Roots Vocabulary Strategies
Mini-Workshop
Mary Barrett
Mayo High School
1420 SE 11th Ave.
Rochester, MN 55904
mabarrett@rochester.k12.mn.us
Mary Barrett
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3 Key Characteristics of Good Vocabulary Instruction
1. Integration
Vocabulary instruction is part of your everyday lesson, not an add-on
that separates the vocabulary from the text.
2. Repetition
Students need to have multiple encounters with a word before it enters
their speaking, listening, and writing vocabulary. Students need to see
the words in varied contexts.
3. Meaningful Use
Multiple and meaningful exposures to words might occur when the
teacher
 describes words;
 supports words with visuals;
 connects words to students’ lives;
 extends words with anecdotes;
 makes associations;
 gives definitions;
 compares and contrasts;
 questions;
 charts characteristics;
 rephrases sentences;
 analyzes word structure;
 provides tactile examples; and/or
 gives examples of correct and incorrect usage.
DO NOT simply give students word lists and tell them to look up words in the
dictionary. Definitions may not have enough information, may not make sense if
applied literally, or may be inappropriate for idiomatic usage.
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Vocabulary is about
learning new words
by studying
by studying
Context Clues
Word Parts
such as
such as
Prefixes
such as
--come at beginning of word
--change meaning of word
--are used with word or roots
--can appear in multiples
Roots
such as
--carry main word meaning
--can appear in multiples
--combine with prefix/suffix
Suffixes
1. Compare/Contrast
2. Direct Explanation
3. Experience
4. Explanation Through Example
5. Familiar Expression
6. Inference
7. Mood/Tone
8. Summary
9. Synonym or Restatement
10. Words in a Series
--come at end of word
--change part of speech
--can appear in multiples
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Using Prefixes, Roots, and Suffixes
Description: Can you figure out what this word means?
pneumoultramicroscopicsilicovolcanoconiosis
If you use your knowledge of prefixes and suffixes, you could
break it down into the following parts:
pneumo (air, wind)
ultra (beyond the normal)
micro (small)
scopic (to see)
silico (hard stone)
volcano (fire)
coni (dust)
osis (disease)
You read Latin from right to left, so literally this word means
the dust from burning a hard stone and that is too small to see in
the air.
This is the longest word in the dictionary, and it is a term for
black lung disease. (Miners breathed in a very fine coal dust
that coated their lungs and made it difficult for the miners to
breathe. Many coal miners died of black lung disease.)
Not only could you figure out this word if you had some
knowledge of Greek and Latin prefixes, roots, and suffixes, you
could also pronounce it! A college dictionary will give you the
etymology of the word, including its roots and their meanings.
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Why 99% Accuracy?
The man leaned against the current as he waded, waist-deep, upstream. His
hands steadied either end of the FURNWUNCH balanced across his shoulders.
He had moved about 90 yards from the DNUP where he had entered the stream. A
few yards ahead, a part of the wooded bank had been replaced by an ACNRID
FRUD. He came abreast of it, and with effort, pressed the FURNWUNCH up and
over his head, and then set it on top of the FRUD. He placed his hands on his hips,
pulled his elbows back, and arched his back in an attempt to stretch out muscles
that were knotted from long exertion.
He relaxed somewhat and began a visual inspection of the FRUD. He
moved closer to it and reached under the water to explore its surface. Moving
slowly, he started the search from the downstream end. At about the RONDTIP
he stopped and probed one area intently. Satisfied that he had located a
GRUNDLE, he continued to the upstream end. There was only one GRUNDLE
to contend with. He retrieved the FURNWUNCH and cradled the heavy
implement as he made his way back to the RONDTIP. He gingerly lowered the
FURNWUNCH, holding it perpendicular to the FRUD. When it reached the
GRUNDLE, he slid it in its full length. He held it in place with one hand and
turned the expansion lock handle until the instrument was seated tightly in place.
His mission accomplished, he was clearly relieved. He waded easily downstream
to the DNUP.
From: Harris, C. H. Curriculum Based Assessment: A Primer
297 Words/ 6.4 GE Flesch-Kincaid
Why 99% accuracy? This passage has 16 occurrences of six unknown words, or
93% known words, making it impossible to comprehend. Pre-teach vocabulary
words that are essential to comprehension before students read!
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Roots and Spelling
Words that are formed around roots are generally very predictable for spelling.
Why? Because you only need to place the word parts next to each other in order to
spell the world. As a rule, you don’t add any letters or leave any letters out.
Here is an example:
dis- – prefix meaning apart
simil – root meaning same, alike
-ar – adjective suffix
dis + simil + ar = dissimilar
Here is another example:
fin - root meaning end
-al – adjective suffix
-ly – adverb suffix
fin + al + ly = finally
Here is a third example:
re- - prefix meaning back, again
com- - prefix meaning with, together
mend – root meaning mind/remember
-ation – noun suffix
re + com + mend + ation = recommendation
Here is an example of a prefix combining with a word:
mis- - prefix meaning incorrect, bad
spell – word
mis + spell = misspell
If we are using a root as a word, we do have to make it conform to our phonics
system for pronunciation, usually by adding an “e” at the end.
scribe
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ROOTS AND CONTEXT
Target Word in Context:
My friend has become such an EGOMANIAC since he
won the contest that I have trouble getting along with him.
Word part(s) I recognize:
Meaning(s) of word part(s):
ego
I, self
mania
crazy for, mad for
Other words I know with the word part(s):
maniac, egotist
Definition by analysis:
EGOMANIAC must mean someone who is crazy about himself, self-centered
Now you try:
Target Word in Context:
Word part(s) I recognize:
Meaning(s) of word part(s):
Other words I know with the word part(s):
Definition by analysis:
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ETYMOLOGY
When you study the etymology of a word, you are studying its history. Collegiate dictionaries
often have the etymology of the word at the end of an entry. When you look at the etymology,
you can see which roots originally made up the word as well as what each of the roots mean.
You will also see which language first coined the word – L would mean Latin; G would mean
Greek, OE would mean Old English, etc. Some dictionaries (such as the Oxford English
Dictionary (OED) give a quote, source, and author showing the first time a new word was known
to be used in print.
Here is a sample dictionary entry:
Phonetic
pronunciation
Definition
differs by
subject area
Part of Speech
re-duce (rĭ-dōōs′, -dyōōs’) v. –duced, -ducing, duces. – tr. 1. To lessen in extent, amount,
number, degree, price, or other quality; diminish.
2. To gain control of, conquer. 3. To put in order
or arrange systematically. 4. To separate into
orderly components by analysis. 5. To bring to a
certain state or condition
6. To powder or
pulverize. 7. To tint (paint) with a solvent
8. Chemistry a. To decrease the valence of (an
atom) by adding electrons. b. To deoxidize. c. To
add hydrogen to. d. To change to a metallic state
by removing nonmetallic constituents; to smelt.
9. Mathematics. To change the form of (an
expression) without changing the value. 10.
Photography. To remove some of the silver from
(an emulsion) forming a photographic image. 11.
Surgery. To restore (a fractured or displaced body
part) to a normal condition. –intr. 1. To become
diminished. 2. To lose weight, as by dieting. –
(See Synonyms at decrease. [Middle English
reducen, bring back, from Latin redicere: reback, again + ducere, to lead (see deuk- in
Appendix*).] -re duc’er n. –re duc’i’bil’ i’t y n.
-re duc’ i ble adj. – re duc’ i bly adv.
*Transitive:
We will reduce the amount of toxic waste produced by the
Silver Lake power plant.
-tr. means reduce
is a transitive verb.
It needs a direct
object.
-intr. When reduce
is intransitive, it
does not need a
direct object.
Etymology: History
of the Word
reduce began as a
Latin word and
moved through
Middle English to
enter the English
language today
**Intransitive:
Hatred and discrimination reduce all humanity.
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Making New Words
As you have learned, different combinations of prefixes, roots or words, and
suffixes can create different words. When you can make several words based on
one root, you can recognize WORD FAMILIES. Remember that the prefix will
change the meaning of a word.
Common Prefixes:
subunder
in- ; imin, into, not
counteragainst, opposite
interbetween
infraagainst
circumaround
postafter
ad, acto, toward, near
obpro-redeexconpre-
against
for, before, forward
back, again
away, down
out, away, from
with, together
before
Some prefixes change to match the consonant that follows. Here are some
examples:
ad- (to, toward, near) can become:
addict
accent
affirm
assent
aggravate
sub- (under, beneath) can become:
suffrage
succulent
suggest
support
surrender
con- (with, together) can become:
comment
connect
correlation
collect
Here is a practice just using prefixes.
How many prefixes can you add to the root DICT to make new words?
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Prefix Pail
Look at the root in the center of the page. Try to think of as many words as you can that would use that root. Now
see how many of those words contain prefixes! Put your list of prefixes in the pail on the left; write the words
using prefixes in the pail on the left.
Write the
words
containing
prefixes here
Write your
prefixes in
this pail
WORDS
PREFIXES
adinreprosub-
Roots Vocabulary Strategies
Mary Barrett
ROOT
VOC
VOK
advocate
invoke
revoke
subvocalize
provoke
provocative
10
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Prefix Pail
Look at the root in the center of the page. Try to think of as many words as you can that would use that root. Now
see how many of those words contain prefixes! Put your list of prefixes in the pail on the left; write the words
using prefixes in the pail on the left.
PREFIXES
inrepropresubde-
Roots Vocabulary Strategies
Mary Barrett
WORDS
ROOT
SCRIPT
SCRIP
SCRIB
inscription
subscribe
prescription
inscribe
proscribe
describe
description
resubscribe
11
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Prefix Pail
Look at the root in the center of the page. Try to think of as many words as you can that would use that root. Now
see how many of those words contain prefixes! Put your list of prefixes in the pail on the left; write the words
using prefixes in the pail on the left.
PREFIXES
Roots Vocabulary Strategies
Mary Barrett
WORDS
12
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Word Families
A single root can be the foundation of multiple words. Words are constructed in
different ways:
1. Sometimes a word is made up of multiple roots
BIO (LIFE) + LOGY (STUDY OF, SCIENCE) = BIOLOGY
FAC (MAKE) + SIMIL (SAME) = FACSIMILE
Write your own example here:
2. Some words consist of a root that is preceded by a prefix and followed by a
suffix.
SUB (UNDER) + SCRIP (TO WRITE) + ION (Noun) = SUBSCRIPTION
PRE (BEFORE) + SUMP (TAKE, USE) +TION (Noun) = PRESUMPTION
Write your own example here:
3. Sometimes roots are combined with words.
ARCH (CHIEF) + ENEMY = CHIEF ENEMY
Write your own example here:
4. Occasionally a root can stand as a word all on its own.
SCRIBE = Writer
Write your own example here:
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pre- before
Word Families: SCRIB, SCRIP, SCRIPT
prescription
prescribe
inscribe
inscription
scribble
description
scrib, scrip, script
to write
scribe
describe
subscription
deaway, down
scrip
subscript
superover, above
Roots Vocabulary Strategies
Mary Barrett
script
superscript
subscribe
subunder, beneath
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oliga few
Word Famlies: ARCH, ARCHE, ARCHAE
mon = one
Monarchy
Oligarchy
Archetype
Archrival
Anarchy
Archenemy
Patriarchy
patri =
father
matri =
mother
arch, archae, arche
first, chief, ruler,
ancient, primitive
Archive
Architect
Matriarchy
Archangel
Archeologist
Archaic
Archdeacon
olog + ist =
study of + person who
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Scavenger Hunt: Word Families for Content Areas
TEAM NAME:
Date:
Hour:
Members:
The Challenge: Find as many words as you can that use the following root.
Identify in which content area you are most likely to encounter the word. Then
give the word’s meaning. Your team has 1 day to try and find the most words
using:
DICT
Word
Content Area
Word Meaning
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
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Flashcard Review Game
1.
Divide one set of flash cards into two equal stacks. Each player takes one
stack.
2.
Player A deals out 12 (or 4 or 8 if fewer roots cards are involved) with either
the roots face up or meanings face up, but with all flash cards showing the
same side.
3.
Player B then says what is on the face-down side of the card. For example,
if "aqua" is showing, Player B will say "water." If "life" is showing, Player
B will say "bio."
If Player B correctly identifies the flip side of the card, he adds the card to
his points pile. Player B continues naming the flip side of each card until he
cannot go on or until all cards have been collected.
If Player B leaves any cards unidentified, Player A can then name what is on
the flip side of the card. If Player A correctly names the flip side, he can add
the card to his points pile. If neither player can claim the card, the card
remains in place until the end of one round.
4.
Play then moves to Player A as described in step 3.
5.
If cards remain face down at the end of one round (each player has had a
chance to add to his points pile), then the remaining cards will be turned
over, studied, divided evenly, and returned to the bottom of the player's
stacks.
6.
Play rotates until all cards have been claimed. When all the flashcards have
been dealt and claimed, each player will tally his points pile and record a
score with the teacher.
7.
If time remains, players will then find new partners and repeat the game.
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Roots Review
NAME:
DATE:
HOUR:
In each of the following sections, you will use the root labeling the section to create a word for each blank in each
sentence. Sometimes the word will begin with the root; sometimes you will need to add a prefix or another root. In
order to receive credit, your word will need to be spelled correctly and be a real word. No word may be used more
than one time.
AMBULO
1.
The policeman called for a(n)
accident.
as soon as he arrived at the scene of the
2.
The nanny put the baby in the
and took the baby to the park.
3.
The authors of the Declaration of Independence wrote a(n)
body of their document.
4.
The doctor told the patient he could go home as soon as he was
longer needed the walker.
5.
On a sunny day, it is better to
to introduce the
and no
than to power-walk.
ANNUS, ANNI, ENNI
6.
Most people have contributed to a(n)
retire.
so they have an income after they
7.
America celebrated its
in 1976.
8.
I like to plant
9.
The Third Reich under Hitler was supposed to last a(n)
10.
Have you made an appointment for you
because they come up year after year.
.
physical?
ARCHAE, ARCHE
11.
We plan to use the Greek column as the
for our column.
12.
Indiana Jones' character did a lot to glamorize
.
13.
The bishop of Winona received an appointment to
.
14.
To do primary source research, you will need materials from the
15.
Queen Elizabeth has been the
in England since 1952.
ASTRO, AST, ASTR
16.
Some scientists believe that a(n)
that resulted in the deaths of the dinosaurs.
17.
crashing into Earth caused climate changes
literally means "naming the stars."
18.
You will sometimes see a(n)
you to a footnote.
19.
Following the
leery about the coming winter.
Roots Vocabulary Strategies
Mary Barrett
in the text rather than a number referring
of the flood, the people of North Dakota were understandably
18
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Roots Quizes
Name:
Date:
Hour:
Write a real English word, spelled correctly, that uses the two roots whose meanings are given.
The roots are given in the order that they appear in the word. You may need to add prefixes or
suffixes.
2 Roots Meanings
Derivation Using Both Roots
EX: water + origin
hydrogen
EX: eight + origin
octogenarian
1. color + measure
2. many + colors
3. earth + heat
4. heat + measure
5. thick + skin
6. origin + study
7. write + study of
8. sound + study
9. eye + measure
10. disease + study of
11. many + governments
12. good + race
13. self + government
14. time + measure
15. water + study of
16. mind + disease
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WORD WALLS – Prefixes, Roots, Suffixes
J. Green
The most important thing about a word wall seems to be to keep the walls
accessible and organized!
1. Cut out headings for your columns (prefixes, roots, suffixes). You can also
create word walls by using themes or concepts. For example, you might
label one science, one math, one social studies, etc.
2. Separate columns with narrow strips of construction paper on which students
can write words.
3. Put new vocabulary on the wall (initially by the teacher, ultimately by the
students) as students hear words in their other content classes that contain
the prefixes, roots, ad suffixes they are studying.
4. When the wall gets too full, move the older words into a word jar.
Encourage student use of the word wall.
o Require word use in student writing.
o Give extra credit for student use of words in writing.
o Play a game with a koosh ball in which the person throwing the ball
has to ask a question about words or word parts. The person catching
the ball has to answer the question and then generate the next question
or task as s/he throws the Nerf ball.
o Have “Word Bees” with meanings or words that contain the roots and
affixes..
Roots I found in Other Classes
Science
 biology
 pathology
 gene therapy
 thermometer
 optical
 epidermis
Roots Vocabulary Strategies
Mary Barrett
Math




metric
graph
polygon
hypothesis
Social Studies
 geography
 hydrology
 thermal energy
 epicenter
 telegram
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WORD JARS
Allen and Gonzalez 1998
The purpose here is to get students to pay attention to words that they have read,
seen, or heard.
1. On slips of paper, students write down a word and indicate where they
read/saw/heard the word.
2. The slips of paper go into a large jar (such as a pickle jar from the cafeteria.
3. Each day, the teacher pulls a word or two from the word jar and reviews
with the koosh ball.
4. The class discusses the meaning of the word and how it was used.
Variation:
 Create several word jars that represent categories from a novel or
poem, historical era, math concept, etc.
 Have one jar for prefixes, one for roots, one for suffxes
 Collect words in each category.
 Put the words into categories on the Word Wall when it is time to
discuss them.
 Have students use the words in writing about the topic.
LA Ex: Words that describe a character
Words that expressed a character’s emotions
Words that describe the setting
Words that evoke sensory images
Words that represent themes in the novel or poem
Roots Vocabulary Strategies
Mary Barrett
Soc. St. Ex: Words related to war
Words related to peace
Words related to battles
Words related to soldiers
Words related to weapons
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Roots Bingo
The web sites listed below will allow you to create games and worksheets using
the prefixes and roots you are studying. With the bingo cards, you can tell the
program to shuffle, and it will re-order the roots. To promote fluency and
flexibility of thinking, sometimes you will want to put roots or prefixes on a card
and then call out the meanings during the bingo game. At other times, you will
want to put the meanings on the bingo cards and call out the roots or prefixes.
These sites are free (unless you want to save your work; then you have to pay a
fee) and easily accessible on the web.
An alternative to using the web is to give the students a blank 5 X 5 card and have
them select the prefixes and roots they want to include from the lessons you have
already studied. You can direct them to write in the root or the meaning. This
would create a truly randomized bingo game.
http://www.teach-nology.com/
http://teachers.teach-nology.com/web_tools/materials/bingo/
http://teachers.teach-nology.com/web_tools/work_sheets/
http://www.teach-nology.com/teachers/lesson_plans/language_arts/vocab/
Sample bingo card:
B
I
N
G
O
chrono
gen
mono
poly
scop
derm
meso
pachy
geo
meter
therm
bio
opt
phon
hypo
graph
therm
FREE SPOT
path
hydro
centr
poly
-ology
nom
cosm
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Vocabulary Extensions Menu
**Keep this in your English folder for the entire school year!**
From Tammy Mammel, Willow Creek Middle School – Rochester, MN.
Vocabulary Calendar
Use a sheet of white
construction paper folded in
half to design a calendar for
this month. Choose any ten
vocabulary words and use
them in creating ten special
days to celebrate during the
month. On the calendar cover,
draw a thematic picture that
represents the month.
Vocabulary Word
Scrapbook
Use old newspapers and
magazines to make a
scrapbook for at least ten of
your vocabulary words. Find
a picture that illustrates or
defines each word, and paste it
on one page of the scrapbook.
Write the word one or more
times on the page. Make a
scrapbook and include your
name as the author.
Creative Writing Story
Write a story and include at
least ten of your vocabulary
words in it. Highlight each
vocabulary word when you
finish. Read the story to the
class, asking the students to
write each vocabulary word as
they hear it.
Student
Choice
Use your own idea that
demonstrates your
understanding of at least ten
vocabulary words.
Vocabulary Word TV Ad
Use at lest ten of your
vocabulary words to write a
television commercial for a
product that will help students
to remember the meanings
and/or spellings of these
words. Perform the
commercial for the class.
Vocabulary Song
Make up a song that includes
at least ten of your vocabulary
words. Share the song with
the class.
**You must get approval from
your teacher before you begin
this project!**
Vocabulary Word
Classification
Group at least ten of your
vocabulary words using your
own classification system.
(You may NOT simply group
by root words!) Include a
minimum of three words in
each group. Write a sentence
under each group explaining
what those words have in
common.
Concentration Game
Using at least ten vocabulary
words, create a concentration
card game. Write each word
on an index card. Then make
a separate matching card for
each with a picture clue,
definition, or an idea clue on
it. Prepare to share the game
with your classmates.
Vocabulary Crossword
Design a crossword puzzle
that uses at least ten of your
vocabulary words. For
crossword clues, use a fill-inthe-blank method rather than
simply writing the definitions
as clues. This will require
your classmates to use the
words in context to solve
puzzles.
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Vocabulary Frames
Vocabulary frames are useful tools for learning content-vocabulary that is roots-based.
PRE DICT ION
speak
(Noun)
Front
Word’s
opposite is
crossed out
Word’s
meaning
Look backwards
Look forward,
foretelling
Dictator Napoleon looked
ahead by gazing into a
crystal ball.
Use the word’s
meaning in the
sentence
Roots Vocabulary Strategies
Mary Barrett
Back
Illustration
of word’s
meaning
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RE PUGN ANT
fight
(Adjective)
Front
loveable
offensive, distasteful,
repulsive
YUK! Not
spinach again!
The thought of eating another
meal of spinach was both offensive and repulsive!
Back
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OUR GREEK AND LATIN ROOTS
LECTURE NOTES
LATIN
Latin Lang families
Romance Languages
Number One
--Latin
unus
--Italian
uno
--Spanish
uno
--France
un
--Portuguese
um
--Romanian
un
Numbers -10 almost identical
Rome invades Britain
originally spoken by Romans
--developed from Latin of the Holy Roman Empire
--Julius Caesar invaded Britain in 55 B.C.E. and 54 B.C.E.
EX: Caesar = Kaiser = Czar
--Romans introduced towns, laws, roads
--Romans stayed in Britain until the 5th century C.E.
--Latin was the language of the Christian church and Latin spread as
Christianity spread
Anglo Saxon
--words in our language today from the Old English (Anglo-Saxon) are often
kinship terms (modor = mother) or words for basic functions and
emotions (drincan = drink; saed = sad)
--Saxons, Jutes, and Angles invaded in 5th-6th century C.E.
--Anglo-Saxon languagebecame leading everyday language of Britain
Latin
--Latin was the language of religion, diplomacy, business, trade
Norman Invasion
--Normans invaded Britain in 1066 (C.E.)
--French became language of court, government, schools, nobility
--Latin was the language of international communications
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Mary Barrett
26
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Greek and Latin Roots Lecture
Latin influences
2
--10,000 Latinate words
--75% of these words are still in use
Renaissance
--during the Renaissance (1500-1650 C.E.) new flood of Roman words
entered the language as Roman civilization was rediscovered
--Latin language of the educated
--Latin international language
dictionary
--1755 Samuel Johnson pub. English Dictionary
--standardized spelling
--standardized meanings
Structure of Words
prefix
PREFIX
--come at the beginning of the word or before the root
--change the meaning of the entire word
--have variant spellings because of pronunciation
ex. a-, ac-, ad-, af-, ag-, an-, ar-, as-, at- meaning " to or toward"
--may exist in multiples (un inter rupted) in a word
--may affect the spelling of the word
root
ROOTS
--carries the primary meaning of the word
--may appear in multiples (metro nome, manu script))
--may change slightly in mng today from orig. mng
--may have variant spellings
--are affected by prefixes and suffixes
suffix
SUFFIXES
--come at the end of the word
--do not change the word mng
--determine the POS of the word
--may appear in multiples (re spect ful ly)
--may affect the spelling of a word
Roots Vocabulary Strategies
Mary Barrett
27
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Greek and Latin Roots Lecture
GREEK
3
--as late as 700 B.C.E., the Greeks did not have a written lang.
--poets like Homer had to keep poetry in their heads
--Phoenician alphabet adapted by Greeks
--influence on English entirely through books, not speaking
--300-600 B. C. E. books of history, poetry, plays, philosophy, geometry,
and studies of nature
--major influence beg. 200 C. E. with dev't of parchment books
knowledge
--Grks first div knowledge in dif categories
--Eng wds are derived from special skill or study
ex: history, arithmetic, mathematics, physics, music, drama
Sample Greek wds
--telephone, telegram, telegraph, telescope, telepathy, telephoto
arts
--theatre, architecture
Med terms
--diagnosis, hypodermic, epidemic
abbrev
--i.e.
id est = 'that is'
--e.g.
exemplis gratia = 'for example'
--etc
et cetera = ' and others'
--a.m.
ante meridian = before noon
--p.m.
post meridiem = after noon
--P.S.
post scriptum = 'written later'
--v.
versus = 'against'
Roots Vocabulary Strategies
Mary Barrett
28
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Open Notes Quiz
Our Latin and Greek Roots Lecture
1.
2.
were the early inhabitants of the British Isles.
The power which dominated the region with its language and culture from 43 (C.E.) to 400
(C.E.) was
3.
.
Later, Germanic tribes including the
and the
brought their additions to the language.
4.
With the invasion of William the conqueror in 1066,
was added to the
language of politics and the courts.
5.
With the coming of the Renaissance and the printing press, Latin became the language of
and
6.
.
Eighteenth century advances in science and technology led to many
in Latin.
7.
Greek words in the language relate primarily to the
in
knowledge.
Roots Vocabulary Strategies
Mary Barrett
29
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Word Games in the Classroom1
Thanks to Jane McAndrews for this list!
Balderdash
Produced by Gameworks Creations, Inc. through Western Publishing Company, Inc., Racine, WI 53404.
distributed by Games Gang Ltd., New York, NY 10010
Played like the parlor game dictionary. Players create phony but believable definitions for given words
and earn points for selecting the correct definition or if their “bluff” definition is selected. Great for
assessing suffix, prefix, and root word knowledge.
A roots variation on this would be to have students combine prefix(es), root(s), and suffix(es) and create a
“word.” Classmates would have to decide whether the “word” was real.
Bingo
Bingo is one of the most popular of all games. It can be used on a regular basis to reinforce both sightword identification and phonic analysis. Bingo can also be used to reinforce the specialized vocabulary
contained in the various content fields. It is a very relaxing, "fun" activity for students and gives them a
change of pace.
Bingo Card Maker – You can insert words, roots, definitions – whatever – and then shuffle them to create
random patterns. Unless you are a member, you cannot save, but you can print out the bingo cards you’ve
created. http://teachers.teach-nology.com/web_tools/materials/bingo/
Boggle
Produced by Parker Brothers, P.O. Box 1012, Beverly, MA 01915
The “three-minute word game” in which players decipher words from a sixteen-letter cube tray, spelling
any word diagonally, horizontally, vertically, or snakily formed in the tray. If the letters are connected,
they will spell a word—longer words are rewarded with more points. This game has the advantage of
being quick and allowing everyone to play at once.
Rather than words, you could have the students draw prefixes, roots, and suffixes flashcards from the pile
and try to create as many words as possible.
KOOSH Ball Game
(Miller, Wilma H. (1997), Ready-Use Activities & Materials for Improving Content Reading Skills)
Throwing and catching a koosh ball for lots of different purposes is a popular classroom game. Teachers
might use it on a regular basis with their students to reinforce the specialized vocabulary contained in the
various content fields or words from stories they have read in class. It is a quick, fun activity for students
which can be played during short down-times before, during, and after break or when students are waiting
to be called to lunch or to an assembly. It's another way to reinforce vocabulary.
Here are the steps in playing:
1. Have each student think about the prefixes, roots, and suffixes you have been working with.
It helps to have a list of the words on the board or on a chart so that students can see them.
2. The first student says a word from the list, then tosses the koosh ball to another student who
gives a definition or uses the word in a sentence. The answering student then tosses to the
1
Allen, Janet, Words, Words, Words: Teaching Vocabulary in Grades 4-12, Stenhouse Publishers, 1999, pp. 117120.
Roots Vocabulary Strategies
Mary Barrett
30
These materials may be duplicated for nonprofit ,educational use.
next student who calls out another word and tosses it to a different student who supplies the
definition or uses it in a sentence.
3. Have a student monitor check the definitions from 3" x 5" cards to check answers. This step
not only keeps students honest but also serves as review.
Ideas for using:
 Prefix or Suffix meaning: Have students play the same game using common prefixes and suffixes
you would like students to learn. Instead of a sentence, students can use the root in a word, or they
could give the definition of the word part.

Spelling: Have students use spelling words. One calls the word and another spells it.
Outburst
Produced by Parker Brothers, a division of Tonka Corporation, Beverly, MA 01915, under license from
Hersch and Company.
Players are given a topic, such as “commands you give your dog” and then have sixty seconds to identify
the ten listed on the playing card. This “game of verbal explosions” is played in teams.
Password
Produced by Milton Bradley Company, Springfield, MA 01101.
Played like the old TV game show, players give one-word clues to guide their partners to the target word
Pictionary
Produced by Western Publishing Company, Inc., Racine, WI 53404, distributed by the Games Gang, Ltd.,
New York, NY 10010.
Pictionary is literally charades on paper. Players identify unknown words through sketches. A one-minute
time limit and a race around the board make for great word play through tactile translations, the “game of
quick draw.”
Probe
Produced by Parker Brothers, a division of General Mills Fun Group, Inc.
Played much like hangman, players choose a word, record it on a word tray, and expose letters as they are
guessed, ultimately attempting to guess the word. Great for phun with fonemic awareness.
Scattergories
Produced by Milton Bradley Company, Springfield, MA 01101, a division of Hasbro, Inc.
This “fast-thinking categories game” combines the critical thinking strategy of categorization with word
knowledge and beginning sounds. Players list words beginning with a specific letter in a given category.
Points are earned only for those words no one else lists.
Scrabble
Manufactured by Selchow and Righter Company, Bay Shore, NY 11706.
If you don’t know this one, ask your grandma. It’s been on the market since 1948 and continues to make
word play popular and fun. You could double the point value of any word that contains a prefix, root, or
suffix.
Roots Vocabulary Strategies
Mary Barrett
31
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