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 Sample Pages from Getting to the Roots of Content-­‐Area Vocabulary, Level 4 The following sample pages are included in this download: • Table of Contents • Introduction excerpt • Lesson plan For correlations to Common Core and State Standards, please visit http://www.teachercreatedmaterials.com/correlations. 5301 Oceanus Drive • Huntington Beach, CA 92649-1030 • 714.489.2080 •
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4
Level
Deepen students’ knowledge of content-area vocabulary through word roots!
Level
Level
Levels
6–8
6–8
Levels
6–8
6–8
Timothy Rasinski, Ph.D.,
is a professor of literacy
education at Kent State
University. He has written
over 150 articles and has
authored, coauthored, or
edited over 15 books and
curriculum programs on
reading education.
Nancy Padak, Ed.D., is an
active researcher, author,
and consultant. She was a
Distinguished Professor in
the College and Graduate
School of Education, Health,
and Human Services at Kent
State University.
Rick M. Newton, Ph.D.,
holds a doctoral degree in
Greek and Latin from the
University of Michigan and
is now an emeritus professor
of Greek and Latin at Kent
State University. He holds
the Distinguished Teaching
Award from the Kent State
College of Arts and Science.
Evangeline Newton, Ph.D., is
a professor of literacy
education at the University of
Akron, where she served as the
first director of the Center for
Literacy. She teaches a variety
of literacy methods courses
and professional development
workshops.
www.shelleducation.com
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• Getting to the Roots of Content-Area Vocabulary
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6–8
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5
Levels
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6–8
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Level
3
4
Rasinski • Padak
Newton • Newton
Expand your students’ content-area vocabularies and improve their understanding with
Getting to the Roots of Content-Area Vocabulary. This standards-based resource helps
students comprehend informational text on grade-level topics in science, social studies,
and mathematics using the most common Greek and Latin roots. Each lesson provides
tips on how to introduce the selected roots and offers guided instruction to help
easily implement the activities. Students will be to able apply their knowledge of roots
associated with specific subject areas into their everyday vocabulary.
Level
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 Resource CD . . . . . . . . . . . . . . . . . . . . . . . . .173
4
#50864—Getting to the Roots of Content-Area Vocabulary
© Shell Education
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
academic vocabulary
their dictionaries or glossaries and then to memorize
derives from Latin or
definitions provides, at best, a short-term solution. In
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; PorterCollier 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:
A root at the beginning of a word. For example, in the word
retraction, the initial re- is a prefix, meaning “back,” “again.”
base
The core root, which provides a word with its basic
meaning. In the word retraction, the base is tract, which
means “pull,” “draw,” “drag.”
suffix
A root that ends a word. In the word retraction, the final
-ion is a suffix, meaning “act of,” “state of.”
What Do Prefixes and Suffixes Do?
The term affix,
used in the
Common Core State
Standards, refers to either
prefixes or suffixes. Affix
contains an assimilated
form of the prefix ad-,
which means “to,”
“toward,” or “add to.” And
the Latin base fix- means
“fasten” or “stick.” So an
affix is a part of a word
“added or fixed to” a
base word either in front
(prefix) or at the end
(suffix).
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.)
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,
follow linguistic patterns that
roots are multipliers—that
can help students with the
is, knowledge of one root
can help students determine
meaning, sound, and spelling
the meaning, pronunciation,
of English words.
and spelling of 10, 20, or
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
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
(McREL and
Common Core
State Standards) is
included in each
lesson.
The Materials listed
include the activity
pages for students.
Teaching Tips provide
essential information about
the root. Reading this
section before you teach
the lesson will provide you
with a foundation to ensure
student success.
Lesson 1
Studi es Roots
Unit I—So cial
Prefix interTeaching Tips
t”en,”
twe
“no
in-==“be
inter“among ”
rds
nda
Sta
analysis
nda rds
and struc tural
Sta
Use phonetic
and
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sis
analy
, syntactic
struc turalunkn
own words
techniques
etic and
phonconte
xt to decodeture, and
Uses ntic
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, syntactic struc
words
techn
de unknown
academic
xt to deco
ing of general
ntic contemean
sema
es in
Determine the
and phras
c words
general
in-specifi
ing of
or subject
and doma
mean
topic
the
3
s
s and
to a grade
Determine
relevant doma
in-specifi c word
a textemic
and
4
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grade topic
area es in a text relevant to a
phras
or subject area
or
s “between”
x inter- mean
• The Latin prefi
whole words
hes to many
“among.” It attac
or can easily
already know
e).
which students
ct, interchang
Internet, intera
(e.g.,
nize
whole
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are not
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It also attac hes
upt, interfere).
words (e.g., interr
te an ongoing
words indica
s. For example,
• Many inter“between” thing
ates
communication
system facilit
tate highway
the federal inters
states. Inter“between” the
or break
transportation
a separation
te
indica
upt a speaker
words can also
When we interr
s.
thing
words.
“between”
een” his or her
we break in “betw
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terials
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key ideas expre
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and venie
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(page
(pages 22–2
x interConquer: Prefi
• Divide and
(page 24)
Sort
ections: Word
• Making Conn
(page 25)
Guided Practice
Prefix interAbout the Root:
1.
The Guided Practice
portion of each lesson
includes suggestions for
implementing each of the
student activity pages.
es below on
the two phras
Write inter- and
inter- means
students that
the board. Tell
ask pairs of
“among.” Now
“between” or
phrases. How
about these
students to talk
ed in the
includ
ng”
or “amo
is “between”
the phrases?
meanings of
ays
• interstate highw
conflict
• intergroup
2.
3.
students to
of minutes, invite
After a couple
“between” or
ng. Stress the
share their thinki
ents.
cts of their comm
“among” aspe
About the
to complete the
Ask students
individually or
They can work
Root pages.
finished, invite
After they have
with partners.
n. Students can
rsatio
conve
whole -group
text passage,
talk about the
the root.
share answers,
words containing
or generate more
tion
© Shell Educa
20
#50864—Getting
to the Roots of
Content-Area
Vocabulary
Lesson 1
Prefix inter-
About the Root:
Prefix inter-
(cont.)
Interpol
The About the Root activities are
introductions and include short passages
using the root of focus. The purpose
of these passages is to show students
contextual use of the root in the content
areas. As students read to themselves
or listen to the teacher read aloud, they
identify the prefix or suffix words in
extended texts that center on a wide
range of interesting topics.
Interpol is theLesso
1
ional Criminal
intergovernmentaIntenrnat
Police Organiz
ation. It is an
cooperation. It l organization that support
s international
was e: blish
police
belong to it. Its Namesta
____ ed____
in 1923
____. Currently 190
headquarte____
cou
________
rs are in Fran________
ntrie
s __
____
____
ce.
Prefix inter-
Date: ________
_________
About the Root:
Interpol is diffe
officers cannot rent from most law enforcem
make arrests.
ent agencies.
Interpol has no
group works to
Interpol
prisons. Inste
help other law
ad, the
with each othe
enforcement
age
r. Interpol also
maintains a hug ncies communicate
member natio
ns
e database that
international disacan use to help
them
Acti
solv
vate e crimes. In case
sters, Interpol
s
assistance.
may also sen
d teams to prov of
ide
Directions: Thin
k about the que
partner.
stion below. Disc
uss it with a
Interpol’s work
focu1.
sesThe
on publicInte
crime. Its con
safe
ty, terro
rnet
stitution prohibitsword
abb,revia
and tion
orgafor
does Interpol invo is anrism
political, military,
nize
d r + netw
Inte
n” orlvem
or religious. “betwee
“among
ent ”inrela
ork. How
anytething
to the Internet
?
Prefix inter-
Res pond
Directions: Rea
d the passag
below.
e on page 23.
Then answer
the question
2. What do you
think of the rule
prohibiting Inte
anything polit
ical, military, or
rpol’s involvem
religious? Exp
ent in
lain your think
ing.
____________
____________
____________
____________
____________
_____
____________
____________
____________
______#5086
_____
___4—Ge
___tting
the Roots of Conte
___to___
_________
nt-Are
a Vocab
___
___ulary
_________
23 ___
________
____________
____________
____________
____________
____________
_____
____________
____________
____________
____________
_____
____________
____________
____________
_____
© Shell Educa
tion
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
The Divide and Conquer activities allow
students to pull words apart. They dissect
the parts of the words, understand the
meaning of these parts, and then gain
a greater understanding of the word as
a whole.
Prefix inter-
_
Lesson 1
______
____________
____________
____
Name: ________
________
Date: ________
Divide and Conquer:
X
medi- =
middle
rupt- = break
The Making Connections activities allow
students to use their knowledge of roots
to make connections to vocabulary and
offer students the opportunity to extend
their exploration of the root(s) through
activities such as word sorts, riddles,
representing the roots and related words
in drawings, and gamelike tasks. They
may need to distinguish when to use a
certain root or which way the root is used
in a word.
ns:
Wo rd So rt
5. international
Making Connectio
4. intermediate
____
__
____________
2. interfaith
1. interstate
3. interrupt
Prefix inter-
____________
____
Name: ________
X
X
X
the chart is
have a suffix,
Be sure to
word does not
rt below. If a
for each word.
plete the cha
e a definition
l makes it an
Directions: Com the roots together to mak t: The suffix in internationa paper using two
X.. Put
et of
n. Hin
she
nitio
e
defi
arat
r
marked with
sep
you
a
or among in
sentences on
write
n,
use between
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cribing word).
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Prefix inter-
Lesson 1
_________
Date: ________
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© Shell Educa
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interlude
interfere
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interact
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#50864—Getting
to the Roots of
(cont.)
Content-Area
Vocabulary
All of the student activity pages and
additional resources can be found on the
Digital Resource CD.
25
tion
© Shell Educa
For use
with either
Macintosh®
or Windows®
SEP 50948
Digital Resource CD—Level 4
This CD contains reproducible teacher resource materials
and student activity pages.
© 2014 Shell Education
© Shell Education
#50864—Getting to the Roots of Content-Area Vocabulary
13
Unit II—Science Roots
Lesson 2
Prefix teleTeaching Tips
• The Greek prefix tele- means “far” or “from afar.”
Students will recognize it from words such as
telephone and television. Tele- often attaches
to bases dealing with sight and sound (e.g.,
-scope = “view,” “watch”; -graph, -gram =
“write”; vis- = “see”; phon- = “voice,” “sound”).
tele- = “far,” “from afar”
Standards
Uses phonetic and structural analysis
techniques, syntactic structure, and
semantic context to decode unknown words
• Note: The television and telephone have
become such common devices around the
world that some tele- words refer directly to
either the telephone or television:
Determines the meaning of general
academic and domain-specifi c words and
phrases in a text relevant to a grade 4 topic
or subject area
Reviews the key ideas expressed and
explains their own ideas and understanding
in light of the discussion
Materials
• About the Root: Prefi x tele(pages 60–61)
• A telethon is a “televised marathon,” which
runs for many hours and raises money.
• A telemarketer contacts customers with
the telephone.
Guided Practice
About the Root: Prefix tele-
• Divide and Conquer: Prefi x tele(page 62)
1.
• Making Connections: New Endings
(page 63)
Write tele- on the board. Tell students that
this Greek prefix means “far” or “from afar.”
Ask pairs of students to figure out how these
words include the idea of “far” or “from
afar.” After a few minutes, invite whole-class
conversation.
• telescope
• telephone
• television
2.
58
#50864—Getting to the Roots of Content-Area Vocabulary
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.
© Shell Education
Unit II—Science Roots
Lesson 2
Prefix tele3.
(cont.)
After students have discussed the Activate activity, invite
whole-group conversation. You may wish to have students
write down the shared ideas to revisit at a later time.
Divide and Conquer: Prefix tele-
4.
As you guide students through Divide and Conquer, use
questions like these to generate discussion about each of
the words:
• Where is the meaning of “far” or “from afar” in the word
______?
• Where might you see the word ______?
• Can you think of an example of ______?
• Does ______ have more than one meaning? If so, how are
those meanings the same? How are they different?
Words with teletelecast
telenergy
telecommunication
telephone
telecommute
teleplay
teleconference
telerobotics
telegram
telescope
telegraph
telescopic
telegraphy
telethon
telemarketer
television
telemechanic
televise
telemeter
televised
To print a full list of words for
students, see page 152.
• How is the word ______ different from the word ______?
Making Connections: New Endings
5.
To conclude, you might ask students to work in groups
to share their sentences. They can also share their ideas
about what the words have to do with “far” or “from afar.”
© Shell Education
#50864—Getting to the Roots of Content-Area Vocabulary
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Lesson 2
Prefix tele-
Name: __________________________________________
Date: _________________
About the Root:
Prefix teleActivate
Directions: Think about the bases below. Work with a partner to
create a word that includes these bases with tele-. Discuss what
each word means.
1. vis- = “see”
2. -scope = “watch,” “look at”
3. phon- = “voice,” “sound”
Respond
Directions: Read the passage on page 61. Then answer the
question below.
4. How do you think telephones changed the way people lived in the
1880s and 1890s?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
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#50864—Getting to the Roots of Content-Area Vocabulary
© Shell Education
Lesson 2
Prefix tele-
About the Root:
Prefix tele-
(cont.)
Invention of the Telephone
Telephones and telegraphs are related. They are wire-based
electrical systems. In fact, when Alexander Graham Bell invented
the telephone in the 1870s, he was actually trying to improve on
the telegraph.
Telegraphs can send and receive only one sound (or note) at a
time. This is why the Morse code, a series of shorter and longer
sounds, was used to send telegrams. Bell hypothesized that several
sounds (or notes) could be sent along a line at the same time as
long as the sounds differed in pitch. He was right, of course, and his
tests led to the invention of the telephone.
At the same time that Bell
was experimenting, Elisha
Gray, another American
inventor, was also testing
ideas about telephones. In
fact, each man submitted
a patent application for a
telephone—on the same day.
Bell’s application came in a
few hours earlier than Gray’s.
This is why we associate the
invention of the telephone with
Alexander Graham Bell.
© Shell Education
#50864—Getting to the Roots of Content-Area Vocabulary
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Lesson 2
Prefix tele-
Name: __________________________________________
Date: _________________
Divide and Conquer:
Prefix teleDirections: Complete the chart below. Put the roots together to make a
definition for each word. Be sure to use far or from afar in your definition.
Then, write sentences on a separate sheet of paper using two words from
the chart.
Word
62
Prefix Means
Base Means
1. telescope
scop- = watch,
look at
2. telegram
gram- = write,
draw
3. telephone
phon- = sound
4. televise
vis- = see
5. telegraph
graph- = write,
draw
#50864—Getting to the Roots of Content-Area Vocabulary
Definition
© Shell Education
Lesson 2
Prefix tele-
Name: __________________________________________
Date: _________________
Making Connections:
New Endings
Directions: Work with a partner. Change the endings on the words below
to make new words. Make sure the new words contain tele- (e.g., telethon).
Then write a sentence that uses both words. (Example: We watched all 10
hours of the charity telethon on our new television.)
1. televise
new word: ________________
sentence: ____________________________________________________
______________________________________________________________
2. telecast
new word: ________________
sentence: ____________________________________________________
______________________________________________________________
3. telephone
new word: ________________
sentence: ____________________________________________________
______________________________________________________________
Tele- means “far.” Talk to a partner: What do the words in bold have to do with
“far”? Write your answers on a separate sheet of paper.
4. telephoto lens
5. telethon to raise money for a charity
6. telecommuting to a job
© Shell Education
#50864—Getting to the Roots of Content-Area Vocabulary
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