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4
Level
 4
Level

Authors
Timothy Rasinski, Ph.D.
Nancy Padak, Ed.D.
Rick M. Newton, Ph.D.
Evangeline Newton, Ph.D.
 Publishing Credits
Robin Erickson, Production Director; Lee Aucoin, Creative Director;
Timothy J. Bradley, Illustration Manager; Sara Johnson, M.S.Ed., Editorial Director;
Jennifer Viñas, Editor; Grace Alba, Designer; Corinne Burton, M.A.Ed., Publisher

Image Credits
p.55 Big_Ryan, iStockphoto; All other images Shutterstock

Standards
© 2004 Mid-continent Research for Education and Learning (McREL)
© 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers (CCSS)

Shell Education
5301 Oceanus Drive
Huntington Beach, CA 92649-1030
http://www.shelleducation.com
ISBN 978-1-4258-0864-8
© 2014 Shell Educational Publishing, Inc.

The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of
any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted,
stored, or recorded in any form without written permission from the publisher.

2 #50864—Getting to the Roots of Content-Area Vocabulary © Shell Education

 Table of Contents
Management
Content-Area Vocabulary Research and Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
What Does Research Say About Using a Roots Approach?. . . . . . . . . . . . . . . . . . . 5
What Is a Root?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
What Do Prefixes and Suffixes Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
What Is Assimilation? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Types of Assimilation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Why Teach with a Roots Approach? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Differentiating Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
How to Use This Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Tips for Implementation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Introducing Each Lesson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Correlation to the Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Standards Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
About the Authors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Lessons
Unit I—Social Studies Roots
Lesson 1: Prefix inter- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Lesson 2: Prefix trans-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Lesson 3: Prefix pro- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Lesson 4: Base terr- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Lesson 5: Suffixes -(o)logy and -ologist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Unit I Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

© Shell Education #50864—Getting to the Roots of Content-Area Vocabulary 3

 Table of Contents
Unit II—Science Roots
Lesson 1: Prefix de- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Lesson 2: Prefix tele- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Lesson 3: Prefix micro- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Lesson 4: Bases graph- and gram- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Lesson 5: Base voc-, -voke. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Unit II Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
UNIT III—Mathematics Roots
Lesson 1: Prefix per-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Lesson 2: Prefix multi-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Lesson 3: Base seg-, sec-, sect- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Lesson 4: Base angl-, angul- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101
Lesson 5: Base trac-, tract- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107
Unit III Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113
Appendices
Appendix A: Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115
Appendix B: References Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123
Appendix C: Additional Practice Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125
Appendix D: Additional Assessment Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . .132
Appendix E: Sample Content-Area Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .149
Appendix F: Flashcards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .157
Appendix G: Contents of the Digital Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . .173

4 #50864—Getting to the Roots of Content-Area Vocabulary © Shell Education

50864_GRCAI_RootsContentAreaVocab_L4_B_INT.indd 4 8/2/22 8:10 AM

Management

Content-Area Vocabulary Research and Practice

Content learning is largely conceptual. Words are labels
for content-area concepts. Although learning these
words is critical to student success, teaching them can Over 90 percent of all
be challenging. Asking students to look words up in
their dictionaries or glossaries and then to memorize
academic vocabulary
definitions provides, at best, a short-term solution. In derives from Latin or
this book, we present a systematic and research-based Greek roots.
alternative to vocabulary learning: a roots approach.
Because most words are defined (and spelled) by
what their parts mean, students can expand their
vocabularies by learning how words are built from the
roots up. Over 90 percent of all academic vocabulary derives from Latin or Greek roots
(prefixes, suffixes, bases). Moreover, when new academic words are added to English, they
too are often derived from Latin and Greek roots. The logic goes like this: learning roots
helps students learn content vocabulary; one root can help students unlock the meaning
of multiple words. Knowing content vocabulary helps students comprehend and learn
social studies, science, and mathematics.

The units in this book center on common roots (prefixes and bases) in science, social
studies, and mathematics. We present a total of 15 prefixes and bases that generate over
200 words from content-area vocabulary.

What Does Research Say About Using a Roots Approach?

The size and depth of elementary students’ vocabulary is associated with proficiency in
reading comprehension. Effective vocabulary instruction results in higher levels of reading
comprehension (Baumann et al. 2002; Beck, Perfetti, and McKeown 1982; Kame’enui,
Carnine, and Freschi 1982; Stahl and Fairbanks 1986).

Morphological analysis (e.g., via a roots approach) is important because it is generative

and allows students to make connections among semantically-related words or word
families (Nagy and Scott 2000). In fact, developing morphological awareness is an
integral component of word learning for young children (Biemiller and Slonim 2001). In a
comprehensive review of 16 studies analyzing the effect of instruction in morphological
awareness on literacy achievement, Carlisle (2010) observes that “children learn
morphemes as they learn language” (465).

Classroom-based studies have demonstrated the effectiveness of teaching word parts

and context clues in the primary and intermediate grades (Baumann et al. 2002; Baumann
et al. 2005; Biemiller 2005; Carlisle 2000; Kieffer and Lesaux 2007; Mountain 2005; Porter-
Collier 2010). Research in content-area vocabulary has demonstrated the effectiveness
of teaching Greek and Latin word roots, especially for struggling readers (Harmon et al.
2005).

© Shell Education #50864—Getting to the Roots of Content-Area Vocabulary 5

 Management

Content-Area Vocabulary Research and Practice (cont.)

No single instructional method is sufficient. Teachers need a variety of methods that teach
word meanings while also increasing the depth of word knowledge (Blachowicz et al.
2006; Lehr, Osborn, and Hiebert 2004). These methods should aim at fostering:

Immersion

Students need frequent opportunities to use new words in diverse oral

and print contexts in order to learn them thoroughly (Blachowicz and
Fisher 2006).

Metacognitive and metalinguistic awareness

Students must understand and know how to manipulate the structural

features of language (Nagy and Scott 2000).

Word consciousness

Word exploration (e.g., etymology) and word play (e.g., puns, riddles,
games) help students develop an awareness of and interest in words
(Graves and Watts-Taffe 2002, Lehr et al. 2004).

6 #50864—Getting to the Roots of Content-Area Vocabulary © Shell Education

Management

Content-Area Vocabulary Research and Practice (cont.)

What Is a Root?
A root is a word part that contains meaning and not merely sound. Roots are vocabulary
multipliers—each root taught helps students discover the meanings of multiple words.
There are three categories of roots, depending on their placement within a word:

prefix
Note:
The term affix,
A root at the beginning of a word. For example, in the word
used in the
retraction, the initial re- is a prefix, meaning “back,” “again.”
Common Core State
Standards, refers to either
base prefixes or suffixes. Affix
contains an assimilated
The core root, which provides a word with its basic form of the prefix ad-,
meaning. In the word retraction, the base is tract, which which means “to,”
means “pull,” “draw,” “drag.” “toward,” or “add to.” And
the Latin base fix- means
suffix “fasten” or “stick.” So an
affix is a part of a word
A root that ends a word. In the word retraction, the final “added or fixed to” a
-ion is a suffix, meaning “act of,” “state of.” base word either in front
(prefix) or at the end
(suffix).
What Do Prefixes and Suffixes Do?
A prefix serves one of three functions:

w A prefix can negate a word by meaning “not.” The most common negating prefixes are
un- (e.g., unhappy, unwashed) and negative in-, im-, il- (e.g., invisible, impossible, illegal).
Some directional prefixes can also be negating. For example, the prefix variations di-,
dis-, dif-, which mean “apart,” “in different directions,” can also mean “not” (dissimilar =
“not similar,” a difficult task is “not” easy).

w A prefix can be directional: it sends the base of a word in a specific direction. The prefix
ex- means “out,” re- means “back,” “again,” sub- means “under,” “below,” and ad- means
“to,” “toward,” “add to.” For example, an exit sign indicates the way “out” of a building;
we descend a staircase when we go “down”; when class convenes, it comes “together”;
when class is dismissed, students scatter “in different directions”; when they proceed
to their buses, they move “forward,” “ahead” to their bus stops.

w A prefix can have intensifying force, meaning “very,” “thoroughly.” A perfectly baked
cake, for example, is “thoroughly” done. Quantitative and numerical prefixes are
also intensifying.

A suffix changes the part of speech (e.g., act, action, swift, swiftly) or modifies the base
(e.g., fast, faster).
© Shell Education #50864—Getting to the Roots of Content-Area Vocabulary 7
 Management

Content-Area Vocabulary Research and Practice (cont.)

What Is Assimilation?
Some prefixes have multiple forms because of an easily recognizable and predictable
phenomenon called assimilation. Assimilation simply means that some consonants at the
beginning of a word change and become like (“similar to” = assimilate) the consonants
that follow them. For example, the prefix con- occurs in the words convention and
conference. Through assimilation, it also appears in collect, commotion, and correct. The
reason is simple: assimilation makes a word easier to pronounce (consider conlect vs.
collect). Although assimilation causes spelling changes, the meaning of the prefix does not
change.

While this concept does not apply directly to all of the lessons in this book, as your
students become more “roots” aware, they may raise questions about why the spelling of
some prefixes change. The following information will help answer these questions.

Latin Prefixes that Assimilate

Prefix Meaning Examples

ad- to, toward, add to admit, accelerate, affect, aggravate, allusion,

appendix, arrogant, assimilate, attract

con-, co- with, together, very congregate, coworker, collect, combine,

commit, compose, correct

ex-, e-, ef- out, from, completely expose, edict, effect

dis-, di-, dif- apart, in different disintegrate, divert, different, difficult

directions, not

in-, im-, il- in, on, into, against induct, insert, imbibe, immigrant, import,
(directional) impose, illustrate

in-, im-, il- not infinite, insatiable, ignoble, illegal, illegible,

(negative) impossible, irresponsible

ob- toward, up against obstruct, occurrence, offensive, oppose

sub- under, up from under submarine, succeed, suffer, support, suspend

8 #50864—Getting to the Roots of Content-Area Vocabulary © Shell Education

Management

Content-Area Vocabulary Research and Practice (cont.)

Types of Assimilation
Unassimilated Prefixes
We can easily pronounce the unaltered prefix with the base. Hence, there is no need
to assimilate.

con + vention = convention ob + struction = obstruction

in + visible = invisible ex + pose = expose
sub + terranean = subterranean dis + tract = distract

Partial Assimilation
We cannot easily pronounce n when it is followed by such consonants as b, p, and
(occasionally) f. In such cases, the final n of the prefix partially assimilates into m.

in + possible = impossible con + bine = combine

con + pose = compose con + fort = comfort

Full Assimilation
We cannot easily pronounce these unaltered prefixes when followed by certain
consonants. In such cases, the final consonant of the prefix changes into the initial
consonant of the base that follows it. The result is a doubled consonant near
the beginning.

con + rect = correct ex + fect = effect

in + legal = illegal dis + fer = differ
sub + fer = suffer ad + similation = assimilation
ob + pose = oppose

© Shell Education #50864—Getting to the Roots of Content-Area Vocabulary 9

 Management

Content-Area Vocabulary Research and Practice (cont.)

Why Teach with a Roots Approach?

Teaching with a roots approach is efficient. Over 60 percent of the words students
encounter in their reading have recognizable word parts (Nagy et al. 1989). Moreover,
content-area vocabulary is largely of Greek and Latin origin (Harmon et al. 2005).
Many words from Greek and Latin roots meet the criteria for “tier two” words and are
appropriate for instruction (Beck, McKeown, and Kucan 2002).

Root study promotes

independent word learning,
even in the primary grades Latin and Greek word roots
(Carlisle 2010). In addition,
roots are multipliers—that
follow linguistic patterns that
is, knowledge of one root can help students with the
can help students determine meaning, sound, and spelling
the meaning, pronunciation,
and spelling of 10, 20, or
of English words.
more English words. With
roots, students learn to make
connections among words that are semantically related (Nagy and Scott 2000). Research
suggests that the brain is a pattern detector (Cunningham 2004). Latin and Greek word
roots follow linguistic patterns that can help students with the meaning, sound, and
spelling of English words. Indeed, Latin and Greek roots have consistent orthographic
(spelling) patterns (Rasinski and Padak 2013; Bear et al. 2011).

Young readers’ word instruction is often characterized by a study of word patterns called
rimes, phonograms, or word families. A Latin-Greek roots approach is the next logical and
developmental step in word learning (Bear et al. 2011). Many English language learners
speak first languages semantically related to Latin. For example, more than 75 percent
of the words in Spanish come from Latin (Chandler and Schwartz 1961/1991). In fact,
Spanish, Portuguese, French, Catalan, Italian, and Rumanian are all classified as “Romance
Languages” because they derive from Latin, the language of ancient Romans. Enhancing
this natural linguistic connection inherent in many of these languages can accelerate
these students’ vocabulary growth (Blachowicz et al. 2006).

Many states are beginning to include a study of roots, including Latin and Greek
derivations, in their elementary and middle school literacy standards. Indeed, the
Common Core State Standards focus extensively on root-specific standards in the
“Reading Foundational Skills” and “Language/ Vocabulary Acquisition and Use” sections.
According to these standards, attention to roots should begin in kindergarten.

10 #50864—Getting to the Roots of Content-Area Vocabulary © Shell Education

Management

Content-Area Vocabulary Research and Practice (cont.)

Differentiating Instruction
Some students, such as struggling readers or those learning English, may need additional
support. Others may benefit from additional challenge. These ideas may help you
differentiate instruction:

w Use visual aids.

w Ask students to sketch or act out words. Others can guess the depicted words.

w Reduce length of activity.

w Pair students. Encourage them to talk about the roots and the activities.

w Challenge students to create new words that contain the root. Others can guess what
the made-up words mean.

w Talk students through the necessary process to complete an activity. Your aim should be
to scaffold students’ thinking, not to provide answers.

w As we point out in individual lesson descriptions, encourage talk.

w Have students keep a personal vocabulary journal in which they list the roots and
related words they learn. Encourage students to use their new vocabulary in their oral
and written language (e.g., “use at least one word containing the tract- root in your
journal entry today”).

w Put the roots and words derived from the roots on display in the classroom. Keep them
on display over the course of several weeks. (You may wish to move some of the
displays into the hallway or other sites outside your classroom.)

w Play word games that involve the roots with your students often. Appendix E (pages
149–156) provides lists of words containing the roots used in this book.

Students who need additional challenge can a) look for words containing the featured
root in their content-area texts, b) write riddles for others to solve using several words
that contain the root, or c) use an online resource to find additional words containing
the root (e.g., http://onelook.com) or to create word puzzles featuring the root (e.g.,
http://puzzlemaker.com).

Like their peers, English language learners benefit from the focus on meaning using
research-based strategies to learn new roots and words. Especially if students’ native
languages derive from Latin (e.g., Spanish), make comparisons to the native languages
whenever possible. (You can look online for resources to assist with this.) When Spanish
speakers learn to look for roots within words, they will be able to relate many word roots
in English to their counterparts in Spanish. Sharing their knowledge with other classmates
will help everyone grow.

© Shell Education #50864—Getting to the Roots of Content-Area Vocabulary 11

 How to Use This Book

How to Use This Book

This book offers three units. Unit I presents three prefixes, one base, and one suffix for
words that appear in social studies. Unit II presents three prefixes and two bases for words
that appear in science. Unit III presents two prefixes and several bases that appear in
mathematics. The following information will help you implement each lesson within the
three units.

Lesson Overview
A list of Standards Teaching Tips provide
(McREL and Lesson 1 essential information about
Common Core Unit I—So cial
Studi es Roots
the root. Reading this
Prefix inter-
State Standards) is Teaching Tips
section before you teach
the lesson will provide you
or
s “between”

included in each
x inter- mean
• The Latin prefi whole words
hes to many
“among.” It attac
inter-in-==“be “no twe t”en,” which students
already know
or can easily
ct, interchang
e).
Internet, intera
“among ” recognize (e.g.,

with a foundation to ensure

are not whole
to bases that

lesson.
It also attac hes
upt, interfere).
Standa rds words (e.g., interr
te an ongo ing
Sta nda rds and struc tural
analysis • Many inter-
words indica
“between” thing
s. For example,

student success.
Use phonetic struc ture, and communication system facilit
ates
techniques , syntactic analy
struc turalunkn
sis
own words tate highway
etic and
phonconte xt to decodeture, and the federal inters states. Inter-
Uses ntic “between” the
sema iques , syntactic struc words transportation te a separation
or break
techn de unknown academic indica
xt to deco
ntic contemean ing of general words can also upt a speaker
sema
Determine the phrases in s. When we interr
c words and “between” thing words .
and doma in-specifi ing of general
or subject een” his or her
Determine s thetomean 3 topicword
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The Materials listed

area es in a text releva

Guided Practice
phras
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Ma terials ssed and
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Prefix inter-
About the Root:
The Guided Practice
Reviews the understan ding
nt Truth
and venie
Root:ideas
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ins their An Incon

include the activity

expla
• Abou
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discu es below on
of sthexx–xx the two phras
in light
(page
Conquer: Nega
tive Prefi x in- 1. Write inter- and
the board. Tell
students that
inter- means
ask pairs of
• Divide and “among.” Now
Materials “between” or

portion of each lesson

(page xx) t these phrases. How
abou
students to talk

pages for students.

Word Sort ed in the
ectio ns:xNot
Prefi inter- or “among” includ
Aboung
•• Maki Conn
t the Root: is “between”
the phrases?
xx)
(pages 22–2
(page 3) meanings of
x inter-

includes suggestions for

Conquer: Prefi ays
• Divide and • interstate highw
(page 24) conflict
• intergroup
ections: Word Sort
• Making Conn students to
of minutes, invite
(page 25) 2. After a couple “between” or

implementing each of the

ng. Stress the
share their thinki ents.
cts of their comm
“among” aspe
About the
to complete the
3. Ask students
They can work
individually or

student activity pages.

Root pages. finished, invite
After they have
with partners. Students can
p conversation.
whole -grou text passage,
talk about the
share answers, the root.
words containing
or generate more

tion
© Shell Educa
Vocabulary
Content-Area
to the Roots of
20 #50864—Getting

Lesson 1

Prefix inter-
About the Root:
Prefix inter- (cont.)

Interpol
The About the Root activities are Interpol is theLesso
intergovernmentaIntenrnat1 ional Criminal
Police Organiz
cooperation. It l organization that support
introductions and include short passages
ation. It is an
was e: blish s international
belong to it. Its Namesta____ ed____
in 1923 police Prefix inter-
headquarte____ ____. Currently 190
rs are in Fran________ cou
________ ntrie
ce. ____ s __
____ Date: ________

using the root of focus. The purpose

_________
Interpol is diffe About the Root:
officers cannot rent from most law enforcem
group works to
make arrests.
help other law
Interpol has no
ent agencies.
prisons. Inste
Prefix inter-
Interpol

of these passages is to show students

with each othe enforcement ad, the
r. Interpol also agencies com
member natio maintains a hug municate
ns e database that
international disacan use to help Acti vat
them
assistance. sters, Interpol e
solv
may also sen
e crim es. In cases
d teams to prov of
contextual use of the root in the content Interpol’s work
Directions: Thin
partner. k about the que
ide
stion below. Disc
uss it with a
focu sesThe

areas. As students read to themselves

crime. Its con 1. on publicInte
stitution prohibitsword safe ty, terro
rnet is an rism
abb,revia
and tion
political, military, does Interpol invo orgafor
nize
or religious. “betwee n” orlvem
“among
ent ”inrela
anytething
d r + netw
Inte ork. How
to the Internet
?

or listen to the teacher read aloud, they

identify the prefix or suffix words in Res pond

extended texts that center on a wide Directions: Rea

below.
2. What do you
d the passag
e on page 23.
Then answer
the question

range of interesting topics.

think of the rule
anything polit prohibiting Inte
ical, military, or rpol’s involvem
religious? Exp ent in
lain your think
____________ ing.
____________
____________
____________ ____________
____________ _____
© Shell Educa
tion ____________
______#5086 ____________
___4—Ge
___tting
___to___
the Roots of Conte
_____
_________ ___
nt-Are
___ulary
a Vocab
_________ 23 ___
____________ ________
____________
____________
____________ ____________
____________ _____
____________
____________ ____________
____________ _____
____________
____________
_____

22 #50864—Getting
to the Roots of
Content-Area
Vocabulary
© Shell Educa
tion

12 #50864—Getting to the Roots of Content-Area Vocabulary © Shell Education

 How to Use This Book

How to Use This Book (cont.)

Prefix inter-
The Divide and Conquer activities allow
Lesson 1

____________
____________
______ Date: ________
________ _
students to pull words apart. They dissect
____
Name: ________
Divide and Conquer:
Prefix inter-
the parts of the words, understand the
meaning of these parts, and then gain
Directions: Com the roots together to mak t: The suffix in internationa paper using two

a greater understanding of the word as

l makes it an

Definition
Be sure to
the chart is

a whole.
et of
for each word.
have a suffix,

she

Base Is/Base Suffix Means

e

X
arat

The Making Connections activities allow

X
X
sep
e a definition
word does not

a
sentences on

students to use their knowledge of roots

rupt- = break

medi- =
Means

middle
n. Hin

to make connections to vocabulary and

rt below. If a

write
nitio

offer students the opportunity to extend

defi

Prefix Means
The n,
you r
plete the cha

cribing word).

their exploration of the root(s) through

or among in

Prefix inter-
5. international
chart.

4. intermediate

_________
activities such as word sorts, riddles,
X.. Put

Lesson 1
Date: ________
3. interrupt

__
2. interfaith

____________
1. interstate
words from the

____
____________
adjective (des

Word

____
Name: ________
use between
marked with

ns:
Making Connectio
Wo rd So rt
of
representing the roots and related words
k. Write the rest
the Word Ban
the words in
in drawings, and gamelike tasks. They
tion
© Shell Educa
the inter- off a Vocabcha
Directions: Take they belo
of Conte on the ularyrt.
ngnt-Are
ds whe
ttingre
to the Roots
24 the wor
#5086 4—Ge

Word Bank

interact
interchanging
intercolonial
interfere
intergroup
interlude
international
Internet
may need to distinguish when to use a
interaction inter ject
interagency
intercontinental

wor d has one syllable

certain root or which way the root is used
Rest of the

in a word.
word ____
d is a whole ____________
Rest of the wor _ ____________
___ ___ ___ ____________ ___ __________
______ ____________
___
___ _
____________ ____________
____
____________ ____________
____
____________ ____________
____
____________ ____________
____________
______ ___

___
___

___
___

____
_
____________
____________
____
All of the student activity pages and
____________
___ ___ __________
____________
additional resources can be found in the
___ ___
____
____________
____________ d has 2 or mor
e
____________
____ Rest of the wor
____________ syllables
___ ___ ___ ___ ____________
____

____
___ ___ ___ ____________
_______
____
Digital Resources.
____________ ____________
____________ ____________
____
____________
the wor d is not a whole ____________
Rest of ____
____________
word
___ _ ____________
_________ ___ ____
____________ ____________
___ _ ____________
______ ___ ___ ____
____________ ____________
____________
___ ___ ___ _______
____________ 25
Vocabulary
Content-Area
to the Roots of
#50864—Getting
tion
© Shell Educa

© Shell Education #50864—Getting to the Roots of Content-Area Vocabulary 13

50864_GRCAI_RootsContentAreaVocab_L4_B_INT.indd 13 8/2/22 8:10 AM

 How to Use This Book

How to Use This Book (cont.)

Tips for Implementation

As you think about how you will teach the lessons, refer to the tips below on how to
implement each one.

w You can teach the lessons in any order. You may want to coordinate with your
curriculum and with your grade-level colleagues.

w Each lesson cycle addresses one root.

w Before beginning a new lesson, read the brief teaching tips and guided practice.

w Talking about the roots is very important for student

learning. This approach to vocabulary development Note: We have
goes far beyond mere memorization of specific
suggested
words (which, according to research, does not
discussion questions
work). Students need to learn to think about
and included answers
how roots contribute to meanings. Talking this
for all of the Divide and
through can help them develop this realization.
Conquer activities. The
So, encourage students to talk, Talk, TALK!!! You
answers are for your use
will notice that the teacher directions for every
only. They may help you
Divide and Conquer activity include a brief
lead discussions and
etymological explanation of all words in the Divide
conversations about how
and Conquer list. These explanations will help you
the roots contribute to
guide the in‑class discussion. These conversations,
meaning.
which need only take a few minutes, should
focus on helping students think deeply about
root meanings. For examples of etymological
breakdown of words, see the Answer Key (pages 115–122).

w Your direct involvement is needed for the Divide and Conquer activities. This is the
process students use to determine meaning. They learn to look for meaningful chunks
of words (“divide”) and to use this information to “conquer” the meaning of the longer
word. To help students see the logic inherent in divide and conquer, you can make an
analogy to addition (transport = trans [across] + port [carry] = carry across) or “if/then”
statements: If trans means “across” and port means “carry,” then transport means….
“to carry something across an area.” Be certain that students say the meaning of the
longer word in a way that makes sense: “carry across,” not “across carry.” After students
have divided and conquered, help them see how the roots “add up to” the meaning of
the words.

w Students can complete the About the Root and Making Connections activities
independently, in pairs, or as homework.

w Each week, display the root(s) and meaning(s) prominently in your classroom.

14 #50864—Getting to the Roots of Content-Area Vocabulary © Shell Education

 How to Use This Book

How to Use This Book (cont.)

w Encourage students to use the root of the week as much as possible. Reading, writing,
speaking, and listening to words containing the root will facilitate learning. Several
generic activities are suggested in Appendix C (pages 125–127) to provide additional
instruction or practice, if you or your students wish.

Introducing Each Lesson

Introduce each root by linking to words that students already know. Ideas are provided in
the Teaching Tips sections. In addition, you could:

w Put two or three common words containing the root on the board and ask students to
talk about what meaning they share. You may want to embed these in phrases.

w Tell students, “The root of the week is ______. It means ______.” Ask them to work
with partners to generate words containing the root. Make a class list, and discuss
common meaning.

w Encourage students to use the root’s definition in their talk about words containing
the root.

Assessment
At least one part of each lesson could be used for assessment purposes. In addition,
you will find matching exercises that are also suitable for assessment in Appendix D
(pages 132–148) or in the Digital Resources (additionalassessments.pdf). You can use a
simple three-point scale to record students’ performances: Outstanding, Satisfactory, or
Unsatisfactory. Informal assessment techniques can supplement this information:

w Use a knowledge-rating chart with students. To do this, select key words from
something students will read. Make a three-column chart for students to indicate if
they a) know a word well, b) have seen or heard it, or c) don’t know it at all.

w Have students keep word journals in which they a) record information about roots and
the words that contain them or b) keep lists of interesting words from their reading.
Ask students to peruse their journals occasionally to draw some conclusions about
their word knowledge.

w Encourage students to use self-assessment. Ask them to write about a) their own word
knowledge, b) where they find new and interesting words, and/or c) what strategies
they use most often to figure out the meaning of new words.

© Shell Education #50864—Getting to the Roots of Content-Area Vocabulary 15

50864_GRCAI_RootsContentAreaVocab_L4_B_INT.indd 15 8/2/22 8:10 AM

 Correlation to the Standards

Correlation to the Standards

Shell Education is committed to producing educational materials that are research and
standards based. In this effort, we have correlated all of our products to the academic
standards of all 50 United States, the District of Columbia, the Department of Defense
Dependent Schools, and all Canadian provinces.

How To Find Standards Correlations

To print a customized correlation report of this product for your state, visit our website
at http://www.shelleducation.com and follow the on-screen directions. If you require
assistance in printing correlation reports, please contact Customer Service at 1-877-777-3450.

Purpose and Intent of Standards

Legislation mandates that all states adopt academic standards that identify the skills
students will learn in kindergarten through grade twelve. Many states also have standards
for Pre–K. This same legislation sets requirements to ensure the standards are detailed
and comprehensive.

Standards are designed to focus instruction and guide adoption of curricula. Standards
are statements that describe the criteria necessary for students to meet specific academic
goals. They define the knowledge, skills, and content students should acquire at each
level. Standards are also used to develop standardized tests to evaluate students’
academic progress. Teachers are required to demonstrate how their lessons meet
state standards. State standards are used in the development of all of our products, so
educators can be assured they meet the academic requirements of each state.

Common Core State Standards

Many lessons in this book are aligned to the Common Core State Standards (CCSS). The
standards support the objectives presented throughout the lessons and are provided in
the Digital Resources (standards.pdf).

McREL Compendium
We use the Mid-continent Research for Education and Learning (McREL) Compendium to
create standards correlations. Each year, McREL analyzes state standards and revises the
compendium. By following this procedure, McREL is able to produce a general compilation
of national standards. Each lesson in this product is based on one or more McREL
standards, which are provided in the Digital Resources (standards.pdf).

TESOL and WIDA Standards

The lessons in this book promote English language development for English language
learners. The standards listed in the Digital Resource (standards.pdf) support the language
objectives presented throughout the lessons.

16 #50864—Getting to the Roots of Content-Area Vocabulary © Shell Education

50864_GRCAI_RootsContentAreaVocab_L4_B_INT.indd 16 9/6/22 12:11 PM

 Standards Chart

Standards Chart
McREL Standard Page(s)

Language Arts 5.4—Uses phonetic and All Lessons

structural analysis techniques, syntactic structure,
and semantic context to decode unknown words

Language Arts 5.5—Uses a variety of context All Lessons

clues to decode unknown words

Common Core State Standard Page(s)

Literacy.RI.4.4—Determine the meaning of All Lessons

general academic and domain-specific words and
phrases in a text relevant to a grade 4 topic or
subject area

Literacy.RF.4.3.a—Use combined knowledge of All Lessons

all letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and affixes)
to read accurately unfamiliar multisyllabic words
in context and out of context

Literacy.L.4.4.b—Use common, All Lessons

grade-appropriate Greek and Latin affixes and
roots as clues to the meaning of a word (e.g.,
telegraph, photograph, autograph)

Speaking and Listening.4.1.d—Review the key All Lessons

ideas expressed and explain their own ideas and
understanding in light of the discussion

TESOL and WIDA Standard Page(s)

English language learners communicate for All Lessons

social, intercultural, and instructional purposes
within the school setting

English language learners communicate All Lessons

information, ideas, and concepts necessary for
academic success in the area of language arts

© Shell Education #50864—Getting to the Roots of Content-Area Vocabulary 17

 About the Authors

About the Authors

Timothy Rasinski, Ph.D., is a professor Nancy Padak, Ed.D., is an active

of literacy education at Kent State researcher, author, and consultant.
University. He has written over 150 She was a Distinguished Professor in
articles and has authored, coauthored, the College and Graduate School of
or edited over 15 books and curriculum Education, Health, and Human Services at
programs on reading education. His Kent State University. She directed KSU’s
research on reading has been cited by Reading and Writing Center and taught in
the National Reading Panel and has been the area of literacy education. She was the
published in journals such as Reading Principal Investigator for the Ohio Literacy
Research Quarterly, The Reading Teacher, Resource Center, which has provided
Reading Psychology, and The Journal of support for adult and family literacy
Educational Research. Tim served on the programs since 1993. Prior to her arrival
Board of Directors of the International at Kent State in 1985, she was a classroom
Reading Association, and from 1992–1999, teacher and district administrator. She has
he was coeditor of The Reading Teacher, written or edited more than 25 books and
the world’s most widely read journal of more than 90 chapters and articles. She
literacy education. He has also served as has also served in a variety of leadership
editor of the Journal of Literacy Research, roles in professional organizations,
one of the premier research journals including the presidency of the College
in reading. Tim is a past president of Reading Association and (with others)
the College Reading Association, and the Editor of The Reading Teacher and the
he has won the A.B. Herr Award from Journal of Literacy Research. She has won
the College Reading Association for several awards for her scholarship and
his scholarly contributions to literacy contributions to literacy education.
education. In 2010, Tim was elected into
the International Reading Hall of Fame.

18 #50864—Getting to the Roots of Content-Area Vocabulary © Shell Education

 About the Authors

About the Authors (cont.)

Rick M. Newton, Ph.D., holds a doctoral Evangeline Newton, Ph.D., is a professor

degree in Greek and Latin from the of literacy education at the University
University of Michigan and is now an of Akron, where she served as the first
emeritus professor of Greek and Latin director of the Center for Literacy. She
at Kent State University. He developed teaches a variety of literacy methods
the course “English Words from Classical courses and professional development
Elements,” which more than 15,000 Kent workshops to elementary, middle, and
State students have taken over the past high school teachers. A former coeditor
30 years. He holds the Distinguished of The Ohio Reading Teacher, Evangeline
Teaching Award from the Kent State currently chairs the Reading Review
College of Arts and Sciences and the Board of the Ohio Resource Center for
Translation Award from the Modern Greek Mathematics, Science, and Reading. She
Studies Association of North America and serves on editorial review boards for The
Canada. Reading Teacher and Reading Horizons.
Evangeline is active in the Association of
Literacy Educators and the International
Reading Association (IRA). As a participant
in IRA’s Reading and Writing for Critical
Thinking project, Evangeline taught
workshops for teachers and Peace Corps
volunteers in Armenia. A former St. Louis
public school teacher, Evangeline holds
a B.A. from Washington University in St.
Louis, an M.A.T. from Webster University,
and a Ph.D. from Kent State University.

© Shell Education #50864—Getting to the Roots of Content-Area Vocabulary 19

 Unit I—Social Studies Roots Lesson 1

Prefix inter-

Teaching Tips
• The Latin prefix inter- means “between” or
inter- = “between,” “among.” It attaches to many whole words that
“among” students already know or can easily recognize
(e.g., Internet, interact, interchange). It also
attaches to bases that are not whole words
Standards (e.g., interrupt, interfere).

• Many inter- words indicate an ongoing

Uses phonetic and structural analysis
communication “between” things. For example,
techniques, syntactic structure, and
the federal interstate highway system facilitates
semantic context to decode unknown words
transportation “between” the states. Inter-
words can also indicate a separation or break
Determines the meaning of general
“between” things. When we interrupt a speaker
academic and domain-specific words and
we break in “between” his or her words.
phrases in a text relevant to a grade 4 topic
or subject area

Reviews the key ideas expressed and Guided Practice

explains their own ideas and understanding
in light of the discussion About the Root: Prefix inter-

Materials 1. Write inter- and the two phrases below

on the board. Tell students that inter-
means “between” or “among.” Ask pairs of
• About the Root: Prefix inter-
students to talk about these phrases. How
(pages 22–23)
is “between” or “among” included in the
• Divide and Conquer: Prefix inter- meanings of the phrases?
(page 24)
• interstate highways
• Making Connections: Word Sort
• intergroup conflict
(page 25)

2. After a couple of minutes, invite students to

share their thinking. Stress the “between” or
“among” aspects of their comments.

3. Ask students to complete the About the

Root pages. They can work individually or
with partners. After they have finished, invite
whole-group conversation. Students can
share answers, talk about the text passage,
or generate more words containing the root.

20 #50864—Getting to the Roots of Content-Area Vocabulary © Shell Education

Unit I—Social Studies Roots Lesson 1

Prefix inter- (cont.)

4. After students have discussed the Activate question, invite

whole-group conversation. You may wish to have students
Words with inter-
write down the shared ideas to revisit at a later time.
interact intermarry
Divide and Conquer: Prefix inter- interaction intermediate

5. As you guide students through Divide and Conquer, use

intercolonial
intercontinental
intermission
international
questions like these to generate discussion about each of
the words: interest Internet
interfere interoceanic
• Where is the meaning of “between” or “among” in the word
interference Interpol
______?
interglobal interpose
• Where might you see the word ______? intergroup interpret
• Can you think of an example of ______? interject intersperse
interjection interstate
• Does ______ have more than one meaning? If so, how are
those meanings the same? How are they different? interlay interval
interlope intervene
• How is the word ______ different from the word ______?
interloper interview
• Does the word have a suffix? (Students respond.) If yes,
what does the suffix do? Can you think of other words
that have this suffix? To print a full list of words for
students, see page 149.
Making Connections: Word Sort
6. To conclude this activity, you might ask partners to compare
words with and without inter-. How are the pairs of words
the same? How are they different? You might also want to
invite general sharing.

© Shell Education #50864—Getting to the Roots of Content-Area Vocabulary 21

 Lesson 1 Prefix inter-

Name: ___________________________________________ Date: __________________

About the Root:

Prefix inter-

Activate
Directions: Think about the question below. Discuss it with
a partner.
1. The word Internet is an abbreviation for inter + network. How does
“between” or “among” relate to the Internet?

Respond
Directions: Read the passage on page 23. Then answer the question
below.
2. What do you think of the rule prohibiting Interpol’s involvement in
anything political, military, or religious? Explain your thinking.

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

22 #50864—Getting to the Roots of Content-Area Vocabulary © Shell Education

Lesson 1 Prefix inter-

About the Root:

Prefix inter- (cont.)

Interpol
Interpol is the International Criminal Police Organization. It is an
intergovernmental organization that supports international police
cooperation. It was established in 1923. Currently 190 countries
belong to it. Its headquarters are in France.

Interpol is different from most law enforcement agencies. Interpol

officers cannot make arrests. Interpol has no prisons. Instead, the
group works to help other law enforcement agencies communicate
with each other. Interpol also maintains a huge database that
member nations can use to help them solve crimes. In cases of
international disasters, Interpol may also send teams to provide
assistance.

Interpol’s work focuses on public safety, terrorism, and organized

crime. Its constitution prohibits Interpol’s involvement in anything
political, military, or religious.

© Shell Education #50864—Getting to the Roots of Content-Area Vocabulary 23

24
Directions: Complete the chart below. If a word does not have a suffix, the chart is
marked with X. Put the roots together to make a definition for each word. Be sure to use
Lesson 1

between or among in your definition. Then, write sentences on a separate sheet of paper
using two words from the chart. Hint: The suffix in international makes it an adjective
(describing word).

Word Prefix Means Base Means Suffix Means Definition

1. interstate X

#50864—Getting to the Roots of Content-Area Vocabulary

2. interfaith X
Divide and Conquer:
Prefix inter-
Name: ___________________________________________

3. interrupt rupt- = break X

medi- =
4. intermediate X
middle

5. international
Date: __________________
Prefix inter-

© Shell Education
Lesson 1 Prefix inter-

Name: ___________________________________________ Date: __________________

Making Connections:
Word Sort
Directions: Take the inter- off the words in the Word Bank. Write the rest of
the words where they belong on the chart.

Word Bank
interact interchanging interfere interlude
interaction intercolonial intergroup international
interagency intercontinental interject Internet

Rest of the word is a whole word Rest of the word has one syllable
____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________
Rest of the word has 2 or more
____________________________ syllables
____________________________
____________________________
____________________________
Rest of the word is not a whole
word ____________________________

____________________________ ____________________________

____________________________ ____________________________

____________________________ ____________________________

© Shell Education #50864—Getting to the Roots of Content-Area Vocabulary 25

 Unit I—Social Studies Roots Lesson 2

Prefix trans-

Teaching Tips
• The Latin prefix trans- means “across” or
trans- = “across,” “change.” Most students will recognize it from
“change” common words like transport (to carry goods
“across” an area), transform (to “change” in
form or appearance), and transfer (to “change”
Standards from one bus or one school to another).

• The ideas of “across” and “change” are related.

Uses a variety of context clues to decode
When we go “across” an area, we “change”
unknown words
places. Because of this, students do not need
to differentiate between whether trans- means
Uses combined knowledge of all
“across” or “change” in each of the individual
letter‑sound correspondences, syllabication
words they work with.
patterns, and morphology to read accurately
unfamiliar multisyllabic words in context and
out of context
Guided Practice
Reviews the key ideas expressed and
explains their own ideas and understanding About the Root: Prefix trans-
in light of the discussion
1. Write trans- on the board. Tell students that

Materials it means “change” or “across.” Write the two

sentences below on the board. Ask partners
to rewrite the sentences without using the
• About the Root: Prefix trans-
underlined trans- word. Remind them to use
(pages 28–29)
“change” or “across” in their new sentences.
• Divide and Conquer: Prefix trans-
• Radios transmit sound over airwaves
(page 30)
(base mit- = send).
• Making Connections: Scramble
• The Titanic sunk during a transatlantic
(page 31)
voyage.

2. After a couple of minutes, invite students

to share their sentences. Ask others in the
class to evaluate the sentences. Do the new
sentences mean the same thing? Do the
new sentences contain either of the words,
“change” or “across”?

26 #50864—Getting to the Roots of Content-Area Vocabulary © Shell Education

Unit I—Social Studies Roots Lesson 2

Prefix trans- (cont.)

3. Ask students to complete the About the Root pages. They

can work individually or with partners. After they have
Words with trans-
finished, invite whole-group conversation. Students can
share answers, talk about the text passage, or generate
transact translate
more words containing the root.
transatlantic translation

4. After students have discussed the Activate questions, invite transcend

transcribe
translator
translocate
whole-group conversation. You may wish to have students
write down the shared ideas to revisit at a later time. transcontinental transmigrate
transcultural transmigration
Divide and Conquer: Prefix trans- transect transmit

5. As you guide students through Divide and Conquer, use transfer

transfigure
transnational
transoceanic
questions like these to generate discussion about each of
the words: transfix transpire
transform transplant
• Where is the meaning of “across” or “change” in the word
transformer transportation
______?
transformation transpose
• Where might you see the word ______? transverse
transit
• Can you think of an example of ______?
To print a full list of words for
• Does ______ have more than one meaning? If so, how are students, see page 149.
those meanings the same? How are they different?

• How is the word ______ different from the word ______?

• Does the word have a suffix? (Students respond.) If yes,

what is it? What does it do? Can you think of other words
that have this suffix?

Making Connections: Scramble

6. Students may complete the activity alone or with partners.
To conclude, invite sharing. Ask students how each of
the unscrambled words contains the idea of “across”
or “change.”

© Shell Education #50864—Getting to the Roots of Content-Area Vocabulary 27

 Lesson 2 Prefix trans-

Name: ___________________________________________ Date: __________________

About the Root:

Prefix trans-

Activate
Directions: Think about the questions below. Discuss them with
a partner.
1. If trans- means “change,” what does transform mean?

2. If port- means “carry” and trans- means “across,” what happens

when things are transported?

Respond
Directions: Read the passage on page 29. Then answer the
question below.
3. Why do you think Lindbergh was called “Lucky Lindy”?

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

28 #50864—Getting to the Roots of Content-Area Vocabulary © Shell Education

Lesson 2 Prefix trans-

About the Root:

Prefix trans- (cont.)

Lucky Lindy
On May 21, 1927, an American named Charles A. Lindbergh
completed the first solo nonstop transatlantic flight in history. He flew
1
all the way across the Atlantic Ocean. The 3,610-mile trip took 33 2
hours. It started on Long Island in New York and ended in Paris,
France. His airplane had only one seat and only one engine! He
called the plane the “Spirit of St. Louis.”

Before this feat, Lindbergh

wasn’t famous at all. He delivered
mail by airplane. When he landed
in Paris, though, news of his
accomplishment was transmitted
throughout the world. He instantly
became a world hero. He received
the United States Medal of Honor
and also honors from many other
countries. Lindbergh also became
wealthier. He earned a $25,000 prize
for being the first person to make a
transatlantic flight from the United
States to Europe. People called him
“Lucky Lindy.”

© Shell Education #50864—Getting to the Roots of Content-Area Vocabulary 29

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