GreekandLatinRoots6

《GreekandLatinRoots6》由会员分享，可在线阅读，更多相关《GreekandLatinRoots6（154页珍藏版）》请在装配图网上搜索。

1、Greek and Latin Roots:Keys to Building VocabularyS9645301 Oceanus Drive Huntington Beach, CA 92649-1030 714.489.2080 FAX 714.230.7070 shelleducation Quality Resources for Every ClassroomInstant Delivery 24 Hours a DayThank you for purchasing the following e-bookanother quality product from Shell Edu

2、cationFor more information or to purchase additional books and materials, please visit our website at: shelleducation For further information about our products and services, please e-mail us at:customerserviceshelleducation To receive special offers via e-mail, please join our mailing list at: shel

3、leducation /emailoffersAuthorsTimothy Rasinski, Ph.D., Nancy Padak, Ed.D.,Rick M. Newton, Ph.D., and Evangeline Newton, Ph.D.Foreword by Karen Bromley, Ph.D.2 #50472Greek and Latin Roots . Shell EducationShell Education5301 Oceanus DriveHuntington Beach, CA 92649-1030 :/ shelleducation ISBN 978-1-42

4、58-0472-5. 2021 Shell EducationMade in U.S.A.EditorBlane Conklin, Ph.D.Assistant EditorLeslie Huber, M.A.Editorial DirectorLori Kamola, M.S.Ed.Editor-in-ChiefSharon Coan, M.S.Ed.Editorial ManagerGisela Lee, M.A.ConsultantJoan Irwin, M.A.Creative DirectorLee AucoinCover DesignLee AucoinPrint Producti

5、on ManagerDon TranInterior Layout DesignerRobin EricksonPrint ProductionJuan ChavollaThe classroom teacher may reproduce copies of materials in this book forclassroom use only. The reproduction of any part for an entire school or schoolsystem is strictly prohibited. No part of this publication may b

6、e transmitted,stored, or recorded in any form without written permission from the publisher.PublisherCorinne Burton, M.A.Ed.Greek and Latin Roots:Keys to Building Vocabulary. Shell Education #50472Greek and Latin Roots 3Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7、 . . . . . . .7Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Chapter 1: Teaching Vocabulary:What Does the Research Say? . . . . . . . . . . . . . . . . . . . . . .11Importance of Vocabulary in Literacy Development . . . . .13The “Roots Advantage . . . .

8、 . . . . . . . . . . . . . . . . . . . . . . .16Five Principles for Word Learning . . . . . . . . . . . . . . . . . . .18Vocabulary Development for English Language Learners . .22Chapter 2: A Root Awakening . . . . . . . . . . . . . . . . . . . . . . . . .25What Is a Root? . . . . . . . . . . . . .

9、. . . . . . . . . . . . . . . . . . . .25Why Teach Roots? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Increasing Word Awareness . . . . . . . . . . . . . . . . . . . . . . . .30The Three Kinds of Roots . . . . . . . . . . . . . . . . . . . . . . . . .32What Does a Base Do? . . . .

10、 . . . . . . . . . . . . . . . . . . . . . . . .33What Does a Prefix Do? . . . . . . . . . . . . . . . . . . . . . . . . . .34What Does a Suffix Do? . . . . . . . . . . . . . . . . . . . . . . . . . .36Chapter 3: Planning Vocabulary Instruction . . . . . . . . . . . . .39Instructional Planning: The

11、Basics . . . . . . . . . . . . . . . . . . .39Recommendations for Instructional Routines . . . . . . . . . .41Differentiating Instruction . . . . . . . . . . . . . . . . . . . . . . . . .46Vocabulary Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . .49Chapter 4: Getting into Words: A

12、 DevelopmentalLook at Vocabulary Instruction . . . . . . . . . . . . . . . . . . . . .53Compound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54Negating Words with Prefixes . . . . . . . . . . . . . . . . . . . . . .57Some Directional Prefixes . . . . . . . . . . . . . . . . .

13、. . . . . . . .58Word Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59What Are Students Learning? . . . . . . . . . . . . . . . . . . . . . . .60Some Easy Suffixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61Back to “Basics . . . . . . . . . . . . . . . .

14、. . . . . . . . . . . . . . . . .64Table of Contents4 #50472Greek and Latin Roots . Shell Education“Metaphors Be with You:Helping Students with Figurative Meaning . . . . . . . . . .65A Coherent Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70Chapter 5: Vocabulary Practice Activi

15、ties . . . . . . . . . . . . . . . .75Word Spokes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77Odd Word Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79Word Theater . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81Wordo . . . . . .

16、 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8320 Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84Root Word Riddles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86Card Games . . . . . . . . . . . . . . . . . . . . . . . . . . . .

17、. . . . . . . .87Word Puzzles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90Cloze . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90Scattergories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92Word Sorts . . . . . . .

18、. . . . . . . . . . . . . . . . . . . . . . . . . . . . .94Chapter 6: From the Classroom: Roots in Action . . . . . . . . .97Root of the Week . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97Root Word of the Day . . . . . . . . . . . . . . . . . . . . . . . . . . . .99Realia and Chil

19、drens Literature . . . . . . . . . . . . . . . . . . . .100Writing an Exciting Story . . . . . . . . . . . . . . . . . . . . . . . .101Roots Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103Cognate Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . .106Cha

20、pter 7: Flexing with Word Parts: Some Strategies . . . . .109Word Comprehension:Start with the Base, Not with the Prefix . . . . . . . . . . . .110Multiple Forms of Bases: Look for Core Meaning . . . . . .114Double Consonants Within a Word:Teaching Assimilation . . . . . . . . . . . . . . . . . . .

21、. . . . . .116Make It as Easy as 123 . . . . . . . . . . . . . . . . . . . . . . . . .120How to Divide and Conquer Words with Two Prefixes .124Chapter 8: Digging into Dictionaries . . . . . . . . . . . . . . . . . .127Exploring Etymology . . . . . . . . . . . . . . . . . . . . . . . . . . . .127Choo

22、sing and Using Dictionaries . . . . . . . . . . . . . . . . . .135Chapter 9: A Brief History of English . . . . . . . . . . . . . . . . . .141The Romano-Celtic Period: 55 b.c.a.d. 410 . . . . . . . . .143. Shell Education #50472Greek and Latin Roots 5Old English: 4501066 . . . . . . . . . . . . . .

23、. . . . . . . . . . . .146Middle English: 10661500 . . . . . . . . . . . . . . . . . . . . . .149Modern English: 1550present . . . . . . . . . . . . . . . . . . . .152The New World: English on the Move . . . . . . . . . . . . . .155Conclusion: Learning English TodayThe Lessons of History . . . . . .

24、 . . . . . . . . . . . . . . . . . . .156Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .159Appendix A: Resources for Students . . . . . . . . . . . . . . . .159Appendix B: Resources for Teachers . . . . . . . . . . . . . . . .163Appendix C: Commonly Taught Ro

25、ots . . . . . . . . . . . . . .173Appendix D: Beyond Latin and Greek . . . . . . . . . . . . . . .189Appendix E: Professional Development Ideas . . . . . . . . .193Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .199References Cited . . . . . . . . . . . . .

26、. . . . . . . . . . . . . . . . . . . . . .2016 #50472Greek and Latin Roots . Shell Education. Shell Education #50472Greek and Latin Roots 7ForewordAs I began to read this book, the phrase that caught my eye was“divide and conquer. What better way is there to help teachersand students at all grade l

27、evels learn how to make sense ofdifficult, multisyllabic words than by dissecting them? Greek andLatin Roots: Keys to Building Vocabulary is a book that does justthis. It shows us how to help students understand the meanings ofword parts in order to learn new words. This book is an invaluableresourc

28、e for classroom teachers, content-area teachers, readingspecialists, staff developers, curriculum coordinators, and loversof language. It provides us with important understandings aboutthe English language that most of us did not grow up with andmay not have acquired in our schooling.Did you know th

29、at 90 percent of English words with morethan one syllable are Latin based and most of the remaining 10percent are Greek based? Did you know that a single root canhelp us understand 520 related English words? Greek and LatinRoots: Keys to Building Vocabulary is packed with this kind ofinformation. Be

30、cause the English language and the content areascontain so many multisyllabic and technical words, teachers oflanguage arts, science, social studies, and mathematics will findthis book particularly helpful in supporting their students as theylearn to discern word meanings.Several aspects of this eas

31、y-to-read book also caught my eye,making it a valuable addition to my teaching library. First, itprovides a synopsis of the theory and research that supportteaching multi-syllabic words by dissecting roots (prefixes, bases,and suffixes). Second, the book offers ideas for planning vocabularyinstructi

32、on and includes activities like Word Spokes, Wordo,Scattergories, and Making and Writing Words to engage studentsin actively understanding roots as they become independentword learners. Third, the book includes valuable resources suchas extensive lists of commonly taught roots and their meanings,8 #

33、50472Greek and Latin Roots . Shell Educationprofessional resources for teachers, websites, dictionaries, andsources for lesson plans. Finally, as I stopped to reflect at the endof each chapter, it occurred to me that this book is a good resourcefor a teachers study group. It is well worth the time s

34、pent readingand discussing with colleagues because the ideas it holds are basicto rethinking and transforming vocabulary instruction.The information in Greek and Latin Roots: Keys to BuildingVocabulary is critical to being a good vocabulary teacher at allgrade levels. I believe the authors have writ

35、ten a terrific bookthat can help classroom teachers, content-area teachers, readingspecialists, staff developers, curriculum coordinators, and loversof language as they support students in learning how to “divideand conquer multi-syllabic words.Karen Bromley, Ph.D.Distinguished Teaching ProfessorSch

36、ool of EducationBinghamton UniversityState University of New York. Shell Education #50472Greek and Latin Roots 9IntroductionNear the end of each calendar year, Time magazine has an issueof “10 bestsnews stories, photographs, books, movies, and soon. According to the article written by Gilbert Cruz,

37、one of the“10 Best Buzzwords of 2007 was locavore (LO-kuh-vor).What do you think a locavore* is? What clues are you using tofigure it out?Most teachers we know find these word puzzles intriguing. Werecognize that our language is constantly changing. We spend atleast some time thinking about wordswhi

38、ch words to teach; howbest to teach them; how to assess students word knowledge; andthe relationship between word learning, reading comprehension,and content learning.It has become increasingly clear in the past couple of decadesthat a focus on vocabulary has the potential to support much ofthe othe

39、r learning students do in school. Yet teachers questionsabout how to develop an effective vocabulary program abound.We have all experienced the dreaded vocabulary list approach,complete with writing and memorizing (only to quickly forget)dictionary definitions. We know that this approach doesnt work

40、,but what does?This is why we wrote this book. In it, you will find researchbasedpractices that can help your students develop theirvocabularies. Throughout, we emphasize using word roots(prefixes, suffixes, bases) as an efficient and effective way tobuild vocabulary. Our instructional series Buildi

41、ng Vocabularyfrom Word Roots details year-long word-learning routines forstudents. In this book, we elaborate on the research andexpert opinions supporting this approach to word learning anddevelop the rationale for focusing on roots in your vocabularyprogram. This book also provides guidelines for

42、developingmodels and strategies for vocabulary instruction from a roots10 #50472Greek and Latin Roots . Shell Educationperspective, including sample practice activities and storiesfrom teachers who are finding success with this approach toword learning. We also present tips for enhancing your useof

43、a dictionary in the classroom, a brief history of the Englishlanguage, and an appendix with resources for further learning.Also included in the appendices is a list of commonly taughtroots, a list of words with origins in other parts of the world, andsuggestions for professional development.At the c

44、onclusion of each chapter, we suggest that you reflecton what you have learned and make notes for your own reference.If you are reading this book with colleagues, you may also want tomake note of items for discussion with others.If you are using Building Vocabulary from Word Roots inyour classroom,

45、this book will provide you with rationales andadaptations that you and your students may find beneficial. Ifyou are using another vocabulary series (or none at all), this bookwill provide a background against which you can evaluate yourcurrent program or develop a new one. Happy reading!Timothy Rasi

46、nski, Nancy Padak, Evangeline Newton,and Rick M. Newton* locavore (n.)a person who tries to eat only foods that are harvestedlocally. Shell Education #50472Greek and Latin Roots 11Teaching Vocabulary: WhatDoes the Research Say?Have you ever visited the National World War II Museum inNew Orleans? It

47、is a fascinating place. Among the documentsavailable for viewing is the first draft of President Franklin DelanoRoosevelts famous speech that begins, “Yesterday, December 7,1941a date which will live in infamy. These powerful wordshelped the nation prepare for war. But they were not the firstwords F

48、DR wrote. The first draft of the beginning of the speechreads, “a date which will live in world history. Which do youthink is more memorable, “infamy or “world history?Word choice really does make a difference. Samuel Clemens(Mark Twain) once observed that “the difference between thealmost right wor

49、d and the right word is really a large matteritsthe difference between the lightning bug and the lightning. Thisbook is all about helping students find the right word.As every teacher knows, this is no small task. The Englishlanguage has between 1,200,000 and 2,000,000 words! Andevery year, technolo

50、gical advances bring us new modes ofcommunicationand new words. One estimate is that technologyis contributing about 20,000 words per year to our language.How can weand our studentsever catch up? Luckily, thereis a way.Consider this: 90 percent of English words with morethan one syllable are Latin b

51、ased. Most of the remaining 10percent are Greek based. A single Latin root generates 520English words.Chapter 112 #50472Greek and Latin Roots . Shell EducationAccording to Graves and Fitzgerald (2006), school texts andreading materials include more than 180,000 different words.Since most of the word

52、s found in these texts come to English fromLatin and Greek roots, knowledge of these word parts is a powerfultool in unlocking the complex vocabulary of math, science,literature, and social studies. In addition, most of those 20,000new “technology words we mentioned are derived from Latin orGreek. D

53、id you know, for example, that a computer cursor and arace course both come from the Latin verb curro, “to run?Today many students come to our classrooms speaking firstlanguageslike Spanishthat are largely derived from Latin. Infact, about 75 percent of the Spanish language is descended fromLatin (C

54、handler and Schwartz 1961). Students who come toschool with Spanish as a first language can easily make connectionsbetween Spanish and English because the two languages sharemany cognate words (i.e., words with a common origin). Buildingvocabulary by learning how to apply the meaning of Latin andGre

55、ek word roots can help students who are learning English, aswell as others.Moreover, using roots to unlock word meanings will do morethan expand students vocabularies. Each word built from rootshas taken a unique path into our language. Did you know, forexample, that the words vocabulary and vowel c

56、ome from theLatin root voc, which means “voice? In ancient Rome, studentswere required to recite lists of new words orally, or using their“voices. And, of course, we need our “voices to say “a, e, i, o,u. Studying word roots may start your students on a fascinatingexploration of word histories. Just

57、 as important, it will helpstudents grasp an essential linguistic principle: English wordshave a discernible logic because their meanings are historicallygrounded. This knowledge, used in conjunction with wordanalysis skills, empowers students as learners.Although no single approach to vocabulary de

58、velopment hasbeen found conclusively to be more successful than another,researchers agree that a focus on Greek and Latin derivatives. Shell Education #50472Greek and Latin Roots 13offers a powerful tool for teachers to nurture students vocabularydevelopment (Bear, Invernizzi, Templeton, and Johnsto

59、n 2000;Blachowicz and Fisher 2002, 2006; Newton and Newton 2005;Newton, Padak, and Rasinski 2021; Rasinski and Padak 2001;Stahl 1986, 1992). This is what this book is all about. In this firstchapter, we begin our study of roots by addressing two broad andcritical issues: why vocabulary is important

60、and what we knowabout effective instruction. We will then offer some insights intovocabulary instruction for English language learners.Importance of Vocabulary in LiteracyDevelopmentVocabulary is knowledge of word meanings. The simplicity ofthis definition does not quite convey what it means to “kno

61、w aword. For example, Merriam-Websters Collegiate Dictionarylists 18 definitions (several of them with subdefinitions) for theword place. Although we rarely stop to think about it, the issueof knowing words is complex.Nagy and Scott (2000) have helped us understand the complexityof what it means to

62、know a word. They argue that word knowledgehas at least five different components or aspects: IncrementalityEach time we encounter a new word,our knowledge of its defi nition(s) and possible usesbecomes a bit more precise. Think about how your ownunderstanding of familiar words like love or free has

63、deepened over time. As Pearson, Hiebert, and Kamilnote, “Knowing a word is not an all-or-nothing matter(2007, 286). MultidimensionalityWord knowledge extendsbeyond simple defi nitions. It can include subtleconceptual differences between synonyms. For example,both allege and believe share a core meaning of “certaintyor “conviction. Yet they are conceptually distinct. I may“believe I saw a fl ying saucer in the sky, but if I report14 #50472Greek and Latin Roots . Shell Educationit to the police, they will probably call my sighting an“alleged event. Why? How are the two words different?C