Words Their Way: Word Sorts for Derivational Relations Spellers [3° ed.] 0134773667, 9780134773667

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This is a special edition of an established title widely used by colleges and universities throughout the world. Pearson published this exclusive edition for the benefit of students outside the United States. If you purchased this book within the United States, you should be aware that it has been imported without the approval of the Publisher or Author.

 Words Their Way: Word Sorts for Derivational Relations Spellers

For these Global Editions, the editorial team at Pearson has collaborated with educators across the world to address a wide range of subjects and requirements, equipping students with the best possible learning tools. This Global Edition preserves the cutting-edge approach and pedagogy of the original, but also features alterations, customisation and adaptation from the North American version.

G LO B A L EDITION

GLOBAL EDITION

GLOBAL EDITION

W   ords Their Way

Word Sorts for Derivational Relations Spellers THIRD EDITION

THIRD EDITION

Templeton • Johnston • Invernizzi • Bear

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Shane Templeton • Francine Johnston Marcia R. Invernizzi • Donald R. Bear

08/04/19 9:27 PM

Words Their Way™

Word Sorts for Derivational Relations Spellers Third Edition Global Edition

Shane Templeton University of Nevada, Reno Foundation Professor Emeritus

Francine Johnston University of North Carolina, Greensboro Associate Professor Emerita

Marcia Invernizzi University of Virginia Professor

Donald R. Bear University of Iowa Professor Emeritus

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Contents

Overview 7 Level 1  Basic Derivational Relations  21 Unit I  Suffixes and Prefixes  22 Notes for the Teacher  22 Unit Spell Check 1 and Assessment for Meaning of Prefixes  23 Sort 1  Comparative Suffixes (-er, -est) 25 Sort 2  Suffixes (-y, -ly) 28 Sort 3  Suffixes (-ment, -less, -ness) 31 Sort 4  Prefixes (un-, in-, dis-, mis-) 34 Sort 5  Prefixes (pre-, fore-, post-, after-, re-) 37 Unit Review and Assessment  40 Unit II  Derivational Suffixes   41 Notes for the Teacher  41 Unit Spell Check 2  42 Sort 6  Suffixes (-ty, -ity) 43 Sort 7  Adjective Suffixes (-ful, -ous, -ious) 46 Sort 8  Noun Suffixes (-er, -or, -ian, -ist) 49 Sort 9  Suffixes (-ary, -ery, -ory) 51 Sort 10  Suffixes (-al, -ial, -ic) 54 Sort 11  Verb Suffixes (-en, -ise, -ify) 56 Unit Review and Assessment  58

Unit IV  Spelling-Meaning Patterns 1  73 Notes for the Teacher  73 Unit Spell Check 4  74 Sort 16 Consonant Alternation 75 Sort 17  Vowel Alternation: Long to Short  78 Sort 18  Vowel Alternation: Long to Short or Schwa  80 Unit Review and Assessment  83 Unit V  Latin and Greek Word Parts 1   84 Notes for the Teacher  84 Unit Spell Check 5 and Assessment for Meaning of Latin and Greek Word Parts  85 Sort 19  Latin Roots: Speaking, Hearing and Seeing (dict, aud, vis) 88 Sort 20  Latin Roots: To Look, Carry and Shape (spect, port, form) 91 Sort 21  Greek Word Parts: Sound, Light, Write and Distance (phon, photo, graph, tele) 94 Sort 22  Greek Word Parts (therm-, meter/metre, geo-, -scope, -logy/-ology, bio-) 97 Unit Review and Assessment  100

Unit III  The Suffix -ion 59

Unit VI  Spelling-Meaning Patterns 2  101

Notes for the Teacher  59 Unit Spell Check 3  60 Sort 12  Adding -ion to Base Words, No Spelling Change  61 Sort 13  Adding -ion and -ian, No Spelling Change 63 Sort 14  Adding -ion, e-drop and Spelling Change 66 Sort 15  Adding -ation, -cation and -ition 69 Unit Review and Assessment  72

Notes for the Teacher  101 Unit Spell Check 6  102 Sort 23  Adding Suffix -ity: Vowel Alternation, Schwa to Short  103 Sort 24  Vowel Alternations: Long, Short and Schwa  106 Sort 25  Adding -ion: Vowel Alternation with Spelling Change  109 Sort 26 Multiple Alternations 112 Unit Review and Assessment  114

3

4    CONTENTS Unit VII  Latin and Greek Word Parts 2  115 Notes for the Teacher  115 Unit Spell Check 7 and Assessment for Meaning of Latin and Greek Word Parts  116 Sort 27  Latin Roots: Actions (tract, gress, rupt, mot) 119 Sort 28  Latin Roots: Actions (fract, flect/flex, ject, mis/mit) 122 Sort 29  Latin Roots: The Hand Writes, Makes and Builds (man, scrib/script, fac, struct) 125 Sort 30  Latin Roots: To Lead, Turn and Carry (duc/duct, ver/vert, fer) 128 Sort 31  Latin Prefixes (intra-, inter-, intro-, circum-) 131 Unit Review and Assessment  134 Unit VIII  Spelling-Meaning Patterns 3  135 Notes for the Teacher  135 Unit Spell Check 8  135 Sort 32  Suffixes (-ent/-ence, -ant/-ance) 137 Sort 33  Suffixes (-ent/-ence/-ency, -ant/-ance/ -ancy) 140 Sort 34  Suffixes (-able/-ible) 142 Sort 35  Adding -able and -ible (e-drop; y to i) 145 Sort 36  Prefix Assimilation (in-) 148 Sort 37  Accent and Doubling  150 Unit Review and Assessment  152 Level 2 Advanced Derivational Relations  153 Unit IX  Latin and Greek Word Parts 3  154 Notes for the Teacher  154 Unit Spell Check 9 and Assessments for Meaning of Latin and Greek Word Parts  155 Sort 38  Latin Root and Prefixes: Good and Bad (bene, mal-); Before and After (ante-, post-) 158 Sort 39  Number Prefixes (mono-, uni-, bi-, tri-) 161 Sort 40  Number Prefixes (quadr-/quar-, quint/pent-, oct-, dec-, cent-) 164 Sort 41  Latin and Greek Word Parts: Size and Beyond (micro-, mega-, super-, hyper-) 166 Sort 42  Latin and Greek Word Parts: How Much? (poly-, equi-, omni-, magni-, min/mini-) 169

Sort 43  Latin and Greek Word Parts: The Body from the Head to the Feet (cap, corp, dent/dont, ped/pod) 172 Sort 44  Latin and Greek Word Parts: Earth, Stars, Air and Water (terr, astr/aster, aer, hydr) 175 Sort 45  Latin Roots: Belief, Endings and Beginnings (cred, mort, gen) 177 Sort 46  Latin Roots: Coming Apart, Coming Together and Breathing (sec/sect, ven/vent, junct, spir) 179 Sort 47  Latin Roots: Judging, the Book, Reading, the Law and Measure/Manner (jud, biblio, leg, mod) 181 Unit Review and Assessment  184 Unit X  Latin and Greek Word Parts 4  185 Notes for the Teacher  185 Unit Spell Check 10 and Assessments for Meaning of Latin and Greek Word Parts 186 Sort 48  Latin and Greek Roots: Language and the Mind (voc/voke, ling/lang, mem, psych) 190 Sort 49  Latin and Greek Roots: Feeling, Sensing, Healing (path, sens/sent, med/medi, sol) 193 Sort 50  Latin Roots: Actions (press, pur/purg, fus, pend) 195 Sort 51  Latin Roots: Standing and Placing (pos, loc, sist, sta/stat/stit) 197 Sort 52  Latin Roots: Actions and a Letter (ced/cess/ceed, ten/tend, lit) 199 Sort 53  Latin Prefixes (de-, in-, ex-) 201 Sort 54  Latin Prefixes (sub-, com-, pro-, en-) 204 Sort 55  Predictable Spelling Changes in Word Roots (ceiv/cept, tain/ten, nounce/nunc) 206 Unit Review and Assessment  209 Unit XI  Prefix Assimilation  210 Notes for the Teacher  210 Unit Spell Check 11  211 Sort 56  Prefix Assimilation (com-) 212 Sort 57  Prefix Assimilation (sub-, dis-) 215 Sort 58  Prefix Assimilation (ex-, ob-) 218 Sort 59  Prefix Assimilation (ad-) 220 Unit Review and Assessment  223

CONTENTS    5 Unit XII  Miscellaneous Sorts  224 Notes for the Teacher  224 Sort 60  Words from French  225 Sort 61  Greek Spelling Features  228 Sort 62 Cognates 230 Sort 63  Greek and Latin Plurals  232

Sort 64  British and American Words  234 Sort 65  Collective Nouns  236 Sort 66  Our Evolving Language  238 Appendix 239

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Overview

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ords Their Way: Word Sorts for Derivational Relations Spellers is intended to complement the text Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. This core text provides a practical, research-based and classroom-proven way to study words with students. This companion text expands and enriches that word study, specifically for Derivational Relations spellers, because they are typically advanced readers and writers in upper elementary and middle school. While this text would be appropriate for most secondary students as well, we recommend the following text that is specifically focused on these older readers: Templeton, S., Bear, D. R., Invernizzi, M., ­Johnston, F., Flanigan, K., Townsend, D. R., Helman, L., & Hayes, L. (2015). Words their way: Vocabulary for middle and secondary students (2nd ed.). Boston: Pearson. Another text we recommend is for older students who are working below grade level: Flanigan, K., Hayes, L., Templeton, S., Bear, D. R., Invernizzi, M., & Johnston, F. (2011). Words their way with struggling readers: Word study  for reading, vocabulary and spelling instruction, grades 4–12. Boston, MA: Allyn & Bacon. Word study for advanced readers and writers addresses the ways in which spelling and vocabulary knowledge at this stage grow primarily through processes of derivation—from a single base word or word root, a number of related words are derived through the addition of prefixes and suffixes. Advanced readers, for example, are able to explore, understand and correctly spell the derivationally related spelling-meaning patterns in word families such as serene/serenely/serenity and crime/criminal/ criminality, as well as Latin and Greek word parts that are the important morphemes out of which thousands of words are constructed.

Words Their Way: Word Sorts for Derivational Relations Spellers provides teachers with prepared, reproducible sorts and step-by-step directions to guide students through the sorting lessons. There are ­follow-up activities to extend the lesson through routines that, depending on the sort, may often extend beyond one week. Each of the lessons is based on a generalisation that students will learn through the course of these activities. The materials provided in this text will complement, and often extend the use of, any existing spelling and reading curricula.

SCOPE AND SEQUENCE OF THIS BOOK Generative Word Study Students at the derivational relations stage are fairly competent spellers, so the errors they make are higher level, requiring a more advanced foundation in spelling and vocabulary knowledge. Because of this more advanced word knowledge level, word study at the derivational relations stage focuses as much on vocabulary development as it does on spelling development. Analysing the spelling of words supports vocabulary growth, and vocabulary growth in turn provides helpful support for higher-level spelling development. Students study the structure or morphology of written words in depth, including how prefixes, suffixes, base words and word roots combine to contribute to the meaning of words. The spelling visually represents these elements or morphemes. Vocabulary grows and develops in many ways. It is well established that certain words need to be taught systematically and deeply; students need to do a lot of reading in order to experience and acquire the broad sweep of English vocabulary over time, and students need to learn the processes whereby meaningful word parts, or morphemes, combine.

7

8    OVERVIEW Linguists refer to the last type of knowledge as generative. Once students understand the basics of how word parts combine, they can apply this knowledge to determining, or generating, the spelling and meaning of thousands of words. Linguists estimate that 60% to 80% of English vocabulary is created through these processes of word combinations; therefore, students who understand these processes will be well equipped to analyse and learn unfamiliar words they encounter in their reading and study in specific academic domains. Most importantly, they develop word consciousness: a mindset and curiosity about words that will drive their word learning throughout their lives. Because this supplement focuses on generative word knowledge in spelling and vocabulary, most of the word sorts include both familiar and unfamiliar words. Knowledge of the meaning of the known words, or of the meaningful word parts in the known words, will enable students in most instances to infer the meanings of the unfamiliar words.

Organisation of the Book  This supplement is divided into two levels: Level 1:  Units I through VIII address the ‘basics’ of derivational study: (1) Generative patterns, as they apply to base words and affixes (prefixes and suffixes), provide the foundation for (2) studying spelling-meaning patterns, which in turn support (3) the systematic study of Latin and Greek affixes and roots. The words selected for study in this unit should be appropriate for upper elementary students. An important terminological note: The terms ‘base’ and ‘root’ are often used interchangeably in English Language Arts instruction, but they have distinct meanings: A base word is a word to which affixes may be added. The base word of squirmy is squirm; the base word of unbreakable is break. A word root is a Latin or Greek root to which affixes and/or other roots are added: struct (‘build’) in construct; fer (‘carry’) in transfer. An important difference between base words and word roots is that, once affixes have been removed, word roots do not stand by themselves as a word. With the more systematic attention given to Latin and Greek elements, the role of etymology in word study—the origins and histories of words—becomes more important. We show how to begin this type of discussion and exploration in Unit IV and build on this foundation in almost every subsequent unit. Unit VIII concludes with an exploration of ‘higher level’

spelling errors at the intersection of spelling pattern and morphology. Level 2:  Units IX through XI provide advanced exploration of Latin and Greek affixes and roots, concluding with an examination of prefix assimilation across several prefixes. Beginning in Unit IX, further etymological explorations are suggested, often addressing the Indo-European root to which a particular Latin or Greek root may be traced. Exploring these Indo-European (IE) roots offers students an intriguing glimpse into more nuanced and critical word study. Indo-European was a language spoken over 7,000 years ago, which contributed to the vocabulary of over half of the world’s languages (see Words Their Way (WTW): Word Study for Phonics, Vocabulary and Spelling Instruction, Chapter 8). These units are particularly appropriate for middle schoolers or verbally advanced and gifted elementary students. The concluding unit, Unit XII, contains a number of sorts that offer possibilities to explore further spelling features addressed in earlier sorts: characteristics of French, Latin and Greek spellings, as well as Spanish–English cognate explorations.

Word Selection  In each sort, most of the words have been chosen based on their frequency in reading materials for the intermediate grades and above and the spelling and morphological features they represent. After working with the words over several days, students should be able to spell the words in the sort correctly, know the meaning of the words and understand the spelling principles that the sorts reveal. In addition to—or often in place of—assessing spelling, you will want to assess students’ knowledge of the meaning of the words and word parts that have been explored in the sorts. If students are properly placed in the word study curriculum, they should already know the meaning of many of the words, be able to spell many of them and not have to learn 20 to 24 or more completely new words in each lesson. Though syllables and affixes spellers do not have the depth of spelling knowledge that will support the expectation for correct spelling of the words in Units I through VIII, they do have the cognitive capacity to learn the meanings so these sorts can be used to improve their vocabulary. Your ­attention to these meaningful elements (roots, affixes and how they combine) will help to further develop the decoding strategies of Syllables and Affixes students.

Overview    9

ORGANISATIONAL TIPS Students Cut for Sorting  The lessons in this book provide black line masters that can be reproduced for every student to cut apart and use for sorting. Sorting is an essential instructional routine, because it enables students to manipulate words as they look for patterns and relationships. Students should sort their own words several times over several days. We have often heard intermediate and middle school teachers express doubts about cutting out and sorting words. After they try it, however, they usually find that even older students enjoy the physical sorting process. It is certainly possible to write the sorts as a preparation for discussion but writing is time consuming, and it is not easy to re-sort and move words to new categories as discoveries are made. Sorting words several times as follow-up activities to the initial discussion can be done quickly and allows for additional discussion. We suggest that you enlarge the black line masters so that no border is left around the words on the sheets that the students receive. This will reduce the amount of waste paper and cutting time. The cutting of the sort for the week occurs during non-­instructional time, such as during the daily arrival routines of hanging up jackets and attendance. Some teachers, however, hand out individual sorts after the introductory lesson to be cut apart back at the students’ desks. Students should be directed to personal­ise the back of their sort before cutting. They might write their initials on the back of each word, but the quickest way to personalise the sort is to assign a colour to each student in a group. Each student will use a marker of their assigned colour to draw a line down through the middle of each column. If you need more colours, simply combine two (such as blue and orange). This way, when words end up on the floor (as they often do), they can be identified and returned to the owner. As we discuss in detail later, after sorting the words a number of times, the students will write the sorts into their Word Study Notebooks and complete other followup activities.

Teachers Model Sorts  Use the black line masters to prepare a set of words for modelling. Or, you may want to enlarge the words for use on a document camera or in a pocket chart. Some teachers create sorts to be used on interactive

white boards, tablets and other digital equipment. Teachers often share these resources, but be aware of copyright laws that prohibit making sorts available electronically to unauthorised users. Any teacher using these sorts should own a copy of this book. For additional background information, organisational tips, games and activities, see Chapter 8 in Words Their Way (WTW): Word Study for Phonics, Vocabulary and Spelling Instruction.

RESOURCES Background Information and Online Dictionaries  Each section begins with ‘Notes for the Teacher’ and suggestions you can use to introduce and practice the sorts. Information is often provided in the sorts about word origins and histories, or etymology, that should be of interest to you and your students. Reference is occasionally made in the sorts to online resources that will facilitate students’ understanding: for example, Online Etymology ­Dictionary (www.etymonline.com), the Oxford English Dictionary (www.oed.com; requires a subscription) and the Indo-European Roots Appendix of the American Heritage Dictionary (www.ahdictionary.com/word/indoeurop.html). Such easily accessible resources offer derivational students the potential for more motivating and engaging word study. In addition to these sorts, teachers are of course exploring the vocabulary in specific subject areas or disciplines.

Digital Resources  The PDToolkit for WTW has prepared sorts and other resources to help you implement word study in your classroom. You can use the Custom Sorts Tool to create new sorts or a digital version of the sorts in this book by selecting pictures or typing in words. The sorts can be saved and used at any time by students to practise on a computer. The games designed for this stage can be downloaded and printed to use. In addition, there are assessment tools and videos of teachers working with students in small groups and sharing their experiences with word sorting and organisation. The sorts included in this book are available for download at www.pearsonglobaleditions.com.

10    OVERVIEW

PLACEMENT

ONGOING ASSESSMENT

The sorts in this book are designed primarily for derivational relations spellers in upper elementary and middle school, but they could also be used with secondary students. Students in the derivational relations stage should have a firm understanding of features studied in the syllable and affixes stage, including common syllable juncture patterns, spelling patterns within stressed and unstressed syllables in two-syllable words and the effects of common prefixes and suffixes on the base words to which they are affixed. At each preceding stage, it is possible to make fairly clear distinctions between early, middle and late phases within the stage. Because learners at the derivational stage are fairly good spellers, such distinctions are not as precise. In general, we see the following progression in understanding among learners who are in the derivational relations stage:

Pretesting and Posttesting with Unit Spell Checks 

• In the early phase, learners are focused primarily on the sound and meaning features of derivationally-related words, establishing a foundation for the range of spelling-meaning relationships that will be explored at this level. • In the middle phase, these relationships are applied more directly to the most frequently occurring and transparent Latin and Greek word roots and affixes. • The most advanced explorations involve a wide range of Latin and Greek roots and affixes as well as assimilated prefixes. These explorations should be rewarding, fascinating and last a lifetime. To most effectively identify students who are in the derivational relations stage, administer the Upper Level Spelling Inventory (USI) described in Chapter 2 of Words Their Way (WTW): Word Study for Phonics, Vocabulary and Spelling Instruction. For all of your students who score at the derivational level, we strongly recommend that you address all of the sorts in this supplement in the sequence in which they are presented. This is because the goal of word study at this level is not only correct spelling, but also the reflection on, and exploration of, the information underlying the spelling of words. This reflection and exploration is the key with which your students will learn to unlock deeper meanings, patterns and histories. From these insights, they will grow more robust and generative vocabularies.

Each unit in this supplement ends with an assessment that can be used as a pretest and posttest. A score of 50% to 75% on the spelling assessment usually indicates that students are ready to study the words in that unit: It is at their instructional level. A score of 90% or better indicates that students have sufficient spelling mastery of the words but should also focus on exploring the meaning that results from the combination of affixes, bases and roots. Students who consistently score less than 50% may need to be re-evaluated; they are probably syllables and affixes spellers.

Goal Setting Record Forms We have provided a form on the next two pages ­(Figure 1) that teachers and students can use to monitor spelling progress. There is a place for pretest and post-test scores from the unit spell checks, places to record weekly assessment scores and a list of sorts and features that can be checked off. Students can chart their own progress on weekly assessments and spell checks. This can be very motivating, and it encourages students to be responsible for their own learning. Students can record their weekly test scores each week. You may need to do this together for a few weeks until students are familiar with the form. At the end of a unit, they can take the unit spell check as a posttest to see the progress they have made. The form can be stapled or pasted into students’ Word Study Notebooks. Teachers may keep their own copy of a form for each student and use it in a similar fashion. However, we recommend that you check off the features mastered on the pretest using one specific colour of pen or pencil to identify the features that need to be studied. The post-test results can be checked off in another colour. This will make it easier to analyse the pre-test results if you are trying to determine whether or not students need to complete the entire unit or skip some sorts for a faster pace. We have also provided a form on page 13 (Figure 2) on which teachers and students can track performance on the meaning assessments in Units I, V, VII, IX and X. These assessments address the students’ mastery of Latin and Greek affixes and roots that are explored in these units.

Pretest  Date Posttest  date

Pretest  Date Posttest  date

Pretest  Date Posttest  date

Pretest  Date Posttest  date

Pretest  Date Posttest  date

Pretest  Date Posttest  date

Pretest  Date Posttest  date

UNIT 2 Suffixes

UNIT 3 The Suffix -ion

UNIT 4 Spelling Meaning Patterns I

UNIT 5 Latin and Greek Word Parts 1

UNIT 6 Spelling-Meaning Patterns 2

UNIT 7 Latin and Greek Word Parts 2

UNIT 8 Spelling-Meaning Patterns 3

UNIT 1 Pretest Suffixes and Prefixes  Date Posttest  date

Unit Spell Checks

7. -ful, -ous, -ious 10. -al, -ial, -ic 13. -ion, -ian

6. -ty, -ity 9. -ary, -ery, -ory 12. -ion, no change

28. f ract, flect/flex, ject, mis/mit 31. intra-, inter-, intro-, circum33. -ent/-ence/-ency, -ant/-ance/-ancy 36. p  refix assimilation (in-)

27. tract, gress, rupt, mot 30. duc/duct, ver/vert, fer 32. - ent/-ence, -ant/-ance 35. -able and -ible (e-drop; y to i)

26. multiple alternations

23. adding suffix-ity: vowel alternation, schwa to short

24. v owel alternations: long, short and schwa

20. spect, port, form

19. dict, aud, vis 22. therm, meter/metre, geo-, -scope, -logy/-ology, bio-

17. v owel alternation long to short

16. consonant alternation

15. -ation, -cation, -ition

5. pre-, fore-, post-, after-, re-

4. un-, in-, dis-, mis-

Sorts and Features 2. -y, -ly

Weekly Tests

1. -er, -est

Sorts and Features

37. accent and doubling

34. -able/-ible

29. man, scrib/script, fac, struct

Weekly Tests

(continued)

25. adding -ion: vowel alternation with spelling change

21. phon, photo, graph, tele

18. vowel alternation long to short or schwa

14. e-drop, -d/-de > sion

11. -en, -ise, -ify

8. -er, -or, -ian, -ist

3. -ment, -less, -ness

Weekly Tests Sorts and Features

Student _______________________________  Teacher _______________________________  Date _______________________________

FIGURE 1  Derivational Relations Goal Setting Record Form: Spelling

Overview    11

Pretest  Date Posttest  date

Pretest  Date Posttest  date

Pretest  Date Posttest  date

UNIT 9 Latin and Greek Word Parts 3

UNIT 10 Latin And Greek Word Parts 4

UNIT 11 Prefix Assimilation

Unit Spell Checks

45. cred, mort, gen

44. terr, astr/aster, aer, hydr

52. c ed/cess/ceed, ten/ tend, lit 55. c eiv/cept, tain/ten, nounce/nunc 57. p  refix assimilation: sub-, dis-

51. pos, loc, sist, sta/stat/stit 54. sub-, com-, pro-, en56. prefix assimilation: com59. prefix assimilation: ad-

49. p  ath, sens/sent, med/medi, sol

48. voc/voke, ling/lang, mem, psych

47. jud, biblio, leg, mod

42. p  oly-, equi-, omni-, magni-, min/mini-

41. micro-, mega-, super-, hyper-

Sorts and Features 39. mono-, uni-, bi-, tri-

Weekly Tests

38. bene, mal ante-, post-

Sorts and Features

58. prefix assimilation: ex-, ob-

53. de-, in-, ex-

50. press, pur/purg, fus, pend

46. sec/sect, ven/vent, junct, spir

43. cap, corp, dent/dont, ped/pod

40. quadr/quar-; quint/ pent-; oct-; dec-; cent-

Weekly Tests Sorts and Features

Student _______________________________  Teacher _______________________________  Date _______________________________

FIGURE 1  Derivational Relations Goal Setting Record Form: Spelling (Continued )

Weekly Tests

12    OVERVIEW

Overview    13

FIGURE 2  Derivational Relations Goal Setting Record Form: Meaning Student _____________________________  Teacher ____________________________  Date ___________________ Pretest  Date Posttest  date

/8

UNIT V Latin and Greek Word Parts 1

Pretest  Date Posttest  date

/15

UNIT VII Latin and Greek Word Parts 2

Pretest  Date Posttest  date

/19

UNIT IX Latin and Greek Word Parts 3

Assessment A Pretest  Date Posttest  date

UNIT I Prefixes

Assessment B Pretest  Date Posttest  date UNIT X Latin and Greek Word Parts 4

Pretest  Date Posttest  date

/8

/15

/19

/23 /23

/19 /19 /28 /28

14    OVERVIEW

WORD STUDY ROUTINES FOR DERIVATIONAL RELATIONS STUDENTS In most classrooms, students work with their words over the course of a week to ensure that they have the practice necessary to learn generalisations and secure words in memory. Standard routines usually begin with the introduction to the sort on M ­ onday followed by re-sorting and follow-up activities including an assessment. In every sort, you will find ‘Extend’ suggestions and activities for the words, which often explore the etymological features of words, their affixes and roots in more depth. Word Study Notebooks are a convenient way to organise student work. Schedules, routines and activities are described in detail in Chapters 3 and 9 of Words Their Way (WTW): Word Study for Phonics, Vocabulary and Spelling Instruction.

Standard Lesson Routines Generalisations:  Word study is about guiding students to make discoveries about words that can then be generalised to other words. Generalisations are provided as a guide for the reflection part of the lesson and should not be stated in advance (unless suggested otherwise). Instead, use the sort and suggested discussion questions to help students tell you generalisations in their own words after sorting. Telling students what they need to know robs them of the opportunity to discover it on their own. Explore Meaning:  Some words in the sorts may be unfamiliar to the students. When two related words are both unfamiliar, or for words that are unfamiliar to the students, you have several options for introducing them. There is often the ‘Explore Meaning’ feature that will address some of these words. Examples will also be provided describing how to walk through the process in which words are formed through the combination of prefixes, suffixes and base words or word roots. For many lessons, we have listed words whose meaning should be discussed either before sorting or after sorting (if students begin by sorting independently). Some of these may be unfamiliar to students, such as diversify, or may have multiple meanings (polysemous words such as general). Invite student input, and be ready to supply stu­dent-friendly

definitions, illustrations or sentences to support understanding. You may also scaffold, or support, the students’ attempts to determine the meaning in the following format: Construct a one-, two- or three-sentence context in which the target word occurs, together with two or three scaffolding questions that lead students toward an understanding of the word’s meaning. For example, in Sort 14, the word pair allude/allusion is presented. Students may not know either word, so the base word allude (meaning to make an indirect reference to something) may be presented in context as follows: Brent wanted Allison to know that he realised he had acted immaturely when they went to the movie together. He didn’t want to refer directly to his flipping popcorn at the screen, so instead he planned to allude to it by saying something like, ‘There probably are better ways to impress someone!’ • Did Brent want to mention the fact that he was flipping popcorn at the screen? • How did he decide he would let Allison know he wasn’t going to behave like that again? • So, what do you think allude means? You may also wish to consult online dictionaries for sentences you can build on. A student can check the hypothesised meaning in the dictionary. Because of the suffixation pattern the students are studying, they should be able to infer the meaning of the related word in the sort, allusion, from an understanding of the meaning of allude. As students become familiar with this format, they can take turns each week in looking ahead to the following sort you plan to use, checking the dictionary for definitions of words that are unfamiliar, collecting phrases that use the words and constructing their own scaffolding formats. They can then walk their fellow students through their formats. Students can also study the vocabulary in what they are reading in the same ways. You may ask them to choose, or you may suggest, vocabulary from what they read in English Language Arts and in their other subjects. Examples of dictionary use will be suggested throughout this supplement, so copies of unabridged dictionaries should be available in the classroom. Many online dictionaries include information about word origins as well, such as, the Indo-European Roots Appendix of the American Heritage Dictionary (AHD). An online source, OneLook (www.onelook.com), offers several dictionaries from which you may

Overview    15 choose, common phrases using the word, as well as links to the Online Etymology Dictionary. Unless otherwise noted, definitions used in this supplement are from the American Heritage Dictionary, 5th Edition. We suggest that students keep dictionaries handy to look up words during the discussion part of lessons. Teachers can use these ­discussions to teach students features of dictionaries such as pronunciation guides, etymological information, multiple definitions and so on. We do not recommend assigning students to look up and write out the definitions of more than a selected group of words, because this is not likely to stimulate interest in dictionary use; however, students can be assigned to look up one word or a few, to study the word or words deeply, to use in example sentences and to report out to the class. Introduce the Sorts:  Sorts can be introduced in a number of ways, and the way you choose will depend on your own teaching style as well as the experience of your students. In WTW, we describe teacher-directed sorts, student-centred sorts, and Guess My Category sorts. Most of the  sorts in this book are set up for teacherdirected sorts with the categories already established with headers and key words. These sorts work well when you are introducing a new unit or if you feel that your students need more explicit modelling and explanation. However, if you wish to make word sorting into more of a constructive process where students discover the categories, you can cut off the headers before distributing the word sheets and use student-centred sorts as a way to begin. Guess My Category sorts also engage the students in more active thinking. Cut off the headers, but use the key words to establish the categories without giving away the feature characteristics of each category. (See WTW for more details on different sorting activities.) A good question to get students thinking is to start with, ‘What do you notice about these words?’ Explore Word Origins:  As we have noted, many of the sorts in this text provide you with information about the etymological evolution of words in the sort. Additional information is often provided under the ‘Extend’ part of the lesson with information about the processes of language change that have influenced spelling, pronunciation and the meaning of words (e.g. why the spelling of some Latin roots changes across related words, as in scribe and script).

Use this advanced information about spelling and meaning when you think it will elaborate students’ understanding and provide interesting and engaging tidbits to whet their linguistic appetites. Reflections and Developing a Generalisation:  Word study offers a chance to engage students in active thinking. Simply sorting words correctly is not the goal. Sorts are designed to reveal generalisations about how words work, and the reflection part of the lesson should involve students sharing observations and reaching conclusions through open-ended questions. Ask questions such as: What do you notice about these words? How are the words in each column alike? How are they different from this set over here? How did you figure that out? What word parts did you use? Did you think of other similar words to help you out? What were they? Which part of the word are you sure about? Which part are you not sure about? In your reading, which of these word roots do you see more frequently? What if we changed that prefix to another prefix? What would the word mean then? Let’s try making some new words with these word parts. Let’s try it and see if we can guess the meaning. What did we learn from this sort to help us as readers and spellers? To help us grow our vocabulary? How is this sort like the last one we did? How is it different? What’s the big idea of this sort? Help students shape their ideas into a generalisation. At first you should model this and record it for them, but gradually turn over more responsibility to students. Writing their own generalisation or reflection in their Word Study Notebooks can be part of the process of writing the sort. Apply:  New to this edition are ideas about how to help students apply the generalisations. For every sort, there are additional words that students may be asked to read and/or spell, and they may be asked to justify their efforts. These justifications include applying spelling patterns and demonstrating knowledge of the affixes and roots that have been explored.

16    OVERVIEW

Recommended Follow-Up Routines to Extend the Sort The following are standard weekly routines that involve students in repeated practice and extensions. Most can be completed by students working independently or with a partner. Words Their Way offers additional ideas and background information for teachers working with students in the derivational relations stage. Because scheduling for word study in middle school or high school classrooms can be a challenge, you may find these helpful. Repeated Work with the Words:  After you have modelled and discussed the sort, students should repeat the sort several times independently throughout the lesson. The word cards can be clipped together, or they can be stored in an envelope or plastic bag to be sorted again on other days and taken home to sort for homework. Recording Sorts and Reflections in Word Study Notebooks:  Students should record their word sorts by writing them into columns under the same key words that headed the columns of their word sort. Sometimes students might be asked to underline base words, affixes or Latin and Greek word roots, or they may be asked to indicate the accented syllables. At the bottom of the writing sort, have your students reflect on what they learned in that particular sort: How does it help them be a better reader, writer and/or speller? This is especially important, because many of the sorts involve learning rules about the addition of affixes to base words or word roots, or they involve learning the meanings of roots and affixes. When there are rules that may be generated, ask them to write these rules in their own words. Students may use these notebooks to record new, interesting words they encounter in reading. A separate section, denoted by a tab, may be used to contain these words. (See the procedure for recording new words in Chapter 8 of Words Their Way.) Demonstrate Meaning:  Students might be asked to use some (not all) words in sentences, or to illustrate them, as a way to demonstrate their understanding of a word’s meaning(s). They

may create Root Webs (see Chapter 8 in Words Their Way) to actively explore and extend their understanding of Latin and Greek word roots. Learning specific new vocabulary words is facilitated by creating Word Webs and Word Trees (WTW, Chapter 8). Additional activities for notebooks are included with particular sorts. Timed Sorts:  Students work to improve their automaticity in timed sorts, and they can be motivating for students in the upper grades. After setting up headers, students are timed as they sort their words into categories. After obtaining a baseline speed one day, students repeat the sort several times and try to beat their own time on another day. There are several ways to conduct this type of sort. Many teachers find they can do it as a quick whole class activity even though students have different sets of words. After sorting the words several times, students can take turns timing each other. Blind Sorts:  Students enjoy working with partners, and a blind sort can be very valuable when words share different spelling patterns but similar sounds (such as visible and avoidable). To do a blind sort, headers or key words are laid down, and one student calls out a word without showing it. The other student points to where the word should go, and the partner then shows the word card to check its spelling against the key word. In a blind writing sort, the student writes the word called by a partner into the proper category, using the key word as a model for spelling. After the word has been written, the partner immediately shows the word card to the student doing the writing to check for correctness. These sorts require students to think about words by sound, pattern and, often, by meaning, as well as use the key words as models for analogy. Partner work is a great way to practise for spelling assessments. In some cases, such as words with prefixes, a blind sort is not very valuable because sound is an obvious clue. Word Hunts:  Students should look for words that mirror the features studied in the weekly word sorts in their daily reading as well as in other resources. Some features may be rare in daily reading materials, so you may want to make word hunts an ongoing activity where students

Overview    17 add to previous sorts as well as the sort of the week. Students can learn to use dictionaries and online resources to find additional words and to search for word parts that occur in the beginning, middle or end of words by going to online resources such as YourDictionary (www.yourdictionary.com) or OneLook. To find words with the prefix im-, for example, type im* in the search window; to find words that end in cian, type *cian; to find words with the root tract, type *tract*. (The asterisk stands for other words or parts of words with which im-, -cian or -tract-, for example, can combine.) Students can also brainstorm together to think of other words that contain the same affixes, bases or roots. After they find examples, they can add the words to the bottom of the proper column in their Word Study Notebooks. You may want to create posters or displays of all the words students discover for each category. Sometimes, such group efforts help students make generalisations about the frequency and usefulness of certain rules or features. Games and Other Activities:  Create games and activities such as those in WTW, or download them ready-made from PDToolkit to engage students in further practice and review. Some specific games for the derivational relations stage, such as Latin Root Jeopardy, Brainburst, Assimile and Rolling Prefixes, are described in WTW. Assessment:  Students can be assessed each week by asking them to spell the words from the sort. You could call out only 10 or 15 of the 24 words as a spell check. As you move further along through the sorts, a larger proportion of the words in a particular sort may be unfamiliar to most students. Unfamiliar words, however, are usually structurally related to known words in the sort, thereby enabling students to infer their probable meanings. As an assessment activity, you can give students a few of these words and ask them to describe an activity, situation or state of mind in which they use each word. Prepared assessments will occur at intervals throughout the supplement to test retention of particular words they have studied in each unit. You may also ask them to think of and write related words to those studied.

A NOTE ON THE GLOBAL EDITION There are differences in English between Englishspeaking countries. In addition, many Englishspeaking countries have various dialects of spoken English within that country. This Global Edition acknowledges and addresses the differences between American and international pronunciation through supplementary teaching notes as well as word sorts for the rigorous Australian Curriculum: English.

The Australian Curriculum: English One of the key features of Words Their Way is that spelling stages are not tied to year levels, so that a teacher can have a class with students working at each of the spelling stages. The programme is so successful because it caters for differentiation in the classroom and gives all students practical strategies to improve their spelling. Spelling is a part of Australian Curriculum: English in the Language strand under the sub-strands of Language variation and change, Sound and letter knowledge and Expressing and developing ideas. The achievement standards are related to receptive modes (listening, reading, viewing) and productive modes (speaking, writing and creating). The Australian Curriculum: English and Words Their Way chart (see main menu) show how the Words Their Way spelling stages relate to both the layers of orthography and the Australian Curriculum: English content descriptions within the Language strand. The chart provides teachers with a guide on how to assist students attain the spelling achievement standards for their year through implementing Words Their Way. Please note that elaborations have been included as examples related to the curriculum. Word Sorts for Derivational Relations Spellers covers the content descriptions outlined in Australian Curriculum: English for Years 4 through to 7.

An Australian Standard for Spelling English, like many languages, is constantly evolving. New words are created, old words take on new meanings and words are ‘borrowed’ and absorbed from other languages. Many of these words

18    OVERVIEW eventually make it into the dictionary, where meanings are clarified and a standard is set for spellings. In this Global Edition, the Macquarie Dictionary was the standard used for acceptable spellings and pronunciation of words. Note, however, that while the spelling of some word endings such as -ize (civilize) and -or (favor) are accepted in the Macquarie Dictionary, the common Australian usage is for -ise (civilise) and -our (favour) and these are the spellings used in this supplement.

Greek and Latin Morphographs

Pronunciation

High-frequency Words

There are differences in the pronunciation of spoken English between English speaking countries. In addition, many English-speaking countries have various dialects of spoken English within that country. Changes in pronunciation are brought about through immigration, technological developments, social or cultural movements and the borrowing of foreign words, making it difficult to standardise. When giving students sorting instructions, be clear about whether you would like them to sort by spelling or pronunciation, as this changes the way they sort.

The Australian Curriculum: English has a strong emphasis on the teaching of high-frequency words. By the time students are in the Derivational Relations stage, students should have mastered the spelling of most high-frequency words.

The Schwa In most two-syllable words, one of the syllables in the word is not stressed. This is called the unaccented syllable. The schwa sound is used to describe the vowel sound of the unaccented syllable and is sometimes signified by the pronunciation of /uh/ and represented by the symbol ә. The schwa sound can be heard when we say /en/ at the end of chicken, and /ar/ at the end of sugar. There is a limit to the letter patterns that make the schwa sound. Understanding these letter patterns can help with spelling when a word cannot be broken into sounds easily.

Vowel and Consonant Alternations One of the most helpful features of words at this stage is that spelling is usually reliable, although pronunciation may change. Sometimes the pronunciation of the consonant changes, for example magic– magician, or sometimes it is the first-vowel sound, for example type–typical.

Word work at the Derivational Relations stage focuses on the structure or morphology of written words. A morphograph is the smallest unit of meaning in a word. It often appears as a prefix, suffix, word base, non-word base or combining form. In the case of a one-syllable word, the morphograph could be the whole word, for example run. In a multisyllabic word such as running, there are two morphographs— run and ing.

ENGLISH LEARNERS Students who would be considered in the derivational relations stage have a great deal of word knowledge, but in the case of English Learners this knowledge may be in another language. They may be ready to transfer this knowledge to English if they know enough English to make connections, but they may also be overwhelmed by the amount of new vocabulary these sorts may involve. English Learners will not have as many known words to use by analogy to determine the meanings of affixes and roots, so teachers may need to provide more explicit explanations instead of expecting students to make discoveries on their own. You can also reduce the number of words if desired. Throughout the units, ‘English Learners Note’ will provide background information about meaning and grammatical relationships that Spanish–English cognates share. For students who speak a variant or vernacular dialect, as well as students whose home language is not English, emphasising the morphology of written words and how it represents meaning may be reassuring, because (1) longer words may be learned and understood by focusing on meaningful parts rather than trying to figure out the pronunciation (which usually doesn’t help anyway, because the word is not in the students’ speaking/listening vocabulary); and (2) for many English Learners whose native language is an alphabetically based writing system,

Overview    19 there may be words and word parts that are shared across languages. Ask students to think of related words in other languages. Even students in nonalphabetic writing systems appreciate this opportunity to share possible synonyms. Students whose native language is not based in a Latin or Greek component may not have morphemes (roots and affixes) that combine in different ways. The generative nature of English may be a new idea to these students. At the same time, students whose language includes a significant Latin and Greek component, such as Spanish and French, will find many similarities with English in the form of cognates. These cognates are common in  the domain-specific academic vocabulary studied in the derivational relations stage; for example, turbulence

is spelled the same in English and French (but pronounced differently), and the Spanish form is turbulencia. Sometimes English learners may even have an advantage in learning academic vocabulary when cognates are used as a bridge between languages. Tranquil is a rare word in English, whereas tranquilo is commonly used in Spanish. Attention to these cognates will help English Learners learn English more readily, and it will help native English speakers better understand the common origins of languages. Cognates can be found in resources such as NTC’s Dictionary of Spanish Cognates Thematically Organized by Ruth Nash, exploring translation websites such as Google Translate and Dictionary.com, as well as by looking through English–Spanish or other dictionaries in book form or online.

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Level 1 Basic Derivational Relations Unit I Suffixes and Prefixes  22 Unit II Derivational Suffixes 41 Unit III The Suffix -ion  59 Unit IV Spelling-Meaning Patterns 1  73 Unit V Latin and Greek Word Parts 1  84 Unit VI Spelling-Meaning Patterns 2  101 Unit VII Latin and Greek Word Parts 2  115 Unit VIII Spelling-Meaning Patterns 3  135

Unit I  Suffixes and Prefixes

NOTES FOR THE TEACHER

Teaching Tips

Background and Objectives

While suffixes can be defined, these definitions are rather abstract and not easily remembered (for example, -ment means ‘result, action or condition’). For this reason, we encourage you to talk about the meanings of suffixes, but do not expect students to memorise them even though they may be included in the generalisation. The definitions of prefixes, on the other hand, should be learned and tested as part of the unit assessment. We suggest creating a chart of suffixes and prefixes as a review activity, and an example of a chart can be seen on page 40. Word hunts will be especially fruitful when students look for words that contain the affixes shown in these sorts. Content area textbooks and informational texts may be richer in these words than fiction, so include these in word hunts. The dictionary is an easy place to hunt for words with prefixes, but wherever students look, they need to consider the meanings of words when deciding if they have a prefix with a par­ ticular meaning. For example, when they find words beginning with the letters re-, mis- and pre-, they should look closely to determine whether they function as prefixes. Most of the time they will, but occasionally they won’t, as in the words reason, mission and precious. Students are likely to find many words that consist of a familiar prefix attached to an unfamiliar word root, such as rebellion. Without the prefix, we are left with the root bel, which does not have a familiar meaning. These roots will be examined in later sorts, and you may decide to explain the difference between base words and word roots to the students. You can tell them that base and word roots are both meaning units, but base words stand alone as a word (e.g. place in replacement) while roots such as bel do not. There are many additional words listed for each of these sorts that can be used in Apply activities. Teachers may want to create additional sorts to spend more time with these affixes or to revisit them with more challenging words after students have

In this unit students study basic processes of ­affixation—adding prefixes and suffixes—in words that are appropriate for examination at this level. Most of the suffixes and prefixes introduced in the late Syllables and Affixes stage (-er/-est, -y/-ly and -less/ -ness; in-, un-, dis-, mis-, re- and pre-) are reviewed in Sorts 1, 2, 3, 4 and 5 with different words. In addition, students are introduced to one additional suffix (-ment) and two additional prefixes (post-, after-). Less common affixes, as well as assimilated prefixes, are covered in later sorts. The spelling of most of the words in this unit may not be particularly challenging, as they are made up of base words similar in pattern to words studied at the Syllables and Affixes stage. Working with these sorts, however, helps students think through the generative process of how word elements—affixes and bases—are put together. Students will: • Identify the suffixes and prefixes • Explain how the addition of a suffix or prefix affects the meaning of the word • Spell these words correctly

Targeted Learners These sorts are for students in the early Derivational Relations stage who will already know the spelling and meaning of most of these words but who may not have examined these words in categories to see the meaning and connections between them. The words chosen for these sorts are suitable for students in upper elementary/early middle grades. These sorts will prepare them for the longer words to come  in later sorts where their ability to recognise morphemic chunks will make it easier to read and understand multisyllabic words.

22

Unit I  Suffixes and Prefixes    23 studied the spelling features as well as the Latin and Greek roots that make them more challenging. Games  from Words Their Way (WTW) that can be adapted for the features explored in this unit include Jeopardy, I’m Out, Word Study Uno and other games described in Chapter 6. The card game Quartet described in Chapter 8 of WTW can also be adapted to review prefixes.

English Learners Note Many of the affixes that are covered in this unit occur in Spanish. Though the negative or opposite sense of un-, dis- and mis- does not exist in Spanish, the prefix des- is substituted as in desconocido (unknown), deshonra (dishonest) and descorazonar (discourage). Ante- and pre- are used instead of fore- (forefathers = antepasados; foretell = predecir) and pos- is used instead of post- and after- (de la posguerra = postwar). A Spanish/English dictionary will help you find more examples of these. Comparatives (-er, -est) are not handled with affixes in Spanish and many other languages but are widely used in English and need to be understood by English Learners (ELs).

UNIT SPELL CHECK 1 AND ASSESSMENT FOR MEANING OF PREFIXES Use the Unit Spell Check 1 and Assessment for Meaning of Prefixes as a pretest and a posttest to assess students’ mastery of the features covered in this unit. Note that prefixes are tested for meaning because the definitions are straightforward while suffixes are only tested by spelling. Adding a suffix

often changes the spelling of the base word while adding prefixes do not. A form for the Assessment for Meaning of Prefixes is provided on page 24. You or your students can record results on the Goal Setting Record Form on page 13. If you administer spell checks for each lesson, these results can also be recorded on the form.

A. Unit Spell Check 1 Call the words aloud for students to spell on a sheet of notebook paper. Use the words in sentences if ­necessary to clarify their meaning. 1. dizziness

2. shinier

3. politely

4. foresight

5. reappear

6. posttest

7. merrily

8. misspell

9. agreement 11. friendliest

10. shaggy 12. infrequent

B. Unit 1 Assessment for Meaning of Prefixes The task on the following page can be used to assess students’ understanding of prefixes. Be sure to point out that some answers can be used more than once. Answer Key: 1. re- again, back

2. dis- not, apart

3. un- not

4. mis- badly, wrongly

5. pre- before

6. in- not

7. fore- before

8. post- after

24    LEVEL 1  BASIC DERIVATIONAL RELATIONS

Unit 1 Assessment for Meaning of Prefixes Name                                                   Choose a definition from the list to the right and write it beside the prefix in the middle column. Some prefixes will have more than one answer, and some definitions will be used more than once.

1. re-

before not

2. dis-

again badly

3. un-

wrongly after

4. mis5. pre6. in7. fore8. post-

back apart

Unit I  Suffixes and Prefixes    25

Sort 1  Comparative Suffixes (-er, -est) The suffixes -er and -est form comparative adjectives (the -est ending creates superlatives, but these can be referred to collectively as comparatives): They do not change the part of speech or the grammatical function of the base to which they’re attached.

Generalisation:  When comparing two things, -er

is used. When comparing three or more things, -est is used. When a word ends in -y, change the y to an i before adding -er or -est. -er

-est

y to i + -er

y to i + -est

kinder

kindest

earlier

earliest

stranger

strangest

emptier

emptiest

cleaner

cleanest

trickier

trickiest

quieter

quietest

fancier

fanciest

harsher

harshest

crummier

crummiest

murkier

murkiest

shinier

shiniest

Explore Meaning:  Discuss the meanings of any

words students might not know, such as murkier or crummier, and ask them to come up with ideas about murky or crummy situations: ‘The fog made the afternoon even murkier than the morning, but in the evening the darkness made it murkiest of all.’

Sorting and Discussion: 1. Prepare a set of words for modelling. Display the words, or hand out the sheet of words to the students. Read over the words quickly, and talk about any whose meaning might be unknown. Ask, What do you notice about the words? ­Students usually notice that all the words end in -er or -est. Explain, Endings like these are called suffixes. We will be looking at a number of suffixes in the next few weeks. Students are less likely to notice that the words are all adjectives, so you might bring this to their attention by saying, I notice that these words are all adjectives that are used to compare things—we call these comparative adjectives. For example, The weather was crummier during our vacation than when we were home. How was the weather described? (It was crummy.) What was ­compared? (The weather at home and on vacation was compared.)

2. Ask, How can we sort these words? Display the headers and then model a few words to get the sort started. Display kinder and kindest, and ask, How are these words alike? (They share the base word, kind.) How do they end? (with -er and -est) Put the words side by side under the headers for -er and -est. Then display earlier and earliest and ask, How are these alike? Where should we put these words? What is the base word? (early) What are the suffixes? (-ier and -iest) Direct students to look for more pairs with the same base word, talk about the base word and decide where each pair should go. 3. After sorting, read down each column to check the placement, and then ask, How are the words in each column alike? What can you tell me about the words under earlier and earliest? Prompt students by asking, What are the base words, and how do they end? (early, empty, etc. and they all end with y). How did the spelling of the base words change when -er and -est were added? (The -y was changed to an i before -er and -est were added.) Help students make connections to earlier generalisations by ask­ ing, Do you recall other examples of changing the y to an i? What about words like carried or babies? 4. To lead the reflection ask, What did you learn from this sort? If prompts are needed, ask When do you add -er to a word? (Add it to compare two things.) When do you add -est? (Add it to compare more than two things.) Model a few sentences that demonstrate the difference, such as: The aluminum was shinier than the silver, but the gold was the shiniest of all. It was quieter in the room than the hall, but the quietest place was inside the closet. I made sure my room was cleaner than usual for my grandfather to use, but mom wanted it to be the cleanest it has ever been. Challenge students to come up with additional sentences. Talk about the spelling change, What do you need to remember about adding -er and -est when the base words end in y? Model how to summarise these ideas into a generalisation such as the one listed above, but use the students’ words as much as possible. After modelling this for several sorts, begin to assign students to write their own generalisation in their Word Study Notebooks.

26    LEVEL 1  BASIC DERIVATIONAL RELATIONS

Extend: Students may complete weekly routines described on pages 14–19. A word hunt will turn up many words ending in -er that are not comparatives, such as teacher or skater. Require students to think carefully about the word meaning and part of speech before adding it to their word hunt lists. A blind sort will help students see that they can hear the difference between words ending in -er and -ier (the i has the sound of a long e). To review the rules involved in adding suffixes, sort the words as shown in the following sort on another day. For this sort, create new headers by turning headers from the first sort over and writing on the back. e-drop

change y to i

nothing

stranger

emptier

cleaner

strangest

earlier

cleanest

trickier

quieter

trickiest

quietest

fancier

harsher

fanciest

harshest

crummier crummiest murkier murkiest shinier shiniest

Share the picture book entitled Things That Are Most in the World, by Judi Barrett. This book raises

questions about superlatives on each page (‘What is the smelliest thing in the world?’) and supplies an answer (‘a skunk convention’). It may inspire your students to create their own superlatives by answering questions such as, ‘What is the shiniest thing in the world? What is the strangest thing in the world?’ It even supplies a final page with a blank space for readers’ own ideas. Many comparatives in English (and other languages) are formed with the use of more and most rather than -er or -est. Learning when to use the ­suffixes and when to use the words is a challenge. We say, ‘I feel happier today’ but ‘I feel more cheerful.’ You might ask students to look for examples of both during a word hunt.

Apply: To help students transfer their understanding of the rules for adding these affixes, ask them to add -er and -est to these 10 words: dense, deadly, sunny, sweet, brave, hungry, lucky, safe, smooth and moist. You can also ask them to add a noun that can be described by the adjective: denser forest, deadlier poison, sunnier spot and so on. Additional Words:  -er bleaker, brighter, fresher, stronger, sweeter, wilder, chewier, dressier, groovier, happier, healthier, lazier, lovelier, messier, noisier, prettier, scratchier, ­scrawnier, sleazier, sneakier, thirstier, wealthier, wiser, ­wobblier, yummier -est chewiest, healthiest, loveliest, messiest, scratchiest, wealthiest

Unit I  Suffixes and Prefixes    27

SORT 1  Comparative Suffixes (-er, -est)

-er

-est

y to i + -er

y to i + -est

kinder

kindest

earlier

earliest

stranger

emptiest

cleaner

quieter

trickier

emptier

cleanest

strangest

harsher

trickiest

fancier

crummier

harshest

quietest

fanciest

shinier

shiniest

murkier

crummiest

murkiest

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28    LEVEL 1  BASIC DERIVATIONAL RELATIONS

Sort 2  Suffixes (-y, -ly) Generalisation:  The suffixes -y and -ly mean ‘like, having the characteristics of,’ and -ly also has the related meaning ‘in a certain ­manner’ (briefly). Adding suffixes, such as -y or -ly, changes the way a word is used or its part of speech. Rules such as ‘do nothing,’ ‘double final consonant,’ and ‘change y to i’ apply when adding these suffixes. -y

-ly

-y to -i + -ly

swampy

silently

merrily

squirmy

secretly

greedily

velvety

rapidly

hastily

squeaky

fluently

readily

wealthy

eagerly

skinny

generously

scratchy

seriously

shaggy

politely

silvery

briefly

spotty

bravely

Sorting and Discussion: 1. Prepare a set of words to use for teacherdirected modelling. Display the words without the headers, and ask, What do you notice about these words? There should be many things to say, but be sure to talk about how they all have base words and -y or -ly added to the end. Explain, We call these endings suffixes. Then ask, How might these words be sorted? Yes, by the suffixes. 2. Put up the headers and sort the bolded key words by the suffixes. Sort the rest with students’ help, and read down each column. What sound does y have in these words? (It has a long e sound.) Then say, Let’s talk about the words in each column starting with the suffix -y. Discuss the meaning of the words with -y added. For example, Swamp is a noun, but when the suffix -y is added, it becomes an adjective that means ‘like a swamp.’ Read the rest of the words in the column and identify the base word in each (students may need to check the dictionary for the meaning of shag). Ask, What part of speech is the base? (It is a noun.) When the suffix -y is added, what part of speech does it become? (It becomes an adjective.) Does it always have the meaning of being ‘like’ the base word?

3. Say, Now let’s look at the words under the suffix -ly. Read through the words under the header -ly, and identify the base words. Ask, What part of speech are words like silent, secret or rapid? Use in sample sentences, such as We crept into the silent room, to help students identify the base words as adjectives. Then say, Listen as I use silently in a sentence, We crept silently into the room. Silently describes how we crept into the room. Because it describes the verb crept, silently is an adverb. 4. Read the words in the -y to -i + -ly column. Ask, What are the base words, and what part of speech are they? (They are adjectives.) When we add -ily to an adjective what does it become? (It becomes an adverb.) What spelling rule applies to these words? (The y must change to an i before adding -ly). 5. To summarise, ask, What can we learn from this sort to help you as a reader or writer? Help students articulate that adding the suffix -y to a base word creates an adjective whereas adding -ly and -ily creates an adverb. Try out the adjectives in sentences such as, I heard a         sound, or The         dog ran off. Try out adverbs in sentences such as, The boy answered (or walked)        , or The girl read (or ate)        . Students might add the parts of speech to the headers.

Extend: Complete weekly routines described on pages 14–19. A blind sort may be easy but will help students see that sound is a clue to the spelling of these words and the i adds a syllable and has a short sound. To review the spelling rules involved in adding suffixes, sort the words another way. For this sort, create new headers by turning the headers from the first sort over and labeling the back as shown in the following sort. Discuss why the e was not dropped before -ly in words such as bravely and politely, and compare to how the e is dropped when adding -er and -est (the suffix begins with a consonant, not a vowel). double

change y to i

nothing

spotty

hastily

swampy

skinny

merrily

briefly

shaggy

greedily

bravely

readily

politely

Unit I  Suffixes and Prefixes    29 Students will find many words ending in -y and -ly on a word hunt. Help them test the words for the part of speech: adjective or adverb? They may find words that are not adjectives, like bakery, that end in y, and other words, like lovely, that end in -ly but are an adjective rather than an adverb. Focus on parts of speech. Create column headers: Adjectives, Nouns, Verbs and Adverbs. Students should list all the words under either adjectives (words with -y) or adverbs (words with -ly or -ily). They can be asked to add nouns after the adjectives to create two-word examples such as swampy land, squirmy snake, velvety fur and so on, and add verbs before the adverbs to create combinations like nodded silently, danced merrily, ate greedily and so on.

Apply: Give students additional words to practise applying the rules for adding the ending. Ask them to add -y, -ly or -ily to the following base words: frost,

sweat, star, sweet, loud, live, close, dizzy and messy (more words in the following list). If students have problems with this task, review the rules more thoroughly, and include a discussion of how the e is dropped only before a vowel. Because the suffix -ly does not start with a vowel, the final e is not dropped in words like lively. However, the r in star is doubled before the y in starry. Nouns and verbs can be added as described in the previous paragraph. Additional Words:  -y flowery, frosty, pricey, guilty, shabby, spooky, starry, sweaty, watery, healthy, powdery, unlucky, scruffy, shadowy, wooly -ly awkwardly, barely, firmly, loudly, warmly, weakly, wildly, audibly, bleakly, briefly, cheaply, faintly, harshly, proudly, sternly, sweetly, bitterly, cleverly, frugally, publicly, tenderly, unfairly, viciously, clumsily, drearily, dizzily, messily, steadily, uneasily

30    LEVEL 1  BASIC DERIVATIONAL RELATIONS

SORT 2  Suffixes (-y, -ly)

-y

-ly

-ily

swampy

silently

merrily

squirmy

velvety

rapidly

secretly

greedily

squeaky

seriously

fluently

hastily

wealthy

skinny

eagerly

readily

scratchy

generously

shaggy

politely

silvery

briefly

spotty

bravely

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Unit I  Suffixes and Prefixes    31

Sort 3  Suffixes (-ment, -less, -ness) Generalisation:  The suffixes -ment, -less and -ness

change the parts of speech. The suffix -ment means ‘result, action or condition’ and changes verbs to nouns, the suffix -less means ‘without’ and creates adjectives and the suffix -ness means a ‘condition’ and creates nouns. When adding -ness to words that end in y, the y changes to i. -ment

-less

-ness

payment

breathless

laziness

power­ lessness

replacement

colourless

blindness

fearlessness

employment thoughtless dizziness

recklessness

punishment

priceless

politeness

agreement

flawless

friendliness

amusement

tactless

emptiness

government

fruitless

saltiness

Sorting and Discussion: 1. Ask, Do you remember what we call the letters such as -er or -ly added to the end of words? (They are suffixes.) Explain, This sort will introduce some more suffixes. Students should be able to sort these independently and establish the categories for themselves. If they put all the words ending in -lessness with -ness, these can be separated out later into a column of their own. Be sure to meet with students after sorting to discuss the generalisations.

creates adjectives that mean ‘without’ as in breathless.) The word priceless is interesting; literally, it means ‘without price.’ Ask, Can you think of a sentence using the word priceless? If responses reflect the idea that something is so worthless or cheap it literally has no price, offer the sentence, That large diamond is ­p riceless—Does that mean the diamond doesn’t cost anything? Then discuss how the word’s meaning has evolved over the years to mean something that is so incredibly valuable that you could not put a price on it. 4. The words ending in -lessness have changed from a noun to an adjective and back to a noun with the addition of suffixes. They are long words but should be easy to break into parts and spell. Separate these out, even though there is no special header. 5. Draw students’ attention to the base words and ask, Can you find any words whose spellings have been changed before adding these ­suffixes? They should see that words ending in a consonant or e simply add the endings and do not require any changes. Base words that end in y, however, must change the y to an i (e.g. ­laziness, dizziness, friendliness, saltiness and ­emptiness). Ask, What other endings have we studied that require a final y to be changed to i? (adding -er, -est and -ly). 6. Ask, What did you learn from this sort? Students will probably need help defining suffixes as they are rather abstract. Work together to help them summarise, in their own words, the generalisations from this sort. They can add notes to the headers of their sorts as reminders, but do not expect them to memorise the meanings. Ask, Are there any words that you think might be hard to spell? Suggest that students think about the base word and then think of prefixes or suffixes added to it such as replace-ment or friend-ly (change y to i) -ness.

2. Ask the students, What did you notice about all of these words? How do the suffixes change the meaning and use of the word? Begin by establishing what the base word means and its part of speech. Explain, Pay is a verb that means ‘to give someone money’ and payment is ‘the act of doing it’ as in, I made a car payment. When I added the suffix -ment to the verb pay, I changed the verb to a noun: payment.

Extend:

3. Discuss -less and -ness in a similar way by asking, How do the suffixes change the meaning and use of the word? (The suffix -ness creates nouns out of adjectives and suggests a ‘state of being’ as in laziness. The suffix -less

Assign weekly routines for students to work with the words over the week. Word hunts should turn up many more words with these suffixes. Encourage students to look for the suffix inside words such as carelessly.

32    LEVEL 1  BASIC DERIVATIONAL RELATIONS Often, words lend themselves to exploration of more abstract or metaphorical meaning. Fruitless, which literally means ‘without fruit,’ has acquired a more metaphorical meaning, as in a ‘fruitless’ task or a ‘fruitless’ conversation. Students can be on the lookout for other examples of words that have undergone such meaning shifts from literal to metaphorical.

Apply: Challenge students to create more words from other words in the sort that end in -ness: thoughtlessness, tactlessness and so forth. Give them a few that require a spelling change such as penniless or ­shagginess. Remind them of the -ly suffix, and ask them to find words to which they can add the ending, as in breathlessly and thoughtlessly. How does adding -ly change

the way the word is used? It is now an adverb that describes how something was done. Additional Words:  -ment alignment, argument, adjustment, assessment, attachment, commitment, enforcement, engagement, equipment, impeachment, improvement, nourishment, placement, readjustment, refreshment, requirement, resentment, retirement, settlement, ­shipment, statement, treatment -less ceaseless, cloudless, fatherless, flavourless, humourless, penniless, powerless, sleeveless, speechless, weightless -ness awareness, attentiveness, craziness, holiness, juiciness, looseness, messiness, shortness, sweetness, tenseness, thickness, ugliness, weirdness, hopelessness, tastelessness, pennilessness, restlessness

Unit I  Suffixes and Prefixes    33

SORT 3  Suffixes (-ment, -less, -ness)

-ment

-less

-ness

payment

breathless

laziness

powerlessness

replacement

priceless

blindness

flawless

employment

punishment

dizziness

thoughtless

tactless

agreement

friendliness

politeness

fruitless

amusement

government

emptiness

saltiness

colourless

fearlessness

recklessness

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34    LEVEL 1  BASIC DERIVATIONAL RELATIONS

Sort 4  Prefixes (un-, in-, dis-, mis-) The focus in this sort is on some of the most frequently occurring prefixes in the language. You may choose to allot two, or even three, weeks to their exploration. All of these prefixes have ­negative meanings, as in ‘not’ or ‘badly,’ but dis- can also mean ‘apart,’ and in- has other meanings, such as ‘into’ that will be explored in later sorts.

Generalisation:  The prefixes un-, in- and dis- all

mean ‘not.’ The prefix dis- also means ‘apart.’ The prefix mis- means ‘badly’ or ‘wrongly.’ un-

in-

dis-

mis-

uneasy

insincere

dishonest

misspell

unaware

informal

disbelief

misfortune

unknown

infrequent

disorder

mistrust

disconnect

undress

invisible

unfasten

inexpensive disease

untidy

indirect

misleading misbehave

disrespect disband discourage dislodge

Sorting and Discussion: 1. Display the words, or hand out the sheet of words to the students. Do not go over word meanings in advance. Ask, What do you notice about the words? How might they be sorted? Students usually notice that all the words begin with the same letters, but be ready to review the term, prefixes, as letters added to the beginning of a word. Put up the headers (un-, in-, dis- and mis-) and the bolded key words, and then sort the rest of the words. 2. After the sort, say, Look at the words under the prefix un-. What do you notice about the meanings of these words? If students cannot come up with the meaning of the prefix, focus on the key word uneasy. Ask students for the base word. Explain that, A prefix has been added to the base word, and that changes the meaning of the word. Ask, What does uneasy mean? (It means a feeling that is the opposite of easy, or not easy.) Explain, The prefix un- seems to mean ‘not.’ Let’s test this with the other words. Name the other words under un-, asking students to

define each word in their own words. Accept definitions that include the base word (unaware means ‘to not be aware’), but encourage synonyms such as ‘oblivious’ or ‘clueless.’ Then remind students that, A prefix has a meaning of its own. What does un- mean in the first list of words? (It means ‘not’ or ‘the opposite of.’) 3. Repeat this line of questioning with the words under in- (‘not’), dis- (‘not,’ ‘the opposite of,’ or ‘apart’) and mis- (‘badly’ or ‘wrongly’). Read down the list of words to hypothesise about the meaning of the prefix, and then test it out by defining the words: e.g. misspell means to spell something wrong, misfortune is bad fortune or bad luck. Ask students, Have you thought about how disease can literally mean ‘the opposite of’ ease? (When you have a disease, you are literally not at ease!) 4. Point out the double s in the commonly misspelled word misspell, and ask Why must there be two s’s? (One goes with the prefix, and one with the base word.) Why is there an e at the end of discourage? (This is to make the g soft.) Ask, Are there any other words that might be tricky to spell? Talk about how thinking of the base word, and its spelling, is important, and that the prefixes are easy to spell. However, suggest that students underline any part of words that might need special attention, such as the ie in belief or the double n in disconnect. 5. Lead the reflection by asking, What did you learn about prefixes? (They come at the beginning of a word and change the meaning of the base word.) Explain, A prefix has a meaning of its own. What does un- mean in the first list of words? (‘Not’ or ‘the opposite of’) What do the other prefixes mean? Students can write the meanings on their headers.

Extend: Complete the weekly routines listed on pages 14–19. Because there will be little challenge in doing a blind sort, try a modified blind sort in which one partner defines the word (‘not tidy’ or ‘not honest’) for the other partner to name and sort (untidy, dishonest). Model this first. Display all the words. Define one, and call on volunteers to identify the word. After doing a few, call on volunteers to define a word for others to find.

Unit I  Suffixes and Prefixes    35 Students should go on word hunts in familiar reading material to locate as many words as they can with these same prefixes. They may find words like inside and inject where the prefix in- suggests ‘into’ rather than ‘not.’ Just have them add these in another column for now (they will study them in Sort 54). There will also be some exceptions, that is, words such as uncle or mission that do not have identifiable prefixes because there is no base word or root left when the prefix is removed. These are sometimes referred to as false prefixes.

Apply: Talk about how identifying prefixes can help students read and understand unfamiliar words. Display some longer words such as unreasonable, disadvantaged, inconsiderate and misunderstood. Show students how to separate off the prefix, and then read the base word before generating a possible definition. Check definitions in a dictionary.

Additional Words:  un- unattached, unbroken, unarmed, unaided, unbearable, uncomfortable, uncommon, unconscious, unexpected, unfortunate, unfriendly, unglued, ungrateful, unheated, unlucky, unpopular, unravel, unreasonable, unsuccessful, untangle, untouched, unplanned, unworthy in- insane, inability, inaccurate, inadequate, inaudible, incapable, inconsiderate, inconvenient, incredible, incurable, indigestion, indirect, inefficient, inexperienced, inflexible, inhuman dis- disadvantage, disappoint, disapprove, disarm, disaster, discard, discontinue, discord, discount, discharge, disfigure, disgrace, distrust, disinfect, disjointed, dislocated, dismount, disown, disprove, disqualify, distaste mis- misconduct, misfit, misgivings, misprint, ­misstep, mistrusted, misused, misunderstood, mischief, mistake

36    LEVEL 1  BASIC DERIVATIONAL RELATIONS

SORT 4  Prefixes (un-, in-, dis-, mis-)

un-

in-

dis-

mis-

uneasy

insincere

dishonest

misspell

unaware

informal

disbelief

misfortune

unknown

infrequent

disorder

mistrust

undress

invisible

disconnect

misleading

unfasten

inexpensive

disease

misbehave

untidy

indirect

disrespect

discourage

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Unit I  Suffixes and Prefixes    37

Sort 5  Prefixes (pre-, fore-, post-, after-, re-) Generalisation:  The prefixes pre- and fore- both

mean ‘before’; post- and after- both mean ‘after’; re- means ‘again’ or ‘back.’ pre-

fore-

post-

after-

prefix

foretell

posttest

afternoon replay

pre­ historic

foreman

postwar

afterword re­­ appear

preseason

foreword post­ season

pre­ fore­ position fathers prewar

afterthought

postdate aftertaste

re-

reclaim re­ consider

foresight

research

forethought

return retaken react reruns

Sorting and Discussion: 1. Display the words or hand out the sheet of words to the students, but do not go over the meaning of the words until after sorting. Ask, What do you notice about the words? As in the previous sort, students usually notice that all the words contain prefixes. What have you learned about prefixes? (They are added to the beginning of a word and change its meaning.) Explain, Let’s sort these words by prefixes. Put up the headers (pre-, fore-, post-, after- and re-) and the bolded key words. Students can sort these independently. 2. After sorting say, Look at the words under pre-. What do you notice about the meanings of these words? Help students define a few words, and give examples using the base word, as in, A preseason game is one that comes before the regular season. Ask, So what do you think the prefix pre- means? Let’s test that with some other words. (For example, prehistoric means ‘before recorded history,’ and so on.) The word prefix offers an excellent opportunity for thinking explicitly about what this term means. Explain, The word prefix literally means ‘to fix before’ a base word. (Later, prefixes will

be studied as they ‘fix before’ Greek and Latin word roots.) 3. Say, Read down the list of words under the pre- header, and see if there is one that is pronounced a little differently. (Preposition is pronounced with a short e.) Look at this word further by asking, What is the base word in preposition? (The base word is position.) So, think about it: A preposition is a part of speech that comes before a position, as with up in ‘up the hill’ and under in ‘under the covers.’ 4. Focus on each prefix in the same way, asking students to read down each list of words to get a tentative idea of what the prefix might mean, and then testing it by defining each word and/ or giving an example (e.g. foretell means to ‘tell before.’ A fortuneteller claims he can foretell the future.) While most of the words under resuggest ‘again’ (replay, reclaim and reconsider), others suggest ‘back’ (return, react and retaken). 5. Compare and contrast preseason/postseason, forethought/afterthought and foreword/afterword. The latter word pair may be illustrated by showing the students a book that has a foreword and an afterword. A foreword is usually written by someone other than the author. 6. Reflect on the sort by asking, What does each prefix mean? Students can label each header with a brief definition (pre- and fore- = ‘before’, post- and after- = ‘after’ and re- = ‘again, back’). It is helpful for students to remember the meanings of prefixes, and that they will be tested on them using the spell check for this unit. Ask, Why are there two t’s in posttest? (One t is part of the prefix, and the other is part of the base word.) Ask, Are there any other words that might be tricky to spell?

Extend: Complete weekly routines listed on pages 14–19. Students may not be very successful in finding more words with these prefixes in a word hunt through reading materials, but allow them to use a dictionary to find several more words for each category (they must consider the meaning to make sure it really fits). Try a modified blind sort as described in Sort 4. One partner defines the word (‘seeing before’ or ‘to think about again’; or the ‘opposite of preseason’) for the other partner to name and sort. Ask students to look up 5 to 10 words in a dictionary or thesaurus

38    LEVEL 1  BASIC DERIVATIONAL RELATIONS to find synonyms. Some good candidates to look up include: foreman (supervisor), foretell (predict), reclaim (get back), research (investigate) and afterthought (reflection).

Apply: Talk about how identifying prefixes can help students read and understand unfamiliar words. Select some words from the following list, and use them in sentences such as The dark clouds forewarned of the storm to come. Show students how to separate the prefix, and then read the base word before generating a possible definition. Confirm definitions in a dictionary.

Additional Words:  pre- predate, predetermine, preexisting, prejudice, preoccupied fore- forecourt, forefinger, foregone, foreground, forehand, foreknowledge, foreordained, forepaw, forerunner, foreshadow, forewarning post- posthumous, postscript, postcolonial, postdated, postmortem, postmodern, postgraduate after- afterlife, aftermath, aftereffects, afterglow, aftershocks, afterworld re- rearrange, reassure, reforest, react, recover, ­reimburse, replacement, react

Unit I  Suffixes and Prefixes    39

SORT 5  Prefixes (pre-, fore-, post-, after-, re-)

pre-

fore-

post-

after-

re-

prefix

foretell

posttest

afternoon

replay

retaken

foresight

forethought

foreman

prewar

react

aftertaste

postdate

postwar

preposition

reappear

forefathers

reclaim

preseason

afterthought

afterword

foreword

research

return

reconsider

prehistoric

postseason

reruns

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40    LEVEL 1  BASIC DERIVATIONAL RELATIONS

UNIT REVIEW AND ASSESSMENT

Assess

Review A good way to review this unit is to create a chart of suffixes and another of prefixes. Use different colour for examples and definitions. You can add to these as more affixes are introduced throughout this book, so leave spaces for more. The charts will serve as a ready reference when students encounter words in later sorts as well as in their reading materials. Students can create their own charts as part of their Word Study Notebook. This is what your charts might look like at the completion of this unit, but invite students to select their own examples:

Use the unit spell check on page 23 as a posttest to determine mastery. A delayed posttest might also be given 3 to 6 weeks after studying a feature to assess retention over time.

Suffixes Noun Suffixes

Adjective Suffixes

-ness laziness ‘condition’

-y swampy, scratchy ‘like’

-ment payment ‘action, condition or result of’

-er/-ier f­ ancier, t­ rickier ‘more’

Verb Suffixes

Adverb Suffixes -ly/-ily silently, m ­ errily ‘in the ­manner of’

-est/-est f­ anciest, trickiest ‘most’ -less painless ‘without’

Prefixes un- uneasy ‘not’

in- insincere ‘not’

dis- dishonest ‘not’; disband ‘apart’

mis- misfortune ‘badly, wrongly’

pre- preseason ‘before’

fore- foretell ‘before’

post- posttest ‘after’

after- afternoon ‘after’

re- replay, return ‘again’ or ‘back’

Unit II  Derivational Suffixes

NOTES FOR THE TEACHER

Targeted Learners

Background and Objectives

This unit of study is most appropriate for early Derivational Relations spellers in upper elementary and middle school. It continues to prepare students to examine multisyllabic words for base words and affixes. Important syllable juncture generalisations are reviewed, often with more advanced vocabulary words: for example, rules for adding endings that involve a spelling change such as e-drop, doubling or changing the y to i. Although many of these suffixes will be familiar to students, some of the words in which these affixes occur may be unfamiliar, such as rebellious and dormitory, so exploring the meaning of the words is important.

When derivational suffixes are added to base words, several things happen. First, in contrast to inflectional suffixes or endings such as -er and -est, the grammatical function of the word usually changes. The verb deliver becomes the noun delivery, and the adjective straight becomes the verb straighten. Sometimes there is a spelling change, as when the final e in pure is dropped in purify, and the y in colony changes to an i in colonise. Accent or stress also often changes. The first syllable of humid is accented, but the accent shifts to the second syllable in humidity. Finally, the sounds of some letters change, or alternate. Listen to the long sound of o in compose change to, or alternate with, the schwa sound in composition. The final /s/ in face becomes /sh/ in facial. All of these changes, except the sound changes, will be explored in these sorts.  Consonant and vowel alternations will be explored in later units. Because suffixes change the grammatical function of a word, it is worthwhile to talk about parts of speech as you do these sorts. This is more useful than expecting students to learn the meanings of the suffixes, which are often very abstract. For example -ory means ‘of or relating to,’ while -ery has several meanings, but most often means ‘a place for’ or a ‘collection.’ The spelling of most of these words may not be particularly challenging, as they are made up of familiar base words and affixes that are spelled regularly; however, working with the sorts helps students think through the generative process of how word elements—prefixes, suffixes and bases—are put together. Students will: • Identify the suffixes • Explain how the addition of a suffix changes the part of speech • Spell these words correctly

Teaching Tips You should continue to add to the chart of suffixes (and the part of speech they signal) started in the last unit. This might be done as each is introduced or as a review activity, as described on page 58, where the suffixes covered in this unit are listed with examples. Games  from Words Their Way that can be adapted for the features explored in this unit include Jeopardy, I’m Out, Word Study Uno and other games  described in Chapter 6. The games Brainburst, Word Part Shuffle and Quartet described in Chapter 8 of WTW can be adapted to review suffixes.

English Learners Note There are Spanish counterparts to many of the suffixes studied in this unit. Students who are native speakers of Spanish learning English, or native English speakers learning Spanish, will have a better understanding of the other language through attention to cognates. For example, the suffix -ic has the counterpart -ico in Spanish (magnetico). Words that end in -ty and -ity in English often end in -dad in Spanish (authority = autoridad; formality = formalidad). The meaning of suffixes such as -ful and  -ness

41

42    LEVEL 1  BASIC DERIVATIONAL RELATIONS are represented in a variety of ways: r­espectful = ­respetuoso, thankful = agradecido and happiness = felicidad.

UNIT SPELL CHECK 2 Use Unit Spell Check 2 as a pretest and posttest to assess students’ mastery of the features covered in this unit. Call the words aloud for students to spell on a sheet of notebook paper. Use the words in ­sentences if necessary to clarify meaning. You or your students can record the results on the Goal Setting Record Form on page 11. If you administer

spell checks for each lesson, these results can also be recorded on the form. 1. arrival

2. finalist

3. activity

4. historian

5. inventor

6. marvellous

7. ordinary

8. furious

9. mistaken

10. energise

11. purify

12. wasteful

13. directory

14. heroic

15. memorial

Unit II  Derivational Suffixes    43

Sort 6  Suffixes (-ty, -ity) In this sort, students are introduced to the effect suffixes have upon base words, so base words are included. When -ity is added to a base word, the accent often shifts from the first syllable (active) to the second (activity) or the syllable right before the suffix. The suffix -ity or -ty has a number of Spanish cognates with the -dad ending: avtividad, tranquilidad, humedad, novedad and seguridad (safety).

Generalisation:  The suffixes -ty and -ity usually change adjectives to nouns, and they mean ‘state, condition, quality.’ Adding suffixes can sometimes change the accented syllable. base word

-ty

base word

-ity

safe

safety

active

activity

special

specialty

festive

festivity

novel

novelty

tranquil

tranquility

loyal

loyalty

humid

humidity

casual

casualty

minor

minority

certain

certainty

sensitive

sensitivity

Explore Meaning:  Ask, What does the word casual mean to you? Have you heard of casual dress? (It seems to suggest relaxed and not too serious as in ‘casual Fridays.’) What about the word casu­ alty? Have students look up these words in a dictionary. The base words have to do with something occurring infrequently or by chance, but casualty means a death in battle or in traffic, and that seems contradictory! Ask, What does novel mean? Discuss the two meanings of novel (a book of fiction as well as something new or unusual). In this sort, the second definition is related to novelty. Sorting and Discussion: 1. Explain, We’re going to be exploring suffixes in our next few sorts. They all occur quite a bit in words you’ll encounter in your reading, so it’s important to understand how they work and what they mean. Display the words and read over them. Take the time to talk about words with unfamiliar meanings, such as casual, casualty and novel. Then ask, What do you notice about the words in this sort? Take multiple responses, and then say, Let’s start by

just sorting the words with suffixes under the headers for -ty and -ity. 2. After sorting, read down the words in each column and emphasise that the sound difference (-ity is distinct from -ty). Then explain, Now let’s match each word with its base word. A word is derived from its base when we add a suffix to the base. So, I’ll match the base word safe with its derivative, safety. I’ll match the base word active with its derivative, activity. Do this with all the words. 3. Then ask, What part of speech are the base words? (They are adjectives, because they can be used to describe things.) Offer some examples such as, That bug looks like a novel species of insect! Then talk about the meanings of each pair and how the suffix changes the adjective to a noun (The novelty of the new app soon wore off). Ask, How would you describe the meaning of the suffixes -ty and -ity? (Responses usually include being ‘like’ the base word.) Explain, Certainty is the state, quality, condition of being certain. Humidity is the state, quality, condition of being humid. But do not expect students to remember this! 4. Now go back and read through the active-­activity pairs to talk about the accented syllables and the change in accent. Ask, Which syllable is accented in active? (The first) When we add the suffix -ity to active, which syllable is accented? (The second) Emphasise the accented syllable in each pair as you read down the list with the students. Then go over the pairs that end in -ty the same way. Does the accented syllable change when -ty is added? (No, loyal and loyalty are both accented on the first syllable.) 5. Pull out sensitive/sensitivity, active/activity and festive/festivity and say, Look at each of these pairs. What do you notice when you compare the base words and the derived word? (The final e is dropped before -ity because it is a suffix beginning with a vowel.) 6. Ask, What did you learn about the suffixes -ty and -ity? (They signal nouns, and adding -ity can change the accented syllable.) Review by pulling out the word sensitivity, and say, What is the base word and what part of speech is it? (sensitive, which is an adjective) How did this word change when -ity was added? (The e was

44    LEVEL 1  BASIC DERIVATIONAL RELATIONS dropped, it changed from an adjective to a noun and the accent shifted to the third syllable.) Repeat with humid.

Extend: Students should complete weekly routines described on pages 14-19. A blind sort with a partner will be easy, but it will highlight how sound is a clue to spelling words. It might be difficult to find more words in a word hunt because many will not have clear base words, such as dignity. Word hunts will also turn up many words that end in -ty, where the y has been added to a base word ending in a final t to create an adjective, such as rusty, thirsty and tasty. Help students distinguish these from the nouns that end in -ty and -ity.

Apply: Ask students to add either -ty or -ity to these words and then pronounce them. Remind them to keep accent changes in mind: difficult, popular, stupid, subtle and timid. Read each word in the frame sentence substituting other words for those in the parentheses: (Difficulty) is the state or condition of being (difficult). Additional Words:  -ty amnesty, difficulty, gaiety, liberty, plenty, poverty, property, puberty, subtlety, travesty, uncertainty, warranty -ity hostility, humanity, royalty, passivity, popularity, priority, reality, relativity, stupidity, timidity, validity, anxiety, certainty, civility

Unit II  Derivational Suffixes    45

SORT 6  Suffixes (-ty, -ity)

base word

-ty

base word

-ity

safe

safety

active

activity

festive

special

novelty

tranquil

festivity

specialty

novel

loyal

casual

loyalty

tranquility

humid

minor

humidity

certain

casualty

sensitive

minority

sensitivity

certainty

Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

46    LEVEL 1  BASIC DERIVATIONAL RELATIONS

Sort 7  Adjective Suffixes (-ful, -ous, -ious) Generalisation:  These three derivational suffixes suggest ‘full of’ or ‘possessing, having the qualities of.’ They are usually added to base words that are mostly nouns to create adjectives. -ful

-ous

-ious

oddball

cheerful

dangerous

envious

outrageous

successful

humorous

studious

courageous

wasteful

mountainous

glorious

stressful

poisonous

rebellious

wonderful

vigorous

furious

shameful

famous

boastful

scandalous

delightful

nervous

beautiful

marvellous

Explore Meaning:  The words rebellious and scandalous may be unfamiliar. Provide a sentence for ­context (for example, The students became rebellious after the new rule about not talking during lunch; The mayor’s behaviour was scandalous—he did nothing but take bribes from wealthy people to do what they wanted). Ideas can be checked in the dictionary. Sorting and Discussion: 1. Prepare a set of words for modelling. Tell the students, We’re going to explore more suffixes in this sort. It’s important to understand how they work and what they mean, because you will see them a lot in your reading. Read through the words, checking to see if there are any about which the students are uncertain (perhaps rebellious and scandalous). Then ask, How can we sort these words? Introduce the headers, sort together or assign students to sort independently and come together to discuss the sort. Warn students that there might be some oddballs. 2. Read down each column of words in turn and ask, What is the base word and how does adding the suffix affect its meaning? Responses may include being ‘full of’ success, ‘like’ a mountain and so forth. Explain, I hear you using terms such as ‘full of’ or ‘like.’ Let’s look up these suffixes in the dictionary to see what they mean. Students may never have

looked up a suffix, so model this for them. Point out, In your own words, you captured these ­dictionary definitions! If someone is success­ ful we might say that they are ‘full of’ success or ‘have the qualities’ of success. The same applies to mountainous—if a terrain is mountainous, we say it ‘has the qualities’ of mountains. 3. Ask, Did you find any oddballs? Outrageous and courageous may be considered oddballs because they end in -eous—the e isn’t dropped when -ous is added. On the other hand, we may also say that there is no change when the suffix is added, like with dangerous and vigorous. What happened to the base word in nervous and famous, and how did it change? (The e was dropped in both nerve and fame.) Why do you think the e isn’t dropped in outrageous and courageous? (The e keeps the g soft as in rag/rage.) Point out, The -ful ending is often misspelled as -full because of the meaning connection (it signals ‘full of’ whatever it’s attached to), but as a suffix it is always spelled with one l. 4. Begin the reflection by asking, What did you learn about these suffixes? What spelling changes do you need to keep in mind? Are there any words that might be difficult to spell? Suggest to students to underline any part of a word that might need special attention when learning to spell it, such as the double c and s in successful, the e in courageous or the single l at the end of the suffix -ful.

Extend: Students should complete weekly routines with these words. Review the suffixes -ness, -less and -ly to see how many words that can be added to this sort: cheerfulness, cheerfully, wastefulness, wastefully, nervousness, nervously and so on. When students do a word hunt, encourage them to find more words with compound suffixes.

Apply: Talk about how identifying suffixes can help students read and understand unfamiliar multisyllabic words. Present some words from the list below in sentences, such as, The spoiled child grew up to be an ungrateful adult. Show students how to separate prefixes and suffixes by reading the base word before generating a possible definition. Check definitions in a dictionary.

Unit II  Derivational Suffixes    47 Additional Words:  -ful bashful, bountiful, disgraceful, doubtful, ­fanciful, fearful, grateful, insightful, joyful, meaningful, playful, restful, respectful, scornful, spiteful, suspenseful, tactful, truthful, ungrateful, ­wistful, youthful, zestful -ous adventurous, cancerous, continuous, joyous, marvellous, murderous, rigorous, thunderous, torturous,

traitorous, treasonous, tremendous, venomous, virtuous -ious fictitious, gracious, industrious, infectious, laborious, melodious, various, victorious -eous nauseous, righteous, beauteous

48    LEVEL 1  BASIC DERIVATIONAL RELATIONS

SORT 7  Adjective Suffixes (-ful, -ous, -ious)

-ful

-ous

-ious

delightful

dangerous

envious

humorous

successful

poisonous

studious

rebellious

wasteful

stressful

mountainous

famous

vigorous

wonderful

nervous

glorious

marvellous

shameful

cheerful

scandalous

furious

boastful

outrageous

beautiful

courageous Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

Unit II  Derivational Suffixes    49

Sort 8  Noun Suffixes (-er, -or, -ian, -ist ) Generalisation:  The suffixes -er, -or, -ian and

-ist indicate someone who or something that does something and is related to or has to do with the base word. The suffixes -er and -or are common and are often added to a verb to create a noun. -er

-or

-ian

-ist

speaker

creator

guardian

artist

traveller

visitor

Asian

finalist

prisoner

decorator

historian

terrorist

defender

director

Australian

specialist

believer

inventor

librarian

vocalist

attacker

survivor

Egyptian

violinist

admirer

investigator Christian

pianist

reporter

conductor

civilian

cyclist

fighter

editor

amphibian

florist

comedian physician

Sorting and Discussion: 1. Display the words, or give students a copy of the sort. Ask, What do you notice about these words? If students don’t notice, point out that most of them name people who do things and these are called agents. How could you sort them? Students should note the different suffixes if they have done earlier sorts. You might sort together as a group or ask students to sort their own words.

5. To summarise the sort, ask, What are the different ways you can make words that name a person who does things or is related to something? (Add -er, -or, -ian or -ist to make these words.) Which of these do you think is most commonly used? In our word hunt this week, look for those that turn up more often than others.

Extend: Complete weekly routines. Blind sorts will be useful, because sound alone will not indicate whether to use the -er or -or spelling. A word hunt will turn up many words that end in -er and -or, but some will not have an added suffix (doctor, water). Ask students to look for words that name people and consider what they mean before adding them to the word hunt. Go over the word hunt results to see what the most common ending is (-er is most likely). Tell students that, The suffix -ian is added informally to many place names to identify people from that place: Bostonian, Washingtonian, Virginian, ­Pennsylvanian, Californian, Canadian and Russian. Ask them, Is this true in our town or state? If not, what suffix is used? (For example, -an: Melburnian, B ­ irminghamian; -er: Londoner, Sydneysider; -ite: ­Vancouverite, Durbanite.) There may also be colloquial terms for residents that are completely different from the name of the place, such as Brummie (Birmingham). Students may enjoy investigating the origins of these names. The digital sort is available at http://www .pearsonplaces.com.au/wordstheirway.aspx

Apply:

2. After sorting, read the list of -er words and define a few to get the discussion started, A speaker is someone who speaks. What is a traveller? A prisoner? Continue like this to define each word. Then explain, The base word is usually a verb (except prison), but it becomes a noun, or a person who does something, when -er is added. Review how they learned that -er is also added to adjectives to compare things, as in dark and darker.

Present the base word of some of the following words (e.g. announce, bicycle, consume, therapy, trespass, illustrate, report, biology, cartoon and organ), and ask students to decide which ending the base word would take to make it into a noun that names a person. Would announce take -er or -or? What makes them think so? Would someone who bicycles be a bicycler, bicyclian or a bicyclist? Did they think of a similar base word to help them out? What was it?

3. Repeat this with each column, and ask, How does the suffix change the base word? While the words under -or have base words that are verbs, this is not true of all of the words under -ian or -ist. In the case of the words ending in -ian, they are all people, but they are not all people who do things. Instead, some are people related to the base word in some way. So, an Asian is from Asia and a Christian believes in Jesus Christ.

Additional Words: 

4. Ask, Can you find some words where the spelling of the base word changed before the suffix was added? (Create, decorate, survive, history and library all drop the final e or y.)

-er announcer, borrower, complainer, consumer, crusader, employer, examiner, hijacker, hitchhiker, kidnapper, listener, mourner, murderer, reporter, rescuer, southerner, trespasser, writer -or conductor, contractor, counsellor, governor, illustrator, instructor, narrator, negotiator, operator, prospector, sculptor, spectator, successor, surveyor, warrior -ian disciplinarian, Hawaiian, pedestrian, valedictorian -ist biologist, bicyclist, cartoonist, colonist, columnist, druggist, ecologist, geologist, motorcyclist, naturalist, organist, receptionist, stylist, therapist, violinist

50    LEVEL 1  BASIC DERIVATIONAL RELATIONS

SORT 8  Noun Suffixes (-er, -or, -ian, -ist)

-er

-or

-ian

-ist

speaker

creator

guardian

artist

traveller

visitor

historian

terrorist

finalist

prisoner

decorator

defender

director

Australian

specialist

Asian

believer

inventor

librarian

vocalist

attacker

survivor

Egyptian

Christian

admirer

reporter

fighter

investigator

conductor

editor

civilian

amphibian

comedian

physician

violinist

pianist

cyclist

florist Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

Unit II  Derivational Suffixes    51

Sort 9  Suffixes (-ary, -ery, -ory ) These suffixes have a variety of pronunciations that can make them challenging to spell. Students can sort them easily under the headers, but there is a lot to talk about in this sort.

Generalisation:  The suffixes -ary, -ery and -ory

generally signal nouns or adjectives and -ary sometimes signals adjectives. -ary

-ery

-ory

oddball

imaginary

bravery

category

stationery*

secretary

machinery

lavatory

century

library

mystery

inventory

military

scenery

dormitory

ordinary

delivery

directory

necessary

grocery

victory

February

history

January

factory

stationary* *Homophones

Explore Meaning:  Go over the meaning of any words that you think students might not know. Save the discussion of stationary and stationery for later. Sorting and Discussion: 1. Display the words, read through them quickly and talk about any words that students might not know. Ask, What do you notice about these words? Students might comment that most are nouns, and all end with y. Explain, We have been talking a lot about adding suffixes to base words, but many of these do not have a recognizable base word. Let’s sort by the suffix for now. Students should be able to sort independently, but warn them to look out for oddballs. 2. After sorting, ask, What was the oddball and why? (Century is a oddball, because only a few words in English end with -ury.) Read the words under each header with me, and pay attention to the sound of the final ending. The words ending in -ary should all sound alike. Repeat with words under -ery. Ask, Did you hear an oddball in this -ery column? (Stationery is an oddball, because the ending sounds like /ary/.) Move stationery to oddballs.

3. Now let’s read the words that end with -ory and listen for the final sounds. Which ones end with the same pronunciation as the -ery words? (victory, history) Tell the students, Here’s how you can remember this different spelling of the /әry/ sound in a couple of these words. Write victory, then write victorious directly underneath it. Underline the or in victorious. Ask, Does the pronunciation of the or in victorious give you a clue to remembering the spelling of victory? (Students usually realise that clearly hearing the /or/ sound in victorious is the clue.) Then write history and ask, Can you think of another word that gives us a clue to remembering the spelling in history? If students cannot think of another word, remind them that they studied a word in the previous sort that might help— historian. Write this word directly underneath history, and underline the or: historian. Explain, A lot of times, thinking of a word that is related to the word you’re trying to spell will give you a clue. We’ll be looking at a lot more words that work this way in a few weeks! If students recall prehistoric from an earlier sort, write it underneath historian and underline the or: prehistoric. 4. Explain, It is a little hard to figure out the meaning of these suffixes, because most of these words do not have base words we know. But let’s look at a few that do. What is the base word in machinery and scenery? (machine, scene) Machinery is a collection of machines. Scenery is a collection of different features we can see in a scene. Libraries and dormitories are also collections or a place for things. 5. Pull out the homophones stationary and stationery and ask, What can we say about these words? Remind students that these are homophones that sound alike but have different spellings and meanings. Talk about the meaning of the words and how to know which word to use— one means standing still, and the other has to do with a collection of paper and letters. Share the mnemonic device: Both stationery and letter have an -er! Students may write the word letter under stationery and underline the -er in both or draw an envelope on the word card as a reminder. 6. Can you find some words that are built with familiar base words? (bravery, machinery, scenery, delivery and imaginary) What effect does

52    LEVEL 1  BASIC DERIVATIONAL RELATIONS the -ery ending have on the word? (Generally, these three endings create words that are nouns, but they are sometimes adjectives.) Ask, Are there any words that might be difficult to spell? February is one to talk about because students probably do not pronounce the first r. Explain that some people deliberately say Febru-ary when spelling the word to remind them where to put the silent r. Suggest they underline the r in ­February and any parts that might be challenging in other words.

Extend: Students should complete standard weekly routines. A blind sort will be particularly valuable after students have had a chance to sort these words several times because sound is not always a clue. Challenge students to sort their words by the part of speech. Nouns:  library, stationery, mystery, century and so on Adjectives:  ordinary, necessary, stationary and imaginary Military can be either an adjective (military strength) or a noun (he joined the military) Students will find more words in a word hunt. Some of these may not fit the categories established here (such as the /ary/ sound spelled with -ery in cemetery), but students can list them as oddballs. If students ask about factory, reassure them that there may be a word later on they’ll learn about that provides a clue. (This would also be an excellent exploration for your verbally advanced and gifted students. They may discover the Latin root

-fac-, meaning ‘to make,’ that is common in factory, manufacture and factorial.)

Apply: Display these base words: custom, honour, planet and revolution. Ask, What part of speech are these? (They are nouns.) Add -ary to each, and again ask about the part of speech (they are now adjectives). How might you change the noun prime (as in the prime of life) to an adjective? (primary) How might you change the verb access (as in to access the account) into a noun? (accessory) Additional Words:  -ary = /ary/ adversary, arbitrary, contrary, culinary, customary, dictionary, extraordinary, hereditary, honorary, literary, primary, planetary, obituary, revolutionary, sanctuary, solitary, temporary, voluntary -ary = /әry/ anniversary, boundary, elementary, glossary, salary, summary, infirmary -ory = /ory/ auditory, depository, expository, laboratory, mandatory, observatory, respiratory, territory, transitory -ory = /әry/ accessory, compulsory, satisfactory, theory, unsavory -ery = /әry/ artery, artillery, greenery, grocery, imagery, lottery, misery, nursery, robbery, savagery, shrubbery, slavery, sorcery, surgery, treachery, trickery, upholstery, winery -ery = /ary/ cemetery, confectionery, dysentery, monastery

Unit II  Derivational Suffixes    53

SORT 9  Suffixes (-ary, -ery, -ory)

-ary

-ery

-ory

imaginary

bravery

category

stationery

library

machinery

lavatory

stationary

mystery

inventory

military

ordinary

scenery

dormitory

victory

history

necessary

century

delivery

February

directory

secretary

January

grocery

factory Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

54    LEVEL 1  BASIC DERIVATIONAL RELATIONS

Sort 10  Suffixes (-al, -ial, -ic) These suffixes often signal adjectives derived from nouns ( fiction, fictional; hero, heroic), as well as nouns derived from verbs (arrive, arrival). The suffix -ic has the counterpart -ico in some Spanish cognates (magnético, alphabético, poético and héroico).

Generalisation:  The suffixes -al, -ial and -ic are used to create adjectives and have the meanings of ‘like,’ ‘relating to’ and ‘characterised by.’ -al

-ial

-ic

fictional

colonial

magnetic

comical

territorial

poetic

accidental

industrial

alphabetic

arrival

tutorial

heroic

logical

memorial

patriotic

betrayal

editorial

rhythmic

musical

burial

angelic

global

dramatic

coastal

Islamic

Sorting and Discussion: 1. Have students sort these words into categories independently using the headers provided on the sort. 2. After sorting, read down each column, and talk about the meaning of a few of the words in each category as well as their part of speech. For example, What does fictional mean as in ‘fictional land,’ such as Narnia (written by C.S. Lewis) or Middle Earth (written by J.R.R. Tolkien)? Explain, Anything that is fictional is related to fiction or describes something that is not real. Continue with, Does the meaning ‘related to’ work for some of these other words? With students’ help, go through and try using ‘related to’ to define other words after determining the base word. Some of the words are nouns but still suggest ‘relating to,’ as in, when we bury someone, it is a burial. Test adjectives in a sentence like, The news was _______. (dramatic) Test nouns in a sentence such as, We talked about the _______ we saw yesterday. (musical) 3. Ask, Can you find any words where the spelling of the base word changed before adding the suffix? (The e was dropped in arrive, y was changed to i in burial, territorial, industrial, memorial and colonial.) 4. Review by pulling out the word memorial and say, What is the base word, and what part

of speech is it? (Memory is a noun.) How did this word change when -al was added? (The y changed to an i, it changed from a noun to an adjective and the accent shifted to the second syllable.) Repeat with arrive and poetic. 5. What did you learn about the suffixes -al, -ial and -ic? (They generally signal adjectives although sometimes a noun.) Are there any words that might be tricky to spell? Identify elements such as the double r in territorial or the y in betrayal, and suggest students underline them.

Extend: Sort the words again and complete standard routines. A blind sort should be easy, but it will help students listen for the difference in sound between -al and -ial endings. Sort words by part of speech (nouns, verbs and adjectives). Some words like tutorial can be both a noun and an adjective. Ask students to use the words that can be both a noun and an adjective in a sentence: He took the online tutorial (noun) on simplifying algebraic expressions; She participated in the tutorial session (adjective) offered on simplifying algebraic expressions. A word hunt should simply focus on finding more words that end with these suffixes (they will not all have clear base words as in chemical or crucial). Students should find that most words ending in -al are adjectives, but some are not (cathedral, rehearsal). Help students identify the parts of speech in the words they find. Some words can act as adjectives or nouns, such as official.

Apply: Ask students to add either -al, -ial or -ic to these words, and then pronounce them: person, ceremony, symbol, reverse, bride and rehearse. Remind them to keep accent changes in mind as they read each word in the frame sentence, substituting other words for those in parentheses: (Personal) means related to or like (a person). Students can also be asked to select 10 words from the sort that are adjectives and add a noun that each word can describe, as in: fictional characters, industrial area and angelic face. Additional Words:  -al alphabetical, analytical, bridal, classical, clinical, critical, herbal, marginal, personal, rental, rehearsal, removal, reversal, revival -ial bacterial, material, ceremonial -ic apologetic, Arabic, atomic, diplomatic, Germanic, graphic, organic, realistic, symbolic, Icelandic

Unit II  Derivational Suffixes    55

SORT 10  Suffixes (-al, -ial, -ic)

-al

-ial

-ic

fictional

colonial

magnetic

poetic

comical

territorial

accidental

industrial

Islamic

tutorial

arrival

alphabetic

heroic

memorial

logical

patriotic

rhythmic

betrayal

musical

angelic

coastal

editorial

dramatic

global

burial Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

56    LEVEL 1  BASIC DERIVATIONAL RELATIONS

Sort 11  Verb Suffixes (-en, -ise, -ify) Suffixes that signal verbs are much rarer than those that signal adjectives or nouns, but there are lots of words that end with these three suffixes.

Generalisation:  The derivational suffixes -en, -ise, -ify usually create verbs that mean ‘to be’ or ‘to cause to be.’ -en

-ise

-ify

oddball

frighten

capitalise

classify

analyse

straighten

civilise

diversify

paralyse

dampen

symbolise

falsify

sweeten

visualise

beautify

lengthen

energise

simplify

sharpen

harmonise

purify

forbidden

memorise

mistaken

summarise apologise idolise

Explore Meaning:  Diversify may be unfamiliar to students. You may display the sentence, Do you feel we should diversify the choices we have for lunch? Have a student check the dictionary to confirm students’ ideas. Sorting and Discussion: 1. Display the words or give students a copy of the sort, and read them over quickly. Ask, What do you notice about these words? What part of speech are these words? (They are verbs.) Explain, This is the first set of suffixes we have studied that signal verbs, but there are lots of words that make use of these suffixes. Have students sort these words by the suffix, but warn them to look for an oddball. 2. After sorting, talk about the oddball and how it has the sound of -ise but is spelled with -yse. Then discuss the meaning of several of the words under -en as a way to determine the role of the suffix. For example, ask, What is the base word of frighten? (Fright) What part of speech is fright? (It is a noun.) When we add the suffix -en, what happens? What part of speech is frighten? What does it mean? (It means to cause fright in someone.) Repeat this with other words to establish that -en suggests ‘to be’ or ‘to cause.’ Discuss the words under -ise and -ify in the same manner.

3. Ask, What happened to the spelling of the base word energy when -ise was added? (The y changed to i.) What happened to pure when -ify was added? (The e was dropped.) What other words have a spelling change before adding the suffix? (From y to i or e-drop.) Separate out the ones that have a base word ending in y or e, and talk about the generalisation that governs the addition of a suffix beginning with a vowel (for example, summarise, falsify, memorise, apologise and beautify). 4. What did you learn about these suffixes? Add these suffixes with examples to your chart under the new category of verbs. Review by pulling out the word beautify, and say, What is the base word, and what part of speech is it? (Beauty is a noun.) How did this word change when -fy was added? (The y changed to an i, and it changed from a noun to an adjective.) Can you use it as a verb in a sentence? Repeat with sharp and summary.

Extend: Assign weekly routines. Ask students to use at least 10 words as action verbs in phrases or sentences to show the part of speech of each word (for example, simplify the procedure; lengthen the time for the test). In a word hunt, students may find words ending in -en that are adjectives, such as golden, broken, frozen or outspoken. After a word hunt, identify which of these suffixes were most common. Hundreds of words end with the -ise spelling.

Apply: Ask students to add either -en, -is or -ify to these words: fantasy, hospital, dark, glory, personal, agony, less and category. Help them identify those that involve an accent change (agonise, categorical). Additional Words:  -en broken, darken, deepen, drunken, enlighten, forsaken, frozen, golden, lessen, lighten, outspoken, proven, shaken, strengthen, thicken, unbeaten, unbroken, weaken -ise agonise, alphabetise, brutalise, categorise, customise, crystallise, deodorise, dramatise, fantasise, ­generalise, glamorise, homogenise, hospitalise, immunise, ideal­ ise, magnetise, mobilise, monopolise, organise, pressurise, personalise, popularise, rationalise, scandalise, sensitise, specialise, standardise, tenderise, tranquil­ ise, vandalise, vocalise, vaporise -ify acidify, clarify, dehumidify, disqualify, electrify, exemplify, glorify, horrify, intensify, mystify, quantify, terrify, versify

Unit II  Derivational Suffixes    57

SORT 11  Verb Suffixes (-en, -ise, -ify)

-en

-ise

-ify

frighten

capitalise

classify

civilise

straighten

analyse

diversify

symbolise

dampen

sweeten

falsify

idolise

visualise

lengthen

beautify

simplify

energise

purify

harmonise

sharpen

memorise

summarise

apologise

paralyse

idolise

forbidden

mistaken

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58    LEVEL 1  BASIC DERIVATIONAL RELATIONS

UNIT REVIEW AND ASSESSMENT Review Review the suffixes  covered in the previous unit (-er, -est, -y, -ly, -ment, -ness and -less), and then add the suffixes from this unit shown in the following table. Students can create a similar chart in their Word Study Notebooks as each new suffix is added, or they can create a chart at the end of this unit as a review.

Assess Use  Unit Spell Check 2  on page 42 to assess students’ mastery of spelling these suffixes, including the changes to the base word when adding these suffixes.

Noun Suffixes

Adjective Suffixes

Verb Suffixes

Adverb Suffixes

-ty/-ity safety, a ­ ctivity ‘state or condition’

-ful delightful ‘full’

-ise idolise ‘to cause to be’

(These will be added in subsequent units.)

-ian guardian, historian ‘person’

-ous/-ious dangerous, ­furious ‘full’

-en frighten ‘to cause to be’

-ist artist ‘person’

-ary imaginary

-ify classify ‘to cause to be’

-er traveller ‘person’

-al/-ial logical ‘relating to’

-ary/-ery/-ory library, ­bravery, victory

-ic heroic ‘relating to’

-al/-ial arrival, memorial ‘relating to’

Unit III  The Suffix -ion

NOTES FOR THE TEACHER

Teaching Tips

Background and Objectives

There are many words that end with -ion, so students will find lots of words when they go on word hunts in just about any reading material. However, it will be challenging to find words for the specific categories. The list of oddballs may grow very long, but encourage your students to revisit their oddballs after each new sort. By the end of this unit, they will be able to find categories for most of them. Keeping a group word hunt chart will help them develop a sense of the most common categories. The generalisations that govern how to add -ion are complex, because they depend upon how the base word ends. You may want to create a generalisation chart that you can add to with each new sort. However, students are likely to develop a ‘feel’ for these generalisations, and there is no reason to expect them to memorise the various conditions. We list them here for your information:

The suffix -ion occurs with considerable frequency and refers to an ‘action or process’ or ‘the result of an action or process’ (e.g. if you have an attraction to someone, you are attracted toward them). Another way to think about it is that adding -ion to a word usually changes it from a verb (decorate) to a noun (decoration). The suffix -ian suggests someone who ‘does’ (musician). The suffix can be spelled several ways (-ion, -tion, -sion, -ian), and this poses a challenge for spellers. In addition, when it is added to a base, -ion often has the effect of ‘softening’ the final consonant sound, as in select/selection (where the /t/ sound changes to /sh/) or music/musician (where the /k/ sound changes to /sh/). Students often remember the various spellings (-ion, -tion and -sion). However, they are uncertain about when to use a particular spelling or whether and how it affects the spelling of the base word. The generalisations that govern which affix to add and how to add it are reliable but complex. They are covered in a series of sorts in this unit and are also reviewed and extended in later sorts that explore spelling-meaning relationships. Hundreds of words end with -ion, so spending an extended time with this suffix is worthwhile. Students will: • Spell the words in these sorts correctly • Identify base words and the spelling or sound change when the ending is added

Targeted Learners This short unit of study is most appropriate for early Derivational Relations spellers because it extends the study of suffixes  in the previous unit by introducing another common suffix, -ion, and its variations. It continues to guide students to examine multisyllabic words for base words and affixes.

Base words that end in two consonants such as -ct or -ss generally add -ion (subtraction, expression). Base words that end in -ic add -ian (magician). Base words that end in -te drop the e and add -ion (creation) or add -ation (invitation). Base words that end in -de or -d drop the d/de and add -sion (explode to explosion, expand to expansion). Add -ation or -ition when you hear the /ă/ or /ĭ/ sound (as in adaptation, invitation or addition). If in doubt, it is probably spelled -tion. If you desire, you can break this unit into two or three parts and revisit the sorts rather than going through all of them sequentially. You may also want to revise the sorts for students who have more advanced vocabularies by using the words in the additional word list that follows each sort.

59

60    LEVEL 1  BASIC DERIVATIONAL RELATIONS

English Learners Note There are many words in Spanish that end in -cíon whose English equivalent ends in -tion. In ­Spanish, the -cíon ending is accented, whereas in English the syllable before the ending is accented. Here are just a few examples of obvious cognates: ­selección, organización, conclusión, creacíon, illustracíon and presentacíon.

Call these words aloud for students to spell on a sheet of notebook paper. Use in sentences as needed. 1. selection

2. starvation

3. adoption

4. magician

5. relaxation

6. impression

7. imitation

8. erosion

9. notification 11. clinician

UNIT SPELL CHECK 3 Use the Unit Spell Check 3 as a pretest and posttest to assess students’ mastery of the features covered in this unit. You or your students can record the results on the Goal Setting Record Form on page 11. Weekly spell check results can also be recorded on the form.

10. partition 12. electrician

UNIT III  THE SUFFIX -ion    61

Sort 12  Adding -ion to Base Words, No ­Spelling Change The final -ct blend is an interesting one. It seldom occurs in one-syllable words (act, fact and strict are a few exceptions), so it is not usually studied as a blend in earlier stages. However, it occurs frequently in words of two or more syllables. This is because it occurs in many base words and their derivatives, as well as in a number of Latin roots such as ject (inject) and fract (fraction) (see Sort 28). The hard /c/ sound is rather subtle as part of a blend (e.g. fact = /fakt/), but the blend ‘comes apart’ when the /shun/ ending is added, making the hard /c/ easier to hear (e.g. fac-tion = /fak-shun/).

Generalisation:  The suffix -ion signals a noun describing an ‘action or process’ or ‘the result of an action or process.’ base -ct

-tion

base -ss

-sion

collect

collection

express

expression

protect

protection

discuss

discussion

subtract

subtraction

oppress

oppression

select

selection

possess

possession

connect

connection

confess

confession

impress

impression

Sorting and Discussion: 1. Display the words or hand out a sheet of words to the students. Ask, What do you notice about the words? and How can the words be sorted? Students usually note that some of the words are base words, and many end in -ion. Talk about any words that students might not know the meaning of. 2. Tell the students, In this sort you will be ­examining the suffix -ion and what happens when it is added to base words. Display the headers and model how to sort the key words. The word collect ends in -ct, so I will put it under base -ct. The word express ends in a double s, so I will put it under base -ss. Then say, Sort the base words by the final letters, then match the derived words to their base word. I’ll put collection next to collect and ­expression next to express. Students can finish the sort independently. 3. The discussion after the sort might go something like this: Pronounce the words under collect. What is the final sound? Now pronounce the words under collection. What do you notice about how the base word changes when -ion is

added? (The final /t/ sound changes to the sound of /sh/, and the /k/ sound of the c is separate and easier to hear.) Now, pronounce the words under express and expression. What do you notice about these words when -ion is added? (The final /s/ sound also becomes the sound of /sh/.) What was added to the base word in each column? (-ion) Was there any change to the base word when the suffix was added? (No) 4. Next, determine the meaning of the suffix. Model a few to get started. Pointing to collect, ask, What does the base word collect mean? What part of speech is it? (Verb) What does the suffixed or derived word collection mean? What part of speech is it? (Noun) Putting -ion on a base word results in a word that means ‘the act or result’ of the meaning of the base word. For example, if you collect stamps, you have a collection; the act of subtracting one number from another is called the process of subtraction. 5. Summarise by asking, What happens when we put -ion onto a base word? (The word becomes a noun that names a process.) How did the base words in this sort end? (With -ct and -ss)

Extend: Complete weekly routines listed on pages 14–19. A blind sort of the derived words (under -tion or -sion) will be valuable when students realise they need to listen for the hard /c/ before -tion. Word hunts will turn up many words that end with -ion that do not fit either the -ct or the -ss category. At this point, help the students identify words that come from base words that end in either -ct or -ss, and have them add those to their Word Study Notebooks. Other words ending in -ion will go into the oddball or miscellaneous category for now. Students can refer to their lists as they add more categories in the sorts that follow and put those words into the appropriate categories.

Apply: Choose a variety of words from the following and ask students to explain the meaning shift between the base word (e.g. attract) and its derivation (e.g. attrac­ tion). Encourage them to explain how adding the -ion ending changes the meaning of the base word. Additional Words:  -ion affection, affliction, attraction, convection, destruc­ tion, distinction, extinction, election, eviction, instruction, malfunction, perfection, prediction, pro­ duction, reflection, rejection, compression, depres­ sion, digression, obsession, profession, procession, regression, recession

62    LEVEL 1  BASIC DERIVATIONAL RELATIONS

SORT 12  Adding -ion to Base Words, No Spelling Change

base -ct

-tion

-sion

base -ss

collect

collection

express

expression

protect

discuss

protection

subtraction

select

impression

connect

oppress

selection

possess

subtract

confession

connection

confess

oppression

impress

possession

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UNIT III  THE SUFFIX -ion    63

Sort 13  Adding -ion and -ian, No Spelling Change The -ian suffix has been studied earlier in Sort 8, but it is revisited here where the sound is distinctly /shun/, and it is added to words that end in -ic.

Generalisation:  The suffix -ion signals nouns

and refers to an ‘action or process’ or ‘the result of an action or process’; the suffix -ian signals people who do things related to the base word. base -t

-ion

base -ic

-ian

invent

invention

magic

magician

digest

digestion

music

musician

desert

desertion

electric

electrician

suggest

suggestion

clinic

clinician

adopt

adoption

insert

insertion

distort

distortion

prevent

prevention

Explore Meaning:  Write the word desert and ask

students to look it up in a dictionary. Compare the two entries, which have different meanings (to leave or abandon, and a dry, barren place) and different pronunciations (de sert’, des’ert). Then show the word desertion and ask which meaning is probably associated with it. It may help to use it in a sentence such as The soldier was accused of desertion when he was found far from his unit.

Sorting and Discussion: 1. Display the words or hand out a sheet of words to the students. Ask, What do you notice about the words? Get ideas about how the words can be sorted. Display the headers and key words, then have the students sort the rest of the words. 2. Look at the words under base -t and -ion saying, Let’s compare the base word with the derived word. What changes do you notice? (-ion is added with no spelling change, and verbs are turned into nouns.) Remind the students, In the previous lesson we looked at words ending in -ct. What do you remember about those words? (They also end in a consonant + -t and -ion is simply added.) What happens to the final sounds when -ion is added? Like -ct, the blend is split with the addition of the ending, and it is sometimes easier to hear the first of the two sounds

(e.g. ex-cept becomes ex-cep-tion.) The final t changes to the /sh/ or /ch/ sound. What can you say about the meaning of these words? For example, an invention is the result of inventing or the process of inventing. Do you see other words that suggest a process or a result? 3. Then say, Let’s look at the words under -ic. What sound changes do you notice? Facilitate their discussion of how the hard c changes to the /sh/ sound before the suffix -ian. Then say, We have looked at -ian before. What does it mean in these words? (They all name people who do things.) Explain, The suffix -ian usually refers to a specialist or person who does something, as in magician. More broadly, it means ‘relating to, belonging to or resembling’ the base word. 4. Next, examine how the accent changes. Read each column, Let’s listen to where the accent falls on these words. (Words ending with -t are accented on the final syllable.) Then read the words where the -ion has been added to find that the accent does not change—the accent falls on the syllable right before the suffix. Then read the words that end in -ic. These words are accented on the first syllable, and when -ian is added, the accent shifts to the next syllable. This attention to accent will help support students’ later understanding of certain spelling-meaning patterns (see, for example, Sort 20). 5. What have you learned in this sort about adding -ion and -ian? If a word ends in t, what do you add? If it ends in -ic what do you add? How does the suffix change the word? (They become nouns that name a process or a person, the accent in the word changes and the final sounds in the base words change.) Do you remember the other suffixes we studied that signaled people who did things? (-er, -or and -ist) Refer back to your chart of suffixes.

Extend: Assign a blind sort with the derived words (under -ion or -ian) and remind students to listen carefully to the sounds that come before the suffix. Ask students to go on a word hunt to find other words that end in -ion or -ian. Encourage students to think about the base word (does it end in -t or -ic?) before adding it to their lists. There are many words ending in -ian whose meaning suggests ‘relating to, belonging to or resembling,’ and students might revisit their

64    LEVEL 1  BASIC DERIVATIONAL RELATIONS word hunt from Sort 10 to see if there are any words there that can be added to the category of words whose base ends in -ic. Ask students to share what other words they were thinking of that helped them sort these out.

Apply: Write up the words interrupt, pediatric and congest. Assign students to write the derived form beside each word with either -ion or -ian. Then ask students to work in pairs to analyse all the changes that come

with adding the suffix (e.g. change in pronunciation of final consonants, change in accent and change in meaning and part of speech). Additional Words:  -ion assertion, congestion, disruption, interruption, proportion, indigestion, exhaustion, eruption, excep­ tion, desertion -ian beautician, dietician, diagnostician, logician, mor­ tician, optician, obstetrician, pediatrician, ­politician, physician, statistician, technician

UNIT III  THE SUFFIX -ion    65

SORT 13  Adding -ion and -ian, No Spelling Change

base -t

base -ic

-ion

-ian

invent

invention

magic

magician

digest

suggest

adoption

insertion

desert

electric

suggestion

prevention

digestion

musician

clinic

music

adopt

desertion

distort

electrician

prevent

insert

clinician

distortion

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66    LEVEL 1  BASIC DERIVATIONAL RELATIONS

Sort 14  Adding -ion, e-drop and Spelling Change Generalisation:  The suffix -ion refers to an ‘action or process’ or ‘the result of an action or process.’ When adding -ion to words that end in -te drop the e and add -ion. When adding it to words that end in -de, drop the de and add -sion. base -te e-drop + -ion base -de/-d

-sion

operate operation

explode

explosion

create

erode

erosion

decorate decoration

allude

allusion

illustrate illustration

invade

invasion

imitate

conclude

conclusion

creation

imitation

comprehend comprehension expand

expansion

Explore Meaning:  Ask if anyone knows what allude or allusion means. If not, share the following sentences and ask students if the context gives them a clue: When discussing world events, a lot of people talk about unhappy things. I prefer to allude to more pleasant things, like people working to help others. Students’ responses should reflect the idea of refer, talk about or mention. Ask someone to check the meaning in a dictionary. Often a familiar word contains a less-familiar, infrequent base word. For example, you may wish to ask, Do you see a base word within decorate? Have you heard of or seen the word décor before? If not, ask a student to look it up in the dictionary.

Sorting and Discussion: 1. Displaying the base words only, ask, What two categories could you sort these base words into? Students will probably notice that the words have different endings: Some end in -te and others end in -de or d. 2. Next, display the derived words, and have the students match each base word with its suffixed form (for example, creation with create; invasion with invade). Then say, Let’s read each pair and listen for changes in the sounds in the base word when -ion is added. What do you notice? Students might detect a slight

sound difference between -tion /shun/ and -sion /zhun/. ­Compare the words operate and opera­ tion. Ask, What changes do you see in the spellings? (The e was dropped.) Repeat with explode and explosion. (The d changed to an s and the e was dropped.) Assure students that this is an unusual change but ask them to try to pronounce a word like explodion or concludion. Does their tongue sort of get tripped up as they accent the d sound? This might be why the sound and spelling changed in these words. 3. Talk about meaning. We have found in previous sorts that the -ion suffix signals a noun that means ‘the state of’ or ‘the result of an action.’ Does this still hold true for these words? Test this idea with a few words. Is an operation the result of someone operating? Who can give other examples? 4. Say, We have also found that the accented syllable sometimes changes when -ion is added. Let’s see if this is true with these words. Read word lists out loud listening for patterns of stress. The accent shifts in the words ending in -te but not with the words ending in -de. You may also wish to share with students the terminology of the ‘voiced’ versus ‘unvoiced’ phenomenon in the suffixes -tion /shun/ and -sion /zhun/: The /zhun/ sound is ‘voiced’ in erosion just as the /d/ sound is voiced in erode (i.e. the vocal chords vibrate) as compared to the ‘unvoiced’ /t/ in create and /shun/ in creation. 5. Ask students to summarise, Turn to your partner and see if you can come up with a spelling rule that tells us what happens when we add -ion to a base word that ends in -te or -de. (When adding -ion to words that end in -t, just add the ending, but if it ends in -de, drop the -de and add -sion.) If necessary, mention that, Just as with the words in the previous sort, you should pay attention to whether the sound of the base word changes when the -ion suffix is added. Ask students to record this ‘rule’ in their Word Study Notebooks.

Extend: Complete weekly routines. After recording the sort in Word Study Notebooks, ask students to write a ‘rule’ for adding -ion to these words. A blind sort of the derived words under -tion and -sion is useful with these words to encourage careful listening.

UNIT III  THE SUFFIX -ion    67 During a word hunt, students can be encouraged to look back at previous oddballs in their word hunts to see if they can find any words that now fit these categories.

Apply: Select a variety of words from the following list, and ask students to first spell the base word (e.g. donate, evade, locate, extend and provide). Then ask students to generate the appropriate ending and explain their thinking. Be sure to ask, How did you figure that out? What word part(s) did you use?

Additional Words:  e-drop + -ion congratulation, circulation, devotion, dic­ tation, donation, education, frustration, generation, graduation, hesitation, hibernation, isolation, indica­ tion, location, migration, pollution, translation, vaca­ tion, vibration -sion collision, delusion, division, evasion, erosion, inclusion, intrusion, persuasion, protrusion, provi­ sion, seclusion, apprehension, suspension, extension, intension, suspension

68    LEVEL 1  BASIC DERIVATIONAL RELATIONS

SORT 14  Adding -ion, e-Drop and Spelling Change

base -te

e-drop + -ion base -de/d

-sion

operate

operation

explode

explosion

create

erosion

invade

conclusion

decorate

expand

creation

comprehend

allude

illustration

erode

decoration

invasion

imitation

conclude

comprehension

illustrate

imitate

expansion

allusion

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UNIT III  THE SUFFIX -ion    69

Sort 15  Adding -ation, -cation and -ition While -ation is listed as a separate suffix in the dictionary, -cation and -ition are not, but they are still forms of the core -ion suffix. Their use depends on the base words to which they are attached. In this sort, four cases are examined without including the base words from which they derive: Words that simply add -ation, those that drop the e before adding -ation, those that change from y to i and add -cation and those that add -ition. Often -ation, and sometimes -cation and -ition, are added to verbs to change them into nouns. They usually pose few problems for the speller because they can hear the stressed long /ā/ in -ation and the stressed short /ĭ/ in -ition.

Generalisation:  The suffixes -ation, -cation and -ition are sometimes added instead of just -ion. E-drop and changing y to i sometimes apply. They also have the meaning ‘action or process’ or ‘the result of an action or process.’ -ation

e-drop + -ation

y to i + -cation

information organisation application consideration

imagination

-ition addition

identification partition

presentation reservation

justification

demolition

relaxation

purification

prohibition

temptation quotation

starvation

beautific­ ation

recognition

transport­ ation

gratification edition

examination

expectation memorisation notification

Sorting and Discussion: 1. Display the four key words for this sort: ­information, organisation, application and addition. Ask, What is the base word in information? (inform) What is the base word in organisation, application and addition? (organise, apply and add) What has been added to each base word? (-ation, -cation or -ition) What changes were made to the base word before adding the suffix? (‘Nothing’ as in expectation, and e-drop as in imagination.) Do this sort together

as it requires identifying the base word before placement. 2. Add the headers as each is discussed (-ation, e-drop, -cation and -ition). Hold up several more words, identify the base words and model where to put the words. Sort the rest of the words with the students’ help, encouraging them to think about the base word before sorting and talking about the meaning of each. In some cases, writing the base word can be helpful (e.g. reserve for reservation, purify for purification). Although pro­ hibition does end with the letters ition, the base is prohibit, so all that happens is that the suffix -ion is added with no spelling change. 3. Say, How are these words like the ones we studied in previous sorts? Do these suffixes work the same way? (They change verbs to nouns that mean ‘the act of or process of.’) 4. Let’s read the words in each column, and focus our attention on the sound in accented syllables. Students should be able to hear the difference in words that end with -ation or -ition. Ask, For each base word in the -cation column, what spelling change occurs when the suffix is added? (y is changed to i before -cation is added) 5. Ask, What did you learn in this sort? Help students summarise some generalisations that include spelling changes and how they can hear the /ā/, /kā/ and /ĭ/ before the -tion. They can work with a partner to come up with some rules for adding these endings.

Extend: A blind sort under all four headers will help students see that, although the generalisation seems complicated, sound helps in spelling these words. Because the base words are not included for comparison in this sort, when students work with their own words, you can have them underline or write the base above or below the word on their cards or in their Word Study Notebooks. When students go on word hunts, they now have a number of categories of base words to consider when they come across words that end in -ion. When students find words in which the base word spelling changes when the suffix is added, have them record these words in an oddball, miscellaneous category, but ask them to keep their eyes open for a pattern in these words as

70    LEVEL 1  BASIC DERIVATIONAL RELATIONS well. In later sorts, predictable spelling changes such as receive to reception and proclaim to proclamation will be addressed.

Apply: Select some words from each category in the following list, and call the base word aloud for students to spell (e.g. carbonate, capitalise, magnify, compete, confirm, explore, simplify and compose). Ask them to write each word again with an ending that turns them into nouns, keeping in mind the categories covered in this sort (e.g. -ation, e-drop, y to i + -cat­ ion or -ition). Say, With a partner, talk about which ending you chose and why. Then analyse how the spelling, sound and accent changed. This insight, that vowel sounds alternate as endings are added, will be explored in the next unit.

Additional Words:  no change + -ation annexation, carbonation, confir­ mation, floatation, importation, indentation, liqui­ dation, lamentation, plantation, recommendation, ruination, transformation, vexation e-drop + -ation authorisation, capitalisation, civili­ sation, combination, conservation, conversation, determination, observation, exploration, invitation, inspiration, perspiration, preparation, preservation, realisation, visualisation change y to i and add -cation certification, electri­ fication, falsification, glorification, magnification, pacification, qualification, ratification, s­ implification, unification, verification add -ition abolition, competition, composition, ­definition, exposition, ignition, preposition

UNIT III  THE SUFFIX -ion    71

SORT 15  Adding -ation, -cation and -ition

-ation

e-drop + ation y to i + -cation

-ition

information

organisation

application

addition

consideration

relaxation

temptation

identification

imagination

partition

transportation

expectation

reservation

presentation

demolition

starvation

memorisation

quotation

purification

beautification

justification

notification

examination

gratification

prohibition

recognition

edition

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72    LEVEL 1  BASIC DERIVATIONAL RELATIONS

UNIT REVIEW AND ASSESSMENT Review You and your students might feel overwhelmed with the complexity of the spelling generalisations explicitly covered in this unit, but it is likely that students will develop a feel for these without having to memorise a list of rules, and sound is often a reliable clue. Reciting these rules verbatim is not a learning objective! However, it is helpful to do some review to pull things together at the end of the unit. Display and go over the list of generalisations on page 59 of this unit. Then call the following eight words aloud for students to spell, with prompting such as: Spell the word election. What is the base word? (Elect) How does it end? (With t or ct) This may help you spell the word. After spelling the words, go over them with the students, and talk about their decision making. Students should be reassured that they can spell most of the words, even though they did not study them in the sorts in this unit. Review generalisations as needed if students misspell any of the words. 1. election

2. compression

3. logician

4. devotion

5. provision

6. ignition

7. combination

8. suspension

9. verification

10. definition

• Election and compression (Just add -ion after -ct and -ss) • Logician (Add -ian after -ic for a person) • Devotion and ignition (Words ending in -te drop the e and add -ion or -ation) • Provision and suspension (Words ending in -de or -d drop the d/de and add -sion) • Combination, verification and definition (Add -ation or -ition when you hear the /ă/ or /ĭ/ sound, drop the e or change y to i as needed) Add -ion with examples to your chart of suffixes under nouns, defining it as ‘action’ or ‘process.’

Assess Use Unit Spell Check 3 to assess students’ mastery of spelling these suffixes and of the changes to the base word when adding these suffixes.

Unit IV Spelling-Meaning Patterns 1

NOTES FOR THE TEACHER

Targeted Learners

Background and Objectives

These sorts are for students in the middle Deriva­ tional Relations stage who are already familiar with many prefixes and suffixes. Most of the words chosen for these sorts are ones that students in the intermediate and middle grades might be expected to know. If you are working with students with more advanced vocabularies, you may substitute examples from the ‘Additional Words.’ Many of these words are more challenging, and they also illustrate the features or patterns that are studied in each sort. Even students who misspell only one or two words, however, are often not explicitly aware of the spelling-meaning connection and the relationships among these words. It is well worth taking the time to involve them in these sorts; help them become aware of this powerful aspect of the spelling system.

In this short unit, students will become aware of, and explicitly explore, the spelling-meaning connection through the examination of vowel and consonant alternations. The term alternation refers to the sound changes that occur across words that are related in spelling and meaning. In Sort 16, for example, the silent consonant in one word in a spelling-meaning pair is sounded in the related word (sign/signature); in Sort 17, the long vowel in one word alternates with a short vowel in the related word (nature/natural). The spelling, however, changes little if at all—this is the essence of the spelling-meaning connection: Words that are related in spelling are often related in meaning as well, despite changes in sound. Students’ understanding of this connection helps them develop an important strategy: When uncertain how to spell a particular word, they can try to think of another word that is related in both spelling and meaning, and it will often provide a clue. For example, if they are uncertain how to spell the schwa sound in the second syllable of def inition, thinking of the related word def ine will provide the clue. The spelling-meaning connection also supports vocabulary development: If students understand one word in a spelling-meaning family of words (oppose), they usually can learn the meanings of the related words (opposition/oppositional). The similar spelling of words in a spelling-meaning family visually represents the meaning relationships that they share. Students will: • Identify consonants and vowels that alternate in related words • Demonstrate understanding of prefixes, suffixes and base words • Spell the words in this unit and demonstrate an understanding of their meaning

Teaching Tips The list of standard weekly routines on pages 14–19 will give you ideas about how to engage students in meaningful extensions to the introductory sorting lesson. Because these words have systematic sound changes, blind sorts are useful to do with partners. Word hunts, however, will be difficult for the features of study in this unit, because alternations are often not obvious until pairs are put side by side. Instead, students can be assigned dictionary work in which they look up pairs of words (three to five pairs at a time) to see how they are represented phonetically. This will help students learn how to use dictionaries as a guide to pronunciation. Of course, they can also look up the meanings of words, especially those that might not be familiar or that have multiple meanings. If you have not already done so, it is helpful to develop a system for marking vowels and stresses as you work with these words to draw attention to the

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74    LEVEL 1  BASIC DERIVATIONAL RELATIONS way sounds and stresses alternate in pairs of words. Vowels may be marked as long with a macron (–), short with a breve (˘) or with a schwa (ә). Stressed syllables might be indicated with accent marks or underlines. Check the dictionaries you will be using to see how the accent and the schwa sounds are represented. To indicate accented syllables, some dictionaries use accent marks and others use bolded letters. For example, in different dictionaries residence may appear as rĕz' ĭ-dәns or rĕz ĭ-dәns. With respect to unaccented syllables, the American Heritage Dictionary lists the second unaccented vowel in humid as a short -i; ­Merriam-Webster lists it as a schwa. Identifying the accented syllable can sometimes be hard for teachers as well as students. It is not important whether students gain mastery over this skill, and it need not be assessed. However, attention to accent or stress not only helps spellers, but it can also help English Learners who are learning to pronounce English. Pair up English Learners to work with native speakers of English who can model pronunciation. The words in this unit offer opportunities to review the prefixes and suffixes covered in earlier sorts, and if you created charts in previous units they will get plenty of use. Take the time to talk about how the suffixes affect the meaning and usage of a word as well as the sound alternations that these lessons focus on.

English Learners Note Some Spanish cognates reveal the ‘sounded’ letter in an English word: muscle/músculo, solemn/solemne and column/columna.

UNIT SPELL CHECK 4 Use the Unit Spell Check 4 as a pretest and posttest to assess students’ mastery of the features covered in this unit. However, spelling the words is not the only objective for this unit, as stated previously. This unit offers an important introduction to the spelling-­ meaning connection, so most students will benefit from the sorts even when they can spell all the words. You or your students can record results on the Goal Setting Record Form on page 11. Weekly spell check results can also be recorded on the form. Call these words aloud for students to spell on a sheet of notebook paper. Use the words in sentences as needed. 1. moisten

2. pleasant

3. typical

4. resign

5. hasten

6. competition

7. resident

8. opposition

9. precision

10. conspiracy

11. solemn

13. serene

12. custody

14. athletic

15. breathe

Unit IV  Spelling-Meaning Patterns 1     75

Sort 16  Consonant Alternation This sort provides an excellent opportunity to introduce students explicitly to the relationship between spelling and meaning. The meaning connection between most of the words in this sort is fairly straightforward.

Generalisation:  A ‘silent’ consonant in one word may often be explained by another word related in spelling and meaning in which the consonant is pronounced. silent consonant

sounded consonant

sign

signature

bomb

bombard

soften

soft

muscle

muscular

crumb

crumble

fasten

fast

design

designate

column

columnist

resign

resignation

hasten

haste

solemn

solemnity

moisten

moist

Explore Meaning:  Share the sentence, The boys

became fast friends when they found out they shared a love of baseball. Look up and talk about multiple meanings for fast (quick, tight or secure; to do without food and immoral). Which one makes sense in the sentence? Which one would be related to the word fasten? Steadfast means loyal as in fixed and unchanging.

Sorting and Discussion: 1. The feature of interest in this sort is different from others that the students have done before, so take the time to talk about a few examples before sorting. Ask, What do you notice about the words sign and hasten? Probe with, What might make them hard to spell? Explain, In our sort this week, we are going to be figuring out why some words might have silent letters. When I sign my name (write sign on the board), I include a g even though I do not hear it. When you sign your name, what is that called? ­(signature) Do you hear the sound of the g now? Write signature under the word sign, and underline

the g in both words. Introduce the headers, I am going to put sign under the heading ‘silent consonant’ and signature under the heading ‘sounded consonant.’ 2. Write the word hasten. To check that students understand the meaning, ask, If I hasten to finish a job, what does that mean? (speed up, hurry) Ask, What letter is silent in this word? Is there a word related in spelling and meaning to hasten in which the t is sounded? (haste) Write haste underneath hasten and underline the t in both words. So where will I put hasten? (under silent consonant) And where will I put haste? (under sounded consonant) Sort the rest of the words with the students’ help, and say, Let’s look for more pairs and find a letter that is silent. 3. Talk about the meaning of the words as you sort. Students may be unfamiliar with one of the words in a pair, such as solemn/solemnity or resign/resignation. Say, If you know one of the words, this word may be a clue to the meaning of the unfamiliar word. For example, describe what it means if someone behaves in a solemn manner. (very serious or sad) Right! And s­ olemn is your clue to the meaning of ­solemnity. When discussing column, refer to a column in a newspaper or website. A columnist is the person who writes that column. 4. In the words soft, fast and moist, the /t/ is often not pronounced in casual speech or in particular dialects. You may need to point this out to your students in a non-judgemental way, The dictionary tells us we pronounce the final t in these words. So, when you’re preparing for a more ‘formal’ situation, such as an oral presentation, try to remember to pronounce the final t. 5. Start the reflection by asking, Why do words like sign and hasten have silent letters? (They are related in meaning to [or have a similar meaning to] other words such as signature and haste, where you can hear that sound pronounced.) What did you learn from this sort? (Sometimes silent letters can be heard in related words.) How can this help you spell these words? (Knowing the spelling of one word can help you spell a related word.)

Extend: See the list of standard weekly routines on pages 14–19 for further extensions but do not expect students to find more of these words in a word hunt. Instead of

76    LEVEL 1  BASIC DERIVATIONAL RELATIONS the usual blind sort, partners can name one of the pair and ask for the related word. After the students record their sort in their Word Study Notebooks, have them underline the consonants that alternate, or change, from silent to sounded in each pair. The less-than-apparent relationship between design and designate is a good opportunity to refer students to etymological information in the dictionary; both words come from a Latin term that means ‘to mark.’ Ask, What does the idea of being ‘marked’ have to do with designate—for example, when someone is designated as a spokesperson or scorekeeper? If students are uncertain, say, She or he is in a sense ‘marked’ to perform this duty. Ask, When an architect designs a house, what does that have to do with ‘marking’? You may need to share that, She is ‘marking’ how the house will be laid out and how it will look. The words in this sort offer possibilities for suffix review. Ask students to identify words with suffixes in the derived words (solemnity, columnist

and resignation), and talk about the meaning and/ or effect of the suffixes on the base to which they are attached.

Apply:

In pairs, have students examine some additional words in the following list. Is there a word in each spelling-meaning word pair that they know? How does the known word help them understand and spell the unknown word? For pairs in which both words are unknown (perhaps malign/malignant, paradigm/paradigmatic), check these in the dictionary and write a sentence illustrating the use of each in the Word Study Notebook. Additional Words:  Consonant Alternation, Silent-Sounded: allege/­ allegation, autumn/autumnal, condemn/condemnation, debt/debit, malign/malignant, paradigm/ paradigmatic

Unit IV  Spelling-Meaning Patterns 1     77

SORT 16  Consonant Alternation

silent consonant

sounded consonant

sign

signature

bomb

soften

muscular

design

crumb

columnist

fasten

muscle

bombard

soft

resign

crumble

hasten

designate

fast

column

haste

solemn

moisten

solemnity

moist

resignation

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78    LEVEL 1  BASIC DERIVATIONAL RELATIONS

Sort 17  Vowel ­Alternation: Long to Short This sort focuses on the constancy of spelling between base and derived words despite an alternation of vowel pronunciation from long to short. The spelling of the base, however, may change only at the point where the suffix is added—preserving the meaning-based, visual connection between base and derived word.

Generalisation:  Adding suffixes to base words often changes the pronunciation of the vowel within the base word. long vowel

short vowel

please

pleasant

mine

mineral

breathe

breath

revise

revision

nature

natural

cave

cavity

athlete

athletic

type

typical

crime

criminal

ignite

ignition

precise

precision

humane

humanity

Sorting and Discussion: 1. Display the words, but put aside the headers for now. Ask, How might we sort these words? Students will probably notice that some are base words, so continue with, Let’s start by matching base words with their derived words. Model how to sort a few pairs: Please and pleasant go together. Are they related in meaning? (Yes, a pleasant person tries to please; a pleasant person is pleasing.) 2. Pair up the rest, talking about meaning as needed. Words like type and mine have several meanings, and it is important to talk about the one that is related to the derived word. For ­example, mine refers to a place in which minerals are extracted or dug out, not to the possessive pronoun. Cave and cavity provide the opportunity to broaden students’ understanding of cavity. They know the meaning associated with tooth decay but usually have not extended the meaning to any hollow area. Students often have an ‘aha!’ moment when they realise the

relationship between a cave in the ground and this broader meaning of cavity. 3. After matching up the pairs, say, Let’s read each base word and see how it changed when a suffix was added. Focus on the key words please and pleasant. What happened when -ant was added to please? (The e was dropped and the vowel sound changed from long e to short e.) Introduce the headers, I hear a long e in please but a short e in pleasant, so I will sort those under headers for ‘long vowel’ and ‘short vowel.’ You may want to mark the vowels with macrons (–) and breves (˘). Continue to go through the pairs and ask, Which word has a long vowel? Which has a short vowel? 4. Ask, What did you learn from this sort? (Vowel sounds can change, or alternate, between long and short as suffixes are added.) How can this help you as a speller? (Thinking of the base word or a related word can help identify the vowel that changes.) Can this also help you understand the meaning of the word even if you have never heard of it before? See the following Apply section.

Extend: Assign weekly routines, but do not expect students to find more of these words in a word hunt. Instead of the usual blind sort, partners can name one of a pair of words and ask for the related word. Students can be asked to mark the vowels as they write the pairs in their Word Study Notebook. Students can also sort the base words by their long vowel sound (long a, i and e).

Apply: Have students work with a partner to examine some of the additional words in the following list. Ask, Is there a word in each spelling-meaning word pair that you know? How does the known word help you understand and spell the unknown word? Encourage students to talk together about each set of words and the strategies they used before checking their ideas in a dictionary. Then, in their Word Study Notebooks, they should write a description of how they used this strategy. For example, ‘I knew what an episode was, but I’d never heard of episodic. Episode helped me think that episodic might have to do with many episodes. I checked the dictionary and learned that’s right. It can also talk about just one episode.’ Additional Words:  convene/convention, episode/episodic, extreme/extremity, grave/gravity, grateful/gratitude, page/paginate, profane/profanity, reptile/reptilian, rite/ritual, televise/ television, telescope/telescopic

Unit IV  Spelling-Meaning Patterns 1     79

SORT 17  Vowel Alternation: Long to Short

long vowel

short vowel

please

pleasant

mineral

breathe

revision

cavity

mine

athletic

breath

revise

humanity

nature

athlete

natural

cave

precise

criminal

humane

type

ignition

typical

crime

precision

ignite

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80    LEVEL 1  BASIC DERIVATIONAL RELATIONS

Sort 18  Vowel Alternation: Long to Short or Schwa The words in this sort help students contrast the long/short vowel alternation pattern with a schwa. Students may be unfamiliar with the unaccented sound, known as a schwa, so it is helpful to have a dictionary entry for competition ready to display, showing accent marks and how the schwa is represented with an ‘upside down e’ (ә). Many spelling errors at this level are in the unaccented syllables of words in which the vowel sound is usually a schwa, so these spelling-meaning patterns are very helpful to study. In addition, this sort will help students attend to accents within words.

Generalisation:  The spelling in an unaccented syllable may often be explained by another word related in spelling and meaning. long vowel

short vowel

long vowel

schwa

volcano

volcanic

compete

competition

conspire

conspiracy

define

definition

serene

serenity

admire

admiration

divine

divinity

custodian

custody

compose

composition

invite

invitation

reside

resident

oppose

opposition

Sorting and Discussion: 1. Begin with an example of a commonly misspelled word to introduce the problem of unaccented syllables. Say, Many students, and even adults, often have trouble spelling the word competition, as in the sentence, ‘The competition between our teams is fierce.’ Display some examples of misspellings (computiton and compittion) and say, Folks get most of the word correct but have difficulty with this second syllable (Say the word and emphasise /puh/.) There’s a clue, however, and it lies within the base word of competition. What is the base word? (compete) Do you hear how this second syllable is accented? Can you clearly hear the vowel sound? Write compete. Underline the e and add an accent mark: com pete'. That’s our clue to the spelling of the unaccented vowel sound in competition (Now write competition.) We call this sound the schwa. It’s like an unaccented

short /ŭh/ sound, and it occurs in most multisyllabic words. Display the pronunciation in the dictionary entry for competition, and point to the schwa (ә) in the second syllable: käm-pә-tish’-әn. 2. Display the words in the sort and say, Let’s pair up the related words as we have been doing. Then pick out the key words compete and competition, and ask, What happened when we added -ition to compete? (The vowel changed, the accent changed, the e was dropped and the word changed from a verb to a noun.) Which word has a long vowel sound? (compete) We will put that under the heading ‘long vowel.’ What happens to that vowel when we add -ition? (It becomes the schwa sound.) We’ll put it under the ‘schwa’ header. 3. Then display the key words volcano and volcanic and ask, What does volcanic mean, as in ‘volcanic ash’ or ‘volcanic activity’? (from or related to a volcano) Use your suffix chart as needed. Ask, What happened when -ic was added? (The a was dropped and the vowel sound for a changed. The accent did not change.) Which word has a long vowel? (volcano) What is the vowel in volcanic? (short) Sort them under the headers ‘long vowel’ and ‘short vowel.’ Explain, Now we are ready to sort the rest of the words. Let’s look for pairs and then decide if they will go under ‘long and schwa’ or ‘long and short.’ Model a few more if you think students need more support, or let them sort the rest independently. 4. After sorting ask, How are the words in each column alike? Take a variety of responses (vowel sounds change, accent changes, suffixes are added, etc.), but extend students’ thinking as needed by saying, Let’s check the words under long and short by reading them aloud and listening for the vowel sounds that alternate in the accented syllables. Repeat with the long and schwa, but say, What do you notice about the accented syllables? Where is the long vowel sound? (in accented syllables) Where is the schwa sound? (in unaccented syllables) What vowels are used to spell the schwa sound? (e, i and o) 5. Discuss the meaning of a few of the paired words, such as conspire/conspiracy, divine/divinity and compose/composition. Ask, Is there a word in each spelling-meaning word pair that you know? How does the known word help you understand the unknown word? Discuss how

Unit IV  Spelling-Meaning Patterns 1     81 custodian refers not just to an individual who maintains the condition of a school; it has a broader application, referring to anyone who holds custody of something, including an idea— for example, when people are referred to as ‘custodians of democracy.’ 6. Help students summarise the findings from this sort by asking, What can you learn from this sort to help you as a speller? (Thinking of a related word can help spell the vowel sounds that are not accented or clear.) What parts of the words might be hard to spell? (unaccented parts) What can help? (thinking of a related word) What is a schwa, and what does it look like in the dictionary? (The vowel that doesn’t get stressed [or accented]; it looks like an upside-down e.)

Extend: After students record the sort in their Word Study Notebook, ask them to underline the accented syllables to reinforce the idea that the accent sometimes changes with the addition of suffixes. If they are uncertain where the accent falls, remind them to place their thumb under their chin as a way to detect stress. They can feel their chin drop with each accented syllable. Let them work with partners and use the dictionary. (This is especially important for English Learners who may need help pronouncing the words.) Have the students look up several of the derived words to see how the schwa and stress are represented in their dictionary. Some students may begin to notice and comment on relationships that do not appear to make sense in terms of spelling and meaning. For example, are admiral and admire related? Have them look these words up in the dictionary and compare information about their origins. They will

find that the words actually come from different languages and are not related in meaning. Admire comes from a French word which means ‘to wonder’ (and is related to miracle and miraculous, which also have to do with ‘wonder’); admiral comes from an ­A rabic word for ‘commander.’ Occasionally, exceptions, such as these ‘false friends,’ do occur. False friends look like they should go together, but they don’t! Exploring the history or etymology of the terms usually reveals the disconnect. Such explorations are particularly appropriate for your verbally advanced and gifted students. It is important to reiterate, however, that most of the time words that are similar in spelling do reflect meaning relationships.

Apply: Review and help students apply the generalisation from this lesson. What if you needed to spell competition or admiration where there is an unaccented syllable with a schwa sound? What can help you spell those words? (Think of compete or admire.) Let’s see if you can apply this to spell some words that are not in the sort. Call out some words from the following list, and remind students to think of the base word from which it is derived: relative, combination, stability and position. Additional Words:  Long to short: convene/convention, flame/flamm­able, know/knowledge, precocious/precocity, pro­duce/ production, senile/senility Long to schwa: comedian/comedy, compile/compilation, expose/exposition, explore/exploration, famous/ infamous, incline/inclination, perspire/perspiration, narrate/narrative, native/nativity, pose/position, recite/recitation, relate/relative, stable/stability

82    LEVEL 1  BASIC DERIVATIONAL RELATIONS

SORT 18  Vowel Alternation: Long to Short or Schwa

long vowel

short vowel

long vowel

schwa

volcano

volcanic

compete

competition

conspire

admire

custodian

composition

serene

divine

conspiracy

custody

compose

admiration

invitation

define

serenity

divinity

invite

opposition

definition

reside

oppose

resident

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Unit IV  Spelling-Meaning Patterns 1     83

UNIT REVIEW AND ASSESSMENT

4. impose (imposition) 5. sanity (sane)

Review

Assess

Using word pairs that have been studied, review the different alternation patterns for consonant alternation, vowel alternation long-to-short and vowel alternation long to short or schwa. Then call the following five words aloud with prompting such as: Spell the word combination. First, think of the base word—what is it? (combine) What is the accented vowel? (long i) That should help you spell the unaccented vowel in combination.

To assess students’ mastery of spelling-meaning patterns addressed in these sorts, use the words in Unit Spell Check 4 on page 74 in the following manner:

1. combination (combine) 2. reptilian (reptile) 3. deprivation (deprive)

For those words that have a silent letter, ask students to write a related word that has a clue to that silent letter: For moisten, they would write moist; for resign, resignation; for hasten, haste; for solemn, solemnity. For those words with an unstressed vowel (resident, opposition, competition and custody) have them write the related word that is a clue to remembering the spelling: For resident, they would write reside; for opposition, oppose; for competition, compete; for custody, custodian.

Unit V  Latin and Greek Word Parts 1

NOTES FOR THE TEACHER Background and Objectives In these sorts, we begin the more systematic and formal exploration of Latin and Greek word parts and their combinations. Literally thousands of ­English words are derived from Greek and Latin, and the generative nature of English becomes evident in the study of roots and affixes from these classical languages. Often, when we need a new word, especially when we need scientific terms, we use these word parts. In fact, the domain-specific vocabulary of most content areas or disciplines is constructed from Latin and Greek roots and affixes. Understanding how these word parts work as they combine with one another will help students more efficiently learn this vocabulary, as well as help them determine the meaning of many words that they will encounter in their reading. Linguists often refer to elements that come from Greek as combining forms. This is because they can combine in different ways, sometimes functioning like roots and other times like prefixes or suffixes. For example, graph, meaning ‘write,’ functions as a suffix in seismograph and as a root in graphic. It is usually not necessary, however, to make this distinction with students; the terms root and affix (suffixes and prefixes) usually work well enough for both Greek and Latin word parts and are widely used. Students will: • Learn to identify the Latin and Greek word parts in multisyllabic words • Find or brainstorm additional words that share the same word parts • Spell and demonstrate an understanding of the meaning of words, prefixes, suffixes and roots covered in these sorts

Targeted Learners These sorts are appropriate for students in the early to middle Derivational Relations stage who are familiar with prefixes and suffixes. Nearly all students at all

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levels (including adults!) will benefit from the study of these Greek and Latin word parts. The words selected for these sorts are appropriate for upper elementary and middle school students. For secondary students, you might substitute less common words listed under the additional words for each sort (see additional resources listed on page 9). These sorts will systematically cover many Latin and Greek word parts; however, depending on your curricular needs, you may occasionally use them out of sequence. For example, if you are studying measurement, you might want to use words in Sort 22 with Greek roots, prefixes and suffixes. The selection and sequencing of roots in this unit is based on their transparency—how concrete and obvious their meanings are—and the types of elements with which they combine. (See ­Chapter 8 in Words Their Way for further explanation of scope and sequence.) At this phase of word study during the derivational relations stage, students will continue to explore base word/derived word spelling-meaning patterns. This is also the point, however, at which more focused exploration of Latin and Greek word word parts can begin—thus the inclusion of these sorts at this point in the scope and sequence of word study.

Teaching Tips Throughout this unit, you will want students to find other words that share the same word parts and to add these to their Word Study Notebooks. Encourage students to continue to look for featured roots over time, rather than just the week in which particular roots are studied. Often, it may be easier to brainstorm words than to actually find them in reading materials because the words become far less common as we progress through this unit of study. Dictionaries should be used regularly throughout this unit, and students should learn how to look for and interpret the etymological information that is often provided at the end of a definition. Not all dictionaries have etymologies, so have at least one on hand in the classroom that does. The Online

Unit V  Latin and Greek Word Parts 1    85 Etymological Dictionary is an excellent resource, although you will need to discuss how to understand and use this information if your students are new to exploring etymologies. There are other resources listed in Chapter 8 of WTW; you may find it interesting and helpful to check a word’s origin in several different places. You might want to share the picture book by E. H. Fine, Cryptomania: Teleporting into Greek and Latin with the Cryptokids. The Cryptokids travel to different places and times to see how widespread these roots really are. Ideally, you should create a classroom environment where students are curious about word origins and will want to investigate any interesting word that turns up. If you haven’t begun exploring Greek and Roman mythology in depth, this is a good time to do so. This exploration helps to contextualise your students’ learning about roots and provides a foundation through the power of narrative. (The word mythology is used in Sort 22, but you may begin earlier.) Importantly, words from myths—their ideas and connotations—are a significant part of the academic vocabulary your students will learn. The Percy Jackson and the Olympians book series by Rick Riordan (Disney-Hyperion) does an excellent job of introducing students to the Greek myths, heroes and deities. Megan Bryant’s Oh My Gods! ­(Scholastic) is another delightful resource, with each deity’s characteristics, attitudes, loves and hobbies displayed in a Facebook-type format. As students learn about Greek mythology, they will be struck by how many of these aspects of mythology appear in movies, graphic novels, video games and on TV. Students should be encouraged to return to prefixes and suffixes they have studied in earlier units and use them to add to the words in the sorts; for example, respect can become respected, respectful, respectfully, disrespectful and respective. Have them work cooperatively to create word trees and word webs (described in Chapter 8, WTW) and record these in their Word Study Notebooks. Also encourage them to play with Greek and Latin word parts to create their own original words. Photoscope might not be a real word, but it could be! New products and new ideas require new terminology (e.g. photocopier, instamatic), and Greek and Latin word parts continue to be drawn upon to coin these words.

Jeopardy is a favourite game that lends itself to the review of Latin and Greek roots  and there is a good example in Chapter 8 of WTW. Quartet, Brainburst, Rootwebs and other games and activities can be found there as well. Many games described in Chapter 6 can be adapted by substituting roots for vowel patterns. Vowel Poker becomes Root Poker by creating sets of cards featuring words in the same meaning family: predict, predictable and unpredictability.

English Learners Note Cognates are common in the higher level academic vocabulary studied in these sorts because all Romance languages, such as Spanish, French, and Italian, have, like English, thousands of words derived from Latin and Greek. Attention to these cognates will help English learners acquire English more readily and will help native English speakers who may be studying a foreign language. Cognates can sometimes be found by looking through language dictionaries. For example, if you look up words starting with frac- in an English−Spanish dictionary, you will find fraccíon (fraction), fraccionario (‘to break up’) and fractura (fracture). Spanish cognates that you may have students match with English counterparts—before, during and/or after doing particular sorts—include the following: dictador, geografico, espectacular, audiencia, predice, ­auditorio, transportar, perspectiva, geología, contradice After matching, students may check their d ­ ecisions on a translation website such as WordReference, Google Translate or YourDictionary.

UNIT SPELL CHECK 5 AND ASSESSMENT FOR MEANING OF LATIN AND GREEK WORD PARTS Use the Unit Spell Check 5 and meaning assessment as a pretest and a posttest to assess students’ mastery of the features covered in this unit.

86    LEVEL 1  BASIC DERIVATIONAL RELATIONS

A.  Unit Spell Check 5 Call the words aloud for students to spell on a sheet of notebook paper. Use the words in sentences if necessary to clarify meaning. You or your students can record the results on the Goal Setting Record Form on page 11. If you administer spell checks for each ­lesson, these results can also be recorded on the form.

a feature to assess retention over time. You or your students can record the results  on the Goal Setting Record Form on page 13. The following is the answer key. Answer Key:  1. spect

(g)

a. light

 2. dict

(f)

b. study

 3. meter

(i)

c. carry

1. contradict

2. auditory

3. inspector

4. telephoto

 4. bio

(j)

d. sound

5. symphony

6. millimetre

 5. tele

(k)

e. heat

7. autobiography

8. periscope

 6. photo

(a)

f. say or speak

 7. port

(c)

g. look

 8. aud

(n)

h. shape

 9. geo

(l)

i. measure

9. geothermal

10. photosynthesis

B.  Unit V Assessment for Meaning of Latin and Greek Word Parts

10. graph

(m)

j. life

11. phon

(d)

k. far, distant

12. vis

(o)

l. earth

Use the matching assessment on page 87 as a pretest and a posttest to assess the meaning of the word parts covered in this unit. A delayed posttest may also be given three to six weeks after studying

13. therm

(e)

m. write

14. form

(h)

n. hear

15. logy/ology

(b)

o. see

Unit V  Latin and Greek Word Parts 1    87

Unit V Assessment for Meaning of Latin and Greek Word Parts Name                                                   Choose a definition from the list to the right and write its letter beside the word part.

 1. spect

a. light

 2. dict

b. study

 3. meter

c. carry

 4. bio

d. sound

 5. tele

e. heat

 6. photo

f. say or speak

 7. port

g. look

 8. aud

h. shape

 9. geo

i. measure

10. graph

j. life

11. phon

k. far, distant

12. vis

l. earth

13. therm

m. write

14. form

n. hear

15. logy/ology

o. see

88    LEVEL 1  BASIC DERIVATIONAL RELATIONS

Sort 19  Latin Roots: ­Speaking, Hearing and Seeing (dict, aud, vis) This sort is the first of many that will explore Latin word roots. The meanings of these Latin roots are straightforward, as are the meanings of most of the words in which they combine with other affixes and roots. These Latin roots occur frequently in printed materials from the intermediate grades onward. The root dict is also spelled dic, but most words that have that spelling are more opaque; the most frequent spelling upper elementary and middle school students will encounter is dict.

Generalisation:  dict means ‘to say or speak’; aud, ‘to hear’ and vis, ‘to see.’ dict

aud

vis

dictate

audible

vision

predict

audience

visible

prediction

audiotape

invisible

unpredictable

auditory

visitor

contradict

audiovisual*

revisit

dictionary

auditorium

vista

diction

supervisor

dictator *This word should be sorted into more than one category.

Explore Meaning:  Wait until after sorting to talk about the meanings of words students might not know like diction or auditory. Have a dictionary and your chart of prefixes and affixes handy to aid in the discussion of meaning. Sorting and Discussion: 1. Begin by displaying the words in the sort without the headers and ask, What do you notice about these words? Take multiple observations, but be sure to talk about how the words share some common parts, such as dict, aud or vis. Explain, In this sort, we’re going to learn about Latin roots. A Latin root is the part of a word that contains the core meaning of the word. We can find it by taking off any prefix or suffix. If what is left is not a word, we have found the root! Write the word invisible, and say, When I cross out the prefix in- and the suffix -ible what is left? (vis) Is vis a word? (no) You’re right—it cannot stand by itself as a word, but it is the word root of invisible.

2. Display the root headers dict, aud and vis and sort the key words: dictate, audible and vision under them. Remind students, When we take off the suffixes in these words, we can find the root. Sort the rest of the words with student help, omitting prefixes and suffixes to find the root if necessary. 3. After sorting, talk about the words under dict and ask them, Please explain the meaning of dictate and use it in a sentence. When we ­dictate something, we ‘say’ it. What does the prefix pre- mean? (It means before.) So, what does predict mean? (We ‘say’ something before it happens.) So it sounds like the root, dict, has something to do with saying or speaking. Then move to words that are less obvious. Now that we know what the root dict means, let’s look at some other words. What can we say about unpredictable? (It is something we could not speak about before.) If the prefix contra- means ‘against,’ what does contradict mean? (to speak against) Be ready to consult a dictionary to look up ­diction after determining that it has something to do with speaking. What does a dictionary have to do with ‘speaking’? (It shows us how to say/pronounce a word, and digital ­dictionaries ­actually do pronounce the word for us.) 4. Continue this with the words under audible and vision, starting with words whose meanings students are likely to already know. Then move to words they might not know, and help them establish a meaning by thinking about the root and the affixes. For example, in the word supervisor: supervise means to ‘see over’ or ‘look over from above,’ and the -or suffix indicates ‘one who does this.’ 5. Ask, What’s the big idea of this sort? (Learning the meanings of word roots and understanding how they combine to create words will be helpful in figuring out and learning new vocabulary.) What meaning does each root have? Suggest that students make a note of the meaning on the headers (to say or speak, to listen or to see). Can you think of any more words that have these roots?

Extend: Assign weekly routines, and ask students to underline the roots in a writing sort. A blind sort should be easy, but it will help students practice listening for, as well as looking for, the roots. Word hunts will prove challenging because these words may not turn up in

Unit V  Latin and Greek Word Parts 1    89 current reading materials. Suggest that students set aside a part of their Word Study Notebook to list the words for each root and to keep their eyes open over time for more words to add. Ask students to choose at least eight words that they cannot define and look up and record the definitions.

For unfamiliar words, students may check the dictionary and then try to generate related words. For example, abdicate yields abdication; improvise yields improvisation; indict yields indictment; vindicate yields vindication. You may need to display the appropriate affixes prior to this activity.

Apply:

Additional Words: 

Using the words in the sort, challenge students to generate words. Then, challenge them to generate words with the ‘Additional Words.’ For example, -ion generates contradiction, dictation and dedication; -ly generates visibly, invisibly, inaudibly and visually.

dict abdicate, dictum, dedicate, indict, jurisdiction, valedictorian, vindicate, verdict aud inaudible, audiology vis visit, visage, visa, visual, advise, envision, ­provision, improvise

90    LEVEL 1  BASIC DERIVATIONAL RELATIONS

SORT 19  Latin Roots (dict, aud, vis)

dict

aud

vis

dictate

audible

vision

visible

contradict

diction

vista

auditorium

invisible

revisit

unpredictable

prediction

dictionary

supervisor

dictator

predict

audiovisual

auditory

audiotape

audience

laudable

visitor Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

Unit V  Latin and Greek Word Parts 1    91

Sort 20  Latin Roots: To Look, Carry and Shape (spect, port, form) Generalisation:  spect means ‘to look at’; port, ‘to carry’ and form, ‘shape.’ spect

port

form

inspection

portable

formation

respect

export

format

retrospect

import

conform

spectator

transport

transform

inspector

reporter

reform

prospect

important

spectacles spectacular perspective

Explore Meaning:  Wait until after sorting to talk about the meanings of words students may not know. Have a dictionary and your chart of prefixes and affixes handy to aid in the discussion of meaning. Sorting and Discussion: 1. Introduce this lesson by showing the words and asking, What do you notice about these words? What do you have left when you take off prefixes and suffixes? (roots) Explain, In our previous sort, we learned about the Latin roots dict, aud and vis. We’re going to be looking at three more important Latin roots in the words in this lesson. 2. Introduce the headers and say, Let’s look for these roots in the words and sort under the headers. Sort as a group, or have students sort independently. 3. After sorting, examine the words under each header. Say, Let’s read down the words in this column and see if you can get an idea of what the element spect might mean. Talk with a partner. Any ideas? Prompt with, What is a spectator? (someone who looks) What are spectacles? (something you use to look with) Let’s try using ‘look’ to define other words such as inspection. (Students might define it as looking at something carefully.)

4. Say, Let’s look at the words you’ve sorted under port. Any ideas about what the root port might mean? Get students’ ideas, and then explain as needed, The Latin root port means to ‘carry’—if something is portable, we are ‘able to carry’ it. We’ll learn more about the prefix ex- later, but it usually means ‘out.’ So, if we export goods to another country, what does it mean? (carry out) What does it mean when we import goods? (carry in) Explain, We will learn later that the prefix im- can mean the same as in-. What does a reporter do? (Re- means ‘back’ so to carry something back, such as news.) 5. Now let’s look at the words under form. What common meaning do these words have? We’re very familiar with the word form, but it comes from Latin and will usually have the meaning of ‘shape’ in the words in which it occurs. Can we use shape or form to define these words? (Transform means to change shape; conform means to shape with and so on.) Explain, We will learn later that the prefix con- is simply a different spelling of the prefix com-. 6. Begin the reflection by saying, What did you learn from this sort? How can this help you as a reader when you encounter new words? What is the meaning of the Latin roots spect, port and form? Can you think of more words with these roots?

Extend: Assign weekly routines, but omit the blind sort as it is not very useful. Do not assign a word hunt, but suggest that students set aside a part of their Word Study Notebook to list the words for each root and keep their eyes open for more words to add over time. Searching online dictionaries, such as Your Dictionary, with the use of an asterisk can turn up additional words (e.g. to find all words that contain the root spect, type *spect*); another excellent word and pattern search website is ­O neLook. Ask students to choose at least eight words that they cannot define and look up and record the definitions. This is a good time to begin a chart of roots that you will continue to add to across many lessons to come. Students can also establish a section of their notebooks to list roots, their meaning and examples of words.

92    LEVEL 1  BASIC DERIVATIONAL RELATIONS Continue to explore word meanings and ­etymologies in greater depth on other days: • Inspection is made up of the suffix -ion, which  we’ve learned in previous sorts means the ‘action, process or result’ of something; the Latin root spect, which means ‘to look’ and the prefix in-, which also has the ­meaning of ‘in, into.’ Thinking of your definition of inspection, do you see how the combination of these word parts literally means ‘the action of looking into’ something? That’s what an inspection is! • Talk about respect, which is somewhat figurative in meaning. Let’s think about the word respect: Do you recall what the prefix re- means? (It means ‘back’ or ‘again.’) How does ‘looking back’ relate to the meaning you know for respect? While it literally means ‘to look back’ at someone or something, can you see how it also suggests to give further consideration to someone or something? (Chapter 8 in WTW provides additional examples of how you can model this type of thinking for students.) • Take time to discuss the prefix trans- (as in transport and transform), meaning ‘across, beyond, through,’ and brainstorm other words that start with it: transplant, transfer and transcontinental. Add it to your prefix chart. Share with students that the word etymology comes from the Greek root etymon, which means the ‘true

sense of a word’ (American Heritage ­Dictionary, 5th ed.). Verbally talented and gifted students may explore in word history books or online etymology sites how the meanings of the following words developed: • Important: one of its earliest meanings was to ‘carry weight into’ a discussion or situation • Perspective: ‘look through’—when you talk about your perspective on an issue or on life you are actually talking about how you have looked through that issue • Prospect: ‘look forward’ to see or discover something

Apply: Students may work in pairs to explore some of the following words. Have them first predict, based on each word’s structure, what each word may mean. Then, follow up and check each word in a dictionary. The words may then be added to the appropriate column in their Word Study Notebooks. Additional Words:  spect expect, expectation, introspective, prospector, ­retrospective, spectacle, spectrum, specimen, suspect port airport, seaport, comportment, deport, heliport, importune, opportune, portage, portmanteau, rapport form deform, formal, formula, informal, information, malformed, platform, uniform

Unit V  Latin and Greek Word Parts 1    93

SORT 20  Latin Roots (spect, port, form)

spect

port

form

inspection

portable

formation

respect

spectacle

export

retrospect

import

format

conform

spectator

transport

inspector

reporter

reform

transform

prospect

spectacular

perspective

important Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

94    LEVEL 1  BASIC DERIVATIONAL RELATIONS

Sort 21  Greek Word Parts: Sound, Light, Write and Distance (phon, photo, graph, tele) This sort offers robust opportunities for exploring some Greek word parts that occur frequently in printed materials from the intermediate grades onward. When these word parts combine with other Greek elements, the resulting meaning is usually transparent. There are many words in this sort that offer rich opportunities for elaboration, but they cannot all be discussed at the same time. Plan to talk about different words on other days and extend this lesson to two or three weeks if necessary.

Generalisation:  The Greek word part phon

means ‘sound’; photo, ‘light’; graph, ‘write’ and tele means ‘far, distant.’ phon

photo

graph

tele

phonics

photograph* graphic

television

phono­ graph*

photocopier autograph

telegraph*

headphones photo­ grapher

telegraph*

telegram

homophone photo­ synthesis

calligraphy

telephoto*

microphone

tele­ phone*

symphony *These are words that go in more than one category.

Explore Meaning:  There may be a number of

unfamiliar words, and all will be discussed during the lesson. However, ask students about phonograph (record player) and calligraphy (handwriting), and ask someone to look them up if needed.

Sorting and Discussion: 1. Introduce this lesson by sharing that, In our last two lessons, we’ve been looking at Latin word roots. In this lesson, we’ll look at Greek word parts. 2. Display the words, and have the students read through them. Ask, What do you notice about these words? Students will notice the common word parts. Introduce the headers and say, Let’s sort these words by their word parts, and then we will talk about what they might mean. I see

the word part phon in the word phonics, so I will sort it under that heading. You can continue sorting as a group or ask students to sort independently. Explain, Some words can go under more than one header, but choose one for now. 3. Read down the words under the phon header, and say, Think about what the meaning of all these words have in common. Does that give you any ideas what the word part phon might mean? Share your ideas with a partner. If someone comes up with the right answer right away, ask, How did you figure that out? or What words helped you? Prompt the students as needed by focusing on particular words: What do you do with headphones? (listen to music) With a microphone? (record music or talk) So what do music and talking have in common? (They are sounds.) Say, Let’s check and see if sound goes with the other words: Telephone? Phonics? Phonograph? Homophone? Symphony? 4. Repeat with photo, graph and tele in the same way to establish that photo means ‘light,’ graph means ‘to write or record something,’ and tele means ‘distant’ or ‘far off.’ Move words, like phonograph and telephone, that share two elements into the appropriate columns as they are discussed. Elicit definitions and explanations from the students using the best-known words first. Remember to ask, How did you figure that out? Or, What words helped you? (You may elect not to use photosynthesis if it fits within your science curriculum, however, talk about it on another day as described in the Extend section.) 5. Wrap up the first day’s discussion by saying, What did you learn from this sort? How can this help you as a reader when you encounter new words? Can knowing the word parts phon, photo, graph and tele help you as a speller? Which part of these elements may get misspelled? (The ph spells the /f/ sound.) Explain, Many words contain these Greek word parts and they usually have a pretty consistent meaning. Most of the time they do not occur by themselves as words, although sometimes they do, as in photo and graph.

Extend: Assign weekly routines that reinforce meaning, such as using words in sentences or phrases and illustrating words. Word hunts will prove challenging because these additional words are rather rare.

Unit V  Latin and Greek Word Parts 1    95 If you have not started a chart of roots and other word parts this is a good time to begin one, which you will continue to add to across many lessons to come. Students should also establish a section of their notebooks to list the word parts their meaning, and words with those elements. Suggest that students keep their eyes open over time for more words to add. Continue to explore word meanings and etymologies in greater depth on later days or in another week. You will need at least one d ­ ictionary with etymologies to introduce this feature, but try to have some additional copies on hand for ­students’ use. Begin by modelling a few words and using a projection of dictionary pages to show students where to find etymological information and how to interpret it. You can also model how to use the Online Etymology Dictionary, which also reports the first usage of the word and a bit more history of its origins. • Phon: This is an appropriate time to mention how the prefix sym-/syn- works. A Greek prefix meaning ‘together, with,’ sym-/syn- occurs frequently in general and domain-specific academic vocabulary. Display the word symphony and say, The prefix sym- means ‘together,’ or ‘with’ whatever it combines with. What is being combined in this word? Point to symphony. Yes, ‘sounds.’ What literally is a ‘symphony’? (Responses might have to do with combining sounds, bringing sounds together or instruments combining their sounds.) • Tele: Think about the telegraph and how it was used. What do the word parts literally mean when combined? Yes, ‘writing from a distance.’ How exactly did the telegraph ‘write from a distance?’ What was involved in that? Ask, Do you see a smaller word within television? (vision) Explain that, When tele combines with vision, what do you think it literally means? (‘vision from a distance’) Confirm that, Yes, this is literally what television is and does: It delivers vision from a distance by cable, satellite or antenna. • Photo: Discuss photography—literally ‘writing with light.’ There is usually at least one student who understands the process by which photography works. If not, this may be a good time to mention the process briefly; for example, the lens lets in light that is ‘written’ onto film or a memory card (as with a digital camera). Then discuss telephoto: Have you ever seen or heard the word telephoto? How was it used? Students have probably heard the word in the context of

a telephoto ‘lens’ but have not reflected on the meaning. This often leads to a productive discussion about the literal meaning of telephoto— ’light from a distance.’ Synthesis means ‘combining or bringing together separate pieces to form a whole.’ The word photosynthesis, therefore, literally means ‘bringing together ’ or ‘synthesizing’ light. The actual process is, of course, much more involved, but this basic understanding will be of most help to intermediate/middle students. Photosynthesis is an important process involving light that plants utilise to stay alive and grow. • Graph: To address the word calligraphy, display it and ask students, What do you already know about this word? (It has to do with writing.) How did you figure that out? (the root graph) Check the word out in the unabridged dictionary. What does the rest of the word, calli, mean? (‘beautiful’) Next, display an example of calligraphy; you can find images online.

Apply: Remind students, Learning the meaning of these word parts and how they combine to form words can be extremely helpful in understanding new words you encounter. Let’s try a few. Display the following sentences and say, Can you define the underlined words based on what you have learned about word parts? We had a teleconference to work on our project because some members of our team were home, sick with the flu. A videographer showed up after a classmate at our school won the national spelling bee. If you were photosensitive, would you spend much time in the sun? Talk about possible meanings, and follow up by checking in a dictionary. The words may then be added to the appropriate column in students’ Word Study Notebooks. Additional Words:  phon- cacophony, euphony, xylophone, saxophone photo- photoelectric, photogenic, photons graph- digraph, topography, bibliography, videographer, ethnography, choreography, graphite, paragraph, seismograph tele- telethon, telecommunications, teleconference, telecast, telepathy

96    LEVEL 1  BASIC DERIVATIONAL RELATIONS

SORT 21  Greek Word Parts (phon, photo, graph, tele)

phon

photo

graph

tele

phonics

photograph

graphic

television

calligraphy

autograph

photocopier

symphony

headphones

telegraph

photosynthesis

telephone

homophone

photographer

telegram

phonograph

telephoto

microphone

Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

Unit V  Latin and Greek Word Parts 1    97

Sort 22  Greek Word Parts (therm-, meter/metre, geo-, -scope, -logy/-ology, bio-)

one for now. Note: As you talk about different columns, move these words under them to add to the words under consideration.

This sort lends itself to at least two weeks’ exploration.

Generalisation:  The prefix therm- means ‘heat’; the prefix geo-, ‘earth’; the prefix bio-, ‘life’; the suffix -scope, ‘see, observe’; the suffix -logy/-ology, ‘study’; the root meter/metre, ‘measure.’

therm-

meter/ metre

geo-

-logy/ -scope -ology bio-

thermostat

speedometer

geo­ graphy

telescope

mytho­ biogralogy phy

geo­ logy*

peri­ scope

zool­ ogy

thermo­ barom­ meter* eter1

thermos millimetre geomicro­ etym­ thermal* scope ology thermal kilometre geo­ metry diameter geode

horo­ scope

autobio­ graphy biology*

ecology

stetho­ scope

perimeter *These words should be sorted into more than one category. 1

Tell students that baro is a Greek root meaning ‘weight, pressure’

Sorting and Discussion: 1. Say, In this sort we’re going to be exploring some more Greek word parts. 2. Read through the words without showing the headers or discussing meanings. Ask, What do you notice about these words? Are there any familiar word parts? Students have, by this point, usually learned a few of these elements, so discuss what they know—for example tele and graph from the previous Greek sort. Select a few words such as telescope and biography and ask, How can the parts you know help you figure out the meaning? 3. Ask, How shall we sort these words? Introduce the headers and key words. Students can sort in a group or independently. Explain, Some words can go in more than one category because these word parts combine in different ways. Choose

4. After sorting, examine the words under the headers. Say, Let’s read down the words in each column and see if you can get an idea of what the word part might mean. Let’s start with therm-. Any ideas? Prompt with, What does a thermostat do? (It controls the heat or temperature.) What is a thermos for? (keeps things hot) What does a thermometer measure? (temperature) So thermal has to do with heat or temperatures. When discussing the words under bio-, remind students, We studied graph in a previous sort. Do you recall what it means? If it means ‘write,’ how might that help us with biography and autobiography? (written records of a life) If -logy has to do with the study of something, how does that help us with biology? (The study of life.) 5. Peri is a useful prefix to add to the discussion. Explain, Peri means ‘around,’ so what do you do with a periscope? (It is something used to ‘to look around.’) What is the perimeter of a shape? (It means ‘to measure around’.) Talk briefly about the number prefixes milli- (from Latin) and kilo- (from Greek), which mean ‘thousand.’ Geometry also has the root geo- but is less obviously connected with the earth; geometry, however, was originally developed by the Greeks to measure land. Tell students that baro- is a Greek root meaning ‘weight, pressure,’ so a barometer is used to measure air pressure or the weight of air.

Extend: Complete standard routines. However, blind sorts are not especially useful, and word hunts are not likely to turn up any additional words. Most of these word parts are used in technical or scientific language. There is a lot to talk about in this sort, so continue to talk about other words on another day. There are two spelling aspects that should be addressed in this unit: First, point out that the root meter/metre is sometimes spelled metr as in metric and geometry. English words of French, Latin or Greek origins that have an -er ending were at one stage spelled with an -re ending. In American ­English, most of these words now have an -er e­ nding. In ­A ustralian English, most of these words have

98    LEVEL 1  BASIC DERIVATIONAL RELATIONS retained the -re ending with a few exceptions, for example perimeter. Words that relate to a specific numerical measurement end in -re, while words that are measurement instruments or general measurements end in -er. For example, centimetre refers to a specific measurement (that always remains same), while perimeter refers to a general measurement (that varies depending on the size of the object). Second, explain what ‘connecting vowels’ are. Share that, A spelling convention began in ancient Roman times in which a vowel, usually o or i, was often inserted between two word parts to make the resulting word easier to pronounce. For example, think about the words mythology and petrify. Try pronouncing each of these words without the connecting vowel— ‘mythlogy’ is a bit awkward, and ‘petrfy’ is impossible! In addition, share that, Connecting vowels also explain the occasional lack of agreement between different dictionaries in indicating the spelling of an affix or a root. Some dictionaries will include the connecting vowel as part of the affix or root, while others will not: for example, -ology versus -logy, and cosmo- versus cosm-. In fact, because the spelling -ology is so often listed as a suffix, it is included in this sort. On an etymological note, you can share with the students that bioscope was the name for an early movie projector. How do they think this word came about?

‘Combining Roots and Affixes’ and ‘Word Part Shuffle’, both described in Chapter 8 in WTW, are excellent follow-up activities to this sort, as well as to later sorts in which Greek and Latin word parts are explored.

Apply: Talk about how identifying these word parts can help students read and understand unfamiliar words. Display some longer words from the following list, such as geocentric, altimeter and b­ iochemistry. Ask students what they know about each word and how that helps them think about the rest of the word. Then pair students up to explore different words by checking their meanings in the dictionary. Then have them share their results with the rest of the class. Additional Words:  therm- thermonuclear, thermodynamic, exothermic meter tachometer, altimeter geo- geophysics, geocentric -scope gyroscope, kaleidoscope -logy trilogy, pathology, psychology, sociology, theology, genealogy, technology bio- biochemistry, biofeedback, biogenesis, biological, biomass, biomedical, biopsy, biorhythm, ­biosphere, macrobiotic, symbiotic, symbiosis

Unit V  Latin and Greek Word Parts 1    99

SORT 22 Greek Word Parts (therm-, meter/metre, geo-, -scope, -logy/-ology, bio-) therm

meter/metre

geo

scope

logy

bio

thermostat

speedometer

geography

telescope

mythology

biography

geology

barometer

thermal

thermometer

periscope

zoology

microscope

diameter

kilometre

etymology

millimetre

geometry

geothermal

thermos

biology

perimeter

autobiography

geode

horoscope

stethoscope

ecology

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100    LEVEL 1  BASIC DERIVATIONAL RELATIONS

UNIT REVIEW AND ASSESSMENT Review A good way to review this unit is to create a chart of roots and other word parts. Use different colours for examples and definitions. You can add to these as more Greek and Latin word parts are introduced  throughout this book, so leave spaces for more. The charts will serve as a ready reference when students encounter words in later sorts as well as in their reading materials. Students can create their own charts as part of their Word Study Notebook. This is what your charts might look like at the completion of this unit, but leave space to add additional examples over time as they are discovered: dict dictate ‘say or speak’

aud audible ‘hear’

vis visible ‘see’

spect inspect ‘look at’

port portable ‘carry’

form formation ‘shape’

tele telescope ‘far, distant’

phon homo­ phone ‘sound’

graph auto­ graph ‘write’

photo photo­ graph ‘light’

therm thermo­ meter ‘heat’

meter/metre diameter ‘measure’

geo- geogra­ phy ‘earth’

-scope micro­ scope ‘see, observe’

-logy/-ology geology ‘study’

bio- biology ‘life’

‘Combining Roots and Affixes’ and ‘Word Part ­Shuffle,’ both described in Chapter 8 in WTW, are excellent games that can be used to review the word parts covered in this unit. The game can be expanded with additional word parts as they are studied in later units.

Assess Use Unit Spell Check 5 on page 85 to assess students’ mastery of the spelling of the word parts covered in this chapter. Use the Unit V Assessment for Meaning of Latin and Greek Word Parts to ensure mastery of the meaning of these elements.

Unit VI Spelling-Meaning Patterns 2

NOTES FOR THE TEACHER

Targeted Learners

Background and Objectives

These sorts are appropriate for students in the ­middle derivational relations stage.

This unit extends students’ understanding of the range of spelling-meaning relationships that exist among words in the English language and of the value of understanding these relationships. At the outset, remind students of the purpose for examining these spelling-meaning-sound relationships: They are growing their spelling-meaning strategy. When they’re uncertain about the spelling of a sound in one word, trying to think of a related word may provide a clue. And as first pointed out in Unit IV, examining spelling-meaning relationships is a powerful strategy for developing students’ vocabulary: Knowing one word in a spelling-meaning family will usually provide the clue to determining the meaning of other unknown words in that family. For example, central > centrality, centralisation; habit > habitual, habituate and emphasis > emphasise, emphatic. In these next sorts, the meaning of some of the derivatives, and their relationship to their base, is more abstract. Because of this, you may need to provide support and some information to facilitate students’ awareness and understanding, for example: discussing how the known meaning of public relates to the meaning of the derived words publicise and publicity. Students will: • Identify consonants and vowels that alternate in related words • Demonstrate understanding of prefixes, suffixes and base words • Spell the words in this unit and demonstrate an understanding of their meaning

Teaching Tips As with the first spelling-meaning unit, identifying the accented syllable can sometimes be hard for students as well as teachers. It is not important whether students gain mastery over this skill, and it need not be assessed. However, attention to accent or stress not only helps spellers, but it can also help ­English Learners (ELs) who are learning to pronounce ­English. Pair up ELs to work with native speakers of English who can model pronunciation. Keep your chart of suffixes handy throughout this unit, as students will need to consider the meaning of the suffixes and how they change parts of speech.

English Learners Note These sorts, as well as a number of successive sorts, offer opportunities to compare and contrast the spelling of suffixes and how they are affixed to base words in English and Spanish. Students may look for patterns in the spelling of respective bases and derived words. Discovering and discussing these patterns can be exciting for students, and it can help them realise how awareness of these patterns can support them in learning either Spanish or English. For example, what appears to be the corresponding Spanish suffix for English -ity? (Sort 23) hostilidad  originalidad  localidad

101

102    LEVEL 1  BASIC DERIVATIONAL RELATIONS What appears to be the corresponding Spanish suffix for English -cracy? (Sort 24) democracia  aristocracia  burocracia Reflecting on these cognate pairs may lead students to wonder how many English and Spanish words that end in -al are ‘exact’ cognates with no spelling change, for example: original, local, formal and fatal.

UNIT SPELL CHECK 6 Use the Unit Spell Check 6 as a pretest and posttest to assess students’ mastery of the spelling features covered in this unit. However, spelling the words is not the only objective for this unit, as stated previously.

You or your students can record the results on the Goal Setting Record Form on page 11. Weekly spell check results can also be recorded on the form. Call these words aloud for students to spell on a sheet of notebook paper. Use the words in sentences as needed. 1. originality

2. sufficient

3. inspiration

4. mandatory

5. proclamation

6. perceive

7. criticise

8. familiarity

9. politician

10. spiritual

11. resumption

12. metallic

13. impediment

14. narrative

15. habitual

Unit VI  Spelling-Meaning Patterns 2    103

Sort 23  Adding Suffix -ity: Vowel Alternation, Schwa to Short Students first dealt with the suffix -ity, meaning ­‘condition, quality,’ when it was introduced in Sort 6. It is examined in this sort because it affects the ­pronunciation of base words to which it is attached. In Spanish, words that end in -dad are quite common and usually correspond to an English word that ends in -ity: autoridad (authority), necesidad ­(necessity), universidad (university), formalidad (formality) and ­velocidad (velocity).

Generalisation:  Thinking of a related word may provide a clue to the spelling of a problematic, or ambiguous, sound in the word you’re trying to spell. Adding the suffix -ity to an adjective usually produces a noun. -әl

-ity

personal

personality

local

locality

formal

formality

fatal

fatality

general

generality

brutal

brutality

mental

mentality

original

originality

individual

individuality

Explore Meaning:  Word meanings should be discussed after sorting. Keep your chart of affixes handy for reference. Sorting and Discussing: 1. Read through the words in the sort and then ask, How might you sort these words? One obvious suggestion is to put the -ity words together in one column and their related words in the other column. After matching up the pairs, say, Let’s look at the first few word pairs. What do you notice when -ity is added? Encourage students to think of multiple changes. Probe if needed with, How does the part of speech change? (from adjectives to nouns) Do the sounds of the vowel in the final syllable change? (schwa to short) Do you notice a shift in accent? (It is usually from first syllable to second.)

2. Using personal and personality as examples, discuss how accent affects the vowel sounds: In PERsonal, there is a schwa sound in the final unaccented syllable. In personALity, the accent shifts to the third syllable, and the vowel sound is short. (Mark the accented syllables and vowel changes on the key words.) Ask, Is this true for the other words? Name the words in each column, and note where the schwa sound occurs. Ask, What makes the schwa sound hard to spell? (The sound is not a clue to what the vowel is.) If you were unsure about the spelling of the unaccented syllable, how would thinking of a related word help you? Compare the vowel sounds in several related words, and see how the short vowel gives a clue to spelling the schwa sound. 3. Review the meaning of the suffix -ity (addressed in Sort 6–’state, condition, quality’). Then talk about the meaning and usage of several base words and their derivatives. For example, ask, What does a person’s personality have to do with the meaning of personal? Then ask, If you encountered someone who was ­formal, how would you describe their behaviour toward you? (They are behaving in a serious and correct way.) So, how would you define formality? 4. Discuss several more words in this same fashion. Because the meaning of some of the derivatives and their relationship to their bases is not at first obvious, model how to think about the relationships: For example, explain that, Mental is a more general term having to do with the mind, whereas mentality has a more specific meaning having to do with intelligence or attitude. Then ask, With your partner, describe the relationship between general and generality. Then, check your ideas by looking each word up in the dictionary. 5. Ask, What might we conclude from this sort? Help students summarise the findings from this sort by asking, What can you learn from this sort to help you grow your vocabulary? (thinking of related words) To help you as a speller? (thinking of a related word can help with spelling the schwa sound, the unaccented sound)

104    LEVEL 1  BASIC DERIVATIONAL RELATIONS

Extend: A blind sort will not be very useful, but ask students to go on a word hunt to find more words ending in -ity. Ask them to identify a related word. For example, if they find nobility, can they come up with noble? Ask students to use some selected words ending with -ity in sentences to show their meaning. When assessing, have students name an inflected word (such as fatality), and ask them to spell the word and to write the related word as well. Ask students to find the three base words that end in -ile, and talk about how the e is dropped before the suffix -ity because it begins with a vowel. Mobile and hostile have alternative pronunciations, so this is a good time to examine how they are represented in a dictionary. The word mobile is a homograph with several meanings, so take time to examine them all.

Apply: Assign different groups a few words to be explored. For any word about which students may be uncertain,

have them think about the base to see if it gives them a clue. If not, have them check the meaning of the base in the dictionary. For base words about which they’re uncertain (for example, facile), ask them if the derived word provides a clue. If the relationship between the base and derivative is opaque, that is, not clear, have them check the dictionary to see if there are other meanings that make the relationship clearer. In the case of facile/facility, for example, the common meaning for facility (a place) doesn’t seem to relate to ‘ease,’ but the other meaning, ‘ease of doing,’ definitely does relate. Additional Words:  -ity actuality, centrality, eventuality, finality,­ frugality, hospitality, legality, musicality, modality, morality, mortality, neutrality, ­normality, partiality, practicality, punctuality, spirituality, technicality, totality, tranquility, triviality, vitality, facility, ­fragility, probability, gentility, stability, nobility, senility, sterility, versatility

Unit VI  Spelling-Meaning Patterns 2    105

SORT 23  Adding Suffix -ity: Vowel Alternation, Schwa to Short

- l e

-ity

personal

personality

hostile

brutal

mentality

general

hostility

fatality

mental

fatal

formality

local

mobile

generality

brutality

locality

original

formal

individual

originality

mobility

fertile

individuality

fertility

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106    LEVEL 1  BASIC DERIVATIONAL RELATIONS

Sort 24  Vowel ­Alternations: Long, Short and Schwa In this sort, students will review the three vowel alternations: long with short, long with schwa and short with schwa.

Generalisation:  Words that are related in spell-

ing are often related in meaning as well. Thinking of a related word may provide a clue to the spelling of a problematic, or ambiguous, sound in the word you’re trying to spell.

well as mandate and mandatory, are probably new terms, so share these sentences, and discuss: A major impediment to our efforts has been a lack of money. Are there other things that might impede our success? (Students’ responses should reflect the idea of ‘getting in the way of.’) Similarly, the relationship between mandate and mandatory may need to be explored:

long to short

long to schwa

short to schwa

The school district issued a mandate that we practise fire drills once a month. Once-a-month fire drills are mandatory in our school.

wise ­wisdom

preside president

metallic metal

decide decision

inspire inspiration

emphatic emphasis

(Students’ responses should reflect the understanding of ‘something that is required.’)

suffice sufficient

mandate mandatory

habit habitual

impede impediment

narrate narrative

excel excellent democrat democracy

Explore Meaning:  This sort presents several opportunities for extending students’ vocabulary by having the students first sort the words into base words and derived words. Sorting and Discussion: 1. Display the words without the headers and read through them quickly because some words may pose challenges for pronunciation. Ask, What do you notice about these words? Students should be able to offer multiple ideas. How might you sort these words? Students will probably note that there are base words and derived words to match, so start with that. 2. Ask, Were there any words whose meaning you weren’t sure about? How could we figure them out? (Think of the meaning of the word parts or check the dictionary.) If necessary, scaffold students’ understanding: They may be familiar with sufficient but may not know suffice. Have them discuss what sufficient means, giving examples. Ask, Based on the meaning of ­sufficient, therefore, what might suffice mean? Ask, Are there any related words that surprised you? Had you thought about the base word of ­president being preside or the base word of narrative being narrate? Impede and impediment, as

3. Display the headers ‘long to short,’ ‘long to schwa’ and ‘short to schwa.’ Say, Let’s read the word pairs and pay attention to how the vowel sound (usually the second vowel in each word) changes, or alternates, within each pair. Model how to sort the key words: wise/wisdom. What vowel sound do we hear in wise? (long) What vowel sound do we hear in wisdom? (short) So, we’ll place this word pair under the ‘long to short’ header. How about preside/president? Yes, a long vowel in preside—and what vowel sound does it change to in president? Yes, the unaccented schwa sound. Let’s place this word pair under the ‘long to schwa’ header. How do the sounds change in metal and metallic? (The accented vowel is short a, and in metal, the a changes to the schwa sound, while the accent changes to the first syllable.) So I will need to put the derived word metallic first and then the base word metal second. Continue to sort as a group, or ask students to sort independently or with a partner. After sorting, read down each column to check for the appropriate changes. 4. If you have a large group, an alternative way to begin this sort is to give each student one word and let students move around the room to find the person with the related word to make a pair. Then tell them, Work with your partner to decide into which category your word pair should be sorted, and be ready to explain your rationale for the rest of the class when you come up to sort it. 5. Ask, What did you learn from the sort to help you spell words or figure out their meanings? What parts of the words might be tricky to

Unit VI  Spelling-Meaning Patterns 2    107 spell? If they don’t notice, point out the spelling of excel and excellent. Ask students why the l doubled before adding -ent (-ent is a suffix beginning with a vowel.)

Extend: When students re-sort these words, remind them to pair up base words and derived words first. A blind sort, in which partners read aloud a pair to go under one of the three headings, can be helpful to focus students’ attention on the alternating vowels. However, do not expect students to find more words in a word hunt. Students can be asked to mark the alternating vowel sounds (long, short or schwa) after writing the pairs in their Word Study Notebooks. You might also ask them to write related sentences for several pairs (like the examples used in step 2) as a way to demonstrate the meaning of the words. When assessing students, name an inflected word (such as excellent), and ask them to spell the word and write the related word (excel) as well. You may want to take some time to examine other words that end like democrat and democracy. The suffixes -crat and -cracy mean ‘rule,’ and can be found in words like autocracy (rule by one), ­aristocracy (rule by the best) and bureaucracy (rule by ‘bureau’—more specifically, departments). The suffixes -arch and -archy also mean ‘rule’ and occur in monarchy (rule by one—more specifically, a

king or queen), anarchy (without any rule; an- is a prefix meaning ‘without’), matriarchy (rule by women/ mother) and patriarchy (rule by men/father).

Apply: As in the previous sort, assign different groups a few of the following word pairs to explore. If students are uncertain about a meaning, have them think about the base to see if that gives them a clue. If not, have them check the meaning of the base in the dictionary. If the relationship between the base and derivative is not clear, or opaque (for example, period and periodic), have them check the dictionary to see if there are other meanings that make the relationship clearer. Have students work in pairs to decide into which alternation category the new word pairs should be sorted; they should be ready to explain their rationale. For example: comedian/comedy = long to schwa; mediocre/mediocrity = long to short. Additional Words: comedian/comedy, declare/­declaration, derive/derivation, democratic/democracy, geometry/geometric, harmonious/harmony, illustrate/illustrative, labor/laborious, major/majority, mediocre/mediocrity, period/periodic, ­p recocious/precocity, produce/production, specific/ specify

108    LEVEL 1  BASIC DERIVATIONAL RELATIONS

SORT 24  Vowel Alternations: Long, Short and Schwa

long to short

long to schwa

short to schwa

wise

wisdom

preside

president

metallic

metal

suffice

inspiration

emphasis

mandate

emphatic

inspire

democrat

impediment

decide

excel

mandatory

narrate

decision

narrative

democracy

habit

excellent

habitual

impede

sufficient Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

Unit VI  Spelling-Meaning Patterns 2    109

Sort 25  Adding -ion: Vowel ­Alternation with Spelling Change This sort examines words in which the spelling of the vowel pattern within the base changes when a suffix is added. Students’ awareness and understanding of this pattern is important because when they consider words one at a time, they often wonder why the spelling of the base changes when a suffix is added. Note that, although this change in spelling is an exception to the spelling-meaning connection, it is an exception that nonetheless follows a pattern: When spelling does change within a spelling-­meaning family of words, it does so predictably. There is a pattern, in other words, that occurs across words of a certain type, and a number of words usually follow this pattern.

Generalisation:  In some related words, there is a

change within the spelling of the base when a suffix is added. These ‘exceptions’ to the spelling-meaning connection, however, follow a predictable pattern. Examining these patterns will help both students’ spelling and vocabulary. base -ai-

derived -ation base -e

derived -ption

exclaim

exclamation

assume

assumption

proclaim

proclamation

presume

presumption

acclaim

acclamation

consume

consumption

explain

explanation

resume

resumption

reclaim

reclamation

receive

reception

perceive

perception

Sorting and Discussion:

assumption, and then sort the rest of the words. Ask, What do you notice about the words in each column? Take multiple observations, but be sure to talk about how the base words fall into families or ending patterns: -aim/ain, -sume and -ceive. Review by saying, We have been learning in previous sorts that the spelling stays the same, even when the sound changes as suffixes are added. Is that true in these words? (No) Although there are only a few instances of these patterns in which the spelling does change when a suffix is added, it’s important to know that there are almost always other words with similar spelling patterns that work the same way. 3. Ask, What part of speech are verbs such as explain and resume changed to when -ion is attached? (They are changed to nouns.) Review your suffix chart to confirm this. Talk about the meaning of words, using the dictionary when needed to confirm. Reclamation may be unfamiliar, but reclaim may provide a clue. Use the word in sentences such as, The entire community was in favour of the proposed reclamation of the old landfill. 4. Ask students, Turn to your partner and d ­ iscuss, ‘What’s the big idea of this sort?’ (Spelling can change, but there’s still a pattern; words are still related to each other by spelling and meaning.) Are there any words that might be especially hard to spell? For students at this level who still have difficulty remembering the spelling of perceive and receive because of the unusual ei pattern, suggest they record examples of this ei spelling when they run across them in their reading. (The old ‘i before e except after c’ rule may be helpful, but only if we revise it to: ‘When you’re spelling long e, it’s i before e, except after c.’ Otherwise, exceptions are everywhere: ­efficient, icier, species and so on.)

1. Display the words and say, Let’s begin as we usually do and match up the base words with their derived words. Then read through the words and ask, What do you notice about the changes in these words? Accept a variety of answers, such as spelling changes, accent changes and part of speech changes.

Extend:

2. Then display the headers, and model how to sort the key words. Ask, What is the vowel pattern in the base word exclaim? How did the vowel sound and spelling change in exclamation? (ai changed to a, and the vowel changed from long to schwa) Repeat with assume and

Skip blind sorts and word hunts for this sort. Partners can work together, however. One reads the base words, and the other says the derived form with /shun/ added. These derived forms can also be written in a blind writing sort. When assessing these words, ask students to spell the longer word

110    LEVEL 1  BASIC DERIVATIONAL RELATIONS (such as perception) and then write the related base word beside it (perceive). Review with students the generalisation, ‘Certain word patterns change their spelling in predictable ways before adding -tion.’ Ask them to cite examples from the sort such as exclaim to exclamation, assume to assumption and receive to reception.’ Point out that more examples can be added as they are studied in later sorts. For example, words with the Latin stem scribe will change to script before -ion as in prescribe/prescription, and tain will change to ten as in maintain/maintenance.

Apply: Have students read the following additional word pairs, then identify the alternation pattern they illustrate (long to short, long to schwa, no change). If they are unsure of a pronunciation (is a vowel short or schwa?), check the dictionary. Additional Words:  maintain/maintenance, abstain/abstinence, retain/retention, absorb/absorption, conceive/conception, misconceive/ misconception

Unit VI  Spelling-Meaning Patterns 2    111

SORT 25  Adding -ion: Vowel Alternation with Spelling Change

base -ai-

-ation

base -e

-ption

exclaim

exclamation

assume

assumption

proclamation

explain

presume

reclamation

proclaim

acclaim

consumption

reclaim

perceive

acclamation

resume

receive

explanation

reception

consume

presumption

resumption

perception Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

112    LEVEL 1  BASIC DERIVATIONAL RELATIONS

Sort 26  Multiple Alternations This sort can serve as a review of this unit as students identify a variety of changes that occur when suffixes are added to base words. Many of the suffixes should be on your chart of suffixes, so have it ready for reference.

Generalisation:  Although a number of sound

changes may occur across related words, their spelling retains the meaning relationship that the words share. critic

public

physics

nation

critical

publicise

physical

national

criticise

publicity

physicist

nationality

politics

except

family

spirit

political

exception

familiar

spiritual

politician

exceptional

familiarity

spirituality

Sorting and Discussion: 1. There are no headers for this sort. Tell students, Rather than sorting the words into columns and matching base words and derived words, we’re going to sort words according to their ­spelling-meaning families, putting words that we believe go together in groups. (This is because in some groupings, such as physics/­physicist, there doesn’t appear to be a base word—physics without the s does not really work here!) 2. Display the words and model a grouping with one family: For example, ask, What other words belong to the same family as nation? (national and nationality) Place the related words beneath nation. 3. Students can sort independently. When they finish, say, Let’s talk about the words in one group to see how many changes we can find. Walk them through one set of words, such as politics, political and politician. You may wish to point out that politics, political and politician come from the Greek word polis, which means ‘city.’ In classical Greece, the city was the primary form of government, not the nation or country. Talk about how the words are related in meaning, and how the suffixes signal the part of speech and what it means. Also talk about other changes—how the accent changes and the vowel sound of the first and second syllable alternates between schwa and short. After modelling with one family, ask students to work in pairs to see how many types of vowel and consonant changes occur in the other sets of words, and then ask them to share their findings back in the group.

4. Sort again by the alternations. Look across all of the words, and then group together the words in which there is a long/short vowel alternation (e.g. nation/national). Next, group words in which there is a short/schwa alternation (e.g. family/familiar). Are there words in which more than one type of vowel alternation is occurring? (Yes, for example, politics/political/politician.) Group together words in which the sound of the consonant changes, but the spelling stays the same (e.g. critic/criticise, except/exception). 5. Say, We’ve seen how the spelling of the words in each family usually stays consistent despite changing sounds. How might knowing this help you in your writing and reading? (The spelling shows that these words are related, so I can better remember the spelling when I write; I can figure out the meaning of a word I don't know if it includes the spelling of a word that I do know.)

Extend: Ask students to sort and record the groups in their Word Study Notebook, and ask them to put into their own words how the spelling-meaning connection can help them as readers and spellers. Ask them to identify the vowels and consonants that alternate in each group by underlining the changes or by marking vowels and accent. Challenge students to use all three words in a sentence that demonstrates their understanding of the usage of the words, such as: A physicist is a scientist who studies physics or things in the physical world.

Apply: Have students work in pairs to read the words within one of the following families. This is an opportunity to make some important vocabulary connections across these words; students will usually know at least one word in the family, and it will be a clue to the meaning of the others. After the activity, ask students to explain in their own words, or use in a sentence, particular words. For example: officiate, diversion, obsolescence, punitive, impunity, reciprocate or rhapsodic. Additional Words:  comic/comical; divert/diversion/diversity; d­ iplomat/ diplomatic/diplomacy; office/official/officiate; obsolete/obsolescence; punish/punitive/impunity; rec­ iprocate/reciprocity/reciprocal; rhapsody/rhapsodic; specify/specific/specificity

Unit VI  Spelling-Meaning Patterns 2    113

SORT 26  Multiple Alternations

critic

publicise

except

politics

criticise

physics

publicity

public

critical

exception

political

nation

family

physical

familiarity

physicist

exceptional

spirit

national

familiar

nationality

spiritual

politician

spirituality

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114    LEVEL 1  BASIC DERIVATIONAL RELATIONS

UNIT REVIEW AND ASSESSMENT Review Using word pairs that have been studied, review the different alternation patterns for vowel alternation, long to short and long or short to schwa. Then, call the following three words aloud with prompting such as: Spell the word romanticise. First, think of the base word—what is it? (romantic) What is the final consonant sound? (/k/). That should help you spell the /s/ sound in romanticise. Now spell the word comedian. What is the base word? ­(comedy) Does the word comedian help you remember how to spell the unaccented vowel sound in comedy? 1. romanticise (romantic) 2. comedy (comedian) 3. celebrity (celebrate)

Assess To assess students’ mastery of the words and patterns in these sorts, use the words in Unit Spell Check 6 on page 102 in the following manner: For each word that you call out, ask students to write the base word. For example, Write the base word of originality. Afterwards, to reinforce the ­spelling-meaning relationships, select a few words and ask, for example: Okay, so for original what is the derived word? (originality) And how can originality help us remember how to spell the final syllable of original? (The stressed syllable al in originality is the clue.) For mandate, what is the derived word? ­(mandatory). How can mandate help us remember how to spell the second syllable of ­mandatory? (The long a in mandate is the clue.)

Unit VII Latin and Greek Word Parts 2

NOTES FOR THE TEACHER Background and Objectives In Unit V, we introduced students to Latin and Greek roots and affixes primarily using words they know. In these words, the meaning of the roots in combination with the prefixes and suffixes usually is literal and straightforward—words like inspect and inspection. In this unit, we develop an awareness of and explore some combinations that have grown beyond their original, literal meaning. This awareness and exploration will continue and expand in Level 2, Units IX and X. A large number of general academic words reflect this development, and students’ ability to think about words this way will increase their generative vocabulary knowledge. For example, the combination of spect with the Latin prefix circum- literally results in the meaning ‘look around.’ The meaning we use today is ‘careful to consider everything that might happen.’ How did we get from the first to the second meaning? (We explore circumspect in Sort 31.) Over time, these etymological explorations, together with discussions about words suggested in these sorts, help students better understand how the meanings of words and word parts evolve and apply to the vocabulary of present-day English. This unit also examines how and why the spelling of some Latin roots changes across related words. For example, in Sort 29 we have both transcribe and transcription in which the root, meaning ‘write,’ has two spellings (scribe and script). These forms come from the original Latin verbs, in which the sound changed in different forms, and therefore the spelling changed in the Latin as well. This is similar to what happens in many English verbs: We come to visit today/we came to visit yesterday; I will run quickly/I ran quickly. Students will: • Learn to identify the Latin and Greek word parts in multisyllabic words • Find or brainstorm additional words that share the same word parts

• Spell and demonstrate an understanding of the meaning of words, prefixes, suffixes and roots covered in these sorts

Targeted Learners These sorts are appropriate for students beginning in the middle derivational relations stage. For secondary students, you may continue to substitute less common words listed under the additional words for each sort (see additional resources listed on p. 3).

Teaching Tips Blind sorts and word hunts are not especially productive for these sorts. The blind sorts are not very challenging, and words like these are somewhat rare and only show up in academic materials. However, when they do show up, they are worth adding even weeks later. Encourage students to continue to keep their eyes out for the growing number of meaningful word parts they have learned. Always take the time to stop and analyse such words when you come across them in textbooks and other reading materials to model how knowledge of word parts can help to determine meaning and make such words memorable. As students increasingly use etymological information in their explorations, they will encounter some fairly extended and complex descriptions in dictionaries. Walk through one or two of these for the students, demonstrating what’s important to pay attention to, what can be skimmed over and what is truly helpful for reconstructing a sense of how the meaning of the word developed over time– its ­etymology. For example, project the entry for ­emancipate in the Online Etymology Dictionary on a smartboard or other display, and explain: • There is a lot of information up front in this entry that includes Latin phrases, but I want to get to the explanation of the word parts, so I’m skimming to where the word parts are mentioned. Here’s the prefix ex-, which we’ve seen

115

116    LEVEL 1  BASIC DERIVATIONAL RELATIONS means ‘out’  (see discussion in Sort 20), and the e at the beginning of emancipate is another way to spell this prefix. • We then see another couple of Latin words listed in this entry. The next one (point to manus) means ‘hand.’ • Then there’s this other Latin word (point to capere), meaning ‘to take.’ • Now we have all the Latin elements that make up emancipate, and what we do next is put their meanings together. Dictionaries don’t do this for us; they only give us the history and leave the putting together to us! • So, emancipate literally means ‘to take out of the hand.’ • Point to the second paragraph in the entry and say, Interestingly, it tells us here that the use of this word in the sense of ‘slavery’ came much later. But still, can you see how the literal meaning of emancipate still applies? Slaves were ‘taken out of their owner’s hand.’ You may decide to discuss the rest of the information in the entry for emancipate with the students— for example, how it included a sense of ‘ownership’ in Roman times—but the walk through illustrated here is focused on helping students understand how information about the meaning and combination of the word parts contributes to the core meaning or sense of the word. Creating root webs and word trees is a valuable Word Study Notebook activity. Examples can be found in Chapter 8 of Words Their Way (WTW). Encourage students to add more affixes to the words in the sorts to extend these into more related forms. A word like progress can be the base for progression, progressive and progressively. Keep charts of prefixes and suffixes handy to remind students of possible additions. Students may very well be unfamiliar with some of the words in these sorts, but they can be discussed after sorting rather than before sorting to help students apply what they are learning. You will continue to find that unabridged dictionaries will be very helpful tools, in particular the Indo-European Roots Appendix of the American Heritage Dictionary, both print and online versions. In addition to providing definitions, such dictionaries will help in explorations of word histories; the Online Etymology Dictionary will continue to be an excellent resource as the emancipate example above illustrates. After students have explored a number of Latin and Greek word parts, they are ready to play Greek and Latin Jeopardy (see Chapter 8 of WTW). This is an extremely popular game format with students,

and it is one that will continue to grow with the students’ advancing word knowledge. Eventually, students can prepare their own Jeopardy games, exploring new roots as well as using the format to develop and reinforce domain-specific vocabulary in science, math and social studies. Other Greek and Latin word part games in Chapter 8 of WTW may also be explored here and in subsequent units.

English Learners Note Have students find the English cognates for the words construcción, corrupto, motivar, emancipar, abrupto, proyector, convertir, reducir and i­nterceptor. Ask if the spellings for the corresponding roots change (no). Point out that this will often help when trying to ­figure out the meaning of an unknown word in a new language—try the meaning of the root you know in your home language and see if it seems to fit. As students explore translation sites to check cognates, they will often find a different word than what they expected: For example, in checking for the Spanish cognate for induce (‘to cause to happen’), English-speaking students find ocasionar. Ask them if the Spanish word reminds them of, or looks like, another English word they know (­occasion). This is an opportunity to look up occasion and learn its meaning when used as a verb (‘to cause to happen,’ which is a synonym for induce). For Spanish-­speaking students, checking for extracto (‘a  summary’) reveals the English word, abstract, which looks very similar in Spanish to abstracto, which can also have the meaning of ‘summary.’ Point out to students that this is a common phenomenon when going back and forth between languages. When a visually similar cognate is not found, the word that is found looks like another word in the student’s home language. This effect not only helps students learn the new language, but also grows their awareness of meaning connections among words in their home language.

UNIT SPELL CHECK 7 AND ASSESSMENT FOR MEANING OF LATIN AND GREEK WORD PARTS Use both the spelling and meaning assessments to get a full sense of students’ mastery of the word parts covered in this unit. Use them first as

Unit VII  Latin and Greek Word Parts 2    117 a pretest and then as a posttest to assess students. A delayed posttest might also be given three to six weeks after studying a feature to assess retention over time. You or your students can record the results on the Goal Setting Record Form on page 11.

A.  Unit Spell Check 7 Call the words aloud for students to spell on a sheet of notebook paper. Use the words in sentences if necessary to clarify meaning. 1. traction

2. locomotive

3. transgress

5. inflexible

4. objection

6. facsimile

7. emissions

8. manufacture

9. prescription 11. introspection

10. conversion 12. circumscribe

B.  Unit VII Assessment for ­Meaning of Latin and Greek Word Parts The following assessment can be used to assess ­students’ understanding of Latin and Greek word parts. Be sure to point out that some definitions are used more than once. The answer key follows. Answer Key:  1. mis/mit  2. scrib/script  3. tract  4. fer  5. fac  6. mot  7. intra  8. ject  9. circum 10. struct 11. fract 12. gress 13. ver/vert 14. inter 15. flect/flex 16. man 17. duc/duct 18. rupt 19. intro

(m) (j) (o) (b) (d) (p) (k) (r) (e) (f) (c) (g) (n) (i) (h) (q) (l) (c) (a)

a. in/inward b. bear, carry c. break d. make e. around f. build, pile up g. go h. bend i. between/among j. write k. within l. lead m. send/let go n. turn o. pull p. move q. hand r. throw

118    LEVEL 1  BASIC DERIVATIONAL RELATIONS

Unit VII Assessment for Meaning of Latin and Greek Word Parts Name                                                           Choose a definition from the list to the right, and write its letter beside the word part. A definition may be used more than once.

 1. mis/mit

a. in/inward

 2. scrib/script

b. bear, carry

 3. tract

c. break

 4. fer

d. make

 5. fac

e. around

 6. mot

f. build, pile up

 7. intra

g. go

 8. ject

h. bend

 9. circum

i. between/among

10. struct

j. write

11. fract

k. within

12. gress

l. lead

13. ver/vert

m. send/let go

14. inter

n. turn

15. flect/flex

o. pull

16. man

p. move

17. duc/duct

q. hand

18. rupt

r. throw

19. intro

Unit VII  Latin and Greek Word Parts 2    119

Sort 27  Latin Roots: Actions (tract, gress, rupt, mot) Generalisation:  The Latin root gress means ‘to go’; rupt, ‘to break’; tract, ‘to pull’ and mot, ‘to move.’ As with the roots in Unit V, these roots occur with considerable frequency in both literary and ­informational texts/selections. tract

gress

rupt

mot

extract

progress

erupt

promote

distract

regress

interrupt

motion

traction

digress

rupture

demote

tractor

egress

abrupt

locomotive

retract

transgress

disrupt

motivate emotion

Sorting and Discussion: 1. Introduce this lesson by sharing, Just as we did a few weeks ago, we’re going to be looking at Latin and Greek word parts in these next few sorts. Why did we say it’s important to learn about these roots and affixes? (Learning their meanings and how they combine helps to ­figure out new vocabulary in readings, it also helps with occasional spelling errors.) Most of the new words you’ll run into in your reading contain these word parts, and these roots and affixes usually have a pretty consistent meaning. 2. Display the words without the headers, and have the students read through them. (They may be uncertain about a number of them; tell them that you’ll come back to those later.) Ask, How might we sort these words? Discuss suggestions (prefixes, roots), display the headers and say, Let’s sort by the roots. Continue to sort together or ask students to sort independently. 3. After sorting, say, Let’s read down the words and see if you can get an idea of what the root might mean. Let’s start with tract. Any ideas? Prompt with, If a dentist extracts your tooth, what does the dentist do? (pulls it out) What does a tractor do? (pulls) Let’s try using ‘pull’ and your knowledge of prefixes to define retract. (pull back) What does it mean

to distract someone? (pull attention away). Traction can be defined as ‘pulling power.’ 4. Tell students, With a partner, continue thinking about the rest of the words this way. For some words, you will need to check the dictionary’s etymological entries. After students have had a chance to confer, ask, Any ideas what the root gress means? If students are not sure, have a ­student check the word progress in the dictionary, and share the meaning of the root from the ­etymological entry (‘to go’). Then say, Let’s talk about the word progress (slide the word under the gress header). We know the root means ‘to go’ (point to gress) and the prefix is pro- (point to pro-), which means ‘forward.’ So, progress liter­ ally means ‘to go forward.’ If we are making ­progress on a task, we are ‘going forward’ with it. Transgress literally means to ‘move across,’ and it figuratively means ‘to go beyond the rules.’ 5. Discuss rupt and mot in the same manner, having students check the etymologies for erupt and promote in the dictionary if necessary. Say, The meaning of rupt is ‘to break,’ and the prefix e- means ‘out of, away from.’ When a volcano erupts, there may be lava, rocks and steam that ‘break out’ of it! For promote, ask students to explain how they think the meaning of the prefix and root combine, and give an example of how the word is used. Say, Mot- means ‘to move,’ and the prefix pro- means ‘forward.’ So, for example, when you promote an idea, you move that idea forward. Emotion literally means ‘the act or result of moving out’ (e- means ‘out’). Discuss with students how this word has come to possess the meaning it has now: When someone is emotional, what ‘moves out’ from within them? 6. Ask, What did we learn from this sort to help us as readers? (Affixes work with the ­meaning of the root to produce the meaning of the word.) What do each of these roots mean? Have s­ tudents add a note to each header. (You may wish to point out that mot is another spelling of the root mov, as in move/moveable/remove.)

Extend: Word hunts will not be very productive, but students can be asked to keep a lookout over future weeks for such words and add them when they turn up. Assign

120    LEVEL 1  BASIC DERIVATIONAL RELATIONS students to create webs of these roots and add to them after brainstorming or checking dictionaries. Encourage them to add affixes to create additional words (abrupt + ly, transgress + ion). Students should add these roots with their definition and examples to classroom or notebook charts. Review the meaning of the prefixes used in this sort, and add any new ones with examples to your chart: trans (across), pro (forward) and ex and e (out of). Ask students, What do you think the word emote means? They may notice that it looks like emotion. Check their ideas in the dictionary. They will probably be quite close to the definition ‘express emotion,’ which is often used in a stage play. Share that emote is what language scholars call a back ­formation—a new word that was formed by ­removing an affix from the word that already existed. Emotion was the original word, and emote came later. Knowing about back formations prevents confusion when students are exploring etymologies: They usually assume that base words always came first in the language and that affixed forms came later. Though it is usually the case that base words came first and derived words came later, it isn’t always! Ask, Do you see a relationship to the word emoticon? Why do you think emoticons have become so popular? (They convey feelings in a quick and simple way).

Apply: Ask students to look for words that they can change or add the -ion ending onto: For example, progression, regression, interruption, disruption, distraction. Review how adding -ion changes a verb like disrupt to a noun (disruption). Have students select four additional words and predict, based on the meaning of the root, what they think the meaning of each of the words is. Then, have them check in the dictionary. For words that have grown beyond their literal meanings, as suggested by the combination of root and affixes, have students discuss how they believe those meanings came to be. It’s worth taking the time afterward to share some of the insights they discovered— for example, the etymologies of the words motel, ­bankrupt and automobile. Additional Words:  tract contract, retract, protracted, intractable, abstract gress congress, ingress, aggression rupt bankrupt, corrupt mot motor, remote, automobile, motivation, motel, ­locomotion, commotion

Unit VII  Latin and Greek Word Parts 2    121

SORT 27  Latin Roots (tract, gress, rupt, mot)

tract

gress

rupt

mot

extract

progress

erupt

promote

regress

interrupt

distract

motion

digress

rupture

traction

demote

retract

abrupt

disrupt

egress

locomotive

motivate

tractor

transgress

emotion

Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

122    LEVEL 1  BASIC DERIVATIONAL RELATIONS

Sort 28  Latin Roots: Actions (fract, flect/flex, ject, mis/mit) Generalisation:  The Latin root fract means ‘to

break’; flect or flex means ‘to bend’; ject means ‘to throw’; mis or mit means ‘to send’ (transmission, transmit), as well as ‘to let go’ (permit) and ‘cause to go’ (submit). fract

flect/flex

ject

mis/mit

fracture

reflect

reject

transmit

fraction

flexible

eject

emissions

fractious

reflex

projector

admit

inflexible

project†

permit

reflector

object†

mission

reflection

objection

emit

trajectory

submit

†

Homographs can be stressed on either syllable: project or project, object or object.

Explore Meaning:  The words fractious and emit

will be new for most students. The meanings will be addressed during discussion.

Sorting and Discussion: 1. Display the words, and have the students read through them. Ask, How might we sort these words? (They are sorted by the roots.) Yes, you all are definitely focusing in on the importance of roots! There’s a ‘twist’ in this week’s roots, however: There are only four of them! What do you think is going on? (Two can be spelled ­different ways.) Yes, the spelling does change slightly for two of them, and they are both listed on the headers. 2. Say, With a partner, sort the words into four ‘root’ categories. Then, talk about what you think the meaning of each root might be. Check your ideas with the unabridged dictionary. ­Follow up by walking through a few words for each root. Begin with the more obvious, or literally apparent, combinations: For example, fraction is ‘the result (-ion) of breaking (fract) something into smaller pieces’; flexible is ‘capable (-ible) of bending (flex)’ and reject is to ‘throw (ject) back (re-).’ 3. Students are likely to come up with a close definition of fract, flex/flect and ject, but they may

have more difficulty with mis/mit. So, be ready to prompt with some questions, If you transmit a message, what do you do? What does trans mean? (across) So transmit could mean to send across a distance. Last week we looked at words with the prefix e- and ex-, which means ‘from or out of.’ So what might emit and emissions mean? Have you heard about how car exhaust or emissions have to be controlled? So what does the root mit or mis mean in these words? (go or send) Does that work for the word mission? (To go on a quest or errand.) 4. Ask, What did we learn from this sort to help us grow our vocabulary? Continue to talk about how breaking words down into roots and affixes can help us get at the meaning of words. Have students record the meaning of the roots on the headers.

Extend: Ask students to create root webs in their notebooks, and tell them to add more affixes when possible. Ask students to define a few words in each category using the affixes and roots, as in reject = throw back, transmit = send across. On a weekly spelling assessment, ask students to define a few words in this same way. On another day, explore some words from the sort in depth: • Review the suffix and spelling changes (if any) when the suffix is added in the words projection, rejection, reflection, emission, permission and so forth. Then, pull out the words emit and emissions. Talk about the spelling change when -ion is added (the t changes to ss). Then write admit and remit and ask, Let’s pronounce and spell the derived form with -ion. Recall how you learned in a previous sort that some base words change when /shun/ is added (exclaim/exclamation, receive/reception). Changing from mit to miss when adding -ion is another example of an unusual but predictable change that can be added to our chart of generalisations governing the addition of -ion. Challenge students to use related words like permit and permission in a sentence (when you permit someone to do something, you give your permission) or transmit and transmission (we tried to transmit the message, but the transmission did not come through). • You may model some of the more opaque combinations, such as object and objection, then

Unit VII  Latin and Greek Word Parts 2    123 facilitate students’ discussion of other less-clear combinations: An objection is, literally, ‘the act or result of throwing against’ (ob- means ‘against’). Making an objection is ‘throwing’ a verbal point against someone. Follow up by saying, While the verb form of project makes sense—throwing something, like a beam of light, forward—the noun form is more opaque, less clear: What does a project that you work on have to do with ‘throwing forward’? With a partner, check the Online Etymology Dictionary. They’ll find that the original meaning of ‘a plan, draft, scheme’ came from a Latin word that meant ‘something thrown forth.’ So, this is a way of saying that a project is ‘put out there’ for others to consider. You may wish to share that the word trajectory actually comes from the combination of the prefix trans- ‘across’ + -ject, literally ‘to throw across.’ Then use it in a  sentence: ‘We watched the long trajectory of the s­ occer ball as it soared over the heads of the other team.’ • Share that fractious comes from an old sense of fraction, which meant ‘discord.’ If you use the word fractious to refer to someone’s behaviour,

how might you characterise or describe that behaviour? (It’s not pleasant; it causes problems; makes trouble.)

Apply: Have students select four additional words and predict, based on the meaning of the root and affixes, the meaning of each of the words. Then have them check in the dictionary. For words that have grown beyond their literal meanings, as suggested by the combination of root and affixes, have students discuss how they believe those meanings came to be. It’s worth taking the time afterward to share some of the insights they discovered. Additional Words:  fract fractals, refract, refraction flect/flex reflective, inflect, flex, circumflex, genuflect ject projectile, interject, conjecture, abject, dejected, subjective mis/mit commit, commission, emissary, intermission, intermittent, missile, missionary, omit, omission, permission, remit, remission

124    LEVEL 1  BASIC DERIVATIONAL RELATIONS

SORT 28  Latin Roots (fract, flect/flex, ject, mis/mit)

fract

flect/flex

ject

mis/mit

fracture

reflect

reject

transmit

fraction

flexible

eject

emissions

reflection

objection

projector

admit

fractious

inflexible

reflex

mission

emit

permit

object

reflector

submit

trajectory

project Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

Unit VII  Latin and Greek Word Parts 2    125

Sort 29  Latin Roots: The Hand Writes, Makes and Builds (man, scrib/script, fac, struct) Generalisation:   The Latin root man means ‘hand’; scrib or script means ‘to write’; fac means ‘to make, to do’; struct means ‘to build, pile up.’ man

scrib/script

fac

struct

manual

transcribe

factory

construct

manuscript*

prescribe

artifact

construction

manicure

prescription facsimile

structure

manure

scribe

facilitate

restructure

scribble

manufacture*

transcription * Words may fit into more than one category.

Explore Meaning:  Facsimile may be unfamiliar to students, but it will be explored during the lesson.

Sorting and Discussion: 1. Display the words, and have the students read through them. Ask, Do you think there is something going on in some of these words that is similar to our last sort? (change in spelling of some roots, scrib/script) 2. Say, With a partner, sort the words into four ‘root’ categories. Then, talk about what you think the meaning of each root might be. Check your ideas with the unabridged dictionary. You may find that the Online Etymology Dictionary will come in handy for at least one of these words! 3. Did you find that any words could be sorted into more than one root category? (manufacture and manuscript) Follow up by walking through a few words for each root. Understanding how man and scrib/script work is usually straightforward—manual labour is working by hand, and manuscript is writing by hand. Students will probably be quite curious about manure, however! Ask, Did anyone try checking the etymology dictionary for the word manure? What did you find? (Manure is actually closely related to manual: It evolved from a Middle English word that meant ‘to cultivate land,’ which in turn evolved from a Latin word that meant ‘to work with the hands,’ and this involved ‘putting dung on the soil.’)

4. Pointing to the words factory and manufacture, ask if anyone can determine the meaning of the root fac. If not, have them check the dictionary. So, do you see how the meaning of ‘make’ works in the words factory and manufacture? For facsimile, ask, Do you see a familiar pattern in facsimile? If they do not note it, remove fac so that simile remains. What do you think simile might mean? (For most students, this is the first time they become aware that similar is in facsimile.) Ask, Literally, then, what does facsimile mean? (make similar) So, if we send a facsimile of an original document to someone, what does that mean? (It is similar to the original document.) Point out that the word facsimile has been shortened to fax. When you fax something, what are you doing? (creating a copy) 5. Pull out the words prescribe, prescription, transcribe and transcription. Ask, In each of these words, what happens to the spelling when -ion is added? (changes to pt) With your partner, come up with some other scrib/script words ending in -ion. (e.g. subscribe/subscription, describe/description) This is an excellent opportunity for you to make explicit to students the following: As with mit to miss in our previous sort, this is another unusual, but predictable, spelling change when adding -ion to words with the root scribe. Add this to your chart of spelling changes when adding -ion. The digital sort is available at http://www .pearsonplaces.com.au/wordstheirway.aspx

Extend: Blind sorts and word hunts are not very productive, but word webs are a good activity to assign. Students can work together to brainstorm additional words as they consider possible affixes to add to words in the sort. Have students explore artifact in dictionary and etymology resources. It is a good example of a word whose literal sum of its meaning parts—’something made from art’—no longer exactly fits. It has taken on a more connotative meaning: something made by humans at a different time and in a different culture.

Apply: In pairs or teams, have students select a group of additional words that share the same root. Have them read about the etymology of each, and then have them select one word to explain, in their own words, how the meaning evolved from its earliest

126    LEVEL 1  BASIC DERIVATIONAL RELATIONS form. They will write their explanation in their Word Study Notebooks. Additional Words:  man mandate, manoeuvre, emancipate, manacle, manipulate, manage

scrib/script ascribe, circumscribe, conscription, describe (‘to write’ + de-,’ ‘down’), postscript, scripture, script, scriptwriter, subscribe fac faculty, facile, facility, faction struct obstruct, obstruction, destruction, instruct, instruction, infrastructure

Unit VII  Latin and Greek Word Parts 2    127

SORT 29  Latin Roots (man, scrib/script, fac, struct)

man

scrib/script

fac

struct

manual

transcribe

factory

construct

artifact

prescription

scribe

manure

construction

transcription

structure

facsimile

manicure

facilitate

manuscript

restructure

manufacture

scribble

prescribe Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

128    LEVEL 1  BASIC DERIVATIONAL RELATIONS

Sort 30  Latin Roots: To Lead, Turn and Carry (duc/duct, ver/vert, fer) Generalisation:  The Latin root duc or duct means ‘to lead’; ver or vert means ‘to turn’; fer means ‘to bear, carry.’ duc/duct

ver/vert

fer

introduction

reverse

transfer

induce

invert

prefer †

conductor

convert

abduct

vertigo

reduce

conversation

educate

converse†

deduct

conversion †

conduct

refer defer

inversion

†

Homographs

Sorting and Discussion: 1. Display the words, and have the students read through them. Say, In this lesson, we’ll continue to look at some roots whose spelling does not change by much. Students can sort independently or with a partner. 2. After sorting, say, Read through the words in each column to generate a hypothesis about what the roots might mean. Remind them, Start with words you know the meaning of, and then apply that to words you are not sure about. Think about the meaning of prefixes such as re- and ex-. Have them check their ideas in an unabridged dictionary. 3. For a few words, walk through the c­ ombinations of roots with familiar prefixes. For example, words with fer involve the idea of ‘carrying’ something: transfer, ‘carrying or bearing across’; prefer having to do with carrying a choice or decision into a situation (pre-) rather than choosing or deciding during or afterwards. See other examples of walking through words under ‘Extend’ to use during the introductory sort or on other days. 4. Ask the students, What were some new prefixes you found that we haven’t looked at yet? (Students may mention intro-, ab-, de-) Discuss the meanings of these prefixes, and then walk through how they combine with a root. (If ­necessary, you may need to remind students

of the walk-through you did for Sort 29 and the investigations they then undertook in the additional words.) For example: Did anyone notice the meaning of the prefix intro- when you were checking the dictionary? (It means ‘in’; if ­students didn’t notice, have one of them look it up.) So, we have the word introduction. How would you describe the literal meaning of introduction? (It has to do with ‘leading in.’) How does ‘leading in’ capture the meaning of introduction? (You are ‘leading someone in’ to meet another person.) 5. What can you conclude from this sort? Add the meanings of the roots to the headers as a way to review.

Extend: Add any new prefixes to your chart (intro-, aband de-). Other words to explore in depth are listed here: • Have the students identify the base word and derived words invert/inversion, deduct/deduction and so forth. Note that conversion is derived from convert, whereas conversation is derived from converse. This sort affords you the opportunity to discuss why the spelling of the root changes: The pronunciation exerts an ­influence. For example, when the noun conversion was formed from the verb convert, it was easier to say ‘converzhun’ than ‘convershun,’ and so the spelling had to reflect this pronunciation (­conversion rather than convertion). Note, however, that most of the time the root’s spelling does remain the same: ver. • Display introduce and introduction on the board. Use both in a sentence to review their parts of speech: When you introduce (verb) someone, you make an introduction (noun). Talk about the vowel sound that alternates (long u to short u) and the consonant sound that alternates (soft c to hard c). Discuss how, in addition to dropping the e in -uce words, a t must be added to -ion. If the students want to pursue the reason for this, you might ask them how the suffixed word would be spelled if the t were not added (e.g. producion). How might it be pronounced? (Perhaps something like ‘proDOOshun.’) So, the t was added to -ion to keep the hard sound of the c. • Write educate and education. Do any vowel sounds alternate in this pair? No, the vowels stay long in both, but the e is dropped before

Unit VII  Latin and Greek Word Parts 2    129 adding -ion. Add this to your list of predictable spelling changes when adding -ion. • Note that the word conduct is a homograph whose meaning and part of speech depend upon the accented syllable. If you conduct yourself properly, you may be rewarded for your conduct. Can you and your students spot any other homographs among the words? Convert can also be both a verb and a noun, depending on the accent, as in conVERT versus CONvert. • When one defers to another, she ‘carries away or apart (de-)’ from herself and allows the other to decide. • Converse and conversation have the sense of ‘taking turns with’ someone when you’re talking with them. • When you induce someone, you ‘lead them in’ to doing something. • educate = ‘to lead out’ (into the world) • abduct = ‘to lead off/away’

Apply: In pairs or teams, have students select a group of additional words that share the same root. Have them read about the etymology of each, and then have them select one word to explain, in their own words, how the meaning evolved from the earliest form. They will write their explanation in their Word Study Notebooks. Additional Words:  duc/duct abduction, aqueduct, abduction, deduce, deduction, duct, conduct, educe, induct, produce, ­reproduce, seduce, viaduct ver/vert averse, aversion, advertise, conversion, ­controversy, divert, diverse, diversion, invert, introvert, subvert, subversive, transverse, universe, ­versatile, versus, vertex, version, vertebra fer reference, confer, conference

130    LEVEL 1  BASIC DERIVATIONAL RELATIONS

SORT 30  Latin Roots (duc/duct, ver/vert, fer)

duc/duct

ver/vert

fer

introduction

reverse

transfer

refer

educate

deduct

vertigo

conductor

induce

inversion

abduct

reduce

conduct

prefer

convert

conversion

defer

conversation

converse

invert Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

Unit VII  Latin and Greek Word Parts 2    131

Sort 31  Latin Prefixes (intra-, inter-, intro-, circum-) Generalisation:  The prefix intra- means ‘within’; inter- means ‘between’ or ‘among’; intro- means ‘in’ or ‘inward’ and circum- means ‘around.’ intra-

intro-

circum-

intravenous interact

introvert

circumference

intrapersonal interactive

introspective circumnavigate

intrastate

inter-

international introduce

circumscribe

interpersonal

circumstance

interstate

circumspect

intercept

circumvent

internet interchange interfere

Sorting and Discussion: 1. Display the words, and have the students read through them. Ask, How might we sort these words? (prefixes) After the students have sorted the words, ask, What do you think each prefix means? They may recall intro- from the previous lesson. Take ideas about what they mean, but do not reach a conclusion yet. 2. Students can work independently to sort the words. Then say, Work with a partner, and read through the words in each column. Can you figure out what the prefixes mean? Then ask students, Do you believe your predictions about prefix meanings were on target? Do we need to check any in the dictionary? 3. Walk through a few of the prefix + base combinations to discuss meanings. For example: If we read about international sports competition, what does that mean? (between nations) If a ship circumnavigates the globe, what does that mean? (sails around) What’s the difference between interpersonal and intrapersonal? (Between people versus inside or within a person.) 4. Walk through a few of the prefix + root combinations to discuss meanings. For example: • What root do you see in introvert? (vert; if necessary, remind them of the vert/vers words

they examined in the previous lesson.) When we combine intro- and vert, what does that mean? (‘to turn inward’) Someone who prefers to work by themselves is often described as an introvert. • Ask a student to look up intercept in the dictionary and share the root and its meaning (capere, ‘to take’). When we combine interand cept, what does that mean? (‘to take in between’) When you intercept a message, you ‘take it in between’ the sender and the receiver. • Ask, Who recalls what the root spect means? (to look) Thank you! So, if someone is introspective, what does that mean? (They ‘look inward’ and think about their feelings or thoughts.) 5. What can you conclude from this sort? (­Students’ responses should have something to do with the idea that thinking closely about how the meanings of the prefix and root combine can really give you a good understanding of a word’s meaning.) Add meaning notes to the headers.

Extend: Students can create prefix webs for these as well as other prefixes they have studied. Ask students to work with a partner to choose one word for each prefix. Construct a sentence that explains how the prefix combines with the word or root to result in the meaning of the word. Often, in both the Online Etymology Dictionary and the Oxford English Dictionary, words that are related to the word being looked up are listed, and students may explore these other words to see the similarity in meaning and usage, as well as how the meanings have evolved. Other words to explore in depth are listed here: • Say, Let’s look at circumspect. By combining spect (‘to look’) with circum- (‘around’), we get the literal meaning ‘to look around.’ The ­modern meaning of circumspect is ‘careful to consider everything that might happen.’ How did this meaning evolve from the meaning, ‘looking around’? If you check the Online Etymology Dictionary, you find that the word first appeared in the early 1400s and meant ‘look around, take heed.’ Over time, the literal meaning of ‘look around’ dropped out of the definition, and ‘take heed’ remained. ‘Look around’

132    LEVEL 1  BASIC DERIVATIONAL RELATIONS is still at the core of the word’s meaning, as the combination of its parts tells us. With your verbally advanced and gifted students, you can use this as an opportunity to explore further in the online Oxford English Dictionary: They can trace the evolution more closely of a word’s meaning and how it is used across the centuries. For example, in the OED, we find the 1433 meaning of circumspect to be ‘showing caution, watchful on all sides, attentive to everything.’ So, the modern meaning ‘careful to consider everything’ means that we are in fact watchful, and we’ve looked at all sides. • Ask your students, What do you think the original meaning of circumference was? Based on the meaning of the root fer, which they learned in the previous sort, they should suggest ‘carry around.’ Have them check circumference in an etymological dictionary to see what this meaning had to do with a circle and how it came to have its specific meaning today.

Apply: In pairs or teams, have students select a group of additional words that share the same root. Have them read about the etymology of each, and then have them select one to explain, in their own words, how the meaning evolved from the earliest form. They will write their explanation in their Word Study Notebooks. Additional Words:  intra/inter intracellular, interactive, intercede, inter­ ception, intercession, intercommunication, intercom, intercourse, interdependent, interface, interfere, intergalactic, interject, interlock, interloper, interlude, intermediary, intermingle, intermission, interplay, interracial, interrogate, interruption, intersection, interspersed, interstellar, interwoven circum circumcise, circumf lex, circumpolar, circum­ stantial, circumvent

Unit VII  Latin and Greek Word Parts 2    133

SORT 31  Latin Prefixes (intra-, inter-, intro-, circum-)

intra-

inter-

intro-

circum-

intravenous

interact

introvert

circumference

intrapersonal

introduce

intrastate

international

circumspect

circumnavigate

introspective

interactive

circumscribe

intercept

interstate

interpersonal

interchange

internet

circumstance

interfere

circumvent

Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

134    LEVEL 1  BASIC DERIVATIONAL RELATIONS

UNIT REVIEW AND ASSESSMENT Review A good way to review this unit is to create or add to the chart of Latin and Greek word parts begun in Unit 5. Use different colours for examples and definitions. The chart will serve as a ready reference when students encounter words in later sorts as well as in their reading materials. Students can create their own charts as part of their Word Study Notebook. This is what your charts might look like at the completion of this unit, but invite students to select their own examples and add more words. tract ­traction ‘pull’

gress egress ‘go’

rupt ­interrupt ‘break’

fract ­fracture ‘break’

flect/flex flexible ‘bend’

ject mis/mit eject ‘throw’ transmit ‘send’

man ­manual ‘hand’

scrib/script fac struct manuscript ­manufacture construct ‘writing’ ‘make’ ‘build, pile up’

duc/duct conduct ‘lead’

ver/vert reverse ‘turn’

fer transfer ‘bear, carry’

introcircum inter-­ ­circumspect ­international introduce ‘in, inward’ ‘around’ ‘between, among’

mot motion ‘move’

intraintrastate ‘within’

‘Combining Roots and Affixes’ and ‘Word Part ­Shuffle,’ both described in Chapter 8 in WTW, are excellent games that can be used to review the word parts covered in this unit. The games can be expanded with additional word parts  as they are studied in later units.

Assess Use Unit Spell Check 7  on page 117 to assess ­students’ spelling knowledge of the word parts ­covered in this chapter. Use the Unit 7 Assessment for Meaning of Latin and Greek Word Parts to ensure mastery of their meanings.

Unit VIII Spelling-Meaning Patterns 3

NOTES FOR THE TEACHER Background and Objectives The focus in this unit returns to spelling issues that plague even the best spellers. The spelling-meaning patterns explored in these sorts address the following: -ent/-ant and -ence/-ance uncertainties; confusion over -able/-ible; not knowing when to double the final consonant when adding inflectional endings to multisyllabic words such as benefit and commit and prefix assimilation, a wide-ranging process across thousands of words in English. We explore prefix assimilation more extensively in Unit XI, but introducing it here helps students understand why the prefix in- is also spelled in-, il- and ir-. Students will: • Demonstrate an understanding of the meaning of words, roots and affixes covered in these sorts • Spell these words correctly

Targeted Learners These sorts are designed for students who are at least middle derivational learners. Unit Spell Check 8 on page 136 can be used as a pretest as well as a posttest.

Teaching Tips Word hunts through both literary and informational selections will be productive for these features, because many of them occur in hundreds of words. Make word hunts ongoing so that students continue to add to them over time. Blind sorts with partners

will be useful when comparing patterns such as -ent and -ant, which sound alike when pronounced naturally. These sorts offer opportunities to review many affixes and word roots as well as the generalisations that cover the formation of derived forms. If you have been keeping charts of these features, continue to refer to them and add to them throughout this unit. The game Defiance or Patience  described in Chapter 8 of Words Their Way (WTW) is particularly designed to review the -ance and -ence affix.

English Learners Note Have students find the English cognates for the words inactivo, ilegítimo, fragrante, fragrancia, obediente, obediencia, comestible (edible); there is also an English word, comestible, a synonym of edible— another example of the phenomenon discussed in the English Learners Note in Unit VI. How many words are spelled exactly the same in English and Spanish (for example, adaptable and intangible)?

UNIT SPELL CHECK 8 Use the assessment as a pretest and posttest to assess students’ mastery of the elements covered in this unit. A delayed posttest might also be given three to six weeks after studying a feature to assess retention over time. You or your students can record the results on the Goal Setting Record Form on page 11.

135

136    LEVEL 1  BASIC DERIVATIONAL RELATIONS Call these words aloud for students to spell on a sheet of notebook paper. Use the words in sentences as needed. 1. confident

9. fragrance

2. hesitancy

10. irresistible

3. replaceable

11. undeniable

4. obedience

12. emergency

5. laughable

13. reversible

6. cancelled

14. preferred

7. feasible

15. illegitimate

8. assistant

Unit VIII  Spelling-Meaning Patterns 3    137

Sort 32 Suffixes (-ent/-ence, -ant/-ance) The relationship between -ent/-ence and -ant/-ance is powerful and straightforward. Students’ understanding of this relationship, however, depends on considerable experience with these patterns and the words that represent them.

Generalisation:  If you are uncertain about how

to spell /әnt/ or /әnce/, thinking of a related word with a similar suffix should provide a clue to the spelling of the unaccented vowel. -ent

-ence

-ant

-ance

absent

absence

fragrant

fragrance

confident

confidence

assistant

assistance

patient

patience

dominant

dominance

different

difference

defiant

defiance

obedient

obedience

distant

distance

intelligent

intelligence

relevant

relevance

prominent

prominence

abundant

abundance

Sorting and Discussion: 1. Ask students, Please spell the word ­prominent, as in She holds a prominent position in the government. Then ask, Please spell the word dominant, as in The dominant view of our orga­ nisation is to welcome all new students. Listen to the sound of the last syllable in prominent and dominant. What do you notice? (They sound the same.) Display the correct spellings, and say, Did you have trouble with those final syllables? You know, most adults have problems with words like these. The final unaccented ending—the suffix /әnt/—can be spelled two ways, but sound offers no clue. Remember how we have learned that thinking of related words can help? Let’s see if that is true for these words. 2. Display the words without the headers and read through them quickly. Then ask, Do you have any ideas about how to sort these words? Students will notice the four endings, but say, Do you see some related words that can be matched up? Let’s find the pairs first. For example, match up confidence with confident and assistance with assistant.

3. After matching pairs, sort the words under the headers. When the sorting is complete, ask again, What do you notice? Students should now realise that words that end with -ent have related forms that end in -ence; -ant with -ance. Ask, How might knowing this help you if you were uncertain about spelling a word that ended in /әnt/ or /әnce/? (If you know how to spell one word that ends in -ent and -ence, or -ant and -ance, then you can figure out how to spell the other word.) 4. Talk about the suffixes by instructing the students, Read over the words and answer this question: Which endings usually signal adjectives, and which endings usually signal nouns? (-ent/-ant = adjectives; -ence/-ance = nouns) Discuss the oddballs (patient and assistant can also be nouns). 5. To summarise, say, This is another example of the spelling-meaning connection. For example, if you were unsure whether the word indepen­ dence ended in -ance or -ence, what word might give you a clue? (independent) You’ve nailed it! Yes, -ent and -ence words go together, and -ant and -ance words go together. 6. Add these suffixes to your chart of suffixes started earlier.

Extend: A blind sort is an important follow-up activity. Partners should not only be asked to identify the correct final syllable but also identify the related word. Students will find that the vowel isn’t identifiable by sounds in either word but thinking of one word of the pair may help spell the other. During word hunts, students are likely to find only one of a pair and will need to generate the matching word. Many words like deodorant, ancient or consent do not have a corresponding form with -ance or -ence, but students can list them anyway. They should avoid words ending in -ment, which is a different suffix studied earlier in Sort 3. Have students determine which pattern, -ent/-ence or -ant/-ance, appears to be the most frequent. (It’s -ent/-ence.) Share the book Antics by Cathi Hepworth, which features words with the -ant sequence illustrated by ants in various roles. Although this is an alphabet

138    LEVEL 1  BASIC DERIVATIONAL RELATIONS book, it is definitely for older students who will appreciate the humour in the illustrations for words like deviant and flamboyant.

Apply: Have students work with a partner and select from the additional words. One student will call out one word of a pair, and the other student must write the corresponding word. For example, if the word is abundance, the other student would write abundant.

Additional Words:  -ent/-ence adherent/adherence, adolescent/adolescence, convenient/convenience, excellent/ excellence, innocent/innocence, imminent/imminence, impertinent/ impertinence, iridescent/iridescence, negligent/negligence, persistent/persistence, present/presence, violent/ violence -ant/-ance abundant/abundance, attendant/attendance, ignorant/ignorance, important/importance, significant/ significance, irrelevant/irrelevance, tolerant/tolerant

Unit VIII  Spelling-Meaning Patterns 3    139

SORT 32  Suffixes (-ent/-ence, -ant/-ance)

-ent

-ence

-ant

-ance

absent

absence

fragrant

fragrance

confidence

patient

assistant

distance

dominance

patience

intelligence

confident

different

prominent

assistance

distant

difference

defiance

dominant

prominence

obedient

intelligent

obedience

defiant

relevant

relevance

abundant

abundance Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

140    LEVEL 1  BASIC DERIVATIONAL RELATIONS

Sort 33  Suffixes (-ent/-ence/-ency, -ant/-ance/-ancy) The suffixes from the last sort are reviewed here with words that can also take -ency or -ancy. Students should sort related words into their respective ‘families,’ and they will discover how the -ency or -ancy spelling works. Help students identify words that have a base word: for example, reside, depend and merge.

Generalisation:  If you are uncertain about how

to spell /әncy/, thinking of a related word with the similar suffix should provide a clue. The suffixes -ency and -ancy signal nouns and suggest ‘the state of’ rather than just the thing itself. -ent/-ence/-ency resident

-ant/-ance/-ancy

residence residency brilli- brilliant ance

compet- compet­ ent ence

compet- hesit- hesitency ant ance

emergent

emergence

emergency

lenient

lenience leniency

brilliancy hesitancy

Sorting and Discussion: 1. Display just the words than end in -ency or -ancy. Ask students, How are these words similar to the words in our last lesson? (They have similar endings; the endings are spelled in similar ways.) 2. Display the rest of the words. Let’s sort the words into their spelling-meaning families, grouping those with the same base word together. For example: hesitant, hesitance and hesitancy. After matching up sets of related words, sort them under the appropriate header, and ask, What do you notice about these words? What part of speech are these words? (nouns) 3. Draw attention to words that look similar but whose meanings may not be similar. For example, emergent and emergence are clearly related, but what about emergency? You can get the students’ thinking underway by asking them to think about the meaning of the words’ parts: How is emergency related to emergent? What is the base word? Students understand the base

word, merge—as in merging traffic. When the prefix e- (meaning ‘out’) is added, the meaning is clear: emerging or getting ‘out’ from heavy traffic. You then might ask, Can an emergency have to do with ‘getting out’ of something? Have them check emerge in an etymological dictionary. They will see that it comes from the meaning ‘arise out or up,’ which the word emerge originally meant, and emergency came from this original meaning: ‘A situation that arises or a state of things unexpectedly arising, and urgently demanding immediate action.’ This type of exploration and discussion reveals how emergency is definitely a part of the ‘merge/emerge’ family! 4. To summarise, ask, So, when you think of our last lesson, and now this lesson, what’s the big idea that applies to both? (When you’re unsure about the spelling in one word, or the ending, think of another word that is related to it.)

Extend: Add these new suffixes to your chart. As partners work together in a blind sort, they need to supply two related words for any given word before determining the category. The Defiance or Patience game  described in Chapter 8 of WTW can be used to reinforce these words and will focus on the base words as well.

Apply: Have students partner. Selecting from the additional words, one student will call out one word of a triad, and the other student must write the other two ­corresponding words. For example, if the word is abundance, the other student would write abundant and abundancy. As a follow-up, students may share any new words they learned from this group on another day. Additional Words:  -ent/-ence/-ency affluent/affluence/affluency; buoyant/ buoyance/buoyancy; consistent/ consistence/consistency; excellent/excellence/excellency; expectant/expectance/ expectancy; equivalent/equivalence/equivalency; persistent/persistence/persistency -ant/-ance/-ancy malignant/malignance/malignancy; compliant/compliance/ompliancy

Unit VIII  Spelling-Meaning Patterns 3    141

SORT 33  Suffixes (-ent/-ence/-ency, -ant/-ance/-ancy)

-ent/-ence/-ency

-ant/-ance/-ancy

resident

residence

residency

hesitant

hesitance

hesitancy

brilliant

emergency

lenient

emergent

brilliancy

competence

lenience

competency

leniency

competent

brilliance

emergence

Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

142    LEVEL 1  BASIC DERIVATIONAL RELATIONS

Sort 34  Suffixes (-able/-ible) This sort introduces a novel way to think about suffixes, so do not be surprised if students struggle to identify when to use -ible and when to use -able in these words. Other issues are explored in the next sort.

Generalisation:  The suffix -able creates adjectives out of verbs. When adding the suffix /әble/ to a base word, it usually is spelled -able; when adding it to a word root, it is usually spelled -ible. Though there are a number of exceptions to this generalisation, it works a majority of the time. -able

-ible

oddball

enjoyable

invincible

formidable

profitable

edible

corruptible

predictable

eligible

reproducible

perishable

plausible

laughable

indelible

punishable

intangible

adaptable

terrible

attainable

feasible

questionable

compatible

decipherable sustainable

Explore Meaning:  Students can be asked to look up a few of these words in advance, such as plausible, indelible, intangible and feasible. Be ready to supply context such as, I thought my answer to the question was plausible, but the teacher disagreed. Sorting and Discussion: 1. Display the words, and have the students read through them. Ask, How might we sort these words? They should quickly spot the different suffixes and sort independently, but do not expect them to identify any oddballs yet. 2. After the students have sorted the words by suffixes, say, Now with your partner, examine each category to see if the two of you can come up with a pattern: When is the /әble/ suffix spelled -able, and when is it spelled -ible? Prompt with, This might help. Say the words in each column

without the suffix. What do you notice? (-able is usually added to base words; -ible is usually added to word roots.) 3. Say, There are some oddballs in this sort. Can you find them? (Formid is not a base word but corrupt is, and the base word in reproducible is reproduce.) Move them under oddballs. 4. Examine the words in the -able column. What part of speech is the base word? (verbs) What part of speech does the suffix change the word to? What do you think this suffix means? (Students usually suggest ‘able.’) Okay! Now check the dictionary to compare. What do you find? Most definitions include ‘capable of, susceptible to.’ If students aren’t familiar with susceptible in the definition, have them look that up as well. 5. To summarise, ask, If you are writing and are uncertain about whether /әble/ is spelled -able or -ible, what is a good strategy? (If the word has a base word, try -able. If the word has a root, try -ible.) There are exceptions, so what should you do if you really want to be sure? Show students how words with suffixes may not show up as entry words in a dictionary, but the spelling can be found at the end of a related word’s entry (e.g. reproducible is not an entry word, but it can be found at the end of reproduce listed as the adjective form).

Extend: When students go on a word hunt, they will find many words that end with these suffixes, but not all will fit these two categories. More cases will be examined in the next sort, so for now have students put words like legible or accessible in the oddball category. (Legible appears to have a base word, leg, but students will learn later on that these letters also spell a common root; access appears to be the base word of accessible.) Students will notice over time that there are many more words that end in -able than -ible, and a word hunt will help to establish a best-guess strategy: If in doubt, use -able. Have students explore how -ible works with the roots. Say, Examine the words in the -ible column. Because they each contain a root, we may have to check them in a dictionary or in the etymology dictionary. You and your partner will select two of the

Unit VIII  Spelling-Meaning Patterns 3    143 -ible words each day and track down how the combination of the suffix and root result in the meaning of the word. After several days, have students share their most interesting discoveries. It may help students remember when to use -able and -ible if they think of it this way: Able can stand alone as a word, and it is added to base words that stand alone. But -ible cannot stand alone, and it is added to roots that do not stand alone.

indicate which suffix it takes by pointing to -able or -ible. Disagreements can be resolved by referring to the dictionary (e.g. gullible will provide an interesting story!).

Apply:

-ible foible, gullible, horrible, incredible, infallible, irascible, fallible, possible, tangible

Have students work with a partner to do a blind sort using the following additional words. One student will call out a word and the other student will

Additional Words:  -able affordable, agreeable, allowable, avoidable, comfortable, dependable, expandable, favourable, preferable, reasonable, remarkable, respectable, washable

oddball resistible, memorable, inevitable, digestible, exhaustible, contemptible, permissible

144    LEVEL 1  BASIC DERIVATIONAL RELATIONS

SORT 34  Suffixes (-able/-ible)

-able

-ible

oddball

enjoyable

invincible

formidable

predictable

profitable

edible

perishable

punishable

adaptable

eligible

questionable

laughable

terrible

plausible

attainable

indelible

corruptible

feasible

compatible

decipherable

intangible

sustainable

combustible

reproducible

Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

Unit VIII  Spelling-Meaning Patterns 3    145

Sort 35  Adding -able and -ible (e-drop; y to i) This sort offers additional opportunity to explore and understand the function and effect of -able and -ible.

Generalisation:  When adding -able and -ible, rules for adding suffixes starting with a vowel apply. Keep a final e before soft g and c. e-drop + able

keep e

change y to i

e-drop + ible

reusable

noticeable

reliable

sensible

adorable

replaceable

undeniable defensible

consumable

enforceable

identifiable responsible

excusable

salvageable

variable

valuable

knowledgeable

undesirable

manageable

pleasurable

exchangeable

unimaginable

agreeable

reversible

Explore Meaning:  Talk about the meaning of

a few words such as consumable. If something is consumable, what does that mean? (able to be consumed) So food would be consumable. If something is defensible, what does that mean? (able to be defended) So a castle or fort might be defensible, but so might a good idea.

Sorting and Discussion: 1. Display only the words without showing the headers. Have the students read through them and ask, What do all of these words have in common? (They end with -ible and -able.) Think about the base word and how it did or did not change before -able or -ible was added. What do you notice? (Sometimes e is dropped, sometimes not and sometimes y changes to i.) Introduce the headers and have students sort together or independently.

2. Then talk about the words in each column, Read down the ‘e-drop + able’ column. Why do we drop the e? It’s probably been some time since students at this level have explicitly thought about this rule, so you may need to remind them, When adding a suffix that begins with a vowel to a word that ends in e, drop the e. Repeat with the words under ‘y to i,’ and remind them of other examples like carry to carried. 3. Now read down the ‘keep e’ column. Any idea what’s going on here? Why do we not drop the e in these words? If students are still unsure, say, Take the e out of noticeable. How would you pronounce that? Students should then real­ ise that the c would have a ‘hard’ rather than a ‘soft’ pronunciation: ‘noticable’. Then say, Try pronouncing manageable without the e. The g has a ‘hard’ sound: ‘managable’. 4. Now turn to the -ible words and say, Think about our generalisation in our last lesson. What do you notice about these words? (They all have base words, and -able is usually added to base words.) So, these words at first seem to be oddballs. But let’s think about the base words. What do they all have in common? (They end in se.) So, what is your generalisation for these -ible words? (If a base word ends in se, the /әble/ suffix is spelled -ible.) 5. What have you learned about dropping or keeping the silent e when we’re adding suffixes? (You drop it, unless dropping it would change the pronunciation of the word.)

Extend: Assign weekly routines. Blind sorts should be productive, and there are many words to be found in a word hunt. Students can continue to add to their categories from last week as well as this week. By now they should have evidence that -able is more common. Ask students to use at least 10 words as adjectives in sentences to emphasise the part of speech.

Apply: As in preceding lessons, students can work with a partner in blind sorts with additional words. Say that a ‘best guess’ strategy might help when they

146    LEVEL 1  BASIC DERIVATIONAL RELATIONS are uncertain about using -able or -ible (-able is more likely). In addition, instances of y to i, and -se + ible can be identified. Additional Words:  e-drop + able admirable, conceivable, confusable, deplorable, desirable, excusable, immovable, inadvisable, incomparable, inconceivable, incurable, inescapable, inexcusable, invaluable, lovable, notable,

opposable, persuadable, recognizable, removable, usable, unbelievable keep e danceable, balanceable, disagreeable, irreplaceable, peaceable, pronounceable, serviceable, unchangeable change y to i applicable, invariable, unreliable, undeniable, verifiable e-drop + ible collapsible, convincible, deducible, forcible, indefensible, insensible, reducible, submersible

Unit VIII  Spelling-Meaning Patterns 3    147

SORT 35  Adding -able and -ible (e-drop; y to i)

e-drop + -able

keep e

change y to i

e -drop + -ible

reusable

noticeable

reliable

sensible

unimaginable

adorable

enforceable

knowledgeable

undeniable

defensible

exchangeable

replaceable

excusable

undesirable

identifiable

agreeable

manageable

salvageable

variable

pleasurable

reversible

consumable

responsible

valuable

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148    LEVEL 1  BASIC DERIVATIONAL RELATIONS

Sort 36  Prefix Assimilation (in-) Generalisation:  The spelling of the prefix in-

may change to im-, il- and ir- depending on the first letter of the base word to which it is attached. The ­meaning, however, does not change. in-

im-

il-

ir-

incorrect

immobile

illegal

irresistible

inactive

immoral

illogical

irremovable

inaccurate

immature

illegitimate irrational

incapable

immediate

irresponsible

innumerable imperfect

irreplaceable

insecure

impartial

irregular

indecent

impatient

Sorting and Discussion: 1. Display the words, and have students read through them. Ask, What do you notice about these words? Discuss the meaning of a few of the words: incorrect means ‘not correct,’ immobile means ‘not mobile’ and so forth. Explain, So it looks like all of these words can be defined using the word ‘not,’ but the prefix is spelled differently. Then say, You have known about the meaning and function of the prefix in- for quite a long time. Now we’ll explore why the spelling of the prefix in- changes, even though the prefix keeps the same meaning. 2. Ask students to sort by the first two letters of the word. After sorting, say, Now look at the words in the im-, il- and ir- columns. Do you see any clues as to why the spelling changes? (In many words, the spelling of in- changes to match the spelling of the first letter in the base words.) When is im- used? (before base words starting with m or p) When are ir- and il- used? (before r and l) What is used before other letters? (in-). 3. Explain, A long time ago all of the prefixes would have been in-, but over time they changed. Why do you think the spelling changed before some consonants and not before others? Have the students discuss this for a few moments. Occasionally a student will in fact come up with the explanation; if they remain stumped, however, then proceed as follows  (see also the teacher explanation in Chapter 8 of WTW): Say, Try pronouncing several of the words in the im-, iland ir- columns without the spelling change in in-: for example, inmobile, inpatience, inlegal, inregular. Do you notice how that feels odd or

awkward? Your tongue has to make a rapid change from the /n/ sound in the prefix to the sound at the beginning of each word, and you end up accenting the prefix a bit more. Say, This same awkwardness in pronunciation occurred in Latin over 2,000 years ago. So, over time, the sound of /n/ became absorbed, or assimilated, into the sound at the beginning of the word to which in- was attached. Eventually, in English, the spelling of the prefix changed to reflect this assimilation. 4. Ask students to read the words in the in- column. In most of these words, the pronunciation is not as awkward. Do you notice how moving from the /n/ sound in in- to the sound at the beginning of each base word is much easier? If a student notes that incorrect is a bit hard to say and asks why it isn’t iccorrect, you may share that someday it may be! However, the spelling system has changed far less since the printing press was invented because printing tends to keep our existing spellings and spelling patterns. 5. Help students summarise with, What did you learn in this sort about the spelling of the prefix in-? (If the word you’re attaching it to begins with m, l or r, the spelling of in- should be changed.)

Extend: Assign weekly routines. After several days, compile the results of a word hunt to compare and discuss the different examples of the in- assimilated prefix.

Apply: In pairs, students will select two words from each of the in-, im-, il- and ir- additional words. They should identify, discuss and then record in their Word Study Notebooks the meanings of each of the word parts. They may need to consult a dictionary for some of the words. Additional Words:  in- inappropriate, incompetent, inescapable, inefficient im- immaterial, immodest, immovable, immeasurable, immerse, immense, imminent, immune, immigrant, immoderate, immortal, impaired, impart, impasse, impediment, impersonal, impossible, impractical, improbable, improper il- illuminate, illicit, illustrious ir- irreconcilable, irreparable, irreligious, irreducible, irrefutable, irrigation

Unit VIII  Spelling-Meaning Patterns 3    149

SORT 36  Prefix Assimilation (in-)

in -

im -

il -

ir -

incorrect

immobile

illegal

irresistible

immoral

inactive

inaccurate

immediate

impatient

immature

irremovable

incapable

indecent

innumerable

illogical

imperfect

irresponsible

insecure

irrational

illegitimate

impartial

irreplaceable

irregular Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

150    LEVEL 1  BASIC DERIVATIONAL RELATIONS

Sort 37  Accent and Doubling After students have learned about accent, they can understand this somewhat obscure rule about whether to double or not in longer base words. This sort is also illustrated in a teacher script in Chapter 8 of WTW.

Generalisation:  If the accent in the base word falls on the final syllable, then double the final consonant before adding the suffix. If the accent does not fall on the last syllable, do not double.

omitted

Extend:

do not double

double

forbidden orbited

oddball conference

modelling

propellant referred

piloting

limited

cancelled

compelling repellent

preference

reference

levelled

forgetting beginner

deference editing

preferred conferred deferred

5. Next, have students read down the first column and emphasise the accented syllable. Repeat with the second column. Then ask, Does the accent give you a clue? Read the words again, and underline the accented syllable so that students can see the pattern. What, then, is our generalisation? When do we know to double or not to double? (If the accent in the base word falls on the final syllable, then double the final consonant before adding the suffix. If the accent does not fall on the last syllable, do not double.)

bene­ fitting/ benefiting

concurring

Sorting and Discussion: 1. Review with students  the generalisation they have learned about doubling the final consonant before suffixes that begin with a vowel: Display the words shopped, shopping and shopper and ask, What tells us that we need to double the final consonant before adding an inflectional ending? (the short vowel) 2. Display the words in this sort, and have students read through them. Say, Turn to your partner and identify the base word in each of these words. 3. Ask, What did you discover as you identified the base words—did they all end in a vowel and a consonant? (yes) Did all the suffixes begin with a vowel? (yes) Was the final consonant always doubled? (no) Let’s figure out why. 4. Display the headers ‘double’ and ‘do not double.’ Say, Sort the words into two columns, one in which the final consonant is doubled when the suffix is added and one in which it is not.

A blind sort is worth assigning for this sort, but a word hunt would not be productive. It is hard to find many instances of two- or three-syllable words that need to be doubled before adding suffixes that start with a vowel. Share with the students that doubling the final l in words ending in -el, such as travelling, is common, and they will see these spellings in books published in Great Britain and the rest of the British Commonwealth; these spellings are now listed as acceptable in most American English dictionaries. It might be interesting at this point to share a story about Noah Webster’s influence on the ­American spelling system (see Chapter 8 of WTW). When he wrote the first dictionary of American English in 1828, Webster wanted to distinguish American English from British English. In addition to omitting the u in words such as honour and colour and reversing the re in theatre and centre, he changed the rules for doubling final consonants. In British ­English, the final consonant is almost always doubled (benefitting, levelled), but not (after 1828) in American English!

Apply: To extend the generalisation ask students to add -ing to these words: begin (beginning), exhibit (exhibiting), excel (excelling), omit (omitting), tinker (­tinkering), rebel (rebelling), neighbour (neighbouring), commit (­committing), compel (compelling), regret (regretting), label (labelling) and occur (occurring). Additional Words:  double committed, compelled, dispelled, excelled, excellent, excelling, forbidding, omitting, occurred, permitted, permitting, propeller, propelled, rebelling, rebellion, rebelled, concurring, beginning, abhorrent do not double plummeting, magnetic, riveting, inhabited, inhabitant, robotic, civilise

Unit VIII  Spelling-Meaning Patterns 3    151

SORT 37  Accent and Doubling double

do not double

omitted

orbited

benefitting/ benefiting

levelled

propellant

preferred

modelling

beginner

conference

forgetting

compelling

referred

deference

forbidden

editing

piloting

repellent

deferred

reference

preference

cancelled

conferred

limited

oddball concurring

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152    LEVEL 1  BASIC DERIVATIONAL RELATIONS

UNIT REVIEW AND ASSESSMENT Review Review the different suffix patterns that have been explored. Then call the following five words aloud with prompting, such as: Spell the word perishable. What helps you remember whether the suffix is spelled -able or -ible? (-able, because it’s added to a base word). Spell the word abundance. What helps you remember whether the suffix is spelled -ence or -ance? (the related word abundant). For enforceable, ask, What helps you remember whether to drop the e or not before adding the suffix? (keep it; otherwise the c would have a hard sound) 1. perishable 2. abundance

3. obedience 4. compatible 5. enforceable For the assimilated prefix in-, ask students to spell the words immature and irremovable, and explain why the spelling of in- changes (difficulty of pronouncing inmature and inremovable).

Assess Use Unit Spell Check 8 on page 136 as a posttest to determine mastery. A delayed posttest might also be given three to six weeks after studying a feature to assess retention over time.

Level 2 Advanced ­Derivational ­Relations Unit IX Latin and Greek Word Parts 3  154 Unit X Latin and Greek Word Parts 4  185 Unit XI Prefix Assimilation  210 Unit XII Miscellaneous Sorts  224

Unit IX Latin and Greek Word Parts 3

NOTES FOR THE TEACHER

Teaching Tips

Background and Objectives

The teacher notes on page 115 (Unit VII Greek and Latin Words Parts 2) apply to this unit as well. Students may be unfamiliar with some of the words in these sorts, but discuss them after sorting to help students apply what they are learning. You will continue to find that unabridged dictionaries will be very helpful tools. Beginning in this unit, and continuing in Unit X, occasionally a reference is made to the Indo-European (IE) root to which a particular Latin or Greek root may be traced. As we noted in the Overview, although exploration of Indo-­European roots is not emphasised in these sorts, their occasional mention offers students opportunities for more nuanced and critical word study—particularly for your verbally talented and gifted students. Now that it is easier to access the Dictionary of Indo-­European Roots online, the potential for more students to pursue word etymology is exciting. Blind sorts and word hunts are not especially productive for these sorts. However, encourage students to continue to keep their eyes open for the growing number of meaningful word parts they have learned and add to them over time. Creating root webs and word trees continues to be a valuable Word Study Notebook activity. Greek and Latin Jeopardy, as well as other word part games in Chapter 8 of Words Their Way (WTW), are also valuable. Older students are not only capable of making these games themselves, but will learn a lot in the process.

The roots and affixes in Unit IX occur across a wide range of content areas and domains. In addition to examining some common, straightforward combinations of roots and affixes in this unit, we examine combinations within words that have resulted in more nuanced meanings. Though many words in the language may originally have been the sum of their parts, the meaning that a word represents will grow metaphorically over time. The longer it is used, it will take on more associations and connotations. For example, in Sort 44, students discuss and reflect on how the Latin root corp, originally referring to the human body (as in corpse) became generalised to refer to a company (corporation) and a military rank (corporal). Exploring this literal-to-metaphorical journey through time is the type of higher-level thinking that is the essence of advanced vocabulary study. Students are better prepared to dissect, analyse and reconstruct unfamiliar words they will encounter in their reading and study. Students will: • Demonstrate an understanding of the meaning of words, roots and affixes covered in these sorts • Spell these words correctly

Targeted Learners These sorts are appropriate for students beginning in the middle to late Derivational Relations stage. Units V and VII have laid the foundation for looking at common transparent Greek and Latin roots. The combination of roots and affixes in the words at Level 2 will often be less transparent, and the words will frequently be less common, so these sorts will provide a greater challenge to students.

154

English Learners Note Have students find the English cognates for the words beneficio, malicia, prejuicio, podíatra, hidrógeno, creíble, genético, juntura, ecuador, monotonía, bienio, ­hipersensible, moderno, miniatura, posponer,

Unit IX  Latin and Greek Word Parts 3    155 cuadrángulo, terreno, sectario, intervenir, conspirar and aéreo. Ask if the spellings for the corresponding roots change (most of the time, no). Point out that this will often help when trying to figure out the meaning of an unknown word in the new language. Have the students try the meaning of the root they know in their home language, and see if it seems to fit. Have students see how many words they can find whose spelling is identical in Spanish and English (e.g. mortal, legible).

UNIT SPELL CHECK 9 AND ASSESSMENTS FOR MEANING OF LATIN AND GREEK WORD PARTS Use the spelling and meaning assessments as pretests and posttests to assess students’ mastery of the word parts covered in this unit. Forms are provided on pages 156 and 157. A delayed posttest may also be given in three to six weeks to assess retention over time. You or your students can record the results on the Goal Setting Record Form on pages 12–13. Weekly spell check results can also be recorded on the form.

A. Unit Spell Check 9 Call the words aloud for students to spell on a sheet of notebook paper. Use the words in sentences if necessary to clarify meaning. 1. beneficial

2. malicious

3. monopoly

4. biennial

5. quadrangle

6. centimetre

7. hypersensitive

8. magnitude

9. miniscule

10. equatorial

11. omniscient

12. corporation

13. pedestrian

14. terrarium

15. hydraulic

B. Unit IX Assessments for ­Meaning of Latin and Greek Word Parts Because of the number of word parts that are addressed in this unit, two meaning assessments are provided—one for Sorts 38 to 42 and one for Sorts 43 to 47.

Unit IX Assessment for Meaning of Latin and Greek Word Parts: Sorts 38 to 42 Answer Key 1. ante 2. pent 3. poly 4. bene 5. oct 6. bi 7. omni 8. min/mini 9. post 10. quadr/quar 11. hyper 12. mal 13. equi 14. dec 15. uni 16. quint 17. micro 18. super 19. magni 20. mono 21. cent 22. tri 23. mega

(d) (f) (p) (b) (j) (i) (r) (k) (l) (m) (h) (g) (q) (o) (a) (f) (k) (h) (n) (a) (c) (e) (n)

a. one b. good, well c. hundred d. before e. three f. five g. bad h. over, beyond i. two j. eight k. small l. after m. four n. great, large o. ten p. many q. equal r. all

Unit IX Assessment for Meaning of Latin and Greek Word Parts: Sorts 43 to 47 Answer Key 1. terr 2. mort 3. junct 4. sec/sect 5. dent/dont 6. cred 7. jud 8. cap 9. astr/aster 10. leg 11. ven/vent 12. mod 13. hydr 14. aer 15. spir 16. gen 17. ped/pod 18. biblio 19. corp

(e) (i) (p) (s) (g) (a) (n) (c) (o) (r) (d) (q) (k) (b) (h) (f) (m) (l) (j)

a. believe b. air c. head d. come e. earth f. birth, beginning/family g. tooth h. breathe i. death j. body k. water l. book m. foot n. judge o. star p. join q. measure, manner r. law, to read s. cut

156    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS

Unit IX Assessment for Meaning of Latin and Greek Word Parts Name                                                           Sorts 38 to 42  Choose a definition from the list to the right and write its letter beside the element. A definition may be used more than once.

1. ante

a. one

2. pent

b. good, well

3. poly

c. hundred

4. bene

d. before

5. oct

e. three

6. bi

f. five

7. omni

g. bad

8. min/mini

h. over, beyond

9. post

i. two

10. quadr/quar

j. eight

11. hyper

k. small

12. mal

l. after

13. equi

m. four

14. dec

n. great, large

15. uni

o. ten

16. quint

p. many

17. micro

q. equal

18. super

r. all

19. magni 20. mono 21. cent 22. tri 23. mega

Unit IX  Latin and Greek Word Parts 3    157

Unit IX Assessment for Meaning of Latin and Greek Word Parts Name                                                           Sorts 43 to 47  Choose a definition from the list to the right and write its letter beside the element. A definition may not be used more than once.

1. terr

a. believe

2. mort

b. air

3. junct

c. head

4. sec/sect

d. come

5. dent/dont

e. earth

6. cred

f. birth, beginning/family

7. jud

g. tooth

8. cap

h. breathe

9. astr/aster

i. death

10. leg

j. body

11. ven/vent

k. water

12. mod

l. book

13. hydr

m. foot

14. aer

n. judge

15. spir

o. star

16. gen

p. join

17. ped/pod

q. measure, manner

18. biblio

r. law, to read

19. corp

s. cut

158    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS

Sort 38  Latin Root and ­Prefixes: Good and Bad (bene, mal-); Before and After (ante-, post-) This sort contrasts the word root bene with the prefix mal- and two prefixes, ante- and post-. The emphasis here is on their combination with other roots and base words, and, for the first time, some common Latin phrases are included.

Generalisation:  The Latin root bene means ‘good

or well’; the prefix mal-, ‘bad’ and prefixes ante-, ‘before’; post-, ‘after.’ bene

mal-

ante-

post-

benefit

malfunction antechamber postpone

beneficial

malevolent antemeridian postmeridian

benefactor dismal

antedate

postgraduate

benevolent malaria

anterior

postmortem

benediction malcontent malice

postscript posterior

malicious maladroit malefactor

Explore Meaning:  A number of the words in the sort may be unfamiliar. After initially addressing a few at the beginning of the lesson, others will be learned during students’ work with the words and roots. Sorting and Discussion:

it good for us? Do you get a sense that all these things are good? Yes, the root means ‘good.’ Discuss how a benefactor is literally someone who ‘makes good,’ or is beneficial and benevolent. Ask, What do you notice about the word benediction? Benediction contains not only the root dict, but the root bene as well. So, what does benediction literally mean? (‘good saying’) It is the blessing that is often offered at the end of a religious service. • Mal-:  Did you look up some words under mal? What did you find? (It suggests ‘bad’.) If you described someone as malicious, what would that mean? (They are bad; behaving in a bad way.) If your car malfunctions, what does that mean? (It is functioning badly.) Ask, What is the base word of maladroit? (adroit) Have you heard of it? If someone is adroit at something, what does that mean? (skilled; an expert) So, if someone is maladroit, what does that mean? (Not skilled; clumsy) • Ante- and post-:  Tell the students, You are likely to run into several ante- and postwords and phrases in social studies and history texts. Students have probably heard of antemeridian and postmeridian. If they have not, ask, What do you think ‘AM’ and ‘PM’ refer to? Share that meridian is a Latin word meaning ‘midday.’ Anterior and posterior refer to ‘before, in front’ and ‘behind, in back’ respectively. Ask, Which one of the ‘post’ words does the abbreviation ‘P.S.’ at the end of a letter stand for? (postscript) 3. There is a lot to say about the words in this sort, but let’s wrap up our discussion for now. What is the meaning for the roots and prefixes? Add them to your headers.

1. Display the words and have the students read through them. Say, What do you notice about the headers? (One is a root and three are prefixes.) With a partner, sort the words using the headers, and talk about what you think the meaning of each might be. Check your ideas with the unabridged dictionary.

Extend:

2. Talk about the words in each column in turn, What do you think the root (or prefix) might mean? Can you use that meaning to define the words? The following are some ideas about how to walk through some of the words: • Bene:  Have you ever been to a benefit concert or a benefit sale? What does benefit mean? (helpful) If something is beneficial, is

Because all of these elements come at the beginning of the words, students can easily find more by doing a word hunt in a dictionary. Encourage them to look for words they already know or words that they think are particularly interesting to add to their notebooks and share with others. Add the prefixes ante- and post- to your chart. Assign a few words for students to look up in the dictionary and use

Unit IX  Latin and Greek Word Parts 3    159 in phrases or sentences. Ask students to create root webs and add to them as more words are found. Other words to explore in depth are listed here: • Display the following sentences to contrast bene and mal: Marianne’s benevolent efforts to fight hunger were appreciated by millions of people. Gilroy was a malevolent presence in an otherwise ­joyous family reunion. • Ask students if they know the meaning of either of these words. If not, ask, Let’s see what clues the sentence context gives us. Look at benevolent first. Do you sense a positive aspect to benevolent? What tells you that? Project the digital dictionary entry for benevolent on the whiteboard or other display. We see that it c­ ontains two roots, bene and vol, meaning ‘good’ and ‘will’. So, if someone behaves in a benevolent way, they are expressing ‘good will’. Now ­display the digital dictionary entry for malevolent, and ask, What word part tells you the will is not good? (mal) Yes, and when we click on ‘mal’ in this entry, it shows the meaning of ‘bad, wrongful’. In addition to the vol in words like benevolent and malevolent, tell students that they will encounter other words that contain the letter sequence vol, such as revolve and revolution, with a different meaning of ‘roll, turn’. As they encounter other words with a vol root, they can keep an eye open for the meaning of each. • Ask students what they think the word rebellion means. Do they see a prefix? (re-). They now know that the root bel means ‘war’. Rebellion ­literally means ‘to war against’. • Have students explore the etymology of dismal. Dis is not a prefix, but rather comes from the Latin dies, which means ‘day’. So, dismal ­literally means ‘bad day’.

• Originally, the cause of malaria was literally thought to be ‘bad air’. • Pointing to malefactor, ask students if they recognise a root they’ve studied before (fac). Combined with mal, what do they think someone who is described as a malefactor literally is? (someone who makes or does bad things). • Remind students of the name of one of Harry ­Potter’s classmates, Malfoy. J. K. Rowling has created many of the characters’ names using Greek and Latin word parts. Challenge students to brainstorm other names from the series that give a clue to the personality of the characters, and explore what appears to be roots hidden in their names (e.g. Voldemort, Remus Lupin, Severus Snape, Minerva McGonagal, Luna Lovegood, Sirius Black and Regulus Black) and incantations (e.g.  arresto momentum, fracto strata and oculus reparo).

Apply: Have students work in pairs to discuss the meanings of additional words, and have them check an etymological dictionary for more information. Let them share findings with the group. At least two of the words must be ones that do not easily lend themselves to figuring out their meaning based on their prefix and root (e.g. malfeasance, antecedent, antepenult or posthumous). Additional Words: bene benefactress, beneficiary, benevolence mal- malady, malaise, malapropism, malediction, ­malformation, malfeasance, malformed, malign, malignant, malinger, malnourished, malpractice, maltreated ante- antecedent, antepenult, anteroom post- postdated, posthumous, postnasal, postpaid

160    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS

SORT 38  Latin Root (bene) and Prefixes (mal-, ante-, post-)

bene

mal-

ante -

post -

benefit

malfunction

antechamber

postpone

beneficial

malevolent

dismal

antemeridian

benefactor

anterior

postmeridian

malaria

malice

benediction

postmortem

postscript

posterior

malefactor

malicious

benevolent

maladroit

postgraduate

malcontent

antedate

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Unit IX  Latin and Greek Word Parts 3    161

Sort 39  Number Prefixes (mono-, uni-, bi-, tri-) In addition to introducing the Greek prefix mono-, this sort reviews three Latin prefixes taught in the late syllables and affixes stage: uni-, bi- and tri-. Spanish has these same prefixes: monotony = monotonia, uniform = uniforme, tricycle = tricliclo and bicycle = bicicleta. (Note, however, that mono- means ‘monkey’ in Spanish.)

Generalisation:   The prefix mono- means ‘one’; uni- also means ‘one’; bi- means ‘two’ and tri-, ‘three.’ mono-

uni-

bi-

tri-

monolingual

uniform

bilingual

triangle

monologue

universal

biceps

triad

monotonous

unilateral

bisect

triceratops

monopoly

unify

binary

trilogy

monorail

bimonthly

triathlon

monotone

bifocals

tripod

biennial

trillion

Sorting and Discussion: 1. Display the words randomly, and have students read through them. Ask, What do you notice about these words? Students usually notice that all the words contain prefixes. Let’s sort by the prefixes using the headers. 2. Talk about the words in each column in turn. Ask, Do you know the meaning of any of these words? What do you think the prefix might mean? Can you use that meaning to define other words? Below are some ideas about how to walk through some of the words: • mono- and bi-: What is the difference between monolingual and bilingual? (speaking one language or two languages) What do you think lingual refers to? (‘language’) Because bi- means ‘two,’ and sect comes from section, what does it mean when an interstate ­highway bisects a city? If someone speaks in a monotone, would it be interesting and exciting to listen to him or her? If you speak about how monotonous a situation or experience is, would that situation or experience be exciting? How does this relate to the meaning of the prefix as ‘one’? Dictionaries should be

used to look up the meaning of words that are less transparent, such as biennial. • Tri-: Where have you heard of a trilogy? (Most students will probably mention Lord of the Rings or other fantasies; some students may mention Star Wars or other science fiction trilogies.) Continue by asking about triathlon; if they are uncertain, write the words triathlete and athletic, and help them conclude that a triathlon is an event with three parts. • Uni-: We decided that mono- means ‘one,’ but what other prefix means ‘one’? If you wear a uniform, what does that mean? (one form of dress for everyone) Explain that uniform has a broader meaning as an adjective, and share other definitions and examples (consistent, uniform spelling). If something is universal, is it the same for everyone? 3. Bring the discussion to a close by saying, There is a lot to say about the words in this sort, and we will continue to talk about some of the words. What is the meaning for the prefixes? Make notes on your headers.

Extend: In place of a traditional word hunt, students can be asked to consult a dictionary to find more words to add to each category. Have them select two or three and report back to the group. You can ask students to illustrate some of these words (e.g. biceps, tripod and uniform) or use them to create prefix webs similar to root webs. Explore meanings further on other days, and assign words for students to look up and use in phrases or sentences. • As a point of interest, tell students that in English we also have, of course, the word two. Have they thought about the relationship between two, twin and twice? How about three and thrice? The number three is significant in mythology and religion. Have students be on the lookout for significant occurrences of three. • Working from biennial, explore further: Students will see that the etymology of ennial comes from the Latin annus, meaning ‘year’—as in annual. Though ennial and annual both mean ‘year,’ ask students to investigate the difference in usage between the two. Are biennial and biannual just different ways of saying the same thing? (Biennial refers to every two years; biannual refers to twice a year.) Ask, Because ennial is often misspelled with one n, what clue will help you

162    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS remember it has two n’s? (Its meaning; annual and ennial both mean ‘year,’ and they are both spelled with two n’s.) • Students might have heard of the game of Monopoly. Explain that it is a business term chosen for a game that has to do with buying and selling. Say, If mono means one, then what kind of company would be a monopoly? (One controlling the sale of some product.)

Apply: In pairs or teams, have students select additional words that share the same prefix. Read about the etymology of each, then select one to explain, in

their own words, how the meaning evolved from the earliest form. Ask them to write their explanation in their Word Study Notebooks. Additional Words:  mono- monarch, monochrome, monocle, monogamist, monolith, monopolise, monopod uni- unification, unity, Unitarian, university, universe bi- bicameral, bicentennial, bicuspid, bifurcate, bilateral, binoculars, bipartisan, bipolar, biped, biplane, biweekly tri- tricolour, trident, trilobite, trimester, triple, ­triplicate, triennial, trigonometry, trillium, trivet, tripod, triptych, trisect, trinity, triumvirate

Unit IX  Latin and Greek Word Parts 3    163

SORT 39  Number Prefixes (mono-, uni-, bi-, tri-)

mono -

uni-

bi-

tri -

monolingual

uniform

bilingual

triangle

monologue

tripod

biceps

unilateral

triad

trilogy

monotonous

unify

bifocals

triceratops

bisect

monorail

bimonthly

monopoly

binary

universal

triathlon

biennial

monotone

trillion

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164    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS

Sort 40  Number Prefixes (quadr-/quar-, quint-/pent-, oct-, dec-, cent-) Generalisation:  The Latin prefixes quadr-/quar-

mean ‘four’; Latin quint- and Greek pent- mean ‘five’; Greek oct- means ‘eight’; Latin dec- means ‘ten’ and Latin cent- means ‘one hundred’. quadr-/ quar-

quint-/ pent-

oct-

dec-

cent-

quartet

quintet

octagon decade

centimetre

quarter

quint­ uplets

octet

decimal

century

quadrangle

quint­ essence

octave

decathlon centigrade

quadruped

quint­ essential

decimate centennial

quadruple pentagon

bicentennial

quadruplets

percentage

Sorting and Discussion: 1. Display the words randomly and have students read through them. Ask, What do you notice about these words? Students usually notice that all the words contain prefixes, perhaps noting that they probably represent numbers. Display the headers, and have the students sort the words according to these prefixes. 2. Moving from one column to the next, ask, Which number does this prefix represent? Discuss any words students are not certain about. Speculate as to their meaning; for those about which they are unsure, they may check in the dictionary. Some will be best explained in the Online Etymology Dictionary. For example, decimate originally referred to the killing of every tenth person, which was a punishment used in the Roman army for mutinous legions. Today this means the killing of any large proportion of a group and/or widespread damage to an area. 3. Ask students, Do you now understand why there are different prefixes for ‘one,’ ‘two,’ ‘four,’ ‘five’ and so forth? (Greek had its own words for these elements, and Latin had other words.) summarise by saying, Both sets of

number elements survived, and they continued to be passed down through other languages without significant change. Oct is interesting, because it occurred in both Latin and Greek, with most modern-day occurrences deriving from Latin.

Extend: Words with these number prefixes are rarer than the ones in Sort 39, but students can look in a dictionary for more and write them in their Word Study Notebooks. See Sort 39 for more extended ideas. Talk about other words as time allows. • Although students may know that quintuplets refers to five siblings born at the same time, quintessence is more opaque. Medieval people believed in the four earthly ‘essences’ of life: air, earth, fire and water. Quintessence referred to a non-earthly, or heavenly, essence above all the others. Help students realise how this explains the meaning in these two sentences: She was the quintessence of gymnastic ability. My mom has the quintessential recipe for tacos. • Have students explore these additional number prefixes: di/du (2) as in dioxide and duet tetra (4) as in tetrahedron sex/hex (6) as in sextent and hexagon hept/sept (7) as in heptagon and September nov/non (9) as in November and nonagon milli/kilo (1,000) as in million and kilometre

Apply: Have students randomly choose one word for each root represented in the Additional Words and explore its etymology. Are there any surprises? You may intrigue the students by asking, Why is October the tenth month of the year? Why is December the twelfth month? (They will find that these were literally the eighth and tenth months in the Roman calendar, which began with the month of March.) Additional Words:  quadr-/quar- quadrant, quart, quadrennial, quartile pent-/quint- pentametre, pentathlon, quintuple, quintillion oct- octagonal, octopus, October, octogenarian dec-/cent- decagon, December, decibel, decimetre, centipede, percent

Unit IX  Latin and Greek Word Parts 3    165

SORT 40 Number Prefixes (quadr-, quar-; quint-, pent-; oct-; dec-; cent-)

quadrquar-

quintpent-

oct-

dec -

cent-

quartet

quintet

octagon

decade

centimetre

pentagon

octet

quadrangle

century

quadruped

quintuplets

quarter

decathlon

centigrade

octave

centennial

quintessence

quadruple

decimal

quadruplets

decimate

bicentennial

quintessential

percentage

Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

166    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS

Sort 41  Latin and Greek Word Parts: Size and Beyond (micro-, mega-, super-, hyper-) Generalisation:  The Greek prefix micro- means ‘small’; mega-, ‘great, large’; hyper-, ‘over’ or ‘beyond’ and the Latin prefix super- also means ‘over’ or ‘above’. micro-

mega-

super-

hyper-

microwave

megaphone supermarket hyperactive

microphone megalopolis superhero

hyperventilate

microscope

megabyte

superhighway

hyperbole

microchip

megastar

superhuman hypercritical

microfilm

megahit

superstar

hypersensitive

microsurgery megahertz

superego

hyperactivity

microbe

superpower hyperlink

Sorting and Discussion: 1. Display the words randomly, and have students read through them. As they are reading through, say, If you think you know the meaning of any of these prefixes, let us know! Then display the headers, and share that a large number of words contain these elements, especially in the sciences. Students can sort independently and talk with a partner about the words they know and what the prefix might mean. 2. Talk about each column in turn, starting with familiar words: Micro-:  Most students already have an idea, of course, about the meaning of micro- (microphone was also studied in Sort 21), but it is important for them to think explicitly about the way in which it combines with other words and word parts they already know. You may say, Microscope literally means ‘looking at or targeting something very ‘small’. Ask, What does combining micro and phone literally mean? (‘small sound’) What does a microphone actually do? (It picks up sounds that otherwise would be hard to hear.) Ask, Microbe is interesting. What is the meaning? Let’s check in the dictionary, and while you’re doing that, see if you can answer the question, ‘What is the other

word part that micro- is combining with? (Bio; literally, microbe is a ‘small form of life.’) Mega-:  Contrast microphone and megaphone to start the discussion of words with mega. Students might not know what a megaphone is, so be ready to illustrate or show an image. Super- and hyper-:  The meanings of super- and hyper- are similar. Most of the words with these prefixes lend themselves to a straightforward presentation, but students should still analyse each word and reflect on how the prefix and the base word, or root, combine to result in the meaning of the word. Hyperbole, for example, will reveal an interesting etymology (hyper + ‘to throw’ literally means ‘to throw beyond’). Have students discuss how this literal meaning may apply to the dictionary definition of hyperbole (going way beyond what is really the case; exaggerating). 3. To sum up, say, When you think about the ­number prefixes that we’ve studied in these last two sorts, what’s the big idea about knowing the meanings of these word parts and how they function? (They help us figure out unfamiliar words in reading and expand our vocabulary.) The digital sort is available at http://www. pearsonplaces.com.au/wordstheirway.aspx

Extend: In place of a traditional blind sort, after sorting and discussing the words, students can offer a definition and ask their partner to supply the word. For example, ‘a big city’ or ‘under the skin.’ Students can be assigned unfamiliar words from the sorts to look up in a dictionary. They might illustrate them or use them in sentences or phrases to show their meaning. Let them share these. Continue to explore word meanings through group discussion as well. • Contrast hyper- with hypo-, which means under, below or beneath. Students may be familiar with hypothermia (lowered temperature) or hypodermic (under the skin). Also contrast micro with macro, which means ‘large or inclusive,’ in words such as macrocosm (the whole world) and macroscopic (large enough to be seen without a microscope). • The words under the prefix super are examples of words that have probably come into our language fairly recently (e.g. superhero, superstar and superpower). Explain, When we need new words, we still rely on Greek and Latin word parts. Can you make up your own words using micro-, mega-, super- and hyper-? Ask them to

Unit IX  Latin and Greek Word Parts 3    167 write a brief definition and/or sentence that includes the word appropriately. • Share with students that in many words of Greek origin, as with hyperbole, the final e is pronounced. A Harry Potter connection may again help here: Display the name Hermione, ask students to pronounce it, and ask, So, from what language do you think the name Hermione comes? (Greek)

Apply: Have students sort the additional words into ‘known’ and ‘not known.’ They will then select three words from the ‘unknown’ category and explore their meanings. Based on analysing the

prefixes and bases, some will be fairly easy to determine. Others will require consulting a dictionary or the Online Etymology Dictionary. Additional Words:  micro- microcomputer, microcosm, microchip, micro­ metre, microorganism, Micronesia mega- megalomaniac, megaton, megavitamins, megawatt super- supercharge, supercilious, supercomputer, superconductor, superficial, superf luous, supervise, supervision, superintendent, superior, superlative, supernatural, superstition, supersonic, supertanker hyper- hyperglycemic, hypertension, hypertext, hyperthyroidism

168    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS

SORT 41 Latin and Greek Word Parts (micro-, mega-, super-, hyper-)

micro -

mega -

super -

hyper -

microwave

megaphone

supermarket

hyperactive

microphone

megalopolis

superhero

hyperventilate

microscope

megabyte

superhighway

hyperbole

microchip

hypercritical

megastar

superstar

microsurgery

superego

microbe

hypersensitive

superhuman

megahit

superpower

microfilm

megahertz

hyperactivity

hyperlink

Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

Unit IX  Latin and Greek Word Parts 3    169

Sort 42  Latin and Greek Word Parts: How Much? (poly-, equi-, omni-, magni-, min/mini-) Although the meanings of these word parts are fairly straightforward, their combination with other elements, which form some of the words in this sort, may be opaque for many students. Drawing on the following information, you may wish to walk the students through a number of words in this sort, modelling and reinforcing how the combination of word parts results in meaning. Students may subsequently explore some of the words themselves, drawing upon the dictionary and etymological resources.

Generalisation:  The Greek word part poly- means ‘much’ or ‘many’; the Latin prefixes equi-, ‘equal’; omni-, ‘all’; magni-, ‘great’; min/mini-, ‘small.’ poly-

equi-

polysyl- equator labic

omni-

magni-

min/mini-

omnipotent magni­ ficent

miniscule

polygon equitable omnivore polyglot equation polytechnic

magni- minute fication

omniscient magnitude

minimum

equanimity

miniature minnow

equivalent

mince

equatorial equilateral

Sorting and Discussion: 1. Ask, How might these words be sorted? (word parts, prefixes; students might mention roots) Say, These are often referred to as prefixes, but they sometimes function like roots. Let’s go ahead and sort them by the word parts they share in common. Students can sort independently and talk with a partner about possible meanings. 2. Talk about each column in turn, starting with familiar words: Poly-:  Begin the discussion on the prefix poly with the word polysyllabic, which refers to a word that has three or more syllables. Students will probably be familiar with polygon (gon meaning ‘angle’); the other poly words are probably

less familiar to them. Polyglot means ‘one who knows many languages’ (glot comes from a Greek word meaning ‘tongue, language’). Equi-:  What do you think equi- might mean? (equal) Why do you think the line around the middle of the earth is called the equator? Use a map or globe to point out the ­equator, and discuss how it divides the earth into two equal parts: the southern and northern hemispheres. Then ask, What do you think the meaning of equatorial is? (Having to do with or characterizing the equator.) What does an equation have to do with the idea of ‘equal’? (The values on each side of the equal sign have to be equal.) Discuss what an equitable solution refers to (an equal, fair outcome). Equanimity may be a new term, meaning ‘even (equal)-­tempered’. You may explain, If someone possesses equanimity, that person is calm and even tempered. Students will probably know the meaning of equivalent, but point out that it is made up of equi- + valent, which comes from the Latin root for ‘strength’—literally, ‘equal strength or force’. Omni-:  Ask, Any ideas about what omnimight mean? What do you think an omnivore might be? If students are uncertain, display the words carnivore and herbivore (eating meat and vegetation respectively). Have students look up the words and share what the roots are (carn = flesh; herb = plant; vor = devour). Point out, You already know omnivore has to do with devouring something! Let’s find out the rest about it. Have them look it up and identify that omni means ‘all.’ So, if something is omnivorous, how would you describe its eating habits? (It eats everything.) Next, write science on the board, and ask the students if it gives any clue to omniscient. Then tell them that science comes from a Latin word meaning ‘to know’. Ask, What, then, do you think omniscient means? (‘all knowing’) Magni-:  Share that magnificent includes the Latin root fic, which is actually another form of the Latin root fac. Ask who recalls the meaning of fac, as in the words factory and manufacture (‘make’). Complete this sentence: ‘If something is magnificent, it is being made    _. (great) Yes! magnificent literally means ‘to make great’. Min/Mini-:  So, what do you think minimeans? (small) Does that work for miniscule? (yes) Using the adjective pronunciation, ask, Does it work for minute? (yes). And does it

170    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS work for miniature as well? (yes) Let’s check the unabridged dictionary to make sure! Note that the word minute is a homophone that can be pronounced with a long i or a short i. 3. Ask, How would you summarise what you’ve learned about these word parts? Label the headers to show the meanings.

Extend: Students can be assigned unfamiliar words from the sorts to look up in a dictionary. They might illustrate them or use them in sentences or phrases to show meaning. Let them share these. Continue to explore word meanings through group discussion as well: • Display the word maximum, and ask students what it means. Have the students use it in a sentence. The idea of ‘greatest’ should be clear. Next, have them look it up in the dictionary and share the Latin root form that it comes from -magnus. Share that Yes, max has the meaning of ‘greatest,’ too. And which of our words means the opposite of maximum? (minimum) • Display mince and minnow, and ask, Do these words also contain the ‘mini’ meaning? Let’s check our dictionaries and find out! Mince comes from a Latin root that means ‘smallness’. For the entry, minnow, in the American Heritage Dictionary, the Indo-European (IE) root is listed. This is another good opportunity to talk about the importance of these roots because they represent the core meaning in so many words in over half of the world’s languages. The Indo-European root for minnow means ‘small, isolated’. • The end of the word equanimity—animity— comes from the Latin animus, meaning ‘mind’, which in turn is related to Latin anima (‘life, soul’). This root also occurs in animal and animated (‘living’).

• Say to the students, We’ve already talked about a polyglot being someone who speaks many languages. A synonym for polyglot is multilingual. What do you think the prefix multimeans? (many) Right! Multi- is the Latin prefix that has the same meaning as the Greek prefix. • Say, Linguists use the word semantics (display the word) to refer to the study of meaning in a language. Display the word polysemous directly beneath semantics and say, This word is related to semantics. (Underline sem in both words.) What do you think: If we say that a word is ‘polysemous,’ what does that mean? (It has many meanings.) So, ‘polysemous’ is another way of referring to what we’ve been calling ‘multiple meaning’ words!

Apply: Have students select several words from the additional words and discuss their meaning. For each, write a sentence using the word. Additional Words:  poly- polychrome, polyester, polyhedron, polygamy, polymath, polymer, polysemous, polytheism equi- equal, unequal, equality, equity, equilibrium, equivocate, equidistant, equinox, inequity magni- magnify omni- omnipresent omnidirectional min/mini- minimise, minor, minus

Assess: You may want to use Unit IX Assessment for Meaning of Latin and Greek Word Parts: Sorts 38 to 42 at this point to check student’s understanding of Greek and Latin word parts covered in the first four lessons of this unit.

Unit IX  Latin and Greek Word Parts 3    171

SORT 42 Latin and Greek Word Parts (poly-, equi-, omni-, magni-, min/mini-)

poly-

equi-

omni-

magni-

min/mini-

polysyllabic

equator

omnipotent

magnificent

miniscule

magnification

minute

minnow

equanimity

equilateral

polygon

polytechnic

miniature

magnitude

equatorial

polyglot

minimum

omnivore

omniscient

equitable

equation

mince

equivalent Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

172    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS

Sort 43  Latin and Greek Word Parts: The Body from the Head to the Feet (cap, corp, dent/dont, ped/pod) Generalisation:  The Latin cap means ‘head’; corp,

‘body’; dent/dont, ‘tooth’; Latin ped and Greek pod, both mean ‘foot.’ cap

corp

dent/dont

ped/pod pedal

decapitate

corpse

dentist

caption

corps

orthodontist pedicure

capital

corpulent

dentures

pedestal

indent

centipede

capitalisation corporal captain

corporation

impede podiatrist podium pedestrian

Explore Meaning:  The meaning of the few unfamiliar words in this sort will become apparent during the lesson. Sorting and Discussion: 1. Display the words and read through them. Talk about the headers and how two of them reflect slightly different spelling patterns for the same root. Then say, Sort the words using the headers. 2. After sorting, say, Read through the words in each column, and then talk with a partner about what you think the meaning of each root might be. Can you use that meaning to define other words? Check your ideas with the unabridged dictionary. 3. Use the following ideas to talk about other roots: Cap:  Ask, What does decapitate mean? Their mentioning of ‘head’ allows you to discuss captain. Ask, What do you think head has to do with captain? (A captain is a person who is at the ‘head’ of others).

Corp:  Address the root corp by first ­discussing corpse, quite literally, ‘a body.’ Then address corps— a military unit or body, or a group such as a press corps. Ask, What do you think cor­poral has to do with the meaning of ‘body’? Have students look up the meaning and discuss with a partner. The first entry for corporal is the adjective meaning ‘having to do with the body’. So, what does ‘­corporal punishment’ literally mean? (­punishment of the body) Ask, What about ‘corporation’? How does its meaning reflect the concept of ‘body’? (a body of people working together) Den/dont:  Most students will have had experiences with a dentist, and many with an orthodontist. Ask, What do orthodontists do? (straighten teeth) Have students look the word up and identify the meaning of the word parts ortho and dont (straight, correct, right; teeth) Ask, What do you think indent has to do with teeth? After students discuss, have them check the word in the dictionary. As they read through the meanings of the verb, they see the definition referring to a paragraph, but also ‘to make toothlike notches in’. Share that, When you indent a paragraph you might, in a sense, take a bite into it! Pod/ped:  Ask how pedal and pedicure might be related (have to do with the feet). Say, Let’s check those words in the dictionary to confirm our guess about the meaning of ped. Then ask, Pedicure has two roots. What is the second one, and what does it mean? (cure; ‘care of’). Have students look up and discuss how the meaning of impede has evolved to mean ‘obstruct the progress of’ something. Have them describe how they think the meaning of podium and pedestal, ‘base,’ evolved from ‘foot’. Based on what you now know about dentist and orthodontist, what might a podiatrist do? (take care of the feet) 4. Ask, How would you summarise what you’ve learned about these word parts? (Knowing their meaning can help you figure out the meaning of unknown words.) Label the headers to show the meanings. The digital sort is available at http://www. pearsonplaces.com.au/wordstheirway.aspx

Unit IX  Latin and Greek Word Parts 3    173

Extend: Explore meanings further on other days, and assign words for students to look up and use in phrases or sentences. Ask students to illustrate some of these words (e.g. pedestal and centipede) or use them to ­create prefix webs similar to root webs. • A number of words have a cap chunk that is unrelated to ‘head’ (capsize). Note that cap can also mean ‘to take’ or ‘seize,’ as in captive, and ped can also refer to a ‘child,’ as in pediatrician. However, words in which those roots mean ‘head’ or ‘foot’ are more common. • Have students check other meanings for corporal in an etymological dictionary. They will discover that the meaning of ‘body’ was also probably influenced by the root cap—a corporal was the ‘head’ of a ‘body’ of troops! • Ask students, based on their knowledge of the meanings of ortho and graph, to suggest the

meaning of the word orthography (correct writing). Then have them check it in the dictionary; they will see that the word literally means ‘correct spelling’. You may then share that they are becoming masters of English orthography!

Apply: As they work in pairs, have students speculate about the meaning of some additional words, then check them in unabridged dictionaries. Additional Words:  cap per capita, captaincy corp corpus, corporeal, incorporate, corpuscle dent/dont periodontal dentifrice, dental ped/pod impede, pedometer, pedigree, biped, millipede, moped, arthropod, chiropodist, orthopaedic, tripod

174    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS

SORT 43  Latin and Greek Word Parts (cap, corp, dent/dont, ped/pod)

cap

corp

dent/dont

ped/pod

decapitate

corpse

dentist

pedal

orthodontist

capital

corps

pedestrian

pedicure

pedestal

capitalisation

impede

caption

podium

corpulent

podiatrist

corporation

dentures

corporal

centipede

captain

indent Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

Unit IX  Latin and Greek Word Parts 3    175

Sort 44  Latin and Greek Word Parts: Earth, Stars, Air and Water (terr, astr/aster, aer, hydr) Generalisation:   The Latin root terr means ‘earth’; the Greek root aster/astr, ‘star,’; aer, ‘air’ and hydr-, ‘water.’ terr

astr/aster

terrain

astronomy aerial

hydrant

territory

astronaut

aerosol

dehydrated

terrarium

astrology

aerobatics hydraulic

subterranean

asteroid

aerobics

hydrogen

terrier

asterisk

aeronaut

hydrate

extraterrestrial disaster

aer

hydr

aerospace hydrofoil

Sorting and Discussion: 1. Students should be able to sort independently or with a partner. After sorting, say, Read through the words in each column to see if you can get a sense of what the root might mean. Can you use that meaning to define other words? They should follow up by checking an unabridged dictionary or an etymology dictionary. 2. Use the following ideas to talk about the roots: Terr:  What does terr suggest in words like territory or terrain? (earth or land) What could a terrier possibly have to do with the earth? Students’ follow-up on such words will reveal that terriers are little dogs used to hunt rats and other rodents, and they willingly dig holes in the earth to catch them. Astr/Aster:  What ideas do you get from reading the words in this column? Many have to do with outer space, but not all. Point out what an asterisk looks like—a tiny star. Astronaut has the root naut, which refers to sailing (nautical) and sailors, so an astronaut is literally a ‘star sailor’! The naut root shows up again in aeronaut—one who sails through the air in a balloon. Does disaster actually mean ‘not a star’? Literally it means ‘ill-starred’. An early meaning of the prefix dis-, ‘apart, asunder,’ came to mean ‘ill, bad’. The ancient Greeks believed that the future could be told through the study of the stars (astrology), so a disaster should be foretold in the stars; in astrology, the word has the sense of being born under a bad star or planet. Aer:  Any ideas about what aer- might mean? What makes an aerosol spray work? (Pressur­ ised air forces out the materials inside.) If an

astronaut is a sailor to the stars, what do you think an aeronaut might be? (Balloon pilots are called aeronauts.) Hydr-:  What does a fire hydrant supply? (water) Have you heard the term dehydrated? The prefix de- means away from, so literally it means ‘away from water’ or ‘out of water.’ The link between hydrogen and water will not be obvious unless students understand that water is made up of oxygen and hydrogen atoms. 3. Ask, How would you summarise what you’ve learned about these word parts? (Knowing their meaning can help you figure out the meaning of unknown words.) Label the headers to show the meanings.

Extend: Students can be assigned unfamiliar words from the sorts to look up in a dictionary. They might illustrate them or use them in sentences or phrases to show their meaning. Let them share these. Have students suggest which words they think have entered the language recently. Follow up by checking in online dictionaries; a number of them provide this information. If you have access to the Oxford English Dictionary online, this will be the richest source of information. For example, looking up aerobics reveals that it first appeared sometime between 1965 and 1970; astronaut first appeared between 1925 and 1930. Even in this modern age, we go back to Greek and Latin roots to make words to name new ideas and things.

Apply: Assign a few words from each of the roots represented in the additional words to partners, or individually (for those students who prefer to work solo). Ask them to write down what they think the meanings of each is, then check in the dictionary. Suggest that, You may want to find out which of these words comes from the name of a monster in Greek mythology—when you cut off one of its heads, two new heads spring up! (Hydra) Additional Words:  terr terrestrial, Mediterranean, terrace, terra firma, terracotta, territorial aster/astr aster, astronomical, astrophysics aer aerate, aerodynamics, aerometer, aeronautics, anaerobic hydr hydra, carbohydrate, hydroelectric, hydrology, hydroplane, hydroponics, hydrocephalic, hydroxide, hydrolysis, hydrangea, hydrophobia

176    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS

SORT 44  Latin and Greek Word Parts (terr, astr/aster, aer, hydr)

terr

astr/aster

aer

hydr

terrain

astronomy

aerial

hydrant

aerobics

aeronaut

astronaut

terrarium

territory

aerosol

aerobatics

hydraulic

dehydrated

hydrogen

asteroid

terrier

subterranean

astrology

hydrate

aerospace

asterisk

disaster

extraterrestrial

hydrofoil

Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

Unit IX  Latin and Greek Word Parts 3    177

Sort 45  Latin Roots: Belief, Endings and Beginnings (cred, mort, gen) The root gen occurs in a surprisingly large number of words, and although its meaning has been extended metaphorically, it usually retains at its core the sense of ‘birth’ or ‘beginning’.

Generalisation:  The Latin root cred means ‘to

believe’; mort, ‘death’ and gen means ‘birth’ or ‘beginning,’ as well as ‘family’. cred

mort

gen

incredible credible credence discredit incredulous credit

mortal immortal mortician mortified mortgage

generate genesis progenitor generic genre regenerate progeny genetic gene generation general

Sorting and Discussion: 1. Display the words, read them and have students sort according to the root. 2. After sorting, say, Read through the words in each column to see if you can get a sense of what the root might mean. Can you use that meaning to define other words? Use the following ideas to talk about other roots. Cred:  Ask, What do you think cred means? Why do you think so? (Knowing the meaning of one or more of the words is a clue.) C ­ ontrast credible and incredible. Because incredible is the more common word, discuss its meaning first, then ask students what they think ­credible means. Scaffold their understanding by s­ tating, If something is incredible, it is literally ‘not believable.’ If credence is also unfamiliar, share the following sentence: ‘Because she is so knowledgeable about setting up a website, I put a lot of credence in her ‘advice’. Mort:  How about mort? What do you think it means? Why? (Students may know what a mortician does.) Mortified and mortgage appear to be ‘oddballs,’ so have students look them up. Ask, What was the original meaning of mortify in Latin? (put to death) Does it have that same meaning in the following sentence: I was

mortified when a friend asked for my phone number and I couldn’t remember it! (no) So, the word has evolved to mean ‘humiliation or shame’. You aren’t literally dying, but you feel as if you could! Checking the word mortgage, which has no literal connection to death, students will find that gage refers to a pledge. Originally, a pledge or agreement ‘died’ when it was paid off. Gen:  Address gen by saying, The meaning of gen may be more challenging. Any ideas? Accept and discuss students’ suggestions, then ask about genesis and generate. Say, We speak of the genesis of an idea or event. What does that mean? (The beginning, origin, where it came from.) If you think students may be familiar with the first book of the Old Testament or the Torah, ask if genesis also means ‘beginning’ when applied to these texts. The root gen also has the meaning of ‘beginning’ in generate and regenerate. Share that genetic derives from gene. What do you think gene refers to? (Beginning—have students check in the dictionary if they are unsure.) Have students look up progeny and discuss, It refers to family or offspring, literally and metaphorically, as with the progeny of an artistic movement begun by an earlier artist. The prefix pro- has the meaning of ‘forward’; progeny literally means carrying the ‘beginning forward’. The root gen has extended in its meaning to a ‘family, group or category’ as in general and generic. Ask, How does genre reflect this meaning? (It refers to a group or category of literature, music or art.) 3. Ask, How would you summarise what you’ve learned about these word parts? Label the headers to show the meanings.

Extend: Students can be assigned unfamiliar words from the sorts to look up in a dictionary. They might illustrate them or show meaning by using them in sentences or phrases.

Apply: Assign a few additional words to partners or individuals (for those students who prefer to work solo). Ask them to write down what they think the meanings of each are and check them in the dictionary. Additional Words:  cred credentials, accredited, credulous mort  immortality, mortuary, rigor mortis gen degenerate, engender, genealogy, general, generality, generator, gentry

178    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS

SORT 45  Latin Roots (cred, mort, gen)

cred

mort

gen

incredible

mortal

generate

immortal

progenitor

mortician

generic

regenerate

credit

progeny

discredit

genetic

gene

genesis

credible

incredulous

genre

mortgage

generation

credence

mortified

general Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

Unit IX  Latin and Greek Word Parts 3    179

Sort 46  Latin Roots: Coming Apart, Coming Together and Breathing (sec/sect, ven/vent, junct, spir) Generalisation:  The Latin root sec/sect means ‘to cut’; junct, ‘to join’; ven/vent, ‘to come’; spir, ‘to breathe.’ sec/sect

ven/vent

junct

spir

dissect

convene

junction

perspire

section

convention

juncture

respiration

insect

intervene

adjunct

inspiration

intersection intervention conjunction aspiration sectarian

avenue

conspiracy

preventive

transpire

circumvent

expire conspire spiritual dispirited

Sorting and Discussion: 1. Display the words, read them and have students sort according to the root. 2. Ask, Are there any roots that you know the meaning of? If there are, discuss, and ask what gave them a clue. The sect and junct roots are usually the most obvious, so begin discussion with these roots. • Sec/sect:  What does it mean to dissect something? How does ‘cut’ apply to section or intersection? The word insect may seem a strange match at first, but if they are unsure, the dictionary will explain: Insects are segmented (sect) into (in-) three body parts. Recall the word bisect from Sort 39. Could you trisect something? • Junct:  Explain, An intersection might also be called a junction or a juncture—a place where two or more roads come together. Words such as and and or are called conjunctions. What do they do in a sentence? If junct means ‘to join,’ what do you think adjunct might mean? (Ad- is a prefix meaning ‘to’ or ‘toward’; see Sort 60.) • Ven/vent:  Most of the ven/vent words are transparent. You might ask, If you intervene in a situation, that is called an ___. (intervention) And when people convene for a large event, that is often called a ___. (convention) Ask students what they think the root means,

then check in the dictionary. Follow up by asking, So, when people convene at a convention, what does that mean they literally do? (come together) Discuss the remaining vene/ vent words in the same fashion. • Spir:  In most of the spir words, the combination of the root and affixes results in a more metaphorical or connotative meaning. Once students understand the meaning of the root, have them discuss how they think the current meaning of the word resulted from the original literal meaning. For example, the following understandings are some of those that the students are working toward: Expire:  literally, ‘breathe out’—but for the last time. Conspire:  ‘to breathe together,’ reflects individuals agreeing to do something together, as in a conspiracy. It has acquired a negative connotation. Inspiration:  ‘breathe into,’ so that something or someone that inspires you is ‘breathing’ a thought, feeling or action ‘into’ you. 3. Ask, What can you conclude from this sort? Add meaning notes to the headers.

Extend: As a follow-up to the initial work with the words, have students do a blind sort in which they take turns giving the definition in their own words, if possible. The partner first points to which root the word contains and then says the word. This reinforces both the definitions and the meanings of the roots. Latin Root Jeopardy is an excellent way to review these words!

Apply: From the additional words, challenge students to select two words from each root that seem to be the most opaque. Have them try to generate an explanation for how the meaning came from the original literal meaning, and then have them check in the dictionary or etymology resources. For example, how does the meaning of convenient come from ‘come together’? Additional Words:  sec/sect bisect, bisection, dissection, sectional, intersect, sectarianism, sectional, sectionalism, sector, sect, trisect, vivisection junct injunction disjunction ven/vent adventure, convenient, event, eventful, invent, prevention, revenue, souvenir, vent, ventilate, venture, venue spir antiperspirant, aspire, aspirate, inspire, perspiration, respiratory, spiracle, spirited

180    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS

SORT 46  Latin Roots (sec/sect, ven/vent, junct, spir)

sec/sect

ven/vent

junct

spir

dissect

convene

junction

perspire

convention

spiritual

expire

respiration

juncture

intervene

conspiracy

inspiration

dispirited

intersection

adjunct

aspiration

intervention

transpire

avenue

conjunction

insect

sectarian

preventive

section

circumvent

conspire Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

Unit IX  Latin and Greek Word Parts 3    181

Sort 47  Latin Roots: ­Judging, the Book, Reading, the Law and Measure/Manner ( jud, biblio, leg, mod) Because of the nature of these roots and their combinations, a substantial amount of background information is included in the following as part of a more explicit explanation. These roots and combinations should be explored for at least two weeks.

Generalisation:  The Latin root jud means ‘to judge’; biblio, ‘book’; leg, ‘law’ or ‘to read’ and mod, ‘measure or manner of doing’. jud

biblio

leg

leg

mod

judge

biblio­ graphy

legalistic

legible

moderate

adjudicate

bibliophile

legislate

legend

mode

judiciary

biblical

allegiance

illegible

modern

misjudge

privilege

remodel

judgement

legally

modality

prejudice

legacy

modification

delegate

Sorting and Discussion: 1. Have the students sort the words according to roots, discuss them with a partner and afterward share any uncertainties they have about how particular words should be categorised. Say, Leg is on two headers because it has two meanings. See if you can figure out which words go where. 2. After sorting, discuss each category of word in turn: • Jud:  Ask the students what they think the root, jud, means, and, if they are uncertain, point to judge, discuss and then ask, What does misjudge mean? (judge mistakenly, wrongly) Then point to prejudice and ask what it means (judge before). Yes, people who are prejudiced have already judged another person or idea, for example, before (pre-) they have learned anything about them.

If students don’t know the meaning of adjudicate, have them look it up and then think about the origin: When a judge adjudicates a case, she ‘hears and settles’ the case; literally, the word adjudicate means ‘to judge to or toward’ something (ad- is a prefix meaning ‘to or toward’; see Sort 60). • Biblio:  What do you think biblio means? Then discuss bibliography—literally, a written list of books. Ask, What do you notice about biblical? What word do you think it comes from? (Bible) You may comment, It’s interesting, isn’t it? Bible literally comes from the root for ‘book’. Bibliophile offers an opportunity to mention the Greek combining form phil-, which means ‘having a strong preference for, ‘loving’. Some examples include ­Philadelphia, ‘city of love,’ and anglophile, someone who loves England and things English. Students whose first language is Spanish, and some who are studying Spanish, will notice the relationship of this word to the word for ‘library’ in Spanish—biblioteca. • Leg:  Ask, What did you figure out about the root leg? Help students identify those that have to do with law and words that have to do with reading or literacy. Ask, What words were you uncertain about? and discuss these. (See the following ‘Extend’ activity.) • Mod:  The most common meaning for mod is the ‘manner’ of doing something, which in fact is a meaning that goes back to the Latin word for mode—’manner’ or ‘style’. Point out that, interestingly, this meaning applies to modern as well: ‘in a certain manner, just now.’ However, moderate relates to ‘measure’ in that it refers to keeping within reasonable limits, as when one is a moderate eater or eats moderately. Also share that, If you prefer a particular manner or style of learning something, this is often referred to as a preference for a particular modality. 3. Reflect on the meaning(s) you determined for each root and add them to the headers.

Extend: Students can be asked to look up some words and demonstrate their understanding with illustrations or sentences. Additional words should be explored on other days, and students who have looked up these words can add to the discussion.

182    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS Moderate can be both a verb and a noun, and the pronunciation will change accordingly: ‘Mr. ­Williams has moderate views on remodelling the legal system and will moderate a panel discussion next week.’ Discussing the leg root provides a good opportunity to directly address an Indo-European root. First, have them look up the words legend, legible and legion in the American Heritage Dictionary. For each entry, ask, What is the last bit of information included in the etymological section? (See leg- in the Appendix of Indo-European Roots.) The digital dictionary allows you to click on the link for this appendix; project the entry for leg- and ask, What does the very first line say? (to collect) So, legend, legible and legion all come from the Indo-European root that means ‘to collect.’ Model for students how this meaning infuses these words: If something is legible, one can read it, and one is ‘gathering or collecting’ information. In the entry for legend, we see that it comes from a Latin word meaning something that was ‘to be read,’ referring to written stories, from which we ‘collect’ information. And a legion—as in the ‘Roman Legion’—means a ­collection of soldiers. Skim down through the Indo-European entry for leg-, and point out some of the other words and word parts that have come from this root meaning ‘collect, gather, choose’: for example, lexicon (collection of words), elect (to choose someone). Point

out the words grouped with legal (‘collection of rules’), including legislator and privilege, which is one of the words in the sort. Note that, Privilege actually contains two roots—priv (‘single, alone’ as in private) and leg—and means, literally, ‘law for an ‘individual’. Comment that, A lot of people have difficulty remembering the spelling of privilege. They often spell it priviledge. How might they remember the ege spelling? (Think of the root, spelled leg.)

Apply: From the additional words, have students select two words from each root about which they are unfamiliar. Based on each word’s structure, have them predict what it may mean. Then have them follow up by checking the words in a dictionary. The words may then be added to the appropriate column in the students’ Word Study Notebooks. Additional Words:  jud judgemental, judicial, injudicious leg allege, allegedly, illegal, legally, legacy, legation, legislature, legislation, legislator, legitimate, paralegal, relegate mod accommodate, immoderate, modest, immodest, model, modernity, moderator, modicum, modify, modulate, outmoded, a la mode

Unit IX  Latin and Greek Word Parts 3    183

SORT 47  Latin Roots ( jud, biblio, leg, mod)

jud

biblio

leg

leg

mod

judge

bibliography

legalistic

legible

moderate

legislate

legend

remodel

adjudicate

modern

allegiance

mode

judiciary

bibliophile

privilege

modality

judgement

illegible

legally

delegate

misjudge

legacy

modification

biblical

prejudice Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

184    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS

UNIT REVIEW AND ASSESSMENT Review A good way to review the many Latin and Greek word parts explored in this unit is to create a new classroom chart similar to the ones created for Latin and Greek Units V and VII (see pages 100 and 134). As before, students can create their own charts in their Word Study Notebook.

Assess Use Unit Spell Check 9 on page 155 to assess ­students’ spelling knowledge of the word parts covered in this chapter. Use the Unit IX Assessments for Meaning of Latin and Greek Word Parts to ensure mastery of their meanings.

Unit X Latin and Greek Word Parts 4

NOTES FOR THE TEACHER Background and Objectives In this unit, as with Unit IX, in addition to examining some common and straightforward combinations of roots and affixes, we examine combinations within words that have resulted in more nuanced mean­ ings. In this unit, most explorations with the words are similar: • Sorting by roots or prefixes • Students thinking together about the possible meanings of word parts • Checking the dictionary if necessary to confirm the meaning of a word part • Thinking through the possible evolution of meaning from the initial literal combination of word parts through to their current meanings. By the time students have reached this unit, a strong foundation has been laid in how to think about word parts, their combinations and their histories. For this reason, not all lessons are presented in as much depth as those in previous units. ­Particularly interesting possibilities for exploration, however, are noted. Students will: • Identify suffixes and prefixes, and what each means • Explain how the addition of a suffix or prefix affects the meaning of a word • Spell the words correctly

Targeted Learners These sorts are designed for students in the middle to late Derivational Relations stage. A few of these

students may be in fifth or sixth grade, but most are typically in middle school and high school, and they have considerable background knowledge about spelling, meaning, connections, roots and affixes.

Teaching Tips As discussed in earlier units with Latin and Greek word parts, blind sorts and word hunts are not especially productive. However, when words with these (and other) roots show up in reading materi­ als, take the time to stop, analyse them and add them to ongoing lists and charts. Ask students to create root webs in their notebooks and add more affixes when possible. Ask students to define a few words in each category using the affixes and roots. Some examples include provoke = call forth and antipathy = feeling against. On a weekly spelling assessment, ask students to define a few words in this same way. As in Unit IX, unabridged dictionaries and the Online Etymology Dictionary will be important resources. Because Indo-European roots will be addressed more often in this unit, the American ­H eritage Dictionary’s online Appendix of Indo-­ European Roots will continue to be very helpful. Also, for your verbally advanced and gifted stu­ dents, the book on which this appendix is based, The American Heritage Dictionary of Indo-European Roots (third edition, 2011) by Calvert Watkins, may be quite engaging. The meaning and use of affixes and roots will continue to play a vital role in discussions. Have your charts of prefixes and suffixes handy to aid in the discussion. Continue to add to your chart of roots, or create a chart at the end, as a way to review and summarise.

185

186    LEVEL 2  ADVANCED ­DERIVATIONAL ­RELATIONS

English Learners Note Have students find the English cognates for the words vocálico, provocación, establecer, psicología, ­simpatía, confundir, insistir, preceder, localizar, componer, extender, detraer, subtítulo and pronunciar. By this point, because of the number of cognates they have studied, they can anticipate your question: Do the spellings for the corresponding roots change much, if at all? (no) They may also anticipate your follow-up question: Why does knowing this help you? (You can figure out the meaning of an unknown word in the new language.) Have students see how many words with ­identical spellings in Spanish and English they can find. Have students look up Spanish memorandum. They will find nota. Ask them what English word this reminds them of. Follow up with soledad. ­English-speaking students may first think of soledad as the cognate of solitude, but its meaning is ‘loneliness’. For both native English and Spanish speakers, you may ask, How is loneliness related to the meaning of solitude? (When you are alone, you may be lonely.) Ask students to find the ­Spanish word for solitude. It is aislamiento. This is an example of those instances where words in each language do not have transparent visual relation­ ships. But the meaning of aislamiento (‘isolation’) is still related to the meaning of solitude. Such explo­ ration and discussion will help both native English and Spanish speaking students learn the nuances of meaning among words that are often considered synonyms. As students use translation websites to search for cognates—for example, looking for the Spanish cognate for profuse (profuso)—they will often find additional words in the entry with more specific and/or nuanced meanings. The entry for profuso also lists copious, which is a synonym for profuse and the Spanish cognate copioso. Point out that, Looking for a cognate in a different language will often expand your vocabulary in your native language!

UNIT SPELL CHECK 10 AND ASSESSMENTS FOR MEANING OF LATIN AND GREEK WORD PARTS Use the meaning assessments as pretests and post­ tests to assess students’ mastery of the Latin and Greek word parts covered in this unit. Forms are provided on pages 188 and 189. A delayed posttest might also be given three to six weeks to assess reten­ tion over time. You or your students can record the results on the Goal Setting Record Form on page 13. All of the word parts addressed in Sorts 48 to 55 are included because a number of them are prefixes that have already been studied but are being revisited in this unit in the context of more opaque words.

A.  Unit Spell Check 10 Call the words aloud for students to spell on a sheet of notebook paper. Use the words in sentences if nec­ essary to clarify meaning. 1. repository

2. purification

3. pronunciation

4. memorandum

5. pendulum

6. instability

7. alliteration

8. interior

9. conceive

10. secession

11. desolate

12. precede

13. preconception

14. dissent

15. psychology

B.  Unit X Assessments for Meaning of Latin and Greek Word Parts Because of the number of word parts that are addressed in this unit, two meaning assessments are provided: one for Sorts 48 to 51 and one for Sorts 52 to 55.

Unit X  Latin and Greek Word Parts 4     187

Unit X Assessment for Meaning of Latin and Greek Word Parts: Sorts 48 to 51 Answer Key  1. press

(g)

a. cleanse

 2. path

(h)

b. mind

 3. loc

(j)

c. sense

 4. pur/purg

(a)

d. alone

 5. voc/voke

(l)

e. language

 6. fus

(k)

f. heal

 7. mem

(b)

g. press

 8. sol

(d)

h. disease, suffering

 9. sta/stat/stit

(m)

i. hang

10. med/medi

(f)

j. put or place

11. ling/lang

(e)

12. sens/sent

Unit X Assessment for Meaning of Latin and Greek Word Parts: Sorts 52 to 55 Answer Key  1. ceiv/cept

(e)

a. out of, beyond

 2. ten/tend/tain

(g)

b. below, under

 3. com-

(j)

c. go

 4. pro-

(f)

d. announce, report

 5. ex-

(a)

e. take

 6. lit

(l)

f. forward

  7. ced/cess/ceed

(c)

g. stretch, pulled, hold

 8. sub-

(b)

h. into, inside of

 9. en-

(k)

i. off, apart, away, down, from

k. pour

10. nounce/nunc

(d)

j. with, together

(c)

l. voice, call

11. de-

(i)

k. cause to happen

13. pos

(j)

m. stand

12. in-

(h)

l. letter

14. pend

(i)

15. psych

(b)

188    LEVEL 2  ADVANCED ­DERIVATIONAL ­RELATIONS

Unit X Assessment for Meaning of Latin and Greek Word Parts Name                                                   Sorts 48 to 51  Choose a definition from the list to the right and write its letter beside the element. A definition may be used more than once.

 1. press

a. cleanse

 2. path

b. mind

 3. loc

c. sense

 4. pur/purg

d. alone

 5. voc/voke

e. language

 6. fus

f. heal

 7. mem

g. press

 8. sol

h. disease, suffering

 9. sta/stat/stit

i. hang

10. med/medi

j. put or place

11. ling/lang

k. pour

12. sens/sent

l. voice, call

13. pos

m. stand

14. pend 15. psych

Unit X  Latin and Greek Word Parts 4     189

Unit X Assessment for Meaning of Latin and Greek Word Parts Name                                                   Sorts 52 to 55  Choose a definition from the list to the right and write its letter beside the element. A definition may be used more than once.

 1. ceiv/cept

a. out of, beyond

 2. ten/tend/tain

b. below, under

 3. com-

c. go

 4. pro-

d. announce, report

 5. ex-

e. take

 6. lit

f. forward

 7. ced/cess/ceed

g. stretch, pulled, hold

 8. sub-

h. into, inside of

 9. en-

i. off, apart, away, down, from

10. nounce/nunc

j. with, together

11. de-

k. cause to happen

12. in-

l. letter

190    LEVEL 2  ADVANCED ­DERIVATIONAL ­RELATIONS

Sort 48  Latin and Greek Roots: Language and the Mind (voc/voke, ling/lang, mem, psych) The roots in this sort refer to language or to the mind. The psych root provides a good opportunity to connect to Greek mythology. There is a lot to say about the words in this sort, so set aside extra time. Perhaps, extend the sort over two weeks.

Generalisation:  The Latin root voc means ‘voice’ or ‘call’; ling/lang means ‘language’; mem comes from Latin for ‘mind’ and psych comes from Greek for ‘mind’ or ‘mental.’ voc/voke

ling/lang

mem

psych

vocal

linguist

memory

psychology

vocalise

lingo

memorial

psychiatrist

provocative

language

remember

psyche

advocate

linguini

commemorate

psyched

invoke

multilingual

memorandum

vocation

slang

immemorial

provoke

memento

Sorting and Discussion: 1. Display the words without the headers, and have the students read through them. (They may be uncertain about a number of them; tell them that you’ll come back to those later.) Say, Let’s sort by the roots. Recall that, when you take off affixes, you might find a root that cannot occur by itself. Sort together, or ask students to sort independently. 2. After sorting, say, Read down each column of words with a partner, and see if you can get an idea of what the root might mean. Discuss each root in turn, starting with words in which the meaning of the root is straightforward. Ask students to share their thinking by asking, How did you figure that out? Check in a dictionary as needed, and share the meaning of the root from the etymological entries.

3. For a few words, walk through the combinations of roots with familiar prefixes. For example: Voc/voke:  (characterising or having to do with the voice) Share with the students that advocate literally means ‘speaking to’ or ‘toward’ some­ thing, which is what an advocate does. It is also what you do when you advocate for someone. Provoke, which literally means ‘to call forth’, has taken on a metaphorical meaning: ‘to bring forth anger’. People often feel that their vocation is a ‘calling.’ Ling/lang:  Ask students, Do you remember what the words bilingual and monolingual mean? (speaking two languages, speaking one language) And what about multilingual? (many languages) Explain, The root ling refers to ‘language,’ but it originally meant ‘tongue’ in Latin. So the extension to language more generally was quite natural. Words with the ling root offer some good possibilities for explora­ tion: A linguist is one who studies language. After d ­ iscussing these ling words, ask the stu­ dents, Are you familiar with the pasta known as linguini? How is that related to these other words? You may need to remind them of the original Latin meaning for ling, ‘tongue’. So the meaning of linguini, therefore (pasta with a long, flat shape), returns us to ‘having to do with the tongue’! You may use this opportunity to remind students that English shares a number of roots with other languages, and linguini is a great example of this. Mem:  The root mem is fairly straightforward. Start by asking, What do memory and remembering depend on? (having to do with the mind) Then say, Think about how the prefixes of some of the words affect the meaning. If the prefix re- means ‘back’, then remember literally means ‘bringing the mind back’. If com- means ‘with’, then commemorate has to do with honoring the memory of someone—remembering with others. Psych:  Ask, What do you think the root psych might mean? (mind or mental) If necessary, ask, Psychology has the -ology suffix we’ve already learned about. What does it mean? (study of) So, psychology involves the study of what? (mind) Explain, Mem comes down to us from Latin, while psych comes to us from Greek.

Unit X  Latin and Greek Word Parts 4     191 4. End with, There is a lot to say about the words in this sort, but let’s wrap up our discussion for now. What is the meaning of the roots? Add them to your headers.

Extend: Students can be assigned to look up unfamiliar words from the sorts in a dictionary. They might illustrate them, or they might use them in sentences or phrases to show their meaning. Let them share these. Continue to explore word meanings through group discussion as well: • Review with, The suffix -ate often signals a verb as in advocate or commemorate. Advocate can also be a noun depending on the sound of the vowel in the final syllable. You might advocate (/ate/) for change, in which case you are an advocate (/it/). There are additional words ending in -ate that work the same way. The verbs always end in /ate/, while the nouns or ­adjectives end in /it/: affiliate, alternate, approximate, associate, degenerate, deliberate, d­ ominate, duplicate, estimate, graduate, lubricate, moderate, participate, separate and subordinate. Share that, Understanding how these pairs work can help you ­remember to add the final e when you spell the words, even when the vowel in the last syllable is not long. • Share with the students that the root psych began with a love story: In Greek mythology, Psyche was the young Greek woman who fell in love with Eros, and she became the personification of the soul. In Greek, the original meaning of psych was ‘soul, spirit’, and our present-day meaning, ‘having to do with the mind’, evolved from this earlier sense. The root psych may be known to students as the slang expression ‘psych ­someone out’ or ‘psyched about doing something’, but they may not have related it to psychology or the ‘study of the mind’. For advanced students, you may wish to explore further the evolution of psych in the online Oxford English Dictionary. The early meaning of ‘soul, spirit’ evolved into ‘relating to the mind’. The Indo-European root was bhes, which means ‘breathe’. This root, and how it came to be pronounced in Greek, psukhe, was an imitation of the sound of inhaling and exhaling— the basis of life itself—and an invisible force that directs the body. As scholars came to understand better what directs or determines what we do, the meaning evolved further to the mind and how it directs the body.

• Ask, What do you notice about the word immemorial? What do you think the original prefix was before it was assimilated to im-? (in- meaning ‘not or without’) Discuss ­immemorial by introducing this sentence: ‘Since time immemorial, people have said that dogs are humans’ best friends.’ Discuss how the mean­ ing ‘without memory’ literally refers to a time beyond anyone’s memory. A spelling hint for the mem words: often students are uncertain whether to double the m in words such as commemorate and immemorial. Remind them that they should always first think of such words in terms of the base word or root—memory or mem—and prefixes that are added to the base or root. So, despite commemorate having only one /m/ sound where the prefix joins the base, two m’s are needed in the spelling to indicate the relationship with com-. Note that the familiar term, memo, is short for memorandum. • You may wish to discuss the spelling-meaning relationship among the words provoke/provocation/ provocative, noting the sound and spelling changes across the words. Invoke literally means ‘to call in’ or, more metaphorically, to call upon another for help. In the related words provocation and invocation, the spelling of voc changes; in English spelling, -oce is not an allowable wordfinal spelling pattern, but -oke is. (There are a few exceptions from Italian, in which the original spelling has not changed: soto voce, ‘soft tones’, from soto, ‘under,’ + voce, ‘voice’.)

Apply: From the additional words, have students select two for each root about which they are unfamil­ iar. Based on each word’s structure, have them predict what it may mean. Then have them follow up and check in a dictionary. The words may then be added to the appropriate column in their Word Study Notebooks. Additional Words:  voc/voke vociferous, evoke, convocation, equivocal, irrevocable, provocateur, revoke, unequivocal, vocalic, vocalist, vocational ling/lang sociolinguist, bilingual, linguistics mem memo, memoir, memorabilia, memorable, memorise, remembrance psych parapsychology, psychopathology, psycholinguistics, psychiatric, psychoanalysis, psychotherapy, psychologist

192    LEVEL 2  ADVANCED ­DERIVATIONAL ­RELATIONS

SORT 48  Latin and Greek Roots (voc/voke, ling/lang, mem, psych)

voc/voke

ling/lang

mem

psych

vocal

linguist

memory

psychology

remember

vocalise

advocate

commemorate

lingo

language

psychiatrist

invoke

vocation

memorandum

memorial

psyche

multilingual

provoke

provocative

immemorial

linguini

memento

psyched

slang

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Unit X  Latin and Greek Word Parts 4     193

Sort 49  Latin and Greek Roots: Feeling, Sensing, ­Healing (path, sens/sent, med/medi, sol) Generalisation:  Greek path means ‘disease or

­suffering’; Latin sens/sent, ‘sense’; med/medi, ‘heal’ and sol, ‘alone’. path

sens/sent

med/medi

sol

sympathy

sensation

medicine

solo

apathy

sensational

remedy

soliloquy

telepathy

sentiment

remedial

solitaire

antipathy

dissent

medevac

desolate

empathy

sensitivity

medic

solitude

pathetic

isolate

pathology

sole

Sorting and Discussion: 1. Have students sort the words and discuss the possible meaning of the root and how it applies to all the words in the column. Talk about each root in turn: Sol:  Ask, You might be asked to sing a solo or a duo. What does each mean? (by yourself, alone; with someone else) Can you use the meaning of ‘alone’ to define the other words under sol? Path:  What does it mean to have sympathy for someone? (you feel for them; feel their sad­ ness) What might antipathy mean? The root path is a good example of metaphorical extension. The original root in Greek meant ‘suffering,’ but it became extended to mean disease, feeling or emotion. It is in this ‘feeling, emotion’ sense that it functions in words such as sympathy and empathy. Have students dissect and discuss the literal meanings of apathy, telepathy and antipathy (‘without feeling,’ ‘feeling from far away,’ ‘feeling against’ someone or something). Sens:  The root sens/sent refers to ‘feeling,’ and it has evolved to refer to ‘opinion’ as well. With this in mind, have students analyse the sens/sent words. Med:  Interestingly, med/medi (‘to heal’) came from the same Indo-European root that dealt

with ‘measuring’. When a doctor attempts to heal someone, she literally ‘takes appropriate ‘measures’. Have students dissect remedy and remedial (‘to heal again’). 2. Summarise with, What is the meaning for the roots? Add them to your headers.

Extend: Ask students to create root webs in their notebooks and add more affixes when possible. Continue to explore word meanings through further discussion: • Apathy and telepathy are nouns. What are their adjectival forms? (apathetic, telepathic) How does the sound change across these words? • Introduce the term blended word. It is when parts of different words are ‘blended’ together to create a new word. Examples include brunch (breakfast + lunch) and chortle (chuckle + snort). Medevac is a type of blended word constructed from medical and evacuation. • Explore the Indo-European root for sen/sent, which means ‘to head for, to go’. The common word sent, for example, contains this meaning. Ask students to think about and discuss how the meanings of words such as dissent and sentiment have evolved. If they remain stumped, check the dictionary etymologies for these words.

Apply: Have the students select six of the following addi­ tional words they do not know or are unsure of. Have them look them up in an unabridged diction­ ary, look at the etymology, and write a short expla­ nation of how the current meaning relates to the original meaning of the word. Additional Words:  path homeopathic, pathogen, pathogenic, pathological, pathos, sympathise, sympathetic, telepathic sens/sent desensitise, dissension, extrasensory, hypersensitive, insensible, photosensitive, presentment, resent, resentful, resentment, sensationalism, sentient, sensitivity, sensor, sentimental, sentiments med/medi medicinal, medical, medicate, medication sol isolation, solitary, soloist

194    LEVEL 2  ADVANCED ­DERIVATIONAL ­RELATIONS

SORT 49  Latin and Greek Roots (path, sens/sent, med/medi, sol)

path

sens/sent

med/medi

sol

sympathy

sensation

medicine

solo

soliloquy

apathy

dissent

telepathy

remedy

solitaire

sentiment

antipathy

empathy

desolate

remedial

solitude

sensitivity

pathetic

medevac

pathology

medic

sole

isolate

sensational

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Unit X  Latin and Greek Word Parts 4     195

Sort 50  Latin Roots: Actions (press, pur/purg, fus, pend) Generalisation:  The Latin root press means ‘to

press’; purg, ‘to cleanse’; fus, ‘to pour’ and pend, ‘to hang.’ press

pur/purg

fus

pend

pressure

purge

transfusion

pendulum

oppressive

expurgate

diffuse

suspend

depression

purist

confuse

pendant

impressive

impure

infusion

impending

espresso

purification

profuse

perpendicular

compression

suspenders depend

Explore Meaning:  Students will know most of the words in this sort. The primary objective here is to consider how these particular roots contribute to the meaning of the words in which they occur.

Sorting and Discussion: 1. Have students sort the words according to the root in each. Follow up by having students dis­ cuss, in pairs or in the group, how they think the word parts combine to produce the meaning of each word. Have students check the inferred meaning of each root by looking up challenging words in the dictionary. 2. Talk about each root in turn: Fus is interesting because its meaning (‘pour’) has become meta­ phorically extended in a large number of words. Have students analyse and discuss the literal meaning of each of the fus words. For example, transfusion literally means ‘to pour ‘across’. This is the case when someone gets a blood transfusion; confuse means ‘to pour together’ and ­therefore one cannot tell each element or ingre­ dient apart, as when a situation gets confused. 3. End with, What did you learn from this sort? What is the meaning for the roots and prefixes? Add them to your headers.

Extend: Students can be assigned unfamiliar words from the sorts to look up in a dictionary. They might illus­ trate them or use them in sentences or phrases to show meaning. Let them share these. Continue to explore word meanings through group discussion. For example: Confuse offers a good opportunity to discuss the phenomenon of back-formation. When students read the entry for confuse in the Online Etymology Dictionary, they see that it came into use much later than the word confused, so it is referred to as a back-formation. This means that what we would call the derived or inflected word, confused, appeared in the language earlier than the base word, confuse. Because students will increasingly notice the term back-­formation as they read etymological informa­ tion, this is a good point to address it. It also offers the interesting insight that not all words start from their simplest base and form, with their derivatives coming later.

Apply: Use a vocabulary self-assessment with some addi­ tional words. Have students sort words into ‘wellknown,’ ‘have an idea’ and ‘not known’. They will then select three words each from the ‘have an idea’ and ‘not known’ categories and explore their meanings. Based on analysing the root, base and affixes, some will be fairly easy to determine. ­Others will require consulting a dictionary or the Online ­Etymology Dictionary. Additional Words:  press compress, decompress, express, expressive, expression, expressway, impress, impression, impressionable, irrepressible, oppress, oppressive, pressurise, repress, repression, suppress, suppression pur/purg expurgation, purebred, purgative, ­purification, purifier, puritanical fus confusion, defused, fusion, infuse, profusion, suffuse pend append, appendix, compendium, dependent, ­d ependable, impending, independent, pending, pendulous, suspend

196    LEVEL 2  ADVANCED ­DERIVATIONAL ­RELATIONS

SORT 50  Latin Roots (press, pur/purg, fus, pend)

press

pur/purg

fus

pend

pressure

purge

transfusion

pendulum

expurgate

diffuse

suspend

infusion

depend

impure

perpendicular

impressive

depression

suspenders

confuse

profuse

purification

pendant

espresso

impending

purist

oppressive

compression Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

Unit X  Latin and Greek Word Parts 4     197

Sort 51  Latin Roots: Standing and Placing (pos, loc, sist, sta/stat/stit) Generalisation:  The Latin root pos means ‘to put

or place’; loc, ‘place’; sist and sta/stat/stit, all mean ‘to stand’.

the original meaning of obstacle, which means ‘to stand against.’ 4. Summarise by saying, What is the meaning of the roots and prefixes? Add them to your headers.

Extend: pos

loc

sist

sta/stat/stit

position

locate

insistent

instability

deposit

relocate

persistent

statue

compose

location

resistance

obstacle

disposable

locomotion

consistent

establish

proposal

dislocate

substitute

repository

constitution

composite

statistics restitution

Sorting and Discussion: 1. Have students sort the words according to the root in each. Follow up by having students discuss, in pairs or in the group, how they think the word parts combine to produce the meaning of each word. Have students check the inferred meaning of each root by looking up challenging words in the dictionary (for example, repository, composite). 2. Talk about each root in turn: Explain that, sist and sta/stat/stit come from the original IndoEuropean root sta, meaning ‘to stand’ or ‘to set up.’ This root provides a good opportunity to talk with students about how the meaning of a word evolves from the combination of the root and affixes that compose it. For example: • Statistics describe the ‘state’ of things or ‘where they stand’—people, trends, weather and so on. • The words insistent and persistent have the sense of standing firmly. • The Constitution is a document that ‘sets up’ (stit) the nation. • A substitute is someone or something that stands (stit) in place of (sub) someone or something else. • When someone is granted restitution, they are literally ‘set (back) up,’ usually monetarily. 3. The prefix ob- was first mentioned in Sort 28; if the students cannot recall its meaning, have them check it in the dictionary. They will appreciate

Do not assign a word hunt, but have students be on the lookout for sist and sta/stat/stit in their reading. Have them record examples in their Word Study Notebooks. In terms of how the meaning results from the combination of word parts, for the more opaque words have students walk through the possibili­ ties with each other. For example, the e preceding the root stab in establish suggests the prefix meaning ‘out’. Does establish literally mean ‘stand out’? By checking in the Online Etymological Dictionary, stu­ dents will discover that the e is ‘unetymological’— a fun word to pronounce and play with—which means that the explanation for the spelling doesn’t have to do with the history of the word. Instead, they will learn that certain letter combinations were hard to pronounce in Late Latin (in this case, st), so another sound was added that helped with pronunciation.

Apply: From the additional words, challenge students to select two words from each root that seem to be the most opaque. Have them try to generate an ­explanation for how the meaning came from the original literal meaning, then check in the ­dictionary or etymology resources. For example, how does the meaning of superstition come from ‘stand over ’ (beliefs based on fear or ignorance ‘stand over’ truth or reason)? Additional Words:  pos composition, compost, composure, decompose, deposition, depository, dispose, disposal, expose, expository, juxtapose, oppose, opposite, pose, predispose, preposition, proposition, superimpose, repose, suppose, transpose loc allocate, collocate, echolocate, locale, locality, locomotive, locomotor sist subsist, assist, assistance, desist, resist sta/stat/stit constant, constituent, institution, institutional, restitution, substitution, superstition

198    LEVEL 2  ADVANCED ­DERIVATIONAL ­RELATIONS

SORT 51  Latin Roots (pos, loc, sist, sta/stat/stit)

pos

loc

sist

sta/stat/stit

position

locate

insistent

instability

constitution

compose

deposit

restitution

relocate

location

persistent

proposal

obstacle

statistics

composite

establish

locomotion

resistance

statue

disposable

substitute

repository

consistent

dislocate

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Unit X  Latin and Greek Word Parts 4     199

Sort 52  Latin Roots: Actions and a Letter (ced/cess/ceed, ten/tend, lit) The spelling of the root ced, cess and ceed changes depending on the words in which it occurs. The root ten originally meant ‘to stretch’ or ‘to be pulled,’ but it has also come to mean ‘to hold’. (The latter meaning will be addressed in Sort 55.)

Generalisation:  The Latin root ced/cess/ceed means ‘to go’; the root ten/tend means ‘to stretch,’ ‘to be pulled’ or ‘to hold’; lit means ‘letter.’ ced/cess/ceed

ten/tend

lit

proceed

tension

literature

procession

extend

literate

recede

extension

alliteration

recession

tenuous

illiterate

exceed

tendon

literal

precede

tendril

obliterate

secede

distended

secession

tendency

succeed

hypertension

Sorting and Discussion: 1. Display the root headers, and have students sort the words according to the root in each. Follow up by having students discuss how they think the word parts combine to produce the meaning of each word. Have students check the inferred meaning of each root by looking up challenging words in the dictionary (for example, tenuous and alliteration). 2. Review the sound and spelling changes when /shun/ is added to words that end in d/de: recede/ recession, proceed/procession, secede/secession and extend/extension. Mention that proceed, exceed and succeed are the only words in which the spelling

of the root ced is ceed. Both ceed and cede change to cess before -ion. If an -ion spelling chart has been maintained (Unit III), this is another pre­ dictable spelling change to add to it. 3. Say, For several weeks we’ve been thinking about how the literal meaning resulting from the combination of word parts—bases, roots and affixes—is the foundation of the modern meaning of a word. Why is this type of ­thinking important? (helps with vocabulary, reading and spelling)

Extend: Explore meanings further on other days, and assign words for students to look up and use in phrases or sentences. In place of a traditional word hunt, stu­ dents can be asked to consult a dictionary to find more words to add to each category. Have them select two or three and report back to the group. Contrast the sound of -ate in obliterate and ­literate. Obliterate is a verb, and literate is an adjective. Have students consider the easier words tense and tent and how they are derived from ten/tend. Something is tense when it is stretched tight, and it has also come to mean a feeling of anxiety. A tent is made of materials stretched over a framework.

Apply: Have students select several words from the addi­ tional words and discuss their meaning. For each, have the students write a phrase or sentence using the word. Additional Words:  ced/cess/ceed intercede, intercession, access, ­accessible, exceed, excess, excessive, inaccessible, process, recess, recessional ten/tend tenure, detent, hypotenuse, pretend, ­distend, extendable, tendonitis, extensively, tensile lit literary, literally, literati, obliteration

200    LEVEL 2  ADVANCED ­DERIVATIONAL ­RELATIONS

SORT 52  Latin Roots (ced/cess/ceed, ten/tend, lit)

ced/cess/ceed

ten/tend

lit

proceed

tension

literature

distended

procession

extend

recede

extension

literate

tenuous

alliteration

exceed

precede

obliterate

tendon

illiterate

recession

secede

succeed

hypertension

literal

tendency

secession

tendril

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Unit X  Latin and Greek Word Parts 4     201

Sort 53  Latin Prefixes (de-, in-, ex-) The prefixes ex- and de- have been addressed in several previous lessons in the context of explor­ ing other roots, and the most common meaning of in- (not) has been addressed frequently as well. This sort offers the opportunity to explore these common prefixes as they occur in familiar, more easy-to-spell words, but most of the roots will be unfamiliar. It reminds students that roots are everywhere and that exploring them together with the affixes with which they combine, opens up other avenues of meaning and association.

Generalisation:  The Latin prefix de- means ‘off, apart, away, down, from’; in-, ‘into’ or ‘inside’; exmeans ‘out of’ or ‘beyond.’ de-

in-

ex-

destruct

inhale

exhale

defrost

interior

exile

deprive

inhabit

explore

decrease

inmate

excess

delete

install

exhaust

deflate

inflate

exterior

detract

increase

Sorting and Discussion: 1. Display the words without the headers, and have students read through them. Ask, What do you notice about these words? Students usu­ ally notice that all the words contain prefixes. Display the headers, and have the students sort the words according to these prefixes. 2. Discuss the de- words first. Say, We’ve run into de- before and talked about it along the way, but we haven’t focused on it directly. Does anyone recall what it means? If students do remember, say, Let’s see how that meaning works in some of these words. Begin with defrost. If they do not remember, say, Let’s see if we get any clues from some of the words. If you defrost frozen chicken, what does that mean? (you unfreeze it) Is there any ‘frost’ that remains? (no) So, we’ve literally gotten rid of the frost or taken it away. Thinking about the word detract, do you remember what the meaning of the root

tract is? (to draw or pull) If something detracts from what you want people to pay attention to, it pulls them away. Any ideas what de- means? Next, discuss destruct, literally ‘building down’. 3. Ask, When you inflate a tyre, what does that mean? (You blow air into it.) And the opposite of inflate is which one of our words? (deflate) So, deflate literally means ____. (taking air out of it) What do you think the meaning of the root flate is? (blow) Ask, When you inhale, what does that mean? (breathe in) And the opposite of inhale is ___. (exhale) What do you think the meaning of the root hale is? (breathe) We’ve learned that the most common meaning of the prefix in- is ‘not’; with the words inflate and inhale, we’ve learned the next most common meaning, which is ____. (‘in, into’) And in the word exhale, what is the meaning of the prefix ex-? (out) 4. Have students discuss the remaining words, thinking about their meanings and how the word parts result in those meanings. They will conclude their investigations by writing the pre­ fixes, their definitions and representative exam­ ple words in their Word Study Notebooks. 5. End with, What is the meaning of these ­prefixes? What are the two meanings for in-? (‘not’ and ‘in’) Add them to your headers.

Extend: Add the prefixes and their definitions to any class­ room charts or Word Study Notebooks. While a word hunt might be difficult, students can be asked to brainstorm additional words, or they can look them up by the prefix in a dictionary. They can work in small groups to create a prefix tree for an assigned prefix. Have them separate words beginning with in- that mean ‘not’ and ‘in’. After thinking of addi­ tional words for each category, students should form subgroups for each: • Words in which the meaning resulting from the combination of word parts is clear (decode and invade) • Words in which the meaning resulting from the combination of word parts is more opaque (deciduous, delicious and invest) • Words in which the spelling is part of a different root (decade and inching)

202    LEVEL 2  ADVANCED ­DERIVATIONAL ­RELATIONS As a follow-up, in a few days or weeks, ask students which subgroup has the most examples. They will come to realise that, most of the time, these letters at the beginning of words do signal prefixes, and they will also be supported in thinking through more opaque combinations and understanding how they work: for example, delicious (luring away); deciduous (to fall away from); invest (putting one’s money into a new form). Continue to explore word meanings through group discussion as well. Recall that the root sta means to ‘stand’, so install literally means ‘to stand in or put into a place’. Inmate originally had a broader definition than today—it simply meant one who dwelled in the same house with other individuals. Challenge students to find and use words that are antonyms together in sentences: The exterior of the little house was shabby, but the interior was clean and tidy. (Other antonym pairs are increase/decrease, inhale/exhale and inflate/deflate.) Create the card game Quartet  described in ­Chapter 8 of Words Their Way. Require students to add the meaning when they ask for matches: ‘Give me any cards you have with the prefix in- that mean ‘not’.

Apply: Have students work in pairs to discuss the mean­ ings of 10 additional words, and have them check an etymological dictionary for more information. Let them share findings with the group. At least three of the words must be ones that do not easily lend themselves to figuring out their meaning based on their prefix and root. Additional Words:  ex- excavate, excellent, excerpt, except, exception, exchange, excrete, excursion, exempt, exhibit, exodus, exoskeleton, exotic, explode, export, exposure, extent, extinct, extract, extremity in- (meaning in) inborn, incite, incision, include, ­infection, inference, influence, ingredient, injection, inquire, inscription, insight, insert, intrude, invasion, investment de- debug, decaffeinated, decanter, decapitate, ­decongestant, decontaminate, deficient, deforestation, defuse, degenerate, degrading, dehydrated, demerit, demolish, demoralised, denominator, denounce, deodorant, deplete, deported, deposed, depreciate, deprived, derived, desegregate, detached, deviate

Unit X  Latin and Greek Word Parts 4     203

SORT 53  Latin Prefixes (de-, in-, ex-)

de -

in-

ex-

destruct

inhale

exhale

install

exile

detract

deflate

defrost

inflate

interior

increase

delete

deprive

exhaust

inmate

explore

exterior

excess

inhabit

decrease Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

204    LEVEL 2  ADVANCED ­DERIVATIONAL ­RELATIONS

Sort 54  Latin Prefixes (sub-, com-, pro-, en-) In this group of prefixes, the meaning of sub- and com- are straightforward; sub- means ‘below’ or ‘under’ as in subway, and com- means ‘with’ or ‘together’ as in combine. Pro- is a common prefix, but it is harder to pin down in terms of its meaning. In these words, it suggests ‘for’ and ‘forward.’

Generalisation:  The Latin prefix sub- means ‘below’ or ‘under’; com-, ‘with’ or ‘together’; promost often means ‘for,’ ‘forward’ or ‘in favour of’; en- occurs in verbs and generally suggests ‘causing something to happen.’ sub-

com-

pro-

en-

subway

combine

propel

enable

subset

company

propose

encourage

submarine

companion

protect

entrust

subtotal

compound

provider

endanger

subtitle

compress

promote

enforce

progress

enlarge

submerge

Sorting and Discussion: 1. Display the words without headers, and have students read through them. Ask, What do you notice about these words? Students usually notice that all the words contain prefixes. Have the students sort the words according to these prefixes. 2. Beginning with the sub- words, have students discuss and suggest a meaning for each prefix. Talk about which roots or base words are trans­ parent (subtotal, subtitle and encourage) and which are more opaque (submerge, combine and protect). 3. Remind students that the prefix en- behaves a lot like the suffix -en (addressed in Sort 11), meaning ‘to be or cause to be’. Compare encourage with discourage. In these words, en- occurs in verbs, and it generally suggests ‘causing something to happen’, as it does in the word encourage. 4. End by asking, What did you learn from this sort? (Knowing the meaning of these prefixes and combining them with roots and bases will help with the meaning of new words.) What is the meaning for the prefixes? Add meanings to headers and add prefixes to any charts you are keeping.

Extend: Again, a word hunt might not turn up additional words, but students can brainstorm words and look up words by the prefix in a dictionary. Have them share those that they either find most interesting or that have familiar roots such as subterranean, which has the root terr, meaning ‘land.’ There are more possibilities for further exploration: • The root, pan, comes from the Latin pannis, meaning ‘bread’, so what does that suggest about the words companion and company? Literally, these words come from the meaning of ‘eating bread with’ someone. They are your companion. • The root, from Latin bini, originally came from bi- (‘twice’) = ‘with, together, two by two’ so what does that suggest about the meaning of combination? • Remind students, Think about the root vid. What does that suggest about the word provide? (It means literally ‘looking forward’.) • What, then, does the suffix -er do in the word provider? (A provider is someone who ‘sees for­ ward’ so that plans can be made ahead of time.) • Do the same thing with promote, and review how mot means ‘move’, so promote literally means to ‘move ‘forward’ but in this case it is related to moving a person or idea forward.

Apply: Challenge students to select two words from each root from the additional words that seem to be the most opaque. Try to generate an explanation for how the meaning came from the original literal meaning, then check in the dictionary or etymology resources. Additional Words:  sub- subatomic, subcommittee, subconscious, subcontinent, subculture, subliminal, subplot, subservient, subsidiary, subsidise, substandard, subtraction, subtrahend, subterranean, suburban, subversive com- committee, commune, communicate, communism, community, compact, compassion, compatible, competition, compile, complement, component, composite, comprise, comrade pro-  proceed, procure, profess, prologue, propagate, propaganda, proponent, proscribe, proselytise, prospector, protracted, provisions en- enclose, endorse, endow, engrave, engrossed, enhance, enjoy, enlighten, enlist, enrage, enrol, entangle, entice, entitle, envelop

Unit X  Latin and Greek Word Parts 4     205

SORT 54  Latin Prefixes (sub-, com-, pro-, en-)

sub-

com-

pro-

en-

subway

combine

propel

enable

subset

company

promote

encourage

submarine

companion

propose

entrust

subtotal

compound

protect

endanger

subtitle

compress

provider

enforce

submerge

progress

enlarge Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

206    LEVEL 2  ADVANCED ­DERIVATIONAL ­RELATIONS

Sort 55  Predictable Spelling Changes in Word Roots (ceiv/cept, tain/ten, nounce/nunc) The words in this sort illustrate that the spelling in semantically related words can change in a sig­ nificant way, but when it does, it does so predict­ ably. In the context of spelling-meaning patterns, we first examined this phenomenon in Sort 25. Now that students have a broader foundation in Latin and Greek roots, as well as how they com­ bine with affixes, they may benefit from exploring this phenomenon further. Adding suffixes to words such as deceive, detain and pronounce changes the spelling of the vowels in these words, but when the words are grouped in spelling-meaning fami­ lies, students can see that this change is predict­ able. (Note: The root ten was studied in Sort 52 but is revisited here in the context of how its spelling predictably changes.)

Generalisation:  The Latin roots ceiv/cep mean

‘to take’; tain/ten, ‘to hold’ and nounce/nunc, ‘announce, report.’ When the spelling in semanti­ cally related words changes, it follows a predictable pattern. ceiv/cep

tain/ten

nounce/nunc

2. Share that, Not too long ago, we mentioned the word pair receive/reception. Do you remember what the meaning of the root was? (If not, have them quickly check it: ‘to ‘take’.) Do you think it has the same meaning in these words? ­(probably) Let’s check the Online Etymology Dictionary for the word conceive. (https:// www.etymonline.com/word/conceive) If you conceived of an idea, what did that mean in the fourteenth century? (‘take into the mind’) 3. Read the words under each header, and speculate about the meaning of the roots. Ask, for example, How does adding the suffix -tion affect the meaning of the word? Check this on your suf­ fix chart, and review how adding -tion to a word turns a verb like detain into the noun detention. 4. Next, ask students to match up each base word with its derivative(s) (e.g. deceive/deception, conceive/conception and preconceive/preconception). Talk about the spelling and sound changes that take place when -tion is added. Discuss some of the other word pairs in the same fashion, checking when necessary an unabridged dic­ tionary and the Online Etymology Dictionary. For example, when we deceive someone, we ensnare them or take them under false pretenses; when we detain them, we are holding them from going ahead and doing what they’d planned to do. 5. Reflect by saying, Think about the most interesting thing you learned from exploring these words. Then, record that observation in your Word Study Notebook.

deceive

retain

announce

preconceive

detain

pronounce

deception

abstain

denounce

conceive

retention

pronunciation

conception

detention

renounce

Extend:

preconception

attention

denunciation

abstention

announcement

Ask students to refer to any charts they have of pre­ fixes and suffixes (e.g. in-, re-, mis- [Unit I], -able, -ance [Unit VIII]) to generate additional derived words such as inconceivable or mispronounce. Describe the difference between the following, and use in sentences:

renunciation

Sorting and Discussion: 1. Display the words, read through them and ask that students sort them by matching up each base word with its derivative. Group word pairs into three categories: ceiv/cep, tain/ ten and nounce/nunc. Talk about the spelling and sound changes in each pair. If necessary, remind students of previous spelling-­meaning patterns that involved spelling changes within the root, such as exclaim/exclamation and assume/assumption.

• renounce and denounce • retain and detain • conceive and preconceive

Apply: For each of the roots studied in this lesson, select three words from the additional words and describe how the meaning of the root contributes to the most common meaning of the word (the first definition listed in an unabridged dictionary).

Unit X  Latin and Greek Word Parts 4     207 Additional Words:  ceiv/cep  conceivable, inconceivable, misconceive, ­concept, conception, conceptualise, perceive, perceivable, perception, perceptual, receptacle, receptionist

tain/ten attendance, superintend, maintain, maintenance, obtain, pertain, sustenance, tenure, tenacity, tenacious, tenable nounce/nunc mispronounce, pronouncement, enunciate

208    LEVEL 2  ADVANCED ­DERIVATIONAL ­RELATIONS

SORT 55  Predictable Spelling Changes in Word Roots (ceiv/cept, tain/ten, nounce/nunc)

ceiv/cep

tain/ten

nounce/nunc

deceive

retain

announce

deception

preconceive

detain

retention

pronunciation

conceive

pronounce

renunciation

abstain

conception

preconception

detention

retain

denunciation

denounce

announcement

attention

renounce

abstention Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

Unit X  Latin and Greek Word Parts 4     209

UNIT REVIEW AND ASSESSMENT Review Have students add to the classroom chart of Latin and Greek word parts they created in Unit IX and their own charts in their Word Study Notebook.

Assess Use Unit Spell Check 10  on page 186 to assess s tudents’ spelling knowledge. Use the Unit X ­ ­Assessments for Meaning of Latin and Greek Word Parts to ensure mastery of their meanings.

Unit XI  Prefix Assimilation

NOTES FOR THE TEACHER Background and Objectives The process of prefix assimilation was first addressed in Sort 36 with the prefix in-. Unit XI examines this wide-ranging process across other prefixes. Prefix assimilation accounts for many spelling errors made by advanced spellers in words such as accommodation or supplement because the double letters at the beginning of the word often pose problems. Most adults are unaware of this spelling feature even though it occurs in thousands of words. Understanding how to spot and interpret these assimilated prefixes— also often referred to as ‘absorbed’ or ‘chameleon’ ­prefixes—will enable students to spell the words ­correctly and unpack their meaning. It is not important for students to memorise the generalisations that cover the conditions under which the spelling of these prefixes change (for example, that ‘co- is used before vowels’). Rather, we want students to understand that the spelling of prefixes often does change, but their meaning does not, and the double letters preserve the meaning of both the prefix and the word to which it is added. An excellent illustration of a teacher guiding students to an understanding of this phenomenon may be found in Chapter 8 of Words Their Way (WTW). In this unit, students will: • Identify and spell assimilated prefixes • Demonstrate an understanding of the meaning of prefixes and words covered in these sorts

Targeted Learners These sorts are designed for students in the late ­Derivational Relations stage. A few of these students may be in fifth or sixth grade, but most are typically in middle school and high school and have c­ onsiderable background knowledge about spelling, meaning, connections, roots and affixes.

210

The assessment on page 211 can be used as a pretest as well as a posttest.

Teaching Tips You may want to spend two weeks or more on these sorts. In many cases, there is a heavier load in terms of new vocabulary, so students will benefit from having more time to work with the words and focus on meaning as well as spelling. Make word hunts in reading materials ongoing so that students continue to add to their examples of assimilated prefixes over time. Students can easily search for these assimilated prefixes in a dictionary, but they should look for those whose meaning they understand. As students are learning more about assimilated prefixes, there will be opportunities for them to review roots and affixes that have already been addressed in this unit. Ask students to use a dictionary or other sources of etymological information to investigate word origins. Add new roots, prefixes and new meanings for some familiar prefixes to your charts as they are discovered. The games Assimile and Rolling Prefixes, which are described in Chapter 8 of Words Their Way, are designed to review this feature.

English Learners Note Have students examine how the same prefixes, when they combine with roots, are represented in English and Spanish. What do students notice? How are the words alike? How are they different? For example: collaborate, correlate, committee, common, ­connection, difficult, suppress, colaborar, correlacionar, comité, común, conexión, difícil, suprimir, accumulate, suffix, succumb, effusive, opposite, appreciate, acumular, sufijo, sucumbir, effusive, opuesto, and apreciar The most striking discovery is that in Spanish the prefix is not assimilated in the same manner as

Unit XI  Prefix Assimilation    211 in English (with rare exceptions, such as cor). So, the consonant is usually not doubled in Spanish. Exploring prefix assimilation in English helps with understanding the underlying and deeper meanings of words, as well as with spelling for both English and Spanish speaking students. Note that double letters of any kind are rare in Spanish (compare the cognates mitten/mitón, moccasin/mocasín and tunnel/ túnel). Sometimes a double letter signals a special pronunciation, such as the double l in quesadilla or double r in perro (dog).

UNIT SPELL CHECK 11 Use the Unit Spell Check 11 as a pretest and posttest to assess students’ mastery of the conditions governing prefix assimilation.

You or your students can record the results on the Goal Setting Record Form on page 12. Weekly spell check results can also be recorded on the form. Call these words aloud for students to spell on a sheet of notebook paper. Use the words in sentences as needed. 1. occasion

2. commotion

3. exaggerate

4. suffocate

5. coordinate

6. suppress

7. correlate

8. efficient

9. accommodate

10. apprentice

11. succinct

12. adhesive

13. diffident

14. opportunity

212    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS

Sort 56  Prefix Assimilation (com-) Generalisation:  The Latin prefix com- changes to col- before l, and it changes to cor- before r; com- changes to co- before vowels and h, and it changes to con- before a variety of other consonants. com-

col-

cor-

co-

con-

commune

col­ laborate

correlate

coexist

confer

com­ mittee

collide

cor­ respond

co­author

con­ vention

com­ bination

collapse

corrupted

cohesive

con­ nection

com­ motion

collage

corrosive

co­ ordinate

confide

com­ mitment

 

 

cohort

 

com­ plement

 

 

co­ incidence

 

Sorting and Discussion: 1. Have students read through the words, and ask, What do you notice about these words? How can we sort them? Students can sort independently by prefix headers. After sorting, talk about the meaning of several words from each column to establish that the prefixes all suggest the same meaning of ‘together’ or ‘with.’ Then, for each spelling of com-, select one word, and check a dictionary to confirm the meaning. For example, in a dictionary’s etymological information, they will see that the prefix in correspond is actually com-. 2. Ask, Do you recall how we explored the prefix in- with the meaning of ‘not’ in words such as impatience and irregular? Why did those ­prefixes change when they were added to words? Talk about how difficult it is to pronounce some of those words and how the first sound of the base word or root often changes the spelling of the prefix. In these words, com- was the original prefix, but its spelling has since changed before certain letters. The same historical process, called prefix assimilation, applies to these words as well. 3. Let’s try saying some of these words as if the spelling did not change. Display comlide and comrelate and read them together. Do you notice how it’s awkward to move from pronouncing

an /m/ to pronouncing /l/ and /r/? Let’s try a few more. Have them walk through the combination of com- with various words and roots, ­playing with how they would sound if com- were not assimilated—for example, comrupted and ­comnection. You may wish to share that com- does not change before roots or base words that start with other ‘bilabial’ sounds besides m, such as p or b. Bilabial sounds are pronounced by putting the lips together. 4. Ask students to come up with generalisations that explain how the spelling of com- changes when it comes before certain spellings/sounds. Remember that students are not expected to memorise the conditions stated in the previous generalisation, but they should be able to point them out when presented with examples. Ask, How does learning about these assimilated prefixes help you as a speller? (Helps with remembering there may be two consonants in a spelling.) Can it also help you unlock the meaning of new words? What is a clue that a prefix might be present in a word? (Doubled consonants near the beginning of the word.)

Extend: Ask students to construct prefix trees, and have them include additional words that they might find by consulting a dictionary. They should only select additional words whose meanings they know. Students might also be assigned to do blind sorts with a partner to encourage them to listen to the sound differences in these words. • Review with students’ other situations in which letters double in English. Ask, What have you learned about double letters? When are you likely to see them? Students might recall how they learned about double letters at the syllable juncture in the middle of words (mitten, happen) or before an inflected ending (sitting, slipped). Explain, There is a new reason for the double letters at the beginning of words like commotion or corrupt. If we break them apart, what do we have? (com + motion, cor + rupt) Do you see why we need both m’s or r’s? To preserve the meaning of both elements, we have to keep both letters. Recall how often misspelling is misspelled! See the English Learners Note at the beginning of this unit to contrast the frequent doubling in English with the rarity of doubling in Spanish. • Contrast the often-confused homophones complement and compliment. Challenge students to

Unit XI  Prefix Assimilation    213 come up with a mnemonic strategy for remembering their meanings. • Ask students to use a dictionary or other source of etymological information to look for familiar roots, and discuss the meaning of the ­prefix/ root or base combination. For example, mit means ‘send,’ so forming a committee means ‘sending the members together.’ Then, do the same with new roots, such as fid in confident and fidelity, which means ‘trust.’ Verbally advanced and gifted students may discuss, for example, the more abstract relationships among the following words in the fid family: confide, infidel, fidelity and fiduciary.

Apply:

Have students select three words that contain roots they have previously learned and describe, for each, the meaning that results from the combination of the prefix and root (for example, pos, junct and spir).

Have them select three other words that contain an assimilated spelling of com- as well as a root they have not learned, investigate it and also describe the meaning that results. For all words with an assimilated prefix, describe why the spelling of the prefix changed. Additional Words:  com- combustion, complementary, component, ­composite, compensate, commerce col- collate, collateral, college, colleague, collision, collusion cor- corroborate, corrugated, correspondent, correction, corrigible co- coagulate, coalition, co-education, coerce, cohabit, coherent, coincide, coordinate con- conflict, confound, conjunction, conscience, conscious, consonant, conspire, consort, constellation, converge, convergent, convenient

214    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS

SORT 56  Prefix Assimilation (com-)

com-

col-

cor-

co -

con -

commune

collaborate

correlate

coexist

confer

committee

collide

correspond

collapse

coauthor

combination

coordinate

commotion

coincidence

complement

collage

convention

corrupted

cohesive

commitment

confide

corrosive

connection

cohort

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Unit XI  Prefix Assimilation    215

Sort 57  Prefix Assimilation (sub-, dis-) The prefix sub-, introduced in Sort 55, means ‘under’ or ‘below’. Its three assimilated forms, suf-, sup- and suc- pose the most challenge for the speller because of the doubled consonant. Sub- also changes to sus- before a variety of consonants, but it does not form any doubled letters. Introduced in Sort 4, dischanges to f before roots that begin with f. There are many opportunities to walk through and discuss the meaning combination of prefix and root. You may wish to spend at least two weeks on this sort.

Generalisation:  The Latin prefix sub- changes to suf-, sup- and suc- before a root that begins with f, p or c, and it changes to sus- before a variety of consonants, but it does not form any doubled letters; dis- changes to f before roots that begin with f, and the s is dropped before g. sub-

suf-

sup-

sub­ versive

suffix

support succumb

suspect diffuse

sub­ jugate

suffer

suppress

sustain difficult

subdue

suffrage

supple- succinct susment pense

subconscious

suf­ supfocate plant

sub­ urban

 

subcom-   mittee

suc-

suc­ cessive

 

sus-

dis- > dif-/di-

diffract

suscep- digest tible

supplies  

 

digress

 

 

dif­ fident

 

subsidise

Explore Meaning:  A number of words may initially be unfamiliar to the students, but they will be understood during the lesson. Sorting and Discussion: 1. Begin by focusing just on the words that begin with di-. Ask students to look up the etymological entries in an unabridged dictionary. Ask,  How did dis- change? (Assimilated to dif- before f in diffuse [‘to pour apart’], difficult [dis- ‘not’ + facilis, ‘easy’] and diffract [‘to break apart’]) What happened in digest and digress?

(The s is dropped in dis-) Remind students how pronunciation problems forced these changes. It is difficult to pronounce disficult or disgest. To rectify this problem, the final letter of the prefix would be replaced with the first letter of the base word. What did the prefix dis- mean in these words? (‘not’ or ‘apart’) What other meanings does it have? (‘opposite of’) Ask students to look up the prefix dis-. They will find that it has multiple meanings. Add ‘apart’ to your prefix chart as a meaning for dis-. 2. Next, ask, What does the prefix sub- generally mean? (‘under’) Explain, In this sort, we will look at how sub- has been assimilated as a prefix. Have students sort the words with sub- using the headers. Have them play with an ‘unassimilated’ sub-, pronouncing, for example, subfocate and subport. Say, In most assimilated prefixes, we hear only one sound. This is why there can sometimes be a spelling challenge. But can you find the two words in which both of the doubled letters are pronounced? (successive and succinct, where the second c is ‘soft’ before e and i) 3. Talk about the meaning of the most transparent words, such as suppress, but save less obvious ones like supply for later. As in the previous sort with com-, have students speculate and then check the meaning of the words by thinking of the meaning of the prefix (‘under’) and known roots (e.g. -port, -spect-, fract, fer and gress). For example, the root port means to ‘carry,’ so support means literally ‘carrying from below.’ 4. Ask students to come up with generalisations that explain how the spelling of dis- and subchange when they come before certain ­spellings/ sounds. Ask, How does knowing about assimilation help you as a reader or speller? (Helps to figure out unknown words; remembering when to double consonants when spelling.)

Extend: Students can construct prefix trees, adding words that they find by consulting a dictionary. They should only select additional words whose meanings they know. Students can also be assigned to do blind sorts with a partner. Many of the words in this unit will need additional support to establish meaning. Start by asking students to sort their words into ‘well-known,’

216    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS ‘have an idea’ and ‘not known’. They can then select three words each from the ‘have an idea’ and ‘not known’ categories and explore their meanings. Based on analysing the root, base and affixes, some will be fairly easy to determine. Others will require consulting a dictionary or the Online ­Etymology Dictionary.

Apply: From the additional words, have students select three words with sub- that contain roots they have previously learned, and describe, for each, the meaning that results from the combination of the prefix and root (for example, tract and ject). Have them select three other words that contain an assimilated spelling of sub- as well as a root they have not learned. Have them investigate it, and also describe the meaning that results. For all words with an

assimilated prefix, describe why the spelling of the prefix changed. Additional Words:  sub- substitute, subtraction, subconscious, subculture, subdivide, subjection, subordinate, subsequent, subservient, submissive, subsidise, subsidy, substandard, substructure, subterranean, subversion, submissive suf- sufferable, sufferance, suffice, suffuse sup- supplies, supplicant, supplementary, supportive, suppression suc- success, succeed, succession, successful, succor sus- suspension, suspicion, suspicious, sustenance, suspender dis- diffidence, diffraction, diffusion, differentiate

Unit XI  Prefix Assimilation    217

SORT 57  Prefix Assimilation (sub-, dis-)

sub-

suf-

sup-

suc-

sus-

dis- > dif-/di-

subversive

suffix

support

succumb

suspect

diffuse

successive

subcommittee

sustain

suffer

suspense

diffract

supplement

subdue

difficult

supplies

diffident

supplant

suffocate

subjugate

succinct

digress

suppress

digest

suffrage

suburban

subconscious

susceptible

subsidise Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

218    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS

Sort 58  Prefix Assimilation (ex-, ob-) Both of these prefixes have been mentioned in previous sorts (ex- in Sorts 20 and 54; ob- in Sorts 28 and 52), and they are revisited here along with their assimilated forms. Allow two weeks for this sort to explore the composition and etymology of particular words.

Generalisation:  The Latin prefix ex-/e- means ‘out,’ ‘out of’ or ‘beyond’; the spelling changes to ef- before f. The prefix ob- means ‘against’ or ‘in the way.’ It changes to op- before p and oc- before c. ex-

e-

ef-

ob-

op-

oc-

extrac- ejection effution sive

obstruc- oppotion nent

occupy

exag- election effort gerate

obsolete opposite

occurred

excessive

evasion effervescence

objection

excavate

emoticon

obnoxious

excursion

erosion

efficient

oppor- occasion tunity

opponent. You might ask them to look up ob- or supply the definition as it has not been studied directly in earlier sorts. In addition to examining words in which ob- means ‘against’, students learn the less-frequent meaning of ‘toward’, as in opportunity—’carry toward’ a promising condition. 3. Ask students to come up with generalisations that explain how the spellings of ex- and obchange when coming before certain spellings/ sounds.

Extend: With more time, ask students to look up less familiar words in the dictionary to explore their roots and affixes, discussing the literal meanings that result from the combination of the word parts. Review why the r is doubled before the -ed in occurred (Sort 37). Point out that in occurred we see two doubling principles at work, and that will often happen in multisyllabic words.

Apply: obstinate

expenditure

Sorting and Discussion: 1. Review the meaning of the prefix ex- with students. Have them read through the words assimilated from ex- and sort according to the spelling of the prefix. Talk about the spelling changes and how the x is dropped in ejection, emoticon and erosion. Have students keep an eye out for words in which the x is dropped; they will find quite a few over time! Talk about the most transparent word meanings like excavate and extraction. Point out that ex- can also change to ec-, as in eccentric. 2. Sort words with ob- and its assimilated forms. Ask students if they can get a sense of the meaning of the prefix in words like objection or

Have students select three words that contain roots they have previously learned and describe, for each, the meaning that results from the combination of the prefix and root (e.g. tain, fer, press and pos). Have them select three other words that contain an assimilated spelling of ex- or ob-, as well as a root they have not learned. Have them investigate it and also describe the meaning that results. For all words with an assimilated prefix, have them describe why the spelling of the prefix changed. Additional Words:  ex- exit, exception, excerpt, exclude, excrete, exhume, exile, expand, expansion, expedition, expenditure, extend, extinct, extension, exclusion e- edit, edict, evade, elude, evocation, exude, elatio ef- efface, efferent, effrontery, effigy, effluent ob- objectionable, obligation, obscure, obstacle, observation, obtain, obvious op- opposition, oppression, oppressive oc- occasionally, occupation, occurrence

Unit XI  Prefix Assimilation    219

SORT 58  Prefix Assimilation (ex-, ob-)

e-

ex-

ef-

ob -

op -

oc-

extraction

ejection

effusive

obstruction

opponent

occupy

election

obsolete

obnoxious

effort

occasion

excavate

occurred

erosion

evasion

excessive

objection

effervescence

efficient

excursion

opportunity

emoticon

obstinate

expenditure

opposite

exaggerate Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

220    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS

Sort 59  Prefix Assimilation (ad-) The Latin prefix ad- takes on different shades of meaning, but it generally means ‘to’ or ‘toward’. This prefix is one of the most common prefixes in our language, but it takes many forms and is often obscured by assimilation. Any double letters after an initial a are a good sign that the prefix ad- is h ­ idden there. In this sort, the assimilated forms ap-, as-, atand ac- are addressed. Others include af- (affix), ag(aggression), al- (allocate), an- (annex) and ar (arrest).

Generalisation:  The spelling of the prefix ad-

changes to ap- before p, as- before s, at- before t and ac- before c. ad-

ap-

as-

at-

ac-

advertise

approach

associate

attentive

accompany

administer

approximate

assignment

attract

accommodate

advice

appoint

assertive

attribute

accelerate

addictive

appendage

attempt

accumulate

adhesive

apprentice

additional

appreciate

adjoining

Sorting and Discussion: 1. Have students read through the words and sort according to prefix. Ask students, What is the root in advertise, and what does it mean? (vert = ‘turn’) Ask, What does advertise have to do with the literal meaning of ‘turning toward’? (Advertising is a way to get consumers to ‘turn toward’ a particular product.) Talk about attract (‘pull toward’) in the same way. Ask, Does the ad- meaning of ‘to’ or ‘toward’ work for other words? (Yes, but some are more obvious, such as adhesive [‘stick to’] and appoint [‘direct to’].) 2. Ask students to identify how the spelling of the prefix ad- is assimilated based upon the spelling of the root or base word. 3. Take the time to define several words in each category that are the most obvious in terms of meaning, such as adjoining (‘join to’) or approach (‘move toward’).

4. Explain to students, The ad- prefix is a very common prefix in our language, but it is often hard to spot. Any double letters after an initial a are a good sign that the prefix ad- is hidden there. This sort covers ap-, as-, at- and ac-, but others include af- (affix), ag- (aggression), al(allocate), an- (annex) and ar- (arrest).

Extend: Assign pairs of students several words to investigate using a dictionary with etymologies, and then have them share their findings with the group. For each word, have students explain how the meaning results from the combination of affixes with the base or root, and, if the prefix is assimilated, have them explain the reason why. Pull out the words ending in -ate (appreciate, accumulate, associate and accelerate), and identify those that can be both a verb and an adjective depending upon how the suffix is pronounced. Repeat with words ending in -ive (addictive, adhesive, assertive and attentive). Word hunts will be very productive. Students should be encouraged to investigate any word that begins with an a followed by double consonants and to add them to the assimilated forms covered in this sort. Begin by pointing out and discussing: • af- affixes are ‘fixed to’ a base or root; someone who is affluent has wealth ‘flowing to or toward’ them • ag- aggressive behaviour involves ‘moving to or toward’ someone You may wish to tell the students that accommodate is one of the words most frequently misspelled by highly literate adults. They usually leave out one m or c. Display the etymology in the American Heritage Dictionary or Online Etymology Dictionary, and walk through it with the students. Accommodate contains two prefixes (ac- and com-) added to the root mod, which accounts for the double letters (cc and mm). Accommodate is related to commodious (literally, ‘to measure with’), which means ‘spacious, roomy,’ and so accommodate has come to mean ‘to make room for.’ When you accommodate someone, you ‘make room for’ them, their wishes, ideas or point of view.

Apply: Have students select three words that contain roots they have previously learned and describe, for each, the meaning that results from the combination of the

Unit XI  Prefix Assimilation    221 prefix and root (e.g. mit/miss, dict, tain, tract). Have them select three other words that contain an assimilated spelling of ex- or ob-, as well as a root they have not learned. Have them investigate it, and describe the resulting meaning. For all words with an assimilated prefix, describe why the spelling of the prefix changed. Students may be excited to realise that they know, or at least recognise, most of the roots in these words. If they don’t realise this, point it out to them. It will be a very affirming testament to their word study, and to completing the more advanced root and prefix study in Level 2.

Additional Words:  ad- admire, address, adjacent, admit, admission, advise, addict, adjudicate, adjustment, advocate ap- apparent, appear, applaud, appropriate, approve, appeal, appendix, appreciation, approximation as- assail, assault, assemble, assent, assert, assign, assimilate, assist, association, assessment, asset, assurance at-  attack, attain, attend, attention, attendance, attest, attire, attraction, attractive, attrition, attuned ac- access, acceptable, accident, accomplish, account, accustomed, acquisition, acquire

222    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS

SORT 59  Prefix Assimilation (ad-)

ad-

ap -

as-

at-

ac -

advertise

approach

associate

attentive

accompany

administer

advice

approximate

assertive

attribute

accumulate

addictive

appoint

assignment

accelerate

adhesive

appendage

attempt

apprentice

accommodate

adjoining

additional

attract

appreciate

Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

Unit XI  Prefix Assimilation    223

UNIT REVIEW AND ASSESSMENT Review Review the different prefix assimilation patterns that have been explored. Ask students to spell one or two words for each prefix and explain why the spelling changes. For example, choose collapse and suppress (com- changes to col because comlapse is difficult to pronounce; sub- changes to sup- because subpress is difficult to pronounce).

Students should now be ready to play the game Assimile, which is modelled after Monopoly  and described in Chapter 8 of WTW.

Assess Use Unit Spell Check 11 on page 211 as a posttest to determine mastery. A delayed posttest may also be given three to six weeks after studying a feature to assess retention over time.

Unit XII  Miscellaneous Sorts

NOTES FOR THE TEACHER Background In this last unit, we offer some sorts that can be used at any time with students in the Derivational Relations stage. English has imported words from a variety of sources, which has created some unusual spelling features. For example, nearly all words with the ph spelling for /f/ came to us from Greek, along with some silent letters, such as the p in psalm. We have imported words from French with a silent t, as in beret and with an -ette spelling, as in etiquette. Latin has given us a number of scientific terms that form plurals in unusual ways: alumni (alumnus), analyses (analysis) and data (datum). And if you have not spent much time talking about Spanish cognates, then matching sorts will introduce students to what might be a surprising look at the relationship between many English and Spanish words. We could not resist two more matching sorts for collective nouns (a pod of whales, a warren of rabbits). These sorts might give you ideas about additional sorts. You might consider matching sorts for

224

acronyms (CD = compact disc, ATM = automated teller machine) or portmanteau words (brunch = breakfast + lunch; sitcom = situation comedy; hazmat = hazardous materials). Additional words for sorts such as these can be found in The Reading Teachers Book of Lists or online.

Targeted Learners As mentioned in Background, these sorts are appropriate for all students within the derivational stage.

Teaching Tips You may use these sorts to spark interest in language origins or to explore the complex, but nevertheless surprising, regularity of English spelling. These sorts can be used as full-blown weekly lessons that involve the usual follow-up routines and a spell check, but a sort such as the one contrasting American and British terms might also be a stand-alone sort with limited follow up.

Unit XII  Miscellaneous Sorts    225

Sort 60  Words from French This sort explores two special spelling patterns that come to us from the French language. Borrowed words such as these often come with their native spelling patterns. Words like brunette end in double tte, while the single t is silent in words like ballet. Both of these spelling patterns appear odd and arbitrary until students learn that, when their origin is taken into consideration, they represent a fairly consistent spelling pattern.

Generalisation:  Words ending in the accented -ette pattern, or words ending in -et (especially with a long a sound and silent t), have often come to us from French. -et silent

-ette

-et sounded

ballet

brunette

banquet

beret

cassette

bracelet

bouquet

barrette

faucet

buffet

omelette

goblet

chalet

vignette

prophet

croquet

etiquette

turret

gourmet

silhouette

sonnet

crochet

couplet

sachet

Explore Meaning:  Assign some of these words to students in advance of the sort. Ask students to look them up in a dictionary with etymological information and share their findings with the group. They might create a small poster that shows the pronunciation, the definition and the origin of the word, as well as a drawing that illustrates the word. Good words to look up include turret, gourmet, chalet, sachet and vignette. These are the words that are most likely new to students, but you can include more. Sorting and Discussion: 1. Ask students to share their findings as a first step in this sort. This will prepare them to pronounce the words ending in silent t. Let students work together to sort the rest of the words, setting aside any they are not sure of. 2. After sorting, talk about each column in turn, starting with the words under silent t. Ask, What do you notice about these words? (They end in silent t, and the e has the sound of long a.) Students may not notice that the final syllable is accented, so point this out. Where did sachet, gourmet and

chalet come from? Students who looked up these words can share what they found. Do you think any others might be from French? Take the time to look up a few more, such as ballet, buffet and fillet. Ask, Are there any other parts of these words that seem unusual to you? What about the ch in chalet, crochet and sachet? (The ch is pronounced like /sh/.) What sound does qu make in croquet and bouquet? (the sound of k) 3. Next, talk about the words under -ette, What do you notice about these words? Again, talk about the accented syllables, which are last except in etiquette. Do you think these might be from French as well? (yes) You would be correct! They even look and sound rather foreign. Explain that omelette is usually spelled without the final -te, but restaurants may spell it that way on the menu to make it look a little fancier. 4. Finally, talk about the last column and ask, What do you notice about the words in the last column? (The t is heard in the unaccented final syllable.) Explain that these words also come from French, more precisely, from Old French. 5. Ask, What did you learn from this sort? (Words from French have different spellings for certain sounds.) Were there any words you were not sure about how to pronounce? Do you have a better idea now? Ask, How might an awareness of French spelling patterns help you in your reading and writing? (Figure out pronunciation and narrow down spelling possibilities.) What makes some of these words hard to spell? (The silent t and te, and the /sh/ sound spelled with ch.) When you hear /et/ at the end of a word, when is it likely to be spelled with -ette? (When it is accented.)

Extend: You may want to share a little history of the English language and explain that, for several hundred years, French was the official language of England (see A (Very) Brief History of the English Language on the online Words Their Way Digital). We should not be surprised that we have many words that are French in origin, especially words having to do with food (buffet, ­fillet and gourmet) and fashion (beret, bracelet, brunette and barrette). Many of these words are accented on the last ­syllable. In English, accent or stress can fall anywhere in the word, but it generally falls on the first syllable. In French, the last syllable is nearly always accented. How we stress syllables contributes to the overall sound and rhythm of the way we speak,

226    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS and this affects our accent. So people with a French accent speaking English may very well be stressing syllables a bit differently. The -ette ending has been attached to words to suggest something diminutive or small (cassette = small case, dinette = small dining room set), or it could suggest the feminine form of something (majorette—compare to drum major): diskette, kitchenette, roomette, novelette and suffragette. If students looked up all the words in the sort, they would find that the et in words like turret (small tower) and bracelet can also suggest the diminutive. Students can be asked to illustrate some of these words, and they may want to look for images online. It is easier to understand what a chalet is by seeing a picture, for example, than it is by reading the definition.

Apply: Select some words from the additional words list and display them for students to pronounce, using what they learned in this sort. Students may then be assigned specific words to look up to share their meanings and word origins. Not all words will be from French, but many will be. Additional Words:  -et silent cachet, parquet, ricochet, valet -ette baguette, croquette, gazette, layette, marionette, novelette, roomette, kitchenette, majorette, suffragette, quartette, rosette, toilette, vinaigrette -et sounded cadet, coronet, eaglet, gauntlet, minaret, scarlet, velvet, trivet

Unit XII  Miscellaneous Sorts    227

SORT 60  Words From French

-et silent

-ette

-et sounded

ballet

brunette

banquet

bracelet

cassette

faucet

beret

gourmet

barrette

goblet

bouquet

croquet

chalet

omelette

prophet

vignette

etiquette

turret

crochet

sonnet

buffet

couplet

silhouette

sachet

Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

228    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS

Sort 61  Greek Spelling Features Generalisation:  Words from Greek have come down to us with special spelling patterns: ph for /f/, y replacing i, ch pronounced as /k/ and silent con­ sonants at the beginning of words.

3. Read down the words in each column and identify where the spelling feature occurs. In some cases, it comes at the beginning and end (philosophy). Note under y which y’s stand for long or short i sounds. 4. Ask, What did you learn from this sort? (Words from Greek have different spellings for some sounds.) How can this help you as a speller? (Thinking about where words come from, like Greek, helps with remembering the spelling of different sounds.) Are there any words that look easier to spell now than before? Which words might still be challenging to spell?

ph

y as i

ch as /k/

silent initial consonants

phobia

cyclone

chorus

psalm

hemisphere

symbolise

architect

pneumonia

meta­ morphosis

hyperactive

chrome

mnemonic

Extend:

physics

system

chronic

pseudonym

sophomore

hydrogen

mechanic

ptero­ dactyl*

philosophy

bicycle

chro­ nological

ptomaine

These words contain Greek elements that can be reviewed or explored in more depth (e.g. cyc, chron, hydo and philo). Students are often interested in phobias, such as claustrophobia, acrophobia and arachnophobia. Many of the words in this unit will need additional support to establish meaning. Have students sort their words individually into ‘well-known,’ ‘have an idea’ and ‘not known’. They can then select three words each from the ‘have an idea’ and ‘not known’ categories and explore their meanings. Based on ­analysing the root, base and affixes, some will be fairly easy to determine. Others will require consulting a dictionary or the Online Etymology Dictionary. A word hunt in academic materials may turn up more words with these spelling features. Ask students to find a word’s origin to check and see if it is from Greek. The silent letter at the beginning is much rarer than the use of ph and y. If you happen to live in or near Philadelphia, Pennsylvania (or even if you don’t!), take the time to analyse these words and word parts.

chrysalis* chemistry *These words can be sorted in two or more places.

Explore Meaning:  With words that you suspect may be unfamiliar to students (e.g. mnemonic, ptomaine), you may elect to do a ‘Fist-to-Five’ activity: ­Students use their fist and five fingers to show what they know about a word (‘I am an expert ‘; ‘I know a lot ‘; ‘I know a fair amount’; ‘I know a little’; ‘I do not know the word’). There may be students who know the word well and can explain it; for words about which everyone is unfamiliar, different students may be asked to do a quick dictionary check and then share. Sorting and Discussion: 1. Display the words without the headers. Begin by reading through the words, using Fist-to-Five as described previously to talk about some of the less familiar words. Ask, Is there anything you notice about the words? If your students mention that they seem to be from Greek or Latin, compliment them. Explain that the words are all from Greek. Ask, Do you notice anything unusual about the way they are spelled? It may take a while for students to find all the features, but you can pull out a word such as chrysalis to focus their attention. (It has two of the features.) 2. Display the headers, and sort several words to get started. Students can work alone or with a partner to sort the rest. Ask them to look out for words that can go in more than one category, and instruct them to place the words in the column where the first feature occurs.

Apply: Ask students if they have ever watched a spelling bee where the contestants are able to ask the origin of the word. How would knowing a word was from Greek help you spell it? Call out a few unfamiliar words from the following list, and ask students to attempt to spell them using the Greek spelling ­features: chaos, psychic, chlorophyll and synonym. Additional Words:  ph Philadelphia, phoenix, pharmacy, geography, phonics, physical, physician y as i synchronise, Pennsylvania, cycle, unicycle, recycle, bicycle, synonym, gymnasium, mythology ch as /k/ chaos, chord, character, chemistry, chemical, chlorine, chlorophyll, Christian, Christmas, chronical silent initial consonants psychic, psyche, psychopath, pneumatic, ptarmigan

Unit XII  Miscellaneous Sorts    229

SORT 61  Greek Spelling Features

ph

y as i

ch as /k /

silent initial consonants

phobia

cyclone

chorus

psalm

metamorphosis

ptomaine

physics

hydrogen

hemisphere

architect

pneumonia

chronic

hyperactive

mechanic

philosophy

chrome

sophomore

chronological

bicycle

pterodactyl

system

chrysalis

symbolise

chemistry

pseudonym

mnemonic

Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

230    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS

Sort 62  Cognates

Extend:

Hopefully you have already talked about cognates in your classroom, but if you have not, here is a sort to bring these words to students’ attention. Native speakers of Spanish learning English, or native English speakers learning Spanish, will have a better understanding of the other language through attention to cognates. This sort presents cognates that are visually very similar.

Here is a recap of resources mentioned previously in this supplement:

Generalisation:  English and Spanish share many cognates or words that come from the same source. English

Spanish

English

Spanish

artist

artista

fabulous

fabuloso

bicycle

bicicleta

geography

geographia

electricity

electricidad

gymnasium

gimnasio

office

oficina

initial

inicial

pharmacy

farmacia

exasper­ ated

exasperado

Sorting and Discussion: 1. Display the words randomly and ask, What do you notice about these words? (Some are from Spanish, and some are from English.) Do you see some that we could pair up? Match those that look like they go together. 2. Say, Look over the pairs. How is each pair alike? How is each pair different? Students may notice that in Spanish, ph is not used for the /f/ sound (farmacia), and y is not used in place of i (gimnasio, electricidad). 3. Point out that words that usually have a s­ imilar meaning, or exactly the same meaning, are called cognates, and write the term on the board. You may also write the Spanish word cognado. Share that, The term cognate originally meant ‘born together’. Many cognates in different languages, and the word parts they came from (like these examples from English and Spanish), were truly ‘born together’ in Indo-­European, a ­language spoken thousands of years ago. 4. Ask, How might paying attention to cognates help you? (It helps by making learning a new language easier.)

• NTC’s Dictionary of Spanish Cognates Thematically Organized by Ruth Nash • Translation websites such as Word Reference, Google Translate and Your Dictionary

Apply: Exploring the cognates in the additional words will help students realise other relationships that will help them learn a new language. If you have been incorporating information in the English Learners Notes in previous units, this exploration will help to reinforce previous understandings. The cognates are paired here, but when you have students work with the words, present them randomly, so students must first search to find the matches. To explore suffixes across cognates, ask, For words that end in -ic in English, what is the corresponding suffix in Spanish? (-ico) Do you think these suffixes have the same meaning? (yes) Follow up by asking, What Spanish suffixes appear to correspond to -ous, -ity and -y? (-oso, -idad, -ia) Do you think they have the same meaning? (yes) Do the corresponding suffixes mark the same types of speech? (yes) You may add French words and ask the students if they would have any problems in matching these words to the English and Spanish words. Ask, Do you think the suffixes -ique and -eux have the same meanings as the corresponding English and Spanish words? (yes) Additional Words:  English/Spanish: television/televisión, abbreviation/ abreviación, anticipation/anticipación, declaration/ declaración, vegetation/vegetación, elevation/ elevación, creation/creación, euphoric/eufórico, artistic/ artístico, melancholic/melancólico, vanity/vanidad, capacity/capacidad, probability/probabilidad, ambitious/ambicioso, generous/generoso, analysis/ análisis, indicate/indicar, specific/específico, decade/ década, decimate/diezmar, telephone/teléfono From French: mélancolique, artistique, euphorique, généreux, ambitieux

Unit XII  Miscellaneous Sorts    231

SORT 62 Cognates

English

Spanish

fabulous

artist

artista

fabuloso

bicicleta

oficina

exasperated

geographia

electricity

gimnasio

inicial

geography

farmacia

pharmacy

initial

bicycle

exasperado

office

electricidad

gymnasium Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

232    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS

Sort 63  Greek and Latin Plurals English has many words that come from Greek and Latin. In their original language, the plurals were not formed by adding s. More than one aquarium was aquaria in Latin. More than one criterion was criteria in Greek. In most cases, we now use s to form the plural, as in aquariums. In other cases, we still use the Greek and Latin plurals, especially in scientific writings. Some words can be found both ways (cacti and cactuses).

Generalisation:  Some terms from Greek and Latin, many of them scientific, form plurals in unusual ways. is to es

a to ae

um to a

us to i

crisis crises

alga algae

medium media

cactus cacti

analysis analyses

vertebra vertebrae

bacterium bacteria

stimulus stimuli

hypothesis hypotheses

formula formulae

curriculum curricula

radius radii

diagnosis diagnoses

larva larvae

alumnus alumni

antenna antennae

Explore Meaning:  There may be some words in this sort that are unfamiliar to students, but they probably know at least one of the pair. (e.g. radii is not as familiar as radius, bacteria is more familiar than bacterium.) For this reason, you may want to put off a discussion of meaning until after the sort. Sorting and Discussion: 1. Display the words without the headers and ask, What do you notice about these words? (They come in pairs, some are plurals, many are scientific terms, and so on.) What languages do you think they might have come from? (Greek and Latin) Do not try to read all the words yet. 2. Say, Many of these are words that you are likely to see when you study the sciences like biology or chemistry. One word is singular, and the other is plural. Let’s start by pairing up words that look like they go together. Put the singular first in the pair when possible. Students should be able to easily match pairs, but they may be unsure about which is plural and which is singular. 3. Then say, Do you see how we might group some of these? Let’s start with cactus. What is

the plural of cactus? (cacti) Do you see some other words that form the plural with i? Who can spot another category? Continue to sort the pairs of words in this fashion, and suggest that they find a pair they know to start. 4. At this point, supply the headers and match them to the categories. Use the headers to get the pairs in the right order with the singular first. Then say, Now let’s figure out how to read these words. Read the words in pairs and columns to emphasise the sound of es (/ēz/) in crises and the ae (/ ē /) in algae. Say, Double i’s are very rare in English. Why is there a double i in radii? The us was changed to i, and the initial i was kept. 5. Now let’s talk about the meaning of some of these words. You might use Fist-to-Five, described in Sort 62, but focus on the most common word in the pair. Use dictionaries as needed. This might be a good time to point out how plurals are indicated in the dictionaries students use. 6. Sum things up by asking, What did you learn from this sort? (Plurals can be spelled different ways in some Greek and Latin words.) How can this help you in your reading and spelling? (Thinking about where words come from, like Greek and Latin, helps in remembering the meaning of endings; it helps in remembering the spelling of different sounds.) Assure students that these plurals are rare, but they should be aware that they exist, and they will continue to see them in the upper grades.

Extend: Do not expect students to find more of these types of words in a word hunt.

Apply: Display some of the following pairs to see if students can generalise the pronunciation of words like oasis/oases. Additional Words:  is to es basis/bases, axis/axes, oasis/oases, parenthesis/ parentheses a to ae alumna/alumnae (female), amoeba/amoebae um to a memorandum/memoranda, moratorium/moratoria, symposium/symposia, cranium/crania, datum/ data us to i nucleus/nuclei, hippopotamus/hippopotami, locus/ loci, focus/foci, terminus/termini other phenomenon/phenomena, appendix/appendices, vortex/vortices, index/indices, matrix/matrices

Unit XII  Miscellaneous Sorts    233

SORT 63  Greek and Latin Plurals

is to es

a to ae

um to a

us to i

crisis

crises

alga

algae

medium

media

cactus

cacti

alumni

radius

hypothesis

formulae

vertebra

analysis

curricula

antennae

larva

stimuli

stimulus

diagnosis

alumnus

radii

bacteria

bacterium

analyses

hypotheses

diagnoses

larvae

formula

vertebrae

curriculum

antenna Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

234    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS

Sort 64  British and American Words Generalisation:  Although Americans and British

both speak English, we have different terms for some very common things. British

American

British

3. Speculate about how some of these terms developed. Petrol, for example, comes from the word petroleum, which is another word for gasoline. An elevator certainly gives you a lift to another floor. When new ideas or technologies come about, people in different parts of the world sometimes come up with different names for them.

American

Extend: Excellent resources for British-American terms are the online English Oxford Living Dictionary (https:// en.oxforddictionaries.com) and the Project Britain website (http://projectbritain.com). A readable and fascinating ‘Why Are British English and American English Different?’ discussion may be found on the Grammar Girl website (https://www.quickanddirtytips.com/grammar-girl).

cinema

movies

lavatory

bathroom

jumper

sweater

football

soccer

biscuits

cookies

holiday

vacation

petrol

gasoline

plaster

band-aid

lift

elevator

flat

apartment

queue

line

trainers

sneakers

lorry

truck

Sorting and Discussion: 1. Ask students, What do you call the shoes you wear when you run or exercise? Athletic shoes, sneakers or tennis shoes? In England or Great Britain, they are called trainers. Have you ever noticed how books written in Britain, or movies made in Britain, sometimes have different words? For example, Harry Potter got a jumper for Christmas made by Ron’s mom. Americans travelling in Britain can be confused when they are told to queue up to get on the bus or to take the lift to the fourth floor. 2. Display the words in this sort, and match up a few under the headers for British and American to get started. Let students work with a partner to sort the rest and share with the group. Ask, Which ones did you already know? Were there some that you figured out? Which ones really stumped you?

Apply: Students may select several British-American terms from the online English Oxford Living Dictionary (https://en.oxforddictionaries.com). Working individually or in pairs, they may explain, in their own words, how the different terms relate to the basic concept they are describing. (e.g. why do they think the American crosswalk is referred to as a zebra crossing in Britain?) You may also provide some teasers that students will track down on the websites listed previously: What is the American equivalent of the British agony aunt (advice columnist)? Bumbag (fanny pack)? ­Catapult (slingshot)? Pushchair (stroller)? Additional Words:  chips/French fries, car park/parking lot, potato crisps/ potato chips, cooker/stove, dustbin/garbage, bobby/ policeman, boot/trunk, loo/toilet, nappies/diapers, motorway/highway, sweets/candy, wardrobe/closet, zed/Z, chemist/pharmacist

Unit XII  Miscellaneous Sorts    235

SORT 64  British and American Words

British

American

movies

football

gasoline

lift

sneakers

plaster

cookies

cinema

elevator

lavatory

truck

biscuits

holiday

bathroom

trainers

petrol

lorry

band aid

line

vacation

jumper

flat

sweater

apartment

queue

soccer Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

236    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS

Sort 65  Collective Nouns The origin of many collective nouns can be traced back several hundred years in English. People would assign special names to all the animals and birds they might hunt. It was considered a mark of good breeding to know such terms, but they may never have actually been used extensively. However, they have come down to us as curiosities and served as the inspiration for new creations. These terms are celebrated in a number of books. The most comprehensive book is An Exaltation of Larks or, The Venereal Game by James Lipton (1993), which includes many modern inventions, such as a race of jockeys, a tumbler of gymnasts and a plot of playwrights. A Compendium of Collective Nouns by Jay Sacher (2013) and A Murmuration of Starlings by Steve Palin (2013) are more recent collections. Books for younger children include A Cache of Jewels and Other Collective Nouns by Ruth Heller (1987) and A Tower of Giraffes: Animals in Groups by Anna Wright (2015).

Generalisation:  There are special terms for ­collections of creatures. collective noun

animal

collective noun

animal

pride

lions

swarm

bees

litter

puppies

colony

penguins

school

fish

pod

whales

herd

elephants

warren

rabbits

army

ants

gaggle

geese

flock

sheep

covey

quail

Sorting and Discussion: 1. Ask, Have you ever heard of a pride of lions? What do you call a group of fish? (school) Explain, There are special names for many groups of animals called collective nouns. Display the words in the sort and say, How many of these animals can you match with their collective noun? After working individually, students can compare their results with a partner and the

group. If possible, share some of the books previously listed to affirm or correct their answers. 2. You might ask, What other animals are found in herds or in flocks? (cows, horses, buffalo, deer; pigeons and other birds) 3. Share some of the previous information about the source of these terms and the fact that there are many more of them. Explain that these terms are often playful inventions that take characteristics of the animals into account (a drift of swans, a cackle of hyenas). Many include alliteration as well (a gaggle of geese, a scurry of squirrels, a prickle of porcupines, a shiver of sharks).

Extend: An online search using terms such as collective nouns will turn up many other examples, images and posters. Expect some disagreement. Whales have been described as living in pods, gams and mobs. A waddle of penguins is more descriptive than a colony! There are collective nouns for many other things, such as forest of trees, fleet of ships or host of angels. Some collective terms are not specific, such as team, band, party, crowd, bunch, cluster and clump. Students can use a thesaurus to look for others.

Apply: Challenge interested students to come up with some collective nouns of their own by considering characteristics of the animals (or people) as well as the sounds or letters in the word. What would you call a group of crocodiles, lizards, alligators, gorillas, mice and so on? A thesaurus can help. Additional Words:  drift of swans, scurry of squirrels, knot of toads, prickle of porcupines (or hedgehogs), muster of peacocks, pack of wolves, kindle of kittens, brood of chicks, band of gorillas, skulk of foxes, leap of leopards, parliament of owls, sloth of bears

Unit XII  Miscellaneous Sorts    237

SORT 65  Collective Nouns

pride

puppies

gaggle

swarm

rabbits

army

whales

litter

covey

school

quail

sheep

warren

herd

penguins

fish

pod

flock

ants

lions

colony

bees

geese

elephants

Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

238    LEVEL 2  ADVANCED DERIVATIONAL RELATIONS

Sort 66  Our Evolving Language English is an evolving language and words are continually absorbed into our language in a number of ways. Many new words come about by combining parts of different words together—for example, webinar is made from web and seminar (these are called ‘portmanteau’ words). Many of the standard, accepted words in our language have come from new inventions or everyday slang. As these words become more widely used and accepted, they make their way into dictionaries. English also continues to absorb words from other languages. Words can also disappear from our language as items we use become obsolete or society changes. This sort has been provided as a digital activity and is available at http://www.pearsonplaces.com. au/wordstheirway.aspx

old words with new meanings

new words

extinct or endangered words

tablet

blog

betwixt

tweet

internet

cassette

mouse

buzzword

verily

text

webinar

telegram

web

unfriend

felicitations

rap

genome

aerodrome

stream

hyperlink

locomotive

android

emoticon

ruffian

avatar

facsimile

Appendix

Blank Sort Template Independent Word Study Word Sort Corpus

239

240    APPENDIX

Appendix

Blank Sort Template

Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

APPENDIX    241

Independent Word Study

Appendix

Copyright © 2019 Pearson Education Inc. Reproduction is permitted for classroom only.

242    APPENDIX

Word Sort Corpus

Appendix

Numbers refers to the sort in which the word appears abduct

30

aerosol

44

apprentice

59

avatar

66

abrupt

27

aerospace

44

approach

59

avenue

46

absence

32

afternoon

5

approximate

59

bacteria

63

absent

32

aftertaste

5

architect

61

bacterium

63

abstain

55

afterthought

5

army

65

ballet

60

abstention

55

afterword

5

arrival

10

band aid

64

abundance

32

agreeable

35

artifact

29

banquet

60

abundant

32

agreement

3

artist

barometer

22

accelerate

59

alga

63

Asian

barrette

60

accidental

10

algae

63

aspiration

46

bathroom

64

acclaim

25

allegiance

47

assertive

59

beautification

15

acclamation

25

alliteration

52

assignment

59

beautiful

7

accommodate

59

allude

14

assistance

32

beautify

11

accompany

59

alumni

63

assistant

32

bees

65

accumulate

8, 62 8

59

alumnus

63

associate

59

beginner

37

active

6

allusion

14

assume

25

believer

8

activity

6

alphabetic

10

assumption

25

benediction

38

adaptable

34

amphibian

8

asterisk

44

benefactor

38

addictive

59

amusement

3

asteroid

44

beneficial

38

addition

15

analyses

63

astrology

44

benefit

38

additional

59

analysis

63

astronaut

44

benefitting

37

adhesive

59

analyse

11

astronomy

44

benevolent

38

adjoining

59

android

66

athlete

17

beret

60

adjudicate

47

angelic

10

athletic

17

betrayal

10

adjunct

46

announce

55

attacker

8

betwixt

66

administer

59

announcement

55

attain

49

biblical

47

admiration

18

antechamber

38

attainable

34

bibliography

47

admire

18

antenna

63

attempt

59

bibliophile

47

admirer

8

antennae

63

attention

55

bicentennial

40

admit

28

antemeridian

38

attentive

59

biceps

39

adopt

13

antedate

38

attract

59

bicycle

61, 62

adoption

13

anterior

38

attribute

59

biennial

39

adorable

35

antipathy

49

audible

19

bifocals

39

advertise

59

ants

65

audience

19

bilingual

39

advice

59

apathy

49

audiotape

19

bimonthly

39

advocate

48

apartment

64

audiovisual

19

binary

39

aerial

44

apologise

11

auditorium

19

biography

22

aerobatics

44

appendage

59

auditory

19

biology

22

aerobics

44

application

15

Australian

biotic

40

aerodrome

66

appoint

59

autobiography

22

biscuits

64

aeronaut

44

appreciate

59

autograph

21

bisect

39

8

APPENDIX    243 blindness blog boastful

3 66 7

chalet cheerful

60 7

comical

10

consecutive

35

commemorate

48

consequence

35

61

commitment

56

consideration

15

16

chorus

61

committee

56

consistent

51

bombard

16

Christian

8

commotion

56

conspiracy

18, 46

bouquet

60

chrome

61

commune

56

conspire

18, 46

bracelet

60

chronic

61

companion

54

constitution

51

bravely

2

chronological

61

company

54

construct

29

bravery

9

chrysalis

61

compatible

34

construction

29

breath

17

cinema

64

compelling

37

consumable

35

breathe

17

circumference

31

compete

18

consume

25

3

circumnavigate

31

competence

33

consumption

25

breathless briefly

2

circumscribe

31

competency

33

contradict

19

brilliance

33

circumspect

31

competent

33

convene

46

brilliancy

33

circumstance

31

competition

18

convention

brilliant

33

circumvent

31, 46

complement

56

conversation

30

brunette

60

civilian

8

converse

30

brutal

23

civilise

11

composite

51

conversion

30

brutality

23

classify

11

composition

18

convert

30

buffet

60

cleaner

1

compound

54

cookies

64

burial

10

cleanest

1

comprehend

14

coordinate

56

buzzword

66

clinic

13

comprehension

14

corporal

43

cacti

63

clinician

13

compress

54

corporation

43

cactus

63

coastal

10

compression

50

corps

43

calligraphy

21

coauthor

56

conceive

55

corpse

43

cancelled

37

coexist

56

conception

55

corpulent

43

capital

43

cohesive

56

conclude

14

correlate

56

capitalisation

43

cohort

56

conclusion

14

correspond

56

capitalise

11

coincidence

56

concurring

37

corrosive

56

caption

43

collaborate

56

conduct

30

corrupted

56

captain

43

collage

56

conductor

corruptible

34

cassette

60, 66

60

compose

18, 51

8, 30

46, 56

collapse

56

confer

56

couplet

casual

6

collect

12

conference

37

courageous

casualty

6

collection

12

conferred

37

covey

65

9

category

7

collide

56

confess

12

create

14

cave

17

colonial

10

confession

12

creation

14

cavity

17

colony

65

confide

56

creator

8

centennial

40

colourless

confidence

32

credence

45

centigrade

40

column

16

confident

32

credible

45

centimetre

40

columnist

16

conform

20

credit

45

43

combination

56

confuse

50

crime

17

combine

54

conjunction

46

criminal

17

34

connect

12

crises

63

12, 56

crisis

63

centipede century

9, 26

certain

6

combustible

certainty

6

comedian

3

8

connection

Appendix

chemistry

bomb

Appendix

244    APPENDIX critic

26

dehydrated

44

diminish

37

editing

37

critical

26

delegate

47

director

8

edition

15

criticise

26

delete

53

directory

9

editor

crochet

60

delightful

7

disaster

44

editorial

10

croquet

60

delivery

9

disband

4

educate

30

crumb

16

democrat

24

disbelief

4

effervescence

58

crumble

16

democracy

24

disconnect

4

efficient

58

1

democratic

22

discourage

4

effort

58

1

crummier crummiest

8

demolition

15

discredit

45

effusive

58

curricula

63

demote

27

discuss

12

egress

27

curriculum

63

denounce

55

discussion

12

Egyptian

custodian

18

dentist

43

disease

custody

18

dentures

43

denunciation

55

cyclist

8

8

4

eject

28

dishonest

4

ejection

58

dislocate

51

elephants

65

4

election

58

cyclone

61

depend

50

dislodge

dampen

11

deposit

51

dismal

38

elevator

64

depression

50

disorder

4

electric

13

dangerous

7

decade

40

deprive

53

dispirited

46

electrician

13

decapitate

43

desert

13

disposable

51

electricity

62

decathlon

40

desertion

13

disrespect

4

eligible

34

deceive

55

design

16

disrupt

27

emergence

33

deception

55

designate

16

dissect

46

emergency

33

decide

24

desolate

49

dissent

49

emergent

33

decimal

40

destruct

53

distance

32

emissions

28

decimate

40

detain

55

distant

32

emit

decipherable

34

detention

55

distended

52

emoticon

decision

24

detract

53

distort

13

emotion

27

decorate

14

diagnoses

63

distortion

13

empathy

49

decoration

14

diagnosis

63

distract

27

emphasis

24

decorator

8

diameter

22

diversify

11

emphatic

24

decrease

53

dictate

19

divine

18

employment

3

deduct

28 58, 66

30

dictator

19

divinity

18

emptier

1

defender

8

diction

19

dizzily

5

emptiest

1

defensible

35

dictionary

19

dizziness

3

emptiness

3

defer

30

difference

32

dominance

32

enable

54

deference

37

different

32

dominant

32

encourage

54

deferred

37

difficult

57

dormitory

9

endanger

54

defiance

32

diffident

57

dramatic

10

energise

11

defiant

32

diffract

57

eagerly

2

enforce

54

define

18

diffuse

50, 57

earlier

1

enforceable

35

definition

18

digest

13, 57

earliest

1

enjoyable

34

deflate

53

digestion

13

ecology

22

enlarge

54

defrost

53

digress

edible

34

entrust

54

27, 57

APPENDIX    245 envious

explode

14

florist

8

geology

22

equanimity

42

explore

53

fluently

2

geometry

22

equation

42

explosion

14

football

geothermal

22

equator

42

export

20

forbidden

global

10

equatorial

42

express

12

forefathers

5

glorious

equilateral

42

expression

12

foreman

5

goblet

equitable

42

expurgate

50

foresight

5

government

equivalent

42

extend

52

foretell

5

gourmet

60

14

extension

52

forethought

5

graphic

21

exterior

53

foreword

5

gratification

15

erode erosion

14, 58

64 11, 37

7 60 3

erupt

27

extract

27

forgetting

37

greedily

2

espresso

50

extraction

58

formal

23

grocery

9

establish

51

extraterrestrial

44

formality

23

guardian

etiquette

60

fabulous

62

format

20

gymnasium

62

etymology

22

facilitate

29

formation

20

habit

24

evasion

58

facsimile

29, 66

formidable

34

habitual

24

exaggerate

58

factory

formula

63

harmonise

11

examination

15

falsify

11

formulae

63

harsher

exasperated

62

familiar

26

fraction

28

harshest

excavate

58

familiarity

26

fractious

28

haste

16

exceed

52

family

26

fracture

28

hasten

16

excel

24

famous

7

fragrance

32

hastily

excellent

24

fancier

1

fragrant

32

headphones

21

except

26

fanciest

1

friendliness

3

hemisphere

61

exception

26

fast

16

frighten

11

herd

65

exceptional

26

fasten

16

fruitless

3

heroic

10

excess

53

fatal

23

furious

7

hesitance

33

excessive

58

fatality

23

gaggle

65

hesitancy

33

exchangeable

35

faucet

60

exclaim

25

fearlessness

exclamation

25

feasible

excursion

58

February

excusable

35

felicitations

exhale

53

festive

exhaust

53

exile

53

expand

14

fighter

expansion

14

finalist

expectation

15

fish

expenditure

58

flat

64

expire

46

flawless

explain

25

flexible

explanation

25

flock

65

geography

9, 29

8

1 1

2

gasoline

64

hesitant

33

3

geese

65

historian

8

34

gene

45

history

9

23, 45

9

holiday

64

66

generality

23

homophone

21

6

generate

45

horoscope

22

festivity

6

generation

45

humane

17

fictional

10

generic

45

humanity

17

general

8

generously

8

genesis

65

genetic

humid

6

45

humidity

6

45

humorous

7

genome

66

hydrant

44

3

genre

45

hydrate

44

28

geode

22

hydraulic

44

22, 62

hydrofoil

44

2

Appendix

7

Appendix

246    APPENDIX hydrogen

44, 61

impressive

50

intelligent

32

isolate

49

hyperactive

41, 61

impure

50

interact

31

January

9

hyperactivity

41

inaccurate

36

interactive

31

judge

47

hyperbole

41

inactive

36

intercept

31

judgement

47

hypercritical

41

incapable

36

interchange

31

judiciary

47

hyperlink

41, 66

incorrect

36

interfere

31

jumper

64

hypersensitive

41

increase

53

interior

53

junction

46

hypertension

52

incredible

45

international

31

juncture

46

hyperventilate

41

incredulous

45

internet

justification

15

hypotheses

63

indecent

36

interpersonal

31

kilometre

22

hypothesis

63

indelible

34

interrupt

27

kinder

1

identifiable

35

indent

43

intersection

46

kindest

1

identification

15

indirect

4

interstate

31

knowledgeable

35

idolise

11

individual

23

intervene

46

language

48

ignite

17

individuality

23

intervention

46

larva

63

ignition

17

induce

30

intrapersonal

31

larvae

63

illegal

36

industrial

10

intrastate

31

laughable

34

illegible

47

inexpensive

intravenous

31

lavatory

illegitimate

36

inflate

53

introduce

31

laziness

illiterate

52

inflexible

28

introduction

30

legacy

47

illogical

36

informal

4

introspective

31

legalistic

47

illustrate

14

information

introvert

31

legally

47

illustration

14

infrequent

invade

14

legend

47

imaginary

9

infusion

50

invasion

14

legible

47

imagination

15

inhabit

53

invent

13

legislate

47

imitate

14

inhale

53

invention

13

lengthen

11

imitation

14

initial

62

inventor

8

lenience

33

immature

36

inmate

53

inventory

9

leniency

33

immediate

36

innumerable

36

inversion

30

lenient

33

immemorial

48

insect

46

invert

30

levelled

37

immobile

36

insecure

36

investigator

8

librarian

8

immoral

36

insert

13

invincible

immortal

45

insertion

13

invisible

impartial

36

insincere

4

36

insistent inspection

impatient impede

24, 43

4

15 4

31, 66

34 4, 19

library

9, 64 3

9

lift

64

invitation

18

limited

37

51

invite

18

line

64

20

invoke

48

lingo

48

20

irrational

36

linguini

48

24, 41

impediment

24

inspector

impending

50

inspiration

irregular

36

linguist

48

imperfect

36

inspire

24

irremovable

36

lions

65

import

20

instability

51

irreplaceable

36

literal

52

important

20

install

53

irresistible

36

literate

52

impress

12

intangible

34

irresponsible

36

literature

52

impression

12

intelligence

32

Islamic

10

litter

65

APPENDIX    247 23

megalopolis

41

mnemonic

61

noticeable

35

locality

23

megaphone

41

modality

47

notification

15

locate

51

megastar

41

mode

47

novel

6

location

51

memento

48

modelling

37

novelty

6

locomotion

51

memorandum

48

moderate

47

obedience

32

locomotive

27, 66

memorial

10, 48

modern

47

obedient

32

logical

10

memorisation

15

modification

47

object

28

lorry

64

memorise

11

moist

16

objection

28, 58

loyal

6

memory

48

moisten

16

obliterate

52

loyalty

6

mental

23

monolingual

39

obnoxious

58

machinery

9

mentality

23

monologue

39

obsolete

58

2

monopoly

39

obstacle

51

magic

13

merrily

magician

13

metal

24

monorail

39

obstinate

58

magnetic

10

metallic

24

monotone

39

obstruction

58

magnification

42

metamorphosis

61

monotonous

39

occasion

58

magnificent

42

microbe

41

mortal

45

occupy

58

magnitude

42

microbiology

40

mortgage

45

occurred

58

maladroit

38

microchip

41

mortician

45

octagon

40

malaria

38

microfilm

41

mortified

45

octave

40

malcontent

38

microphone

motion

27

octet

40

malefactor

38

microscope

41

motivate

27

office

62

malevolent

38

microsurgery

41

mountainous

7

omelette

60

malfunction

38

microwave

41

mouse

66

omitted

37

malice

38

military

9

movies

64

omnipotent

42

malicious

38

millimetre

22

multilingual

48

omniscient

42

manageable

35

mince

42

murkier

1

omnivore

42

mandate

24

mine

17

murkiest

1

operate

14

mandatory

24

mineral

17

muscle

16

operation

14

manicure

29

miniature

42

muscular

16

opponent

58

manual

29

minimum

42

music

13

opportunity

58

manufacture

29

miniscule

42

musical

10

oppose

18

manure

29

minnow

42

musician

13

opposite

58

manuscript

29

minor

6

mystery

9

opposition

18

marvellous

7

minority

6

mythology

22

oppress

12

21, 41

mechanic

61

minute

narrate

24

oppression

12

medevac

49

misbehave

4

narrative

24

oppressive

50

media

63

misfortune

4

nation

26

orbited

37

medic

49

misjudge

national

26

ordinary

medicine

49

misleading

nationality

26

organisation

15

medium

63

mission

28

natural

17

original

23

megabyte

41

misspell

4

nature

17

megahertz

41

mistaken

11

megahit

41

mistrust

4

42

47 4

9

originality

23

necessary

9

orthodontist

43

nervous

7

outrageous

7

Appendix

local

Appendix

248    APPENDIX paralyse

11

pianist

8

predictable

34

propel

54

partition

15

piloting

37

prediction

19

propellant

37

pathetic

49

plaster

64

prefer

30

prophet

60

pathology

49

plausible

34

preference

37

proposal

51

patience

32

pleasant

17

preferred

37

propose

54

patient

32

please

17

prefix

5

prospect

patriotic

10

pleasurable

35

prehistoric

5

protect

payment

3

pneumonia

61

prejudice

47

20 12, 54

protection

12

pedal

43

pod

65

preposition

provider

54

pedestal

43

podiatrist

43

prescribe

29

provocative

48

pedestrian

43

podium

43

prescription

29

provoke

48

pedicure

43

poetic

10

preseason

psalm

61

pendant

50

poisonous

7

presentation

15

pseudonym

61

pendulum

50

politely

2

preside

24

psyche

48

penguins

65

politeness

3

president

24

psyched

48

pentagon

40

political

26

pressure

50

psychiatrist

48

perceive

25

politician

26

presume

25

psychology

48

percentage

40

politics

26

presumption

25

pterodactyl

61

perception

25

polyglot

42

prevent

13

ptomaine

61

perimeter

22

polygon

42

prevention

13

public

26

periscope

22

polysyllabic

42

preventive

46

publicity

26

perishable

34

polytechnic

42

prewar

5

publicise

26

permit

28

portable

20

priceless

3

punishable

34

perpendicular

50

position

51

pride

65

punishment

3

persistent

51

possess

12

prisoner

8

puppies

65

personal

23

possession

12

privilege

47

purge

50

personality

23

postdate

5

proceed

52

purification

perspective

20

posterior

38

procession

52

purify

11

perspire

46

postgraduate

38

proclamation

25

purist

50

petrol

64

postmeridian

38

proclaim

25

quadrangle

40

pharmacy

62

postmortem

38

profitable

34

quadruped

40

philosophy

61

postpone

38

profuse

50

quadruple

40

phobia

61

postscript

38

progenitor

45

quadruplets

40

phonics

21

postseason

5

progeny

45

quail

65

phonograph

21

posttest

5

progress

27, 54

quarter

40

photocopier

21

postwar

5

prohibition

15

quartet

40

photograph

21

powerlessness

3

project

28

questionable

34

photographer

21

precede

52

projector

28

queue

64

photosynthesis

21

precise

17

prominence

32

quieter

1

physical

26

precision

17

prominent

32

quietest

1

preconceive

55

promote

quintessence

40

preconception

55

pronounce

55

quintessential

40

predict

19

pronunciation

55

quintet

40

physician

8

physicist

26

physics

26, 61

5

5

27, 54

15, 50

APPENDIX    249 40

repellent

37

scandalous

7

solemnity

16

quotation

15

replaceable

35

scenery

9

soliloquy

49

rabbits

65

replacement

3

school

65

solitaire

49

radii

63

replay

5

scratchy

2

solitude

49

radius

63

reporter

8, 20

scribble

29

solo

49

rap

66

repository

51

scribe

29

sonnet

60

rapidly

2

reproducible

34

secede

52

sophomore

61

react

5

research

5

secession

52

speaker

8

reaction

3

reservation

15

secretary

9

special

6

readily

2

reside

18

secretly

2

specialist

8

reappear

5

residence

33

sectarian

46

specialty

6

33

section

46

spectacles

20

rebellious

7

residency

recede

52

resident

select

12

spectacular

20

receive

25

resign

16

selection

12

spectator

20

reception

25

resignation

16

sensation

49

speedometer

22

52

recession

18, 33

resistance

51

sensational

49

spirit

5, 25

respiration

46

sensible

35

spiritual

reclamation

25

responsible

35

sensitive

6

recognition

15

respect

20

sensitivity

6, 49

spotty

2

reconsider

5

restructure

29

sentiment

49

squeaky

2

reduce

30

restitution

51

serene

18

squirmy

2

refer

30

resume

25

serenity

18

starvation

15

reference

37

resumption

25

seriously

2

stationary

9

referred

37

retain

55

shaggy

2

stationery

9

reflect

28

retaken

5

shameful

7

statistics

51

reflection

28

retention

55

sharpen

11

statue

51

reflector

28

retract

27

sheep

65

stethoscope

22

reflex

28

retrospect

20

shinier

1

stimuli

63

reform

20

return

5

shiniest

1

stimulus

63

regenerate

45

reusable

35

sign

16

straighten

11

regress

27

reverse

30

signature

16

stranger

reject

28

reversible

35

silently

2

strangest

relaxation

15

revise

17

silhouette

relevance

32

revision

17

silvery

relevant

32

revisit

19

simplify

reliable

35

rhythmic

10

skinny

relocate

51

ruffian

66

slang

48

subcommittee

57

remedial

49

rupture

27

sneakers

64

subconscious

57

remedy

49

sachet

60

soccer

64

subdue

57

remember

48

safe

6

soft

16

subjugate

57

remodel

47

safety

6

soften

16

submarine

54

renounce

55

saltines

3

sole

49

submerge

54

renunciation

55

salvageable

solemn

16

submit

28

reclaim

35

60

spirituality

stream

26 26, 46 26

1 1 66

2

stressful

7

11

structure

29

2

studious

7

Appendix

quintuplets

Appendix

250    APPENDIX

subset

54

suspect

57

thoughtless

uniform

39

subsidise

57

suspend

50

traction

27

unify

39

substitute

51

suspenders

50

tractor

27

unilateral

39

subterranean

44

suspense

57

trajectory

28

universal

39

subtitle

54

sustain

57

trainers

64

unknown

4

subtotal

54

sustainable

34

tranquil

6

unpredictable

subtract

12

swampy

2

tranquility

6

untidy

subtraction

12

swarm

65

transcribe

29

vacation

64

suburban

57

sweater

64

transcription

29

valuable

35

subversive

57

sweeten

11

transfer

30

variable

35

subway

54

symbolise

11, 61

transform

20

velvety

2

succeed

52

sympathy

49

transfusion

50

verily

66

successful

7

symphony

21

transgress

27

vertebra

63

successive

57

system

61

transmit

28

vertebrae

63

succinct

57

tablet

66

transpire

46

vertigo

30

succumb

57

tactless

3

transport

20

victory

9

suffer

57

telegram

transportation

15

vignette

60

suffice

24

telegraph

21

traveller

8

vigorous

7

sufficient

24

telepathy

49

triad

39

violinist

8

suffix

57

telephone

21

triangle

39

visible

19

suffocate

57

telephoto

21

triathlon

39

vision

19

suffrage

57

telescope

22

triceratops

39

visitor

8, 19

suggest

13

television

21

trickier

1

vista

19

suggestion

13

temptation

15

trickiest

1

visualise

11

summarise

11

tendency

52

trillion

39

vocal

48

superego

41

tendon

52

trilogy

39

vocalist

8

superhero

41

tendril

52

tripod

39

vocalise

48

superhuman

41

tension

52

truck

64

vocation

48

superhighway

41

tenuous

52

turret

60

volcanic

18

supermarket

41

terrain

44

tutorial

10

volcano

18

superpower

41

terrarium

44

tweet

66

warren

65

superstar

41

terrible

34

type

17

wasteful

supervisor

19

terrier

44

typical

17

wealthy

supplant

57

territorial

10

unaware

supplement

57

territory

44

undeniable

supplies

57

terrorist

8

undesirable

support

57

text

66

undress

supportive

57

thermal

22

uneasy

suppress

57

thermometer

22

unfriend

66

wonderful

survivor

8

thermos

22

unimaginable

35

zoology

thermostat

22

unfasten

susceptible

57

21, 66

3

4

19 4

7 2

web

66

35

webinar

66

35

whales

65

4

wisdom

24

4

wise

24

4

7 22