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NEW YORK TORONTO LONDON AUCKLAND SYDNEY M E X I CO C I T Y N E W D E L H I H O N G KO N G B U E N O S A I R E S

Word Study Learning Packs Scholastic Teaching Resources

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

Word Study Learning Packs Scholastic Teaching Resources

Word Study Learning Packs Scholastic Teaching Resources

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
Word Study Learning Packs Scholastic Teaching Resources

Idioms Animal-Related . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Plant-Related . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Compound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

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.
Word Study Learning Packs Scholastic Teaching Resources

Word Study Learning Packs Scholastic Teaching Resources

Overused Word: Good


Getting Started
Write these five sentences on your chalkboard:

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.

The Many Meanings of Good


Distribute a copy of page 7 to each student and explain that a few different definitions of the word good 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 good in a dictionary, then creating an original sentence for each one.

Answers: Page 7: a. 5; b. 7; c. 2; d. 4; e. 3; f. 1; g. 6. Answers on page 8 will vary.

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Name _______________________________________________ Date _____________________________

Good for You!


The word good 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. Vitamin C is supposed to be good for a cold.

Definitions
1. Suitable or appropriate

b. Most people think Evan looks good in a suit.

2. Skilled

c. I wish I were as good a painter as you.

3. Kind

d. Even after it fell in the water, the watch was still good.

4. Undamaged

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e. Its very good of you to help Eva with her homework.

5. Healthy or wholesome

f. This is a good outfit for camping.

6. Close or loyal

g. Genevieve has always been a good friend to me.

7. Handsome or attractive

Name _______________________________________________ Date _____________________________

Such a Good Day!


Ari is writing a letter to his friend, Sharettabut he used the word good a few times too many! When he realized it, he replaced each good with a blank space instead. For each, find an appropriate replacement adjective for Ari to use.

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
Word Study Learning Packs Scholastic Teaching Resources

my ____________________ sneakers, so even though we walked a lot, I never got tired. Hope you can come with us next time! Best regards, Ari

Word Study Learning Packs Scholastic Teaching Resources

Overused Word: Nice


Getting Started
Write these five sentences on your chalkboard:

A Really Nice Note


Ask students if they think they ever overuse the word nice in their own writings. Then distribute copies of the reproducible on page 12. Explain that the made-up letter shown here was written by a child who relies on the word nice too often. It is up to your students to help him improve his letter by finding other words to replace nice. Students can use their 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 impactsubtle or noton each sentences meaning.

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.

Answers: Page 11: a. 4; b. 2; c. 1; d. 5; e. 3; f. 7; g. 6. Page 12 answers will vary.

10

Name _______________________________________________ Date _____________________________

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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Name _______________________________________________ Date _____________________________

A Really Nice Note


Jos is writing a letter to his friend, Brianbut he used the word nice a few times too many! When he realized it, he replaced each nice with a blank space instead. For each, find an appropriate replacement adjective for Jos to use.

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
Word Study Learning Packs Scholastic Teaching Resources

house really soon. Wouldnt that be really ____________? Thanks again! Your friend, Jos

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Word Study Learning Packs Scholastic Teaching Resources

Overused Word: Beautiful


Getting Started
Write these three sentences on your chalkboard:

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.)

Better Than Beautiful


Now that students are conscious of how many synonyms for beautiful there are, challenge students to write an essay titled The Most Beautiful Thing Ive Ever Seen. When writing their paragraphs, remind students to rely on a variety of synonyms for the word beautiful, 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. (They might also wish to create an illustration to accompany their writings.)
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Make a Beautiful Collage


For this activity, youll need to provide students with a dictionary and/or thesaurus, old magazines from which they can cut out pictures, poster board, glue, scissors, and crayons or markers. Distribute a copy of page 15 to each student. Using a dictionary and/or thesaurus, instruct students to look up a definition and/or synonyms for each word on the page. These should be written in the appropriate space within each words box. Next distribute scissors and old magazines to students. Invite students to cut out pictures of people, places, and things that reflect their ideas of beauty. They should also color in the words and cut out the boxes from the reproducible. Finally, using poster board, glue, and the words and pictures theyve cut out and collected, have students create a collage reflecting what beauty means to them.

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Name _______________________________________________ Date _____________________________

Pretty as a Picture Collages


Write a definition and synonyms for each different adjective in the space given. Then color in the adjectives, and cut out the boxes. Use these along with magazine pictures to create a collage about what beauty means to you.

Word Study Learning Packs Scholastic Teaching Resources

15

Name _______________________________________________ Date _____________________________

What a Beautiful Day!


Bonnie is writing a letter to her friend, Mirandabut she has used the word beautiful a few times too many! When she realized it, she replaced each beautiful with a blank space instead. For each, find a different adjective for Bonnie to use.

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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Word Study Learning Packs Scholastic Teaching Resources

Overused Word: Big


Getting Started
Ask students what they think of when they hear the word big. Write their ideas on the chalkboard. Then post these five sentences next to them: Did you notice that big sculpture in the lobby? Choosing a career is a big decision. Keesha was called into the big bosss office to receive her promotion. Lets give Julio a big round of applause! Janice got caught in a big lie. Ask students if the word big 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, describing a sculpture as colossal implies that it is perhaps more majestic-looking than another that is described as hulking. Once you have a few synonyms listed, distribute a copy of the chart on page 17 to each student. Point out just how many other words there are that, at times, are good replacements for the word big.

The Big Move


Ask students if they think they ever overuse the word big in their own writing. Then distribute a copy of page 20 to each student. Explain that the made-up letter shown here was written by a child who relies on the word big too often. It is up to your students to help her improve her letter by finding other words to replace big. Students can use the mini-chart as reference, but assure them that they need not limit themselves to the synonyms found on the chart. (If possible, provide students with a thesaurus to also 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.

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.

Answers: Page 19: a. 7; b. 5; c. 1; d. 6; e. 3; f. 2; g. 4. Page 20 answers will vary.

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Name _______________________________________________ Date ____________________________

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

2. of great power or volume

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

7. boastful or unrealistically ambitious

19

Name _______________________________________________ Date _____________________________

A Big Deal Good-bye


Kia is writing a letter to her friend, Jaredbut she used the word big a few too many times! When she realized it, she replaced each big with a blank space instead. For each, find an appropriate adjective for Kia to use.

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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that you promised to send me a ____________ letter as soon as

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Word Study Learning Packs Scholastic Teaching Resources

Overused Word: Said


Getting Started
Some grammar experts list said among the 50 most commonly used words in the English language. Yet, though it can be a useful word, it gives no information as to the tone of the speakers within a conversation. In these exercises, students will experiment with synonyms for said to see how they can help bring a dialogue to life. Write a sentence like this one on your chalkboard:

Did Someone Say Synonyms?


As students should have noticed by now, some of the substitutes for said have somewhat different meanings. All indicate that the words are spoken aloud. But the word used determines more specifically how it is enunciated. With this in mind, have students complete page 24 on their own. It lists some of these optionsbut offers students a chance to suggest synonyms for them.

There is too much talking in this room, ___________________ the teacher.


Review with children the way that dialogue like this should be punctuated. Then ask students to suggest synonyms for said that might fit well within the blank. For each suggestion they make, invite a student volunteer to act out how the sentence would sound if spoken this way. (For example, having the statement whispered, claimed, stammered, and screamed would all obviously sound quite different!) Make sure students understand how much more specific the tone of the dialogue becomes by replacing the verb said with one of these other possibilities. When they have the idea, distribute a copy of the mini-chart on page 21 to each student. It suggests additional synonyms for students to use as they complete the following activities.

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.

He Said, She Said


There are times, tell students, when tags such as he said and she said are not needed at all in a dialogue. This is when it is clear, simply by what the speakers are saying, who is speaking and when. To give students an example of how this works, read them an excerpt from a book such as Who Was That Masked Man, Anyway? by Avi. Then challenge them to create their own fictional dialogue between two or more people without relying on any tags at all. The goal will be to have it clearsimply by the things they saywhat the characters basic personalities are, and who is speaking when.
Answers: Answers will vary. Possible answers to page 23 that would result in very different conversational tones include: snarled/queried; grumbled/ responded; demanded/asked; asserted/insisted; cried/pleaded; muttered/ answered. Possible synonyms for page 24: 1. murmured; 2. yelled; 3. mumbled; 4. begged; 5. snapped; 6. asserted; 7. stuttered; 8. sobbed; 9. growled; 10. whimpered.

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.)

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Name _______________________________________________ Date _____________________________

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 ________________.

WHISPERED SNARLED ROARED QUERIED RESPONDED REQUESTED PLEADED AGREED

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Name _______________________________________________ Date _____________________________

You Said It!


Listed below are some words describing how something might be spoken. Next to each, write another word that is similar in meaning. (If you like, use a thesaurus to help you.)

whispered

1.

declared

6.

2.

shouted

stammered

7.

muttered

3.

cried

8.

pleaded

4.

barked

9.

5.

10.

retorted

whined

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Word Study Learning Packs Scholastic Teaching Resources

Word Study Learning Packs Scholastic Teaching Resources

Meet Ms. Metaphor . . .


Getting Started
An effective metaphor makes a connection between two things that, on the surface, seem to have nothing in common but that actually share one or more unique qualities. Understanding and creating metaphors can help students look at all sorts of things with a fresh eye and use words in vivid ways. Ask students in what ways superheroes are like books. Jot their responses on the chalkboard. Then use their answers to demonstrate how metaphors can be created by finding similarities between items as different as these. For example, a superhero might describe herself like so: I am a book full of imagination, adventures, and unexpected twists and turns. Ask students to explain in their own words what makes this a metaphor, as well as how it differs from similes. (The superhero calls herself a book, without using like, as, or than to make the comparison.)

Lets Get Literary


Distribute to each student a copy of page 27, and read it as a group. Ask students to explain in their own words what Shakespeares metaphor is here. (In it, Shakespeare is saying that life is like a play: the world is the stage and human beings are the actors.) When you feel students understand the way this metaphor works, organize students into groups and assign each to a different poem or picture book containing one or more metaphors. Challenge students, working as a group, to identify at least one metaphor, and explain it to the class. (Some picture books that work well for this activity include Jane Yolens Owl Moon, Rick Waltons Cars at Play, Leo Leonnis Frederick; and Libby Hathorns The Wonder Thing.)

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.

Fleshing out a Metaphor


Distribute a copy of page 25 to each student. Discuss the metaphorsand what each one says about the superheroas a group. Then, challenge students to select one metaphor from the chart and expand it into a poem or prose paragraph from Ms. Metaphors perspective. As with the book/superhero example given above, have students start their pieces with the words I am or My [eyes/brain/smile, etc.] is/are . . .

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.

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Name _______________________________________________ Date _____________________________

ALL THE WORLDS A STAGE


A Shakespearean Metaphor

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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(From William Shakespeares As You Like It, Act 2 Scene 7)

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Name _______________________________________________ Date _____________________________

The Rename Game


Can a clock applaud with its hands? Of course not! But still the hands of a clock got their name because someone saw that this part of a clock looked a lot like hands! Now see if you can come up with a metaphorical name for each item shown here and briefly explain.

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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Word Study Learning Packs Scholastic Teaching Resources

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.

Creating a Latin Roots Mini-Dictionary


Have students create a quick reference guide for Latin roots. Distribute a copy of page 32 to each student (or pair). Let each choose six Latin roots. Possibilities include: alt (high), bell (war), cent (one hundred), fort (luck), med (middle), port (carry), and vac (empty). Following the directions on page 32, demonstrate to students how to use the reproducible to make their own Latin roots mini-dictionary. When they are finished they should have an eight-page mini-dictionary with a cover listing the six selected roots and each of the interior pages showing one of the root words, its meaning, and a list of words containing that root. Encourage students to draw cartoons or pictures to help them remember the root words. Use the last page, Finalis, as a model. When students are done, invite them to share and display their mini-dictionaries.

More Latin Roots


Distribute copies of the mini-chart on page 29 to students. Point out that roots can appear at the beginning, middle, or end of a word. Write any additional words students can think of that share the same root as those on the minichart. Challenge students to use the definitions of those words they know to determine the meaning of the common root. (Point out that students may see Latin roots written in several ways, depending on the source. For example, man may also appear as manus.) Tell students to use the chart as a reference page for the remaining activities.

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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Name _______________________________________________ Date _____________________________

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)

11. 12. 13. 14. 15.

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.
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Name _______________________________________________ Date _____________________________

Latin Roots Mini-Dictionary


To make your mini-dictionary, cut out the large square. Fold it in half top to bottom and left to right so the cover faces you. Cut along the dotted lines on the top fold to create six interior pages. Choose six Latin roots and write them on your mini-dictionary cover. On each interior page, write and define one of the roots and list at least three words that contain the root. Include drawings to help you remember the meanings of the root and the related words.

Finalis tin Prefix My La


Mini-Dictionary
finale final finalize finalist finally
The Latin root meaning last, final moment, or end. Found in such words as:

My Latin Roots
Mini-Dictionary
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Word Study Learning Packs Scholastic Teaching Resources

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.

Its All Greek To Me


After distributing a copy of page 35 to each student, explain that it contains a number of words that also originate with the ancient Greeks. In this case the words are named after a real person or a mythological being. Having students work on their own or in groups, ask them to research what each word means, as well the person or mythological being it comes from.

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.)

Getting To the Root of the Matter


Distribute a copy of page 35 to each student. Then organize students into groups, and assign each to determine the meaning of a new word that shares the same root as the one that group has been assigned. (Possibilities might include phobic, chronicler, cyclometer, graphology, and bibliophile.) Let groups compare their definition with the dictionary definition to see how close their answer was.

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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

Name _______________________________________________ Date _____________________________

Its All Greek To Me!


Research the story of each person or mythological being listed below, as well as the vocabulary word that comes from that name.

Atlas was: An atlas is:

____________________________________________________ ____________________________________________________

Narcissus was: ____________________________________________________ A narcissist is: ____________________________________________________

Adonis was: An Adonis is:

____________________________________________________ ____________________________________________________

The Labyrinth was:

____________________________________________________

A labyrinth is: ____________________________________________________

Mentor was: A mentor is:


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____________________________________________________ ____________________________________________________

Thespis was:

____________________________________________________

A thespian is: ____________________________________________________

The Titans were: ____________________________________________________ A titan is: ____________________________________________________

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Name _______________________________________________ Date _____________________________

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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Unlock the Power of Prefixes!


Getting Started
What are prefixes? Explain to the class that they are meaningful word parts that come at the beginning of a word. Understanding the meanings of prefixes will help students figure out the meanings of many words that contain the prefix. Below is a list of several different prefixes. Ask students to brainstorm words that begin with each one. a- (without) ab- (away from) co- (together with) ex- (former) mal- (bad) mis- (wrong/bad) non- (not) ob- (against) post- (after) sub- (under)

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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Name _______________________________________________ Date _____________________________

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.

obWord Study Learning Packs Scholastic Teaching Resources

pro(before, in front of)

(against)

4.

9.

anti(against)

micro(small, short)

5.

10.

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Name _______________________________________________ Date _____________________________

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.

1. unlucky ______________________________ ______________________________

6. supermarket ______________________________ ______________________________

2. rewind ______________________________ ______________________________

7. overachieve _______________________________ ______________________________

3. misplace ______________________________ ______________________________

8. underweight ______________________________ _____________________________

4. coexist ______________________________ ______________________________

9. abnormal ________________________________ ________________________________

5. prehistoric ______________________________ ______________________________

10. multilingual ______________________________ ______________________________

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Word Study Learning Packs Scholastic Teaching Resources

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)

Getting to Know Prefixes


The following lists will help familiarize students with the various groups of prefixes and their meanings: Prefixes With Negative Meanings dis- (not; opposite of) in- (not; without; lacking) mis- (wrongly; astray) non- (not) un- (not; opposite of) Prefixes That Reverse Actions de- (to reverse an action; to deprive of; to remove) dis- (to reverse an action; to take away; to remove) un- (to reverse an action; to deprive of) Prefixes That Indicate Time or Order ex- (previous; former) fore- (before; in front of) post- (after) pre- (before) re- (again; back)

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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Name _______________________________________________ Date _____________________________

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)

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dis(not)

mis(bad)

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Name _______________________________________________ Date _____________________________

And the Winner Is . . .


Each numbered item below has three prefixes in the top row and three base words in the bottom row. Which prefix from the top row can combine with the base words to make the most words? Write the words you can form with each prefix on the lines. Be sure to check your words in a dictionary! Then circle the winning prefix.

1. reside

prebate

deheat

_________________________________________________ _________________________________________________ _________________________________________________

2. distend

exease

unlike

_________________________________________________ _________________________________________________ _________________________________________________

3. incede

confer

transverse

_________________________________________________ _________________________________________________ _________________________________________________

4. commit

subpose

propel

_________________________________________________ _________________________________________________ _________________________________________________


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5. microscope

autograph

television

_________________________________________________ _________________________________________________ _________________________________________________

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Activate Your Knowledge of Suffixes!


Getting Started
Review with the class that suffixes are meaningful word parts that are attached to the end of a word. You might want to further explain that adding a suffix to a particular word often changes the part of speech of the original word. For example, add the suffix -ness to the adjective short and you end up with the noun shortness. Other suffixes turn words into adjectives. For example, add the suffix -able to the base word reason and you end up with the adjective reasonable. And then there are suffixes that change some words into verbs. Take the suffix -ate, for example. If you add it to the word vaccine, you end up with the verb vaccinate. Point out that a list of all possible suffixes would be very long indeed. The list on page 3 provides just a few of the many suffixes. Suggest that students keep a copy in their folder or notebook to use for reference.

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.)

Getting to Know Suffixes


Give each student a copy of the mini-chart on page 45. Have students look at the seven words on the chart and try figuring out how the meaning of the base word has changed. Ask them to tell you what part of speech each of the following words is: grace (noun), act (verb), tire (verb), quick (adjective), happy (adjective). Then ask them to name the part of speech the word becomes with the added suffix: graceful (adjective), actor (noun), tiresome (adjective), quickly (adverb), happiness (noun). Divide the class into two groups. Ask one group to flip through a textbook or novel that you are reading in class in order to find at least ten words that do not end with a suffix. Instruct the other group to change the words part of speech by adding on a suffix. Then have the two groups switch jobs. Be sure to clarify with students that not all words can have suffixes attached to them.

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.

Suffixes That Form Nouns:

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

Suffixes That Form Adjectives:

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

Suffixes That Form Verbs:

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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Name _______________________________________________ Date _____________________________

Change That Part of Speech!


In the box below are ten words that are often used with suffixes. Select five of the words and tell what part of speech each is. Then add a suffix to each word and tell what part of speech the new word is. Finally write a sentence using the new word.

danger free

cheer act

brain fear

control detect

active fair

1. Word: ______________________________ New Word: ____________________________

Part of Speech: ______________________________ Part of Speech: ______________________________

2. Word: ______________________________ New Word: ____________________________

Part of Speech: ______________________________ Part of Speech: ______________________________

3. Word: ______________________________ New Word: ____________________________

Part of Speech: ______________________________ Part of Speech: ______________________________

4. Word: ______________________________ New Word: ____________________________

Part of Speech: ______________________________ Part of Speech: ______________________________

5. Word: ______________________________ New Word: ____________________________

Part of Speech: ______________________________ Part of Speech: ______________________________

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Word Study Learning Packs Scholastic Teaching Resources

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

eruption situation -ish bluish sheepish biggish

itemize motorize winterize

What Does It Mean?


Write each group of words below on the chalkboard. Ask a student to read all the words in one word group. Then invite volunteers to name the base word or root of each word in the group. Discuss the meanings of the words. Finally, ask students to figure out what the suffix for each group means. 1. vegetarian 2. original 3. failure humanitarian natural closure librarian political exposure

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.

Getting to Know Suffixes


Distribute a copy of the mini-chart on page 49 to each student. Have the class review the seven words that appear on the chart. Then divide students into two teams. Provide each team with several minutes to brainstorm as many different words as they can that use the same suffix. After they have finished, have the two teams compare the words they have brainstormed. The team with the most words is the winner. Here are a few examples using each suffix:
-ous venomous thunderous furious terrarium planetarium -ment amazement refreshment disappointment artist violinist pianist

-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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Name _______________________________________________ Date _____________________________

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.

-ate -ism -ive


Base Word affection block break sharp differ free thank Japan
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-ent -ade -ese


Suffix

-ity -ful -able


Word Formed

-ize -wise -en


Meaning

-dom -ment -ward

hero idol place west other abnormal attract


51

Name _______________________________________________ Date _____________________________

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.

1. shortness ________________________________ ________________________________

6. childish __________________________________ __________________________________

2. dusty ____________________________________ ____________________________________

7. mournful _________________________________ ________________________________

3. droplet __________________________________ __________________________________

8. bothersome ______________________________ ______________________________

____________________________________

_________________________________

5. wisdom __________________________________ __________________________________

10. affectionate ______________________________ ______________________________

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4. baker ____________________________________

9. northern _________________________________

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Know Your Idioms!


Getting Started
Distribute a copy of the mini-chart on page 53 to each student. The idioms on the chart all relate to animals somehow. The pictures help to illustrate the meaning of them. You may want to share the history of each idiom with your students.

Wolf in Sheeps Clothing


A sheep is considered a gentle animal, while a wolf isnt. If a person who wasnt very nice wanted to appear gentle, he or she might use a sheep disguise. The idea behind this idiom appears in one of Aesops fables and in a story in the Bible.

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.

Dog Days of Summer


Ancient Roman astronomers knew that Sirius, the dog star, rose and set with the sun during the hottest weeks of the year, July through mid-August. People thought the heat from the dog star combined with that of the sun to make those weeks especially hot. People began calling this terribly hot time, the dog days of summer.

On Your High Horse


Hundreds of years ago, during ceremonial marches, people of high rank in society usually rode on horses that were taller than average horses. Eventually, people began to say that a proud or snobby person, was on a high horse.

Getting a Leg Up on Idioms


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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.

Answers: Page 55: 1. f 2. e 3. a 4. c 5. b 6. d

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Name _______________________________________________ Date ____________________________

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

b. very eager to listen

c. a nervous fluttering of the stomach

d. to jokingly try to lie to someone

e. an especially easy task

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.

f. alike in looks and behavior

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Name _______________________________________________ Date ____________________________

A Picture Is Worth 1,000 Words


Choose one of the idioms from the box to illustrate. Your illustration should show the meaning of the idiom.

stick your neck out stay on your toes smell a rat hold your tongue make your mouth water have your head in the clouds

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Be on the Lookout for Idioms!


Getting Started
Provide each student with a copy of the mini-chart on page 57. The idioms on this chart all relate to plants somehow. The pictures help to illustrate the meaning of them. You may want to share the history of each of the idioms on the chart with your students.

Through the Grapevine


This African-American idiom may date back as far as the 1600s. The stems of a grapevine wind and stretch for a long way, from grape cluster to grape cluster. News can also wind its way, from person to person.

Getting a Handle on Idioms Hit the Hay


People left homeless by the Great Depression in the 1930s were probably the first to use this slang expression. These people often traveled all over looking for food, work, and a place to sleep. Sometimes they had to sleep in a barn on a pile of hay. Eventually, lots of people began to say hit the hay, meaning they were ready to go to sleep. After youve explored the meanings and history of the idioms on the poster, invite groups of students to act out idioms for other students to guess. Have students work in groups of four or five. Make a copy of page 59 and cut apart the lists. Provide each group with one of the lists. Let them choose one to act out. When theyve finished, have them write the three idioms on the board so students can guess which one they were acting out. The reproducible on page 60 will help students explore idioms that are related in meaning.

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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Barking Up the Wrong Tree


This expression began during Americas colonial days. Raccoon hunting was popular, and dogs were trained to chase a raccoon up a tree and bark furiously to let a hunter know theyd succeeded in cornering the animal. Sometimes a raccoon would successfully move to the branches of the next tree, leaving a dog barking up the wrong tree. Today anyone who is on a wrong course can be said to be barking up the wrong tree.

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

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Name _______________________________________________ Date _____________________________

Getting a Handle on Idioms


Group 1
1. asleep at the switch 2. between a rock and a hard place 3. bee in your bonnet

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

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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

3. walk on eggs 3. rat race

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Name _______________________________________________ Date _____________________________

Birds of a Feather Flock Together


Many idioms have the same basic meaning. Write each idiom from the list below in the box next to the idiom that shares its meaning.

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

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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.

Compound Words Concentration Game


Pairs of students can play this compound-word memory game. Make a copy of the reproducible on page 63 and cut out all the word cards. To play the game, a pair of students turns the cards facedown on a table. The first player flips over two cards. If the words on the cards can be combined to create a compound word, the player names the word, explains its meaning, puts the cards aside, and takes another turn. If words cant be combined, the other player takes a turn. Players take turns until all cards are used. The player with the most words at the end of the game wins.

Compound Word Relay Clap for Compound Words


Use this active game to help students identify compound words. First, provide each student with five index cards. Then, ask them to search the room to find items that are represented by compound words. Have them write each word on a separate index card and place the cards faceup on their desks. Invite a student to be a caller. He or she will read a compound word from one of his or her cards. If any other students have that same word on their cards, they give a little clap. Then all the students with the matching word turn that card facedown on their desk. For each round, ask a different student to be a caller, reading a word from his or her remaining faceup cards. Continue play until all students cards have been turned facedown. Divide students into three groups for this challenging relay. Provide each group with a copy of page 64. Then, give the class a topic, such as on the road or lunchtime. Ask each group to brainstorm as many compound words as possible related to the topic. Then encourage them to look their words up in the dictionary to determine whether they are closed, open, or hyphenated compound words. Each group should then record their words in the three-column chart on page 64. Finally, invite the groups to share their lists and add up the compound words that all groups wrote.

62

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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

Name _______________________________________________ Date _____________________________

Compound Word Sort


Sort the compound words you brainstormed into the three categories listed below.

OPEN

CLOSED

HYPHENATED

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