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3
Level
 3
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
All 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 978-1-4258-0863-1
© 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 #50863—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: Negative Prefix in-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Lesson 2: Prefix co-, con-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Lesson 3: Prefixes com- and col-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Lesson 4: Base port-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Lesson 5: Bases mov-, mot-, and mobil-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Unit I Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

© Shell Education #50863—Getting to the Roots of Content-Area Vocabulary 3

 Table of Contents
Unit II—Science Roots
Lesson 1: Prefixes e- and ex- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Lesson 2: Directional Prefix in- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
Lesson 3: Prefix sub-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64
Lesson 4: Prefixes semi- and hemi- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70
Lesson 5: Base vid-, vis- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76
Unit II Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
Unit III—Mathematics Roots
Lesson 1: Numerical Prefixes uni- and unit- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84
Lesson 2: Numerical Prefix bi- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90
Lesson 3: Numerical Prefix tri- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96
Lesson 4: Numerical Prefixes quadr- and quart- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .102
Lesson 5: Numerical Prefix cent- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108
Unit III Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114
Appendices
Appendix A: Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115
Appendix B: References Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .122
Appendix C: Additional Practice Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124
Appendix D: Additional Assessment Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . .130
Appendix E: Sample Content-Area Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147
Appendix F: Flashcards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .155
Appendix G: Contents of the Digital Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . .171

4 #50863—Getting to the Roots of Content-Area Vocabulary © Shell Education

50863_GRCAI_RootsContentAreaVocab_L3_B_INT.indd 4 8/2/22 7:28 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
be challenging. Asking students to look words up in Over 90 percent of all
their dictionaries or glossaries and then to memorize academic vocabulary
definitions provides, at best, a short-term solution. In
this book, we present a systematic and research-based
derives from Latin or
alternative to vocabulary learning: a roots approach. Greek roots.
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 over 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 #50863—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 #50863—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-
suffix means “fasten” or “stick.”
So an affix is a part of
A root that ends a word. In the word retraction, the final a word “added or fixed
-ion is a suffix, meaning “act of,“ “state of.” to” a 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 #50863—Getting to the Roots of Content-Area Vocabulary 7
 Management

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 #50863—Getting to the Roots of Content-Area Vocabulary © Shell Education

Management

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 #50863—Getting to the Roots of Content-Area Vocabulary 9

 Management

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
(Carlisle 2010). In addition, Latin and Greek word roots
roots are word multipliers— follow linguistic patterns that
that is, knowledge of one root can help students with the
can help students determine
the meaning, pronunciation, meaning, sound, and spelling
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 #50863—Getting to the Roots of Content-Area Vocabulary © Shell Education

Management

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 147–154) 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 #50863—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 and two bases for words that
appear in social studies. Unit II presents four prefixes and one base for words that appear
in science. Unit III presents five numerical prefixes for words 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 1—So cial
Studi es Roots
the root. Reading this
Negative Prefix
in-
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phras “into.”) In Unit which appears in such
in-,
subject area direc tional prefix

The Materials listed

area
or an area).
it (to live “in”
words as inhab

Materials
Guided Practice
The Guided Practice
Truth
Prefixntin-
tive venie
Root: An Incon
Nega

include the activity

• About the
)
xx–xx3) in-
(pages 22–2
Negative Prefix
• Divide and
Conquer: Nega
tive Prefix in-
About the Root: added

portion of each lesson

unit
pt of prefix (a
(page xx)
1.
24)
Review the conce nces its

pages for students.

Word Sort a word that influe
ections: Not to the front of negating
• Making Conn in that in- is a
meaning). Expla ges the
(page 25)
xx) “not.” It chan
prefix meaning thing negative.
word to some

includes suggestions for

meaning of the visible on the
s correct and
Write the word ings of these
out that the mean
board . Point tive with
can be chan ged into a nega
words
in- to each word.

implementing each of the

in-. Then add
whole -class
partners or in
2. Working with
discussion, ask
students to tell
what each
to explain
Then ask them
word means.

student activity pages.

meaning (e.g.,
prefix changes the
how the ct”). Adding in-
s “not” “corre
incorrect mean tive.
al word nega
makes the origin

tion
© Shell Educa
Vocabulary
Content-Area
to the Roots of
20 #50863—Getting

Lesson 1

Negative Prefix
in-
About the Roo
Negat ive Prefixt:
in- (cont.)

An Inconven ien
The About the Root activities are An InconvenLesso
ient nTrut
1
h is the name
t Truth
President Al Gor

introductions and include short passages

e of a 2006 mov
Gore teaches Namis the main person in the ie. Former Vice
peo e: ____________ movie. In the Negative Prefix
makes three big ple about climate____
chan____
ge ____
movie, Mr. in-
points: and ____
glob____
al warm
____ing.
____He
__ Date: ____
____________

using the root of focus. The purpose

ÿ Global warm _
ing is real. About the Root:
ÿ People caus
Negat ive Prefix
ÿ Global warm
e global warm
ing.
in-
of these passages is to show students
ing will lead to
terrible problems
.
Mr. Gore wan
ts people to takeActivate
warming. Som action to slow

contextual use of the root in the content

e peo or stop global
incorrect; he was ple doctio
Dire this.
ns:Othe rskthink that Mr.
Thin
that global warm justaplay
parting
ner.politics. Somabout the que Gore is
e people do stio ns belo
warming is inco
ing is real. The
y feel that the not believe w. Discuss them with
mplete. 1. The word rese

areas. As students read to themselves independence

2. Is obeying
independent arch about global
is the neg
mean in the Dec ative of dependent. What
laration of Inde
pendence?
does
the law voluntar

or listen to the teacher read aloud, they y or involunta

ry? Explain your
answer.

identify the prefix or suffix words in Res pond

extended texts that center on a wide

Directions: Rea
questions belo d the passage on page 23.
w. Then answer
the
3. What is inco
nvenient about

range of interesting topics. ____________

____________
Mr. Gore’s mes

____________
sage?

____________
____________ _____
____________
____________
____________ ____________
© Shell Educa
tion
____________ _____
#50863—Getting ____________
4. Do you think to the Roots of ____________
global warming
Content-Area
Vocabulary _____
is a political issu 23
e? Why or why
____________ not?
____________
____________
____________ ____________
____________ _____
____________
____________ ____________
____________ _____
____________
____________
_____
22 #50863—Getting
to the Roots of
Content-Area
Vocabulary
© Shell Educa
tion

12 #50863—Getting to the Roots of Content-Area Vocabulary © Shell Education

 How to Use This Book

How to Use This Book (cont.)

Negative Prefix
in-
The Divide and Conquer activities allow
Lesson 1

____ ____________
____________
______ Date: ________
________ _
students to pull words apart. They dissect
Name: ________
Divide and Conquer:
Negat ive Prefix
in- the parts of the words, understand the
ther to write a
plete the cha
rt below. Put
Directions: Comh word. Be sure to include
eac
the roots toge
not in your defi
nition. meaning of these parts, and then gain
defi nitio n for

Word
Prefix Means
Base Word
Means
Definition
a greater understanding of the word as
a whole.
1. incorrect

2. ineligible The Making Connections activities allow

3. incomplete
students to use their knowledge of roots
to make connections to vocabulary and
4. inequality
offer students the opportunity to extend
their exploration of the root(s) through
Lesson 1

5. incredible
Name: ________ Negative Prefix
________ in-
____________

activities such as word sorts, riddles,

____________
__ Date: ________
_________
about the wor
ds: Making Connectio
ns:
Directions: Talk
Not Wo rd So rt include the idea
of

kDire
6. Worthewithctio ns:ner.
a part Explain how the
Sometimes in-
mea
words above

“not.” in- words on the chart whe ns “not,” and sometimes

representing the roots and related words
partner. Did you re they belong. © it doeEducation
Share your ans sn’t. Put
in drawings, and gamelike tasks. They may
Shell
agree? If you
did not, talk it
a Vocabulary wers with a
tting to the Roots
of Content-Are out.
24 #50863—Ge

inactive
invitation
inform
inspect
Word Bank
inhabit
ineligible
need to distinguish when to use a certain
involuntary insist

root or which way the root is used in a

independent inconvenient
inexpensive
inhale

In- means “no

t”
In- does not
mean “not” word.

All of the student activity pages and

additional resources can be found in the
Digital Resources.

© Shell Educa
tion
#50863—Getting
to the Roots of
Content-Area
Vocabulary
25

© Shell Education #50863—Getting to the Roots of Content-Area Vocabulary 13

50863_GRCAI_RootsContentAreaVocab_L3_B_INT.indd 13 8/2/22 7:28 AM

 How to Use This Book

How to Use This Book (cont.)

Tips for Implementation

These tips will help you think about how to teach the lessons in this book.

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 introductory information.

w Talking about the roots is very important for student learning. This approach to
vocabulary development goes far beyond mere
memorization of specific words (which, according Note: We have
to research, does not work). Students need to learn
suggested
to think about how roots contribute to meanings.
discussion questions
Talking this through can help them develop this
and included answers
realization. So, encourage students to talk, Talk,
for all of the Divide and
TALK!!! You will notice that the teacher directions
Conquer activities. The
for every Divide and Conquer activity include
answers are for your use
a brief etymological explanation of all words in
only. They may help you
the Divide and Conquer list. These explanations
lead discussions and
will help you guide the in‑class discussion. These
conversations about how
conversations, which need only take a few minutes,
the roots contribute to
should focus on helping students think deeply
meaning.
about root meanings. For examples of etymological
breakdown of the words, see the Answer Key
(pages 115–121)
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 #50863—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 124–126) 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 suitable for assessment in Appendix D (pages 130–144)
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 #50863—Getting to the Roots of Content-Area Vocabulary 15

50863_GRCAI_RootsContentAreaVocab_L3_B_INT.indd 15 8/2/22 7:28 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 Resources (standards.pdf) support the
language objectives presented throughout the lessons.

16 #50863—Getting to the Roots of Content-Area Vocabulary © Shell Education

50863_GRCAI_RootsContentAreaVocab_L3_B_INT.indd 16 9/6/22 12:17 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 5.4—Uses a variety of context All Lessons

clues to decode unknown words

Common Core State Standard Page(s)

Literacy.RI.3.4—Determine the meaning of All Lessons

general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or
subject area

Literacy.RF.3.3.a—Identify and know the All Lessons

meaning of the most common prefixes and
derivational suffixes

Literacy.L.3.4.b—Determine the meaning of the All Lessons

new word formed when a known affix (or root) is
added to a known word

Literacy.L.3.4.c—Use a known root word as a All Lessons

clue to the meaning of an unknown word with
the same root

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 #50863—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 #50863—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 #50863—Getting to the Roots of Content-Area Vocabulary 19

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