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Greek and Latin Roots: Chapter 4
Transcript of Greek and Latin Roots: Chapter 4
Definition- Students understand their education.
We come to understand new things in terms of what we already know.
Encourage students to talk about and use vocabulary terms.
Keep definitions informal as formal definitions don't have a writing tone.
Teach students to simplify terms by using knowledge of roots.
Use association between words to help students learn.
Ex: Incursion can be associated with course, excursion, etc.
Have students understand how helpful this strategy is.
Greek and Latin Roots
Amy LaGrone, Danny Turner, Chesnie Keeler, Kellie Herrington
This chapter describes a developmental sequence for teaching students about units of meaning in words that the students encounter. The sequence begins with compound words because they are concrete, familiar, and useful for making the "meaning" point of the word.
With root and base study, students are not learning word lists. When students learn to divide and conquer words, they also learn to combine and create. The roots approach emphasizes learning the prefixes, bases, and suffixes that occur with the greatest frequency in the English language.
A prefix or suffix cannot generate a word. They do, however, affect the meaning of the base. Fortunately, the meaning of bases are usually straightforward. Ex: audi, audit = hear, listen
Student learn prefixes in context as well and through riddles. Compound words and prefixes build upon each other and function in the same way
This chapter is all about designing classroom instruction that will meet the needs of students. T,he chapter will focus on how to make students interested in the words. How/why do we teach students to find meaning in words?
Figurative language, especially metaphors, are embedded into our everyday speech. Therefore, it is important that students understand the difference between the literal and figurative meaning of a word.
refers to both "physical sight" and "mental discernment". Have students clarify which meaning is used in each sentence.
the pretty picture.
what you mean.
a storm cloud.
Ask your students to bring in compound words that they notice. Make a "Compound Word Wall" and list the words that the students bring in on the wall. Encourage them to bring any compound word, not just two-syllable words.
The goal is for primary students to begin learning roots early. Begin with two-syllable compound words that students might already know. Ex: bedroom Try posing riddles, such as "What do you call a room where your bed is?"
After students understand bisyllabic compound words, begin to introduce compound words with three or four syllables, such as Spiderman. Use the same riddle method to help students understand how the compound word is built.
Suffixes are important to learning and creating new words, but it is not necessary to teach all suffixes. Start with an easy few such as -er (more), -est (most), -full (Full of), -less (without or lacking), and -able (can, able).
Use familiar base words to teach students the suffixes. Students will be able to apply those simple suffixes to words that are familiar to them more readily. A strategy to teach students the suffixes is to have them create their own words."
Helping students understand figurative meaning can also help them to better understand polysemous words.
has a different meaning in science than it does in history. By understanding the base word
to mean "rolling" or "turning", students can apply the correct literal or figurative definition based on the context.
When helping students learn to focus on the parts of a word, many will realize that prefixes and suffixes are always attached to something known to us as the "base" of a word. This is a crucial part of the word and there must always be a base!
The next step after teaching students to idenitfy
compound words is to teach them words that begin
with negative prefixes such as un- and in-. When
teachers teach the lessons on prefixes, It is ideal to
use a slash to separate the words (un/wrap) or to
use an equation (un+wrap= unwrap).
After students learn about these negative prefixes, have them practice by saying, "After I untie my shoe, they are no longer
tied. Students will go onto learning te negative prefix "in-"
which in context also means "not."
Just as with compound words, it is recommended that
when you teach negating prefixes that you use riddles
such as, "What do we call something that is not visible?"
Students will get used to the idea of "dividing and
There are certain kind of prefixes that are called directional
prefixes that lend themselves to instruction and, of course, directions. These prefixes are just like in-/un- and follow the
same procedure for compound words. Some examples of
directional prefixes are pre- and re-.
Some examples of words or phrases with directional prefixes
are pregame show, prewashed lettuce, presoak laundry. "Pre-"
before a word means "before." For example, the show before the
game is a pregame show. We presoak stained clothes before we watch them.
Another example of a directional prefix is "re-." "Re-" means
"again." Examples of other words with "re-" as its prefix are
rewrite, rebuild, and refilll. Rewrite means to "write again," and so
on and forth."
The instruction for prefixes will span over a couple of weeks, but
to effectively teach students these prefixes, students need to know that words are made up of parts that have meanings.
Creating active vocabulary is important and will also help students with word composition. By using riddles, students are able to apply active vocabulary by providing words to help fit the contexts.
Ex: You ask, "What do you do when you read a sentence 'again'?"
They answer, "We reread it."
The Latin bases cur(r), curs, and cour(s) mean “run.” In many words, this base refers to physical “running,” or something close to it. This is another base which can have both literal and figurative meaning.
Ex: One would physically run on a race
ive writing, letters run together with ligatures.