have suggested that teaching individual words, teaching word-learning strategies, and fostering word consciousness are three important parts of a good vocabulary program. The goal of this book is to help you with all three. Exploring synonyms for overused words such as said, nice, and beautiful will help your students learn individual words. Getting to know roots, prefixes, and suffixes will add to students repertoires of word-learning strategies and making them aware of idioms and metaphors will help you create a classroom environment where a love of words is valued. Each word-study packet includes a mini-chart, a teaching page, and two reproducible activity pages. The teaching page provides suggestions for introducing each chart as well as additional activity ideas. The reproducibles are perfect for homework and independent work. Suggest that students store the mini-charts in a folder or notebook so they can use them as references when they are writing. You may want to create a bulletin board display for each chart. Encourage students to find words related to the topic of each chart and post them on index cards alongside it. As you introduce each chart, be sure to have dictionaries and thesauruses available for students. Consulting more than one reference and comparing definitions and synonyms will enrich students study of words.
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Goodie, Goodie!
Ask students if they think they ever overuse the word good in their own writing. Then distribute a copy of page 8 to each student. Explain that the made-up letter shown here was written by a child who relies on the word good too often. It is up to your students to help him improve his letter by finding other words to replace good. Have students use the mini-chart as reference, but assure them that they need not limit themselves to the synonyms found on the chart. (If possible, also provide students with a thesaurus to help them with this activity.) When students are done, compare their letters, pointing out how the specific words they chose can have an effectsubtle or noton each sentences meaning.
Last nights dinner was good. I am a good student. My mom let me stay up late because I was good all day. This is a good sentence. I just finished reading a really good book.
Ask students if the word good means the same thing in each sentence. (No.) Invite students to brainstorm additional words that would work in each case. Point out how there may even be slight distinctions among meanings, depending on which word choice they decide on. For example, to call a dinner scrumptious has a more emphatic connotation than describing it as tasty. Once you have a few synonyms listed, give students a copy of the mini-chart on page 5. Point out just how many other words there are that, at times, are good replacements for the word good in a sentence.
I Am Good At . . .
Now that students are conscious of how many meanings the word good can have, and how it can be overused if they are not careful, challenge students to write an essay titled Something I Am Good at Doing. When writing their paragraphs, remind students to rely on a variety of synonyms for the word good, depending on what point they are trying to make. When theyre done, offer students an opportunity to read their final papers aloud to their classmates.
Sentences
a. Vitamin C is supposed to be good for a cold.
Definitions
1. Suitable or appropriate
2. Skilled
3. Kind
d. Even after it fell in the water, the watch was still good.
4. Undamaged
5. Healthy or wholesome
6. Close or loyal
7. Handsome or attractive
Dear Sharetta, Leo and I had a ____________________ time at the carnival yesterday. Wish you could have been there. A band played really ____________________ music the whole time. And you should have seen some of the snacks they were selling. I spent too much of my spending money on them. But it was worth it. They were so ____________________! My favorite ride was the roller coaster. It was really ____________________. I also liked the jugglers and other performers. They were all quite ____________________ at what they did. We got home late, and it was a long day. But I wore
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my ____________________ sneakers, so even though we walked a lot, I never got tired. Hope you can come with us next time! Best regards, Ari
Andrew gave me a really nice present. It was nice of you to help me carry my groceries. Today we had a nice day at the zoo. What a nice hat youre wearing! The pitcher made a nice throw to the outfield.
Ask students if the word nice means the same thing in each sentence. (No.) Then invite students to brainstorm additional words that would work in each case. Point out how there may even be slight distinctions among meanings, depending on which word choice they decide on. For example, to call a person kind and courteous are similar, and both reflect a type of niceness, but they do not mean the exact same thing. Once you have a few synonyms listed, distribute copies of the mini-chart on page 9. Point out just how many other words there are that, at times, are nice replacements for the word nice in a sentence.
Precise Paragraphs
Now that students are conscious of how many meanings the word nice can have, and how it can be overused if they are not careful, challenge students to write an essay titled The Nicest Thing Anyone Ever Did For Me. When writing their paragraphs, remind students to rely on a variety of synonyms for the word nice, depending on what point they are trying to make. When theyre done, offer students an opportunity to read their final paragraphs aloud to their classmates.
Nice Tries!
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Distribute copies of the reproducible on page 11, and explain that a few different definitions of the word nice are listed on it, along with a sentence that relies on each meaning. Challenge students to match each definition with the sentence in which that meaning applies. You can also extend this activity by having students look up other definitions for the word nice in a dictionary, then creating an original sentence for each one of those as well.
10
Nice Tries!
The word nice has many different meanings. Listed below are a few of these. Draw a line matching each sentence on the left with the definition that seems most appropriate to that sentence on the right side.
Sentences
a. I bought a nice jacket at the mall yesterday. b. Carrie was nice enough to show my aunt around town. c. Weve been having such nice weather lately. d. That ball player throws a really nice curveball. e. It isnt nice to interrupt people when theyre speaking.
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Definitions
1. pleasant
2. kind
3. respectable or polite
4. good-looking
5. accomplished or skillful
f. The cozy inn looked really nice. g. It was nice for Yesemia to have so many friends in the audience at her recital.
6. gratifying
7. inviting
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Dear Brian: Thanks for inviting me to your familys cottage for the weekend. I had a really ____________ time. Im also glad we had ____________ weather for it. It was really ____________ to go fishing and swimming with you. It was also ____________ to meet everyone in your family. Your brothers, sisters, and parents were all really ___________ . You all did such a ____________ job of making me feel welcome. I hope I can return the favor, and invite you to a sleepover at my
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house really soon. Wouldnt that be really ____________? Thanks again! Your friend, Jos
12
What a Wedding!
Ask students if they think they ever overuse the word beautiful when they speak or write. Then distribute a copy of the reproducible on page 16 to each student. Explain that the made-up letter shown here was written by a student who relies on the word beautiful too often. It is up to your students to help her improve her letter by finding words to replace it. Invite students to refer to the mini-chart and/or the collage they made for ideas, but assure them that they need not limit themselves to these synonyms. When students are done, have them compare their letters, pointing out how the specific words they chose affected their versions of the letter.
The storybook was about a beautiful princess. The window overlooked a beautiful flower garden. The museum contained beautiful works of art.
Point out to students that in the first sentence beautiful refers to a person, in the second to a place, and in the third to a thing. Distribute a copy of the mini-chart on page 13 to each student. Read through the words as a group. Discuss as a class which are valid replacements in each of the three sentences above. (Most of the words would fit relatively well into all three contexts.)
14
15
Dear Miranda, My cousin got married yesterday and I got to go to the wedding. It is the first one I have ever been to in my life. It was so ___________ , you wouldnt believe it! The bride was dressed in a ____________ gown, and there were ____________ flowers everywhere. The ceremony was held in a ____________ church. Then we went out back to a ____________ garden. Thats where the reception the party that takes place after the weddingwas held. On each table was a ____________ bouquet of flowers. They even smelled ____________, too! My dad gave me a ____________ corsage to wear for the occasion also. And you should have seen the dress I wore! It was more ____________ than the ones princesses get to wear in fairy tales! Anyway, as you can tell from my description, it was a truly ____________ day! Write back soon! Love, Bonnie
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16
How Big?
Now that students are conscious of how many meanings the word big can have, and how it can be overused if they are not careful, challenge students to write an essay titled The Biggest Animal Ive Ever Seen. When writing their paragraphs, remind students to rely on a variety of synonyms for the word big, depending on what point they are trying to make. When theyre done, offer students an opportunity to read their final papers aloud to their classmates.
Big Differences
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Distribute a copy of page 19 to students, and explain that a few different definitions of the word big are listed here, along with a sentence that relies on each meaning. Challenge students to match each definition with the sentence in which that meaning applies. You can also extend this activity by having students look up other definitions for the word big in a dictionary, then creating an original sentence for each one.
18
Big Differences
The word big has many different meanings. Listed below are a few of these. Draw a line matching each sentence on the left with the definition that seems most appropriate to that sentence on the right side.
Sentences
a. Megan is a big talker, but she doesnt always do what she says that she will. b. Someday, when Im big, I want to travel around the world. c. A big box was delivered to Phillips house yesterday.
Definitions
1. of great size, number, or amount
3. important to somebody
4. significantly or surprisingly great d. Darrell shows his big heart by doing volunteer work. e. It is a big honor to participate in this awards presentation.
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5. older or grown-up
f. Kara got a big round of applause after her recital. g. Yelling at my sister was definitely a big mistake.
6. generous or noble
19
Dear Jared, Thank you so much for my ____________ good-bye party. It was a really ____________ surprise! I was amazed at what a ____________ group of people you invited. I didnt even think I knew that many kids! The house we just moved to feels so ____________ especially compared to our old apartment. Theres a ____________ yard behind it, and a ____________ playground at the end of the block. The school is really ____________ also. Even figuring out where all of my classes are feels like a really ____________ deal! My mom says that soon Ill be ____________ enough to take the bus by myself to visit you. I cant wait! In the meantime, dont forget you got this one. So dont forget! Remember also to give a ____________ hello to your parents and sister for me. Miss you already! Kia
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20
Dialogue Charades
After going over page 24 as a group, direct students to cut out the synonyms on the worksheet. Then collect them. (As an alternative, distribute an index card to each student, and have each student place any random alternative for said on it.) Place these words in a bag, and then write a simple declarative sentence on the chalkboard, such as Every day I walk to school. Have students take turns pulling out a card from the bag. Then, without showing anyone else what it says, have the student read the statement on the board in the tone suggested by the card he or she selected. The goal is for classmates to see whether they can determine which synonym for said the student used as he or she spoke the sentence.
Say It Isnt So . . .
Ask students if they have ever gotten into trouble because an adult told them that he or she didnt like the students tone of voice. Tell students that in this activity they are going to have a chance to change the meaning of a dialogue, simply by changing the tagsthe words like he said or she said that clarify who is speaking. With this in mind, distribute page 23, and have students complete it on their own. (Remind students that the chart suggests additional alternatives for said to help them. Students should not, however, limit themselves to these options.)
22
Say What?!
Shown below are two copies of the same dialogue. Change the way it sounds by placing different synonyms for said within the blanks each time. Then compare your versions with the ones your classmates came up with.
Here are some replacements for said you might want to choose from: DEMANDED SCREAMED MUTTERED ASSERTED STAMMERED INSISTED MUMBLED STATED EXCLAIMED CRIED
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Dialogue #1
Excuse me, can I help you? ________________ Alex. No, I dont think so, ________________ Casey. What did you say? ________________ Alex. You heard me, ________________ Casey. No, I really didnt. Please say it again, Alex _______________. No, never mind. It doesnt matter, anyway, Casey ________________.
Dialogue #2
Excuse me, can I help you? ________________ Alex. No, I dont think so, ________________ Casey. What did you say? ________________ Alex. You heard me, ________________ Casey. No, I really didnt. Please say it again, Alex _______________. No, never mind. It doesnt matter, anyway, Casey ________________.
23
whispered
1.
declared
6.
2.
shouted
stammered
7.
muttered
3.
cried
8.
pleaded
4.
barked
9.
5.
10.
retorted
whined
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Unlikely Connections
Point out to students that certain expressions in our language started out as metaphorsusing names that were borrowed from other things. Write these phrases on the chalkboard to give students the idea: eye of a needle, face of a cliff, hands of a clock, and branch of a river. Obviously, needles dont really have eyes, just as clocks dont have hands, and cliffs dont have faces. Still, these items got their names because when people needed to identify them, they found a way to compare them with something else they could relate to. Once students understand how these phrases too, are a type of metaphor, distribute page 28. Challenge students to find a new name for each item described.
Answers: Page 28: Students answers will vary. For reference, however, the part of a microphone into which one speaks is technically called its head; the metal ring between a pencils eraser and the part with the lead is a ferrule; the metal hook at the end of a tape measure is known as the end hook, or true zero; the part of a microscope that one looks through is the eyepiece; the narrow part of an hourglass is called the waist; and the thin wire in a light bulb that helps it produce light is the filament.
26
All the worlds a stage, And all the men and women merely players; They have their exits and their entrances; And one man in his time plays many parts, His acts being seven ages. At first the infant, Mewling and puking in the nurses arms. And then the whining schoolboy, with his satchel And shining morning face, creeping like a snail Unwilling to go to school . . .
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1. The part of a microphone into which you speak or sing might be called the microphones _______________________. Why? ______________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 2. The metal ring on a pencil between its eraser and the part holding the lead might be called the pencil _______________________. Why? _______________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 3. The metal hook at the end of a tape measure might be called its __________________________. Why? ______________________________________________________________________________ ___________________________________________________________________________________ 4. The part of a microscope that you look through might be called ___________________________. Why? ______________________________________________________________________________ ___________________________________________________________________________________ 5. The narrow part of a sandglass or hourglass might be called its ___________________________. Why? ______________________________________________________________________________ ___________________________________________________________________________________ 6. The thin wire in a light bulb that helps it produce light might be called _____________________. Why? ______________________________________________________________________________ ___________________________________________________________________________________
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Latin Roots
Getting Started
English has been borrowing from Latin even before English was a language! Groups who conquered England, the Angles and Saxons in the fifth century and the Frenchspeaking Normans in the eleventh century, added a variety of Latin-based words from their native languages to the developing language we call Old English. Later, during the Renaissance, many Greek and Roman classics were revived, and the translators did not always bother to replace ancient Greek and Latin words with modern English ones. Thus, these words too became part of the ever-evolving language. To this day, Latin roots are often used to create new words in English. It is estimated that more than 50 percent of our current vocabulary derives, either directly or indirectly, from Latin. Write the words auditorium, audible, and audience on the chalkboard. Ask students to notice what they have in common. (All begin with the letters a-u-d.) Add to the list other words students can think of that share this root. (These include: audio, audition, audit, and auditory.) Then challenge students to look for similarities among their meanings. Given what they notice, can students guess what the Latin root aud might mean? Lead students to the conclusion that aud is a Latin root meaning to hear.
Easy As Uni-, Bi-, TriTeaching prefixesmany of which come from Latinwill also improve students ability to decode unfamiliar words. Challenge students to brainstorm words not included on the chart that contain the prefix bi-. (These include: biopsy, biannual, biennial, biathlon, bicuspids, biceps, and binoculars.) Working from the meanings of those words with which they are already familiar, see if students can surmise what the Latin prefix bi- means. Lead students to the conclusion that bi- refers to two, twice, or both things. (For example, bifocals allow you to see both near and far.) For more practice with number-related Latin prefixes, have students complete page 31.
Answers: Page 31: 1. unicorn; 2. unicycle; 3. unify; 4. unit; 5. unique; 6. bisect; 7. biennial; 8. bicameral; 9. bicentennial; 10. biceps; 11. triangle; 12. triad; 13. triceratops; 14. trident; 15. trivet. Bonus: unison, together as one; bilingual, able to speak two languages; triplets, three children born at the same birth. Page 32: Answers will vary.
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Easy As The Latin Prefixes UNI-, BI-, TRISelect the correct word from the word box to help you complete each of these definitions. A hint is given for each sentence. WORD BOX unicycle unify unicorn 1. 2. 3. 4. 5. 6. 7. 8. unison unique unit bicameral biceps biennial bisect bicentennial bilingual triceratops trident triplets triad trivet triangle
A __________________ is a mythical animal with a single horn on its head. (UNI) A __________________ is a vehicle having only one wheel. (UNI) To __________________ means to bring together to form a single group. (UNI) A __________________ is a single person, thing, or group often made up of different items. (UNI) A __________________ item is the only one of its kind. (UNI) To __________________ means to split something into two parts. (BI) A __________________ event takes place every two years. (BI) The United States legislature is __________________. It is made up of the Senate and the House of Representatives. (BI)
9. 10.
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A __________________ celebrates the 200th anniversary of something. (BI) Your __________________ is the large muscle on the front of your arm between your shoulder and inner elbow. (BI) A __________________ is a closed shape with three sides and three angles. (TRI) A __________________ is a group of three people or things. (TRI) A __________________ was a plant-eating three-horned dinosaur. (TRI) A __________________ is a weapon, spear, or instrument with three prongs at one end. (TRI) A __________________ is a three-legged stand or support, used for placing hot pans and dishes. (TRI)
BONUS: When youre done, you should be left with three unused words, each with a different Latin prefix. On the back of this sheet write your own definition for each of these.
31
My Latin Roots
Mini-Dictionary
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32
Greek Roots
Getting Started
Greek is by far the oldest of all living European languages. Modern Greek is not all that different from the version used by ancient Greek writers and poets more than 3,000 years ago. The cultures influence on current mathematical and scientific thought is also well documented. So its not too surprising that Englishs ever-growing science and technologyrelated vocabulary owe more to its Hellenic roots than to any other language. Have students name things they associate with ancient Greece, such the Olympics, Greek myths, the Trojan War, and Socrates. Tell students that today many of the words in the English languagejust as many of our ideas about philosophy, culture, government, and democracyalso have their roots in this ancient culture. Organize students into five groups and assign each to one of the Greek roots shown on the mini-chart. Offer students five minutes or so to brainstorm some English language words that originate from that root. Write students ideas on the chalkboard. Then distribute a copy of the mini-chart on page 33 to each student to see how many of the words that they came up with are found there. Be sure students understand the meaning of each of these words. Point out that students may see Greek roots written in several ways, depending on the source. For example, chron may also appear as chronos.
No Fear of Phobias
Redirect students attention to the root phob, found on the chart. Then invite students to list some fears and phobias that they have. Tell them that, chances are, each of these has a scientific name that ends with the suffix phobia also. Before having students attempt to track down the scientific names of their own particular fears, distribute and have students complete page 36. (For additional phobia names and their meanings, see http://www.ncpamd.com/Kids_Pages.htm.)
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Answers: Page 3: Atlas was: a man forced to hold up the heavens on his shoulders; an atlas is: a book of maps. Narcissus was: a handsome youth who was caused to fall in love with his own reflection; a narcissist is: someone who is self-centered and overly in love with him or herself. Adonis was: a handsome youth loved by Aphrodite, the goddess of love; an Adonis is: a very handsome young man. The Labyrinth was: a mythical underground maze that housed a bull-headed monster called the Minotaur; a labyrinth is: any confusing network of tunnels, passages, and/or paths. Mentor was: Odysseus sons teacher and protector in Homers Odyssey; a mentor is: a tutor, coach, or other trusted adviser. Thespis was: an ancient Greek poet, considered the father of Greek tragedy; a thespian is: an actor or actress. The Titans were: Sons of the goddess Earth, who ruled the cosmos before the Olympians; a titan is: someone who is extraordinarily powerful, intelligent, or physically imposing. Page 4: Triskaidekaphobia = fear of the number 13; Arachnophobia = fear of spiders; Agoraphobia = fear of leaving a safe place; Hydrophobia = fear of water; Acrophobia = fear of high places; Xenophobia = fear of strangers or foreigners; Monophobia = fear of being alone
____________________________________________________ ____________________________________________________
____________________________________________________ ____________________________________________________
____________________________________________________
____________________________________________________ ____________________________________________________
Thespis was:
____________________________________________________
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No Fear of Phobias!
Draw a line connecting the name of each fear with its correct definition. (Hint: Start by looking for clues within Latin or Greek roots that you recognize from other words that you know.) If necessary, use a dictionary to help you.
Phobias
Triskaidekaphobia Arachnophobia Agoraphobia Hydrophobia Acrophobia Xenophobia Monophobia
Meaning
Fear of being alone Fear of the number 13 Fear of strangers or foreigners Fear of high places Fear of leaving a safe place Fear of spiders Fear of water
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36
Word Changing
Provide each student with a copy of the mini-chart on page 37. Go over the seven words that appear on the chart. Discuss how each prefix gives meaning to the base word. Then ask students to think up as many words as they can that begin with that particular prefix. For example, the word untie can be broken down into the prefix un- and the word tie. Un- reverses the action of tying. Other words beginning with the prefix un- include unleash, undo, and unveil. As an extension, with a twist, encourage students to try coming up with other prefixes that can be attached to each of the base words. For example, untie might become retie; reread, misread; and preview, review. Divide the class into two teams. Using the list of words below, ask each group to take turns adding a prefix that creates a meaningful new word. Then have each team try using the word in an imaginative sentence. happy school able behave color open hold game live man pay believable
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Point out to the class that while most prefixes have only one written form, others change slightly when added to base words that begin with vowel sounds or with specific consonants. For example, in words such as antacid and Antarctic, anti- becomes ant-. Similarly, in- changes before base words that begin with the letters b, l, m, p, and r, as in the words imbalance and illegal. Most prefixes have only one or two meanings. The meaning of the base word will always change in the same way when these prefixes come at the beginning of certain words. For example, when you add the prefix in- (not) to a word, such as effective, the word ineffective means not effective. Similarly, atypical means not typical. You might want to explain to the class that some prefixes have the same meaning. For example, both un- and in- can mean not, while both de- and dis- mean do the opposite of, as in the words defrost and disagree.
Word Building
The reproducible on page 39 asks students to use their knowledge of prefixes to build new words that begin with a particular prefix. The Word Detective reproducible on page 40 has students break down words into the prefix and root or base word. Students are also asked to explain how the prefix changes the meaning of the word.
Answers: Page 39: Answers will vary. Page 40: 1. unlucky: not; not lucky, 2. rewind: again; wind again 3. misplace: wrong; place wrongly 4. coexist: with; exist with 5. prehistoric: before; before history 6. supermarket: higher in quality or quantity; huge market 7. overachieve: above; achieve more 8. underweight: below; below weight 9. abnormal; not; not normal 10. multilingual: many; fluent in many languages
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Word Building
Add a base word to each house to build a new word. Then write the definition of the word below the house.
pre(before)
contra(against)
1.
6.
mis(wrong)
re(again)
2.
7.
non(not)
ultra(extremely, beyond)
3.
8.
(against)
4.
9.
anti(against)
micro(small, short)
5.
10.
39
Word Detective
Help our detective discover the prefix and meaning for each word below. Underline the prefix. Then write what it means on the first line. On the second line, write the meaning of the word. Use a dictionary to check your answers.
40
Extraordinary Prefixes!
Getting Started
After reviewing with the class that prefixes appear at the beginning of a word, point out that these small word parts perform a variety of useful and different functions. Some prefixes have negative meanings, such as dis- or un-. Others show time or order, such as post- or pre-. There are also prefixes that indicate location ( circum-, mid-, sub-, and trans-); show degree, quality, or size (extra-, out-, over-, and under-); and indicate support or opposition (anti-, co-, counter-, and pro-). Provide each student with a copy of the chart on page 41. With the class, review the seven prefixes that appear on the chart. Ask students if they can determine what each prefix does to the meaning of the word. For example, in the word submarine, the prefix sub- means under; a submarine is a vessel that goes underwater. In the word exhale, ex- means out, and exhale means to breathe out. Prefixes That Indicate Location circum- (around) ex- (out) extra- (beyond) inter- (between; among) mid- (in the middle of) sub- (under; beneath) trans- (across) Prefixes That Indicate Degree, Quality, or Size extra- (beyond; more than) out- (going beyond; surpassing) over- (excessive; too much) super- (greater than; more than; beyond) ultra- (extremely; beyond) under- (insufficient; too little) Prefixes That Indicate Support or Opposition anti- (against; opposite) co- (together with; joint) contra- (against; opposite) counter- (something opposite) pro- (on the side of; in favor of)
Prefix Practice
Divide the class into two teams. Using the categories listed above, have each team take turns brainstorming words with each prefix. Encourage students to explain the meaning of each word and why it belongs in a particular category. Use the reproducibles on pages 43 and 44 to help students develop a greater understanding of how words can be formed using prefixes.
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Answers: Page 43: Answers will vary. Page 44: 1. re; reside, rebate, reheat; preside, preheat; debate 2. dis; distend, disease, dislike; extend; unease 3. con: infer, inverse; concede, confer, converse; transfer, transverse 4. com; commit, compose, compel; submit; propose, propel 5. tele; microscope, micrograph; autograph; telescope, telegraph, television
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Wheels of Prefixes
Fill in each section of the wheel with a base word that can be added to the prefix in the center to make a word.
re(again)
un(not)
pre(before)
mega(great)
dis(not)
mis(bad)
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1. reside
prebate
deheat
2. distend
exease
unlike
3. incede
confer
transverse
4. commit
subpose
propel
5. microscope
autograph
television
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Rewrite, Please!
Give students the opportunity to rewrite several sentences by adding on different suffixes. Point out to students that by understanding how words can be formed using suffixes, they will have alternative ways of expressing the same idea. Write the following sentences on the board. Then read each one aloud. Invite volunteers to revise each sentence using words with suffixes. You might want to remind students that there are many correct possibilities for each sentence. 1. The person who teaches us science comes to class every day. (Our science teacher comes to class daily.) 2. The man in the street acted with reason and caution. (The man in the street was reasonable and cautious.) 3. The small book was filled with information that could be used. (The booklet was filled with useful information.) 4. Because the floor was covered with dust, the manager told Joe to sweep it as soon as possible. (Because the floor was dusty, the manager told Joe to sweep it immediately.) 5. The young woman with the violin played with passion. (The young violinist played passionately.) 6. The businessman was known for his honesty because he only made deals that didnt break the law. (The businessman was known for his honesty because he only made deals that were lawful.)
For more exploration of how suffixes work, have students use page 47 to complete the reproducible on page 48.
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Super Suffixes
Suffixes are word parts added to the end of base words. They often, but not always, change the part of speech of the base word. Here are some important suffixes and their meanings.
Suffix
-acy -ism -let -ling -ness -ship
Meaning
state; quality system small in size small; young quality state; condition
Base Word
candidate social book duck dark member
New Noun
candidacy socialism booklet duckling darkness membership
Suffix
-al -ate -en -ive -less -like -ward
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Meaning
characteristic of full of made of; like characterized by without something similar in the direction showing something
Base Word
season affection gold attract hope child west rust
New Adjective
seasonal affectionate golden attractive hopeless childlike westward rusty
-y
Suffix
-ate -ize -en -fy, -ify
Meaning
become; form make; cause to become make; cause to become cause; make
Base Word
hyphen central wide terror
New Verb
hyphenate centralize widen terrify
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danger free
cheer act
brain fear
control detect
active fair
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Awesome Suffixes!
Getting Started
Your students probably know that many of the words they use are made up of two or more smaller words or word parts. Explain to them that a suffix is a meaningful group of letters that can be added at the end of a word to form a new word with a different but related meaning. Encourage students to shut their eyes and imagine a train with three separate cars. If the locomotive is the prefix, then the caboose is the suffix. The railroad car in the middle represents the base or root word. Knowing what suffixes mean will help students figure out the meaning of the word as a whole. Lets take a look at a few more examples of some common suffixes. On the chalkboard, add the suffix -er (agent; instrument) to the word paint to form the word painter. Then have students add the following suffixes to the words below. -hood (state; condition) to child (childhood) -dom (domain; condition) to free (freedom) -ness (quality; state) to dark (darkness) -less (without; lacking) to life (lifeless)
-ion disruption
-ize
Suffix Practice
The two reproducibles provide a good way for students to start thinking about how suffixes can be used in words. Point out that knowing the meaning of a particular suffix helps unlock the meaning of new and more challenging words.
-arium
-ist
Answers: Page 51: affectionate, blockade, breakable, sharpen, different, freedom, thankful, Japanese, heroism, idolize, placement, westward, otherwise, abnormality, attractive Page 52: shortness: state or quality of; state of being short; dusty: state or quality of: covered with dust; droplet: small in size; small drop; baker: one who does; one who bakes: wisdom: state or fact of being; state of being wise; childish: relating to; like a child; mournful: full of; full of mourning; bothersome: characterized by; causing a bother; northern: state or quality of; state of being north; affectionate: state or quality of; state or quality of showing affection
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Suffix Addition
Each base word below is missing a suffix. Choose the suffix from the box that can be added to each word. Write the word formed and its meaning in the spaces provided. There is only one correct answer for each. Use a dictionary to check your answers.
Suffix Sleuth
Find and underline the suffix in each word. Write what it means on the first line. Then use what you know about the suffix meaning to write the definition of the word on the second line. Check your answers with a dictionary.
____________________________________
_________________________________
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4. baker ____________________________________
9. northern _________________________________
Crocodile Tears
This expression was used way back in Ancient Rome (about A.D. 300). According to folktales, crocodiles would make a crying sound, which would attract prey curious to know what the crying was about.
Clam Up
A writer once described a persons lips as being like clamshells. When a person didnt want to talk, their lips would clam up.
Encourage students to be on the lookout for idioms. You may want to create a bulletin board display where kids can post any idioms theyve come across. Students can complete pages 55 and 56 to learn more idioms.
54
Idioms Match-Up
Often, you can figure out the meaning of an idiom from its context. Each group of sentences on the left includes an idiom, which is underlined. Read the sentences and then draw a line matching the meaning of each idiom given on the right.
1. Sierra and Maggie were best friends, who did everything together. They even dressed alike. They were like two peas in a pod. 2. Nino always got a base hit when he was up at bat. So he was sure that making the baseball team would be a piece of cake. 3. Babysitting Jonah is tough. He never stops moving. He really has ants in his pants. 4. Jibran took a few deep breaths. The curtain was about to open. He hoped the butterflies in his stomach would go away before it was his turn to sing. 5. Andrea really wanted to win the radio contest. When the announcer read the directions, she was all ears.
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a. overactive
6. Leifs friends loved joking around. When they told him an elephant had escaped from the zoo and was heading toward his neighborhood, he was sure they were pulling his leg.
55
stick your neck out stay on your toes smell a rat hold your tongue make your mouth water have your head in the clouds
56
Cool as a Cucumber
This idiom probably dates as far back as 1500, and was always used to describe people who remained calm. Scientists have discovered that the inside of a cucumber actually can be 20 degrees cooler than the outside air.
Top Banana
Some people think this idiom came from an old comedy routine involving the sharing of bananas, but no one is really sure. It is used to describe the boss or someone in charge.
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Answers: Page 4: 1. hit the roof 2. in the drivers seat 3. shoot the breeze 4. dont count your chickens before theyve hatched 5. go fly a kite 6. Rock the boat 7. bats in your belfry 8. cost an arm and a leg 9. take a backseat 10. go against the grain 11. thats the way the ball bounces 12. out of the clear blue sky
58
Group 2
1. bite the hand that feeds you 2. early bird catches the worm 3. climb the wall
Group 3
1. eager beaver 2. hit the books 3. in hot water
Group 4
1. out on a limb 2. over the hill 3. lend an ear
Group 5
1. let the cat out of the bag 2. put all your ducks in a row
Group 6
1. thats the way the cookie crumbles 2. spill the beans
59
bats in your belfry go against the grain take a backseat hit the roof cost an arm and a leg
rock the boat dont count your chickens before theyve hatched shoot the breeze go fly a kite
out of the clear blue sky in the drivers seat thats the way the ball bounces
1. blow your stack 2. call the shots 3. chew the fat 4. dont put the cart before the horse 5. go jump in a lake 6. make waves
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7. off your rocker 8. pay through the nose 9. play second fiddle 10. rub the wrong way 11. thats the way the cookie crumbles 12. bolt from the blue
60
Compound Words
Getting Started
Distribute a copy of the mini-chart on page 61 to each student. Then, discuss the definition of a compound word as well as the different ways compound words can be written. Compound words written as one word are called closed compounds. Open compound words are written as two separate words. Hyphenated compounds are two or more words separated by hyphens. Point out to students that checking a dictionary is the best way to find out whether a compound word is open, closed, or hyphenated. The mini-chart and the activities that follow are a fun way to explore compound words.
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space
row
lunch
neck
sand
board
fall
ship
eye
work
lid
goal
turtle
box
rail
water
ice
cup
road
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keeper
time
boat
tea
ground
bow
key
home
rain
cream
hog
63
OPEN
CLOSED
HYPHENATED
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