Word Roots Beginning Learning Plan
Curriculum
Grade
Course
Description
Word Roots Beginning
Insert your child’s actual grade here – materials are intended for grades 3-4
In this course, the student will learn the meanings of prefixes, roots, and
suffixes commonly used in English. This will be a one-year course that
addresses at least one Common Core Standard.
Materials


Learning Goals
(Common
Core)
CCSS.ELA-Literacy.L.3.2.e
Use conventional spelling for high-frequency and other studied words and
for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
CCSS.ELA-Literacy.L.3.2.f
Use spelling patterns and generalizations (e.g., word families, positionbased spellings, syllable patterns, ending rules, meaningful word parts) in
writing words.
CCSS.ELA-Literacy.L.3.4.b
Determine the meaning of the new word formed when a known affix is
added to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless, heat/preheat).
CCSS.ELA-Literacy.L.3.4.c
Use a known root word as a clue to the meaning of an unknown word with
the same root (e.g., comp CCSS.ELA-Literacy.L.3.6
Acquire and use accurately grade-appropriate conversational, general
academic, and domain-specific words and phrases, including those that
signal spatial and temporal relationships (e.g., After dinner that night we
went looking for them).any, companion).
CCSS.ELA-Literacy.L.4.4.b
Use common, grade-appropriate Greek and Latin affixes and roots as clues
to the meaning of a word (e.g., telegraph, photograph, autograph).
Learning
Activities
This pacing chart is an approximation. Students may choose to spend more
time on a difficult topic, or life circumstances may prevent sticking to the
schedule. Consultants will not use adherence to the pacing chart as the
sole measure of monthly progress (see Methods of Evaluation below).
September Lessons 1-5
October
Lessons 6-10
November
Lessons 11, Reviews A, B, C
December
Lessons 12-14
January
Lessons 15-18
February
Reviews D, E, F, G
March
Lessons 19-21
Word Roots Beginning student workbook
Word Roots Beginning Flashcards (optional)
April
May
June
Method of
Evaluation
Lessons 22-24
Review H, I, J, K
General Review
The student will be expected to achieve 80% accuracy on each assignment or test
before moving on to the next. Concepts not mastered at this level will be
retaught until 80% mastery is achieved. Mastery may be evaluated by written
tests, oral questions and answers, or parent observation.
The student will keep a portfolio of weekly work samples and any written
assessments to present to consultant at progress meetings.
Every month progress will be determined by the HQ teacher of this course based
on the question: “Will the student master the majority of his performance
objectives by the end of the course?” The HQ teacher will take into consideration
ALL factors (including student life situation, effort, attitude, etc.) when making this
professional judgment.
Each month, the student will be expected to master approximately 10% of the
yearly goals for this class, with the majority of the goals being met by the end of
the year. The mastery of any one goal may be an on-going process and some goals
may overlap or be difficult to measure. Evaluation of progress toward the mastery
of the goals will be based on monthly completion (or progress toward completion)
of the learning activities that are designed to provide the means to achieving the
goals of the learning plan. With that said, monthly progress can still be marked
satisfactory based on the professional judgment of the teacher that the student
will complete the majority of the goals of the course.
Word Roots A1 – A2 Learning Plan
Curriculum
Grade
Course
Description
Word Roots A1-A2
Insert your child’s actual grade here – materials are intended for grades 512
In this course, the student will learn the meanings of Latin prefixes, roots,
and suffixes commonly used in English. This will be a one-year course that
addresses at least one Common Core Standard.
Materials




Learning Goals
(Common
Core)
CCSS.ELA-Literacy.L.5.2.e
Spell grade-appropriate words correctly, consulting references as needed.
CCSS.ELA-Literacy.L.5.4.b
Use common, grade-appropriate Greek and Latin affixes and roots as clues
to the meaning of a word (e.g., photograph, photosynthesis).
CCSS.ELA-Literacy.L.5.6
Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases, including those that signal contrast,
addition, and other logical relationships (e.g., however, although,
nevertheless, similarly, moreover, in addition).
This pacing chart is an approximation. Students may choose to spend more
time on a difficult topic, or life circumstances may prevent sticking to the
schedule. Consultants will not use adherence to the pacing chart as the
sole measure of monthly progress (see Methods of Evaluation below).
September Word Roots A1: Pretest and Warm-Up Activities, plus
Exercises 1-11
October
Word Roots A1: Exercises 12-30
November
Word Roots A1: Extension Worksheets pages 31-42
December
Word Roots A1: Independent Study pages 43-44
January
Word Roots A2: Pretest and Warm-Up Activities, plus
Exercises 1-8
February
Word Roots A2: Exercises 9-20
March
Word Roots A2: Exercises 20-30
April
Word Roots A2: Exercises 31-32, plus Extension Worksheets
pages 33-35
May
Word Roots A2: Extension Worksheets pages 36-44, plus
Independent Study pages 45-49
June
Review
Learning
Activities
Method of
Evaluation
Word Roots A1 student workbook
Word Roots A1 Flashcards (optional)
Word Roots A2 student workbook
Word Roots A2 Flashcards (optional)
The student will be expected to achieve 80% accuracy on each assignment or test
before moving on to the next. Concepts not mastered at this level will be
retaught until 80% mastery is achieved. Mastery may be evaluated by written
tests, oral questions and answers, or parent observation.
The student will keep a portfolio of weekly work samples and any written
assessments to present to consultant at progress meetings.
Every month progress will be determined by the HQ teacher of this course based
on the question: “Will the student master the majority of his performance
objectives by the end of the course?” The HQ teacher will take into consideration
ALL factors (including student life situation, effort, attitude, etc.) when making this
professional judgment.
Each month, the student will be expected to master approximately 10% of the
yearly goals for this class, with the majority of the goals being met by the end of
the year. The mastery of any one goal may be an on-going process and some goals
may overlap or be difficult to measure. Evaluation of progress toward the mastery
of the goals will be based on monthly completion (or progress toward completion)
of the learning activities that are designed to provide the means to achieving the
goals of the learning plan. With that said, monthly progress can still be marked
satisfactory based on the professional judgment of the teacher that the student
will complete the majority of the goals of the course.