Vocabulary
4
Unit
WordStudy
Greek and Latin Elements for Opposites
ante, post, bene, mal, hyper, hypo
Extend
21
Lesson Objectives
Day 1
Students will:
• Understand the meaning of Greek and Latin elements, ante
(“before”), post (“after”), bene (“good”), mal (“bad”),
hyper (“over, beyond”), and hypo (“under, below”)
• Identify Greek and Latin elements ante, post, bene, mal,
hyper, hypo in words
• Understand that identifying the Greek and Latin elements in
words can help to define words
• Read and write words with Greek and Latin elements
Element Element
ante-
3
3
before
post-
after
after
bene
bene
good
good
mal
mal
bad
bad
hyper-
hyper-
over, beyond
over, beyond
hypo-
hypo-
under, below
under, below
good
good
bad
3
3
3
3
3
bad
3
3
3
Category Cards (BLM
Category
2) Cards (BLM 2)
Word Cards (BLM 3)
Word Study & Vocabulary 4: Unit 21: Greek and Latin elements ante, post, bene, mal, hyper, hypo
3
Materials:
postscript
dismal
• BLM 2: Category Cards
hypercritical
• BLMs 3–4: Word Cards
• BLM 6: Take-Home Activity
• Teacher Category Cards—before, after, good, bad, over/
beyond, under/below
• Teacher Word Cards—same as BLM 3
3
3
3
3
3
4
beneficent
5
5
Word Cards (BLM 3)
5
4
Word Cards (BLM 4)
©2010 Benchmark Education Company, LLC
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
after
bad
before
before
over/beyond
over/beyondunder/below
under/below
postern
postern
5
5
postmortem
postmortem
5
5
Parent Directions:
Parent
Have
Directions:
your child Have
write ayour
sentence
child write
containing
a sentence
a paircontaining
of words with
a pair
opposite-meaning
of words with opposite-meaning
Greek or Latin elements.
Greek or For
Latin
example:
elements.
Even
For though
example:the
Even
subway
though
malfunctioned
the subway malfunctioned
halfway through
halfway through
my ride, I had the
my ride,
benefit
I had
of making
the benefit
it a of
few
making
stops closer
it a few
tostops
my destination.
closer to my destination.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5
Take-Home Activity
Take-Home
(BLM 6)Activity (BLM 6)
Word Study & VocabularyWord
4: Unit
Study
21:&Greek
Vocabulary
and Latin
4: Unit
elements
21: Greek
ante,and
post,
Latinbene,
elements
mal, ante,
hyper,post,
hypobene, mal, ©2010
hyper, Benchmark
hypo
Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Word Study & VocabularyWord
4: Unit
Study
21:&Greek
Vocabulary
and Latin
4: Unit
elements
21: Greek
ante,and
post,
Latinbene,
elements
mal, ante,
hyper,post,
hypobene, mal, ©2010
hyper, Benchmark
hypo
Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 6)
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
Name ___________________________________
ChooseChoose
the Word
the Word
Date ____________________________________
postscript
ante meridiem
ante meridiem
benefit
1.
of exploration was that of Antarctica, the massive, ice-bound continent
benefit
surrounding the South Pole. Team after team of adventurers, eager to be
malnutritionmalnutrition
dismal hypercritical
dismal hypercritical
2.
remembered by posterity, raced to be the first to reach the pole.
3.
But reaching that fabled pole was not so easy. Since Antarctica had not
The dark skies
1. The
anddark
dreary
skies
rain
and
made
dreary
it arain
perfectly
made__________________
it a perfectly __________________
day.
day.
Date ____________________________________
Review Words
In the late 1800s and early 1900s, one of the most exciting fronts
1.
____________
1. ____________
I looked around
I looked
behindaround
me to behind
see myme
anterior
to seeside.
my anterior side.
Name ___________________________________
Spelling Dictation
The Race to the South Pole
Parent Directions:
Parent
Have
Directions:
your child Have
read each
your sentence
child readand
each
choose
sentence
the and
wordchoose
from the
theword
wordbank
fromthat
the word bank that
makes sense in makes
the sentence.
sense in
Have
the your
sentence.
child Have
write the
yourcorrect
child write
wordthe
in the
correct
blank.
word in the blank.
Word Bank Word Bank
postscript
Word Bank Word Bank
malicious malicious
malady posterior
malady post
posterior
meridiem
post meridiem
benefactor benefactor
anteroom anteroom
postpone postpone
yet been explored, expeditions did not have the benefit of terrain maps.
Neither did they have discoveries from their antecedents to help them on
the grueling journey. Many ships became locked in ice and were in danger of
2.
____________
2. ____________
We will have dinner
We willathave
six o’clock
dinnerante
at sixmeridiem.
o’clock ante meridiem.
3.
____________
3. ____________
The malefactorThe
brought
malefactor
manybrought
good things
manytogood
the organization.
things to the organization.
4.
____________
4. ____________
NonmembersNonmembers
are not allowed
areeven
not allowed
into the even
inner into
roomthe
of inner
the club.
room of the club.
2.
Danny had
2. theDanny
__________________
had the __________________
of an extra hour
of an
of sleep
extra hour
last night.
of sleep last night.
3.
People who
3. do
People
not get
who
enough
do notfood
get to
enough
eat can
food
suffer
to eat
from
can
__________________.
suffer from __________________.
New Words
being crushed. Crews were forced to abandon the ships and trek across the
1.
barren land. This was made difficult because they could only bring with them
the gear and supplies they could haul by dogsled. Crew members and sled
6.
____________
6. ____________
I have a coughI have
and fever;
a cough
I’m and
suffering
fever;from
I’m suffering
an unknown
fromgoodness.
an unknown goodness.
3.
explorers died of hypothermia due to the extreme weather. Others suffered
I think my4.grandmother
I think my was
grandmother
being __________________
was being __________________
when she saidwhen
my dress
she said my dress
or perished from malnutrition and other maladies, such as pneumonia,
looked too big.looked too big.
____________
5. ____________
Mrs. Smith is illMrs.
so we
Smith
willishave
ill sotowemove
will have
up the
to dinner
move up
party.
the dinner party.
2.
Moreover, explorers faced dismal weather conditions, including
temperatures below zero, severe wind chill, and blinding blizzards. Many
4.
5.
teams could disappear into hidden ice crevasses in the blink of an eye.
Sentence
frostbite, windburn, and dehydration. Sometimes, entire crews perished on
the journey, their stories to be told posthumously in journals recovered by
search parties or later explorers.
5.
At the end5.of the
At the
letter,
endBenny
of theadded
letter, Benny
a __________________.
added a __________________.
The first team to reach the South Pole was led by Roald Amundsen in
1911. Robert Scott’s team arrived one month later only to find that they’d
Materials:
• BLM 2: Category Cards
• BLM 5: Word Cards
• BLM 7: Classroom Activity
• BLM 8: Take-Home Activity
• Teacher Word Cards—same as BLM 5
been beaten, then to perish on the trek back out. History still remembers
7.
6.
____________
7. ____________
The rude letterThe
to the
rudeeditor
letterwas
to the
simply
editor
beneficial.
was simply beneficial.
We will get
6. upWe
early
willforgetbreakfast
up earlyatforsixbreakfast
o’clock __________________.
at six o’clock __________________.
these parties and many others, though, for the courage they showed in the
face of such hardship.
Classroom Activity
Classroom
(BLM 7)Activity (BLM 7)
Take-Home Activity
Take-Home
(BLM 8)Activity (BLM 8)
Reading Passage (BLM 9)
Word Study & VocabularyWord
4: Unit
Study
21:&Greek
Vocabulary
and Latin
4: Unit
elements
21: Greek
ante,and
post,
Latinbene,
elements
mal, ante,
hyper,post,
hypobene, mal, ©2010
hyper, Benchmark
hypo
Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Word Study & VocabularyWord
4: Unit
Study
21:&Greek
Vocabulary
and Latin
4: Unit
elements
21: Greek
ante,and
post,
Latinbene,
elements
mal, ante,
hyper,post,
hypobene, mal, ©2010
hyper, Benchmark
hypo
Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Word Study & Vocabulary 4: Unit 21: Greek and Latin elements ante, post, bene, mal, hyper, hypo
Classroom Activity (BLM 7)
Name ___________________________________
Date ____________________________________
Name ___________________________________
Name ___________________________________
1.
surrounding the South Pole. Team after team of adventurers, eager to be
First Try
3.
But reaching that fabled pole was not so easy. Since Antarctica had not
Correct Spelling
1.
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
5.
5.
5.
6.
6.
6.
7.
7.
7.
8.
8.
8.
9.
9.
9.
yet been explored, expeditions did not have the benefit of terrain maps.
Neither did they have discoveries from their antecedents to help them on
• Identify words with Greek and Latin elements in a reading
passage
• Use words with Greek and Latin elements in meaningful
sentences
the grueling journey. Many ships became locked in ice and were in danger of
New Words
being crushed. Crews were forced to abandon the ships and trek across the
1.
barren land. This was made difficult because they could only bring with them
the gear and supplies they could haul by dogsled. Crew members and sled
teams could disappear into hidden ice crevasses in the blink of an eye.
2.
Moreover, explorers faced dismal weather conditions, including
3.
temperatures below zero, severe wind chill, and blinding blizzards. Many
explorers died of hypothermia due to the extreme weather. Others suffered
or perished from malnutrition and other maladies, such as pneumonia,
Sentence
frostbite, windburn, and dehydration. Sometimes, entire crews perished on
the journey, their stories to be told posthumously in journals recovered by
search parties or later explorers.
The first team to reach the South Pole was led by Roald Amundsen in
1911. Robert Scott’s team arrived one month later only to find that they’d
been beaten, then to perish on the trek back out. History still remembers
Materials:
• BLM 9: Reading Passage
• BLM 10: Spelling Dictation
• BLM 11: Spelling Peer Check
Second Try
(if needed)
2.
remembered by posterity, raced to be the first to reach the pole.
Spelling Dictation (BLM 10)
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 4: Unit 21: Greek and Latin elements ante, post, bene, mal, hyper, hypo
Reading Passage (BLM 9)
Additional Materials:
• Word Study Notebooks
• Pocket Chart
• Dictionaries (Days 1, 2, 3)
• Stopwatches (Day 2)
Date ____________________________________
Spelling Peer Check
Directions: Work with a partner. Follow the directions from your teacher to use this BLM to write your
spelling words.
Review Words
In the late 1800s and early 1900s, one of the most exciting fronts
check to make sure underlines
are marked to overprint
(Window: Attributes)
Date ____________________________________
Take-Home Activity (BLM 8)
Spelling Dictation
The Race to the South Pole
of exploration was that of Antarctica, the massive, ice-bound continent
Students will:
after
bad
Word Cards (BLM
Word
5) Cards (BLM 5)
ChooseChoose
the Opposite
the Opposite
Word Word
• Spell words with Greek and Latin elements
• Explore the meanings of words with Greek and Latin
elements
• Use words with Greek and Latin elements in sentences
good
5
Word Cards (BLM 5)
Directions: Read
Directions:
each sentence.
Read Choose
each sentence.
the wordChoose
from the
theword
wordbank
fromthat
the isword
the opposite
bank thatofis the
the opposite of the
underlined wordunderlined
or phrase so
word
thatorthe
phrase
sentence
so that
makes
the sentence
sense. Remember
makes sense.
to use
Remember
what you to
know
use about
what you know about
Greek and Latin Greek
elements
andtoLatin
helpelements
you figure
to out
helpthe
you
meanings
figure outofthe
words.
meanings of words.
1.
5
5
5
5
Word Cards (BLM 4)
Students will:
5
malaria
malaria
Word Study & Vocabulary 4: Unit 21: Greek and Latin elements ante, post, bene, mal, hyper, hypo
©2010 Benchmark Education Company, LLC
good
5
postdate
postdate
5
hypothetical
hypothetical
4
hypocrite
4
5
5
5
5
posterity
4
5
hypothesis
hypothesis
4
hyperventilate
Greek and
Greek
Latin
andElements:
Latin Elements:
Opposites
Opposites
Word BankWord Bank
anterior anteriorposterity posterity
hypercritical
hypercritical
malice
malice
hypothermia
hypothermia
malady
malady
benefit
benefit
anteroom anteroom
hypochondriac
hypochondriac
posterior posterior
benediction
benediction
hyperbole hyperbole
postdate postdate
hypothesishypothesis
malfunction
malfunction
antecedentantecedent
postbellum
hypodermic
hypodermic postbellum
4
posterior
4
these parties and many others, though, for the courage they showed in the
face of such hardship.
Reading Passage (BLM 9)
Spelling Dictation (BLM 10)
Word Study & Vocabulary 4: Unit 21: Greek and Latin elements ante, post, bene, mal, hyper, hypo
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 4: Unit 21: Greek and Latin elements ante, post, bene, mal, hyper, hypo
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 4: Unit 21: Greek and Latin elements ante, post, bene, mal, hyper, hypo
©2010 Benchmark Education Company, LLC
Spelling Dictation (BLM 10)
©2010 Benchmark Education Company, LLC
Spelling Peer Check (BLM 11)
Students will:
• Spell words with Greek and Latin elements
Materials:
• Quick-Check Assessment
®
Kit 4_Unit 21_TG.indd 1
B
e
n
c
h
m
a
r
©2010 Benchmark Education Company, LLC
Parent Directions:
Parent
Have
Directions:
your child Have
read each
your word
child read
in theeach
wordword
bankinand
the then
wordwrite
bankitand
in the
then
correct
write it in the correct
box according tobox
the according
word’s meaning.
to the word’s meaning.
5
5
Word Study & Vocabulary 4: Unit 21: Greek and Latin elements ante, post, bene, mal, hyper, hypo
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
5
5
5
5
post meridiem
4
5
4
Word Cards (BLM 4)
©2010 Benchmark Education Company, LLC
malpractice
hyperbole
hyperbole malpractice
4
hyperactive
5
malicious
malicious
malnutrition
benefi
benefi
cial cial malnutrition
4
malfunction
4
5
5
malcontent
anterior
3
Word Study & Vocabulary 4: Unit 21: Greek and Latin elements ante, post, bene, mal, hyper, hypo
4
benediction
posthumous
5
antedate
antedate
4
Word Cards (BLM 3)
malice
malice
antechamber
antechamber
4
malady
4
3
benevolent
hypomania
4
hypocrite
3
Word Study & VocabularyWord
4: Unit
Study
21:&Greek
Vocabulary
and Latin
4: Unit
elements
21: Greek
ante,and
post,
Latinbene,
elements
mal, ante,
hyper,post,
hypobene, mal, ©2010
hyper, Benchmark
hypo
Education
©2010Company,
Benchmark
LLCEducation Company, LLC
4
4
hypercritical
Category Cards (BLM 2)
4
posterity
hyperventilate
3
Word Study & VocabularyWord
4: Unit
Study
21:&Greek
Vocabulary
and Latin
4: Unit
elements
21: Greek
ante,and
post,
Latinbene,
elements
mal, ante,
hyper,post,
hypobene, mal, ©2010
hyper, Benchmark
hypo
Education
©2010Company,
Benchmark
LLCEducation Company, LLC
antecedent
4
postscript
dismal
4
posterior
hyperactive
3
Anchor Chart (BLM
Anchor
1) Chart (BLM 1)
antebellum
4
posthumous
3
4
post meridiem
beneficent
3
benevolent
under/below
under/below
4
postgraduate
3
4
malfunction
benediction
3
benefit
over/beyond
over/beyond
4
maladroit
benefactor
postpone: literally
postpone:
means
literally
“tomeans
put after”;
“to put
in everyday
after”; in use
everyday
meansuse means
“to put off“to
until
putlater”
off until later”
3
4
malcontent
anterior
hypothermia
anteroom
before
Anchor Chart (BLM 1)
3
4
malady
4
Meaning Meaning
ante-
post-
3
4
antecedent
hypochondriac
3
3
Day 5
3
hypomania
antebellum
hypersensitive
antediluvian
ante meridiem
Use the Greek
Use the
or Greek
Latin element
or Latin to
element
help figure
to help
outfigure
a
out a
word’s meaning.
word’s meaning.
For example:
For example:
hypersensitive
antediluvian
• Explain in their own words what the meanings
of Greek
and
hypochondriac
ante
meridiem
Latin elements are and how they can help in figuring out the
meanings of words
hypothermia
anteroom
• Define words with Greek and Latin elementsbenefactor
maladroit
• Sort words according to meaning
postgraduate
benefit
• Spell words with Greek and Latin elements
Day 4
after
3
Students will:
Day 3
after
dismal: literally
dismal:
means
literally
“bad
means
day”;“bad
in everyday
day”; in use
everyday
meansuse
“dark
means “dark
and gloomy”
and gloomy”
Materials:
• Anchor Poster
Day 2
before before
Greek Greek
and Latin
and Elements
Latin Elements
for Opposites
for Opposites
ante-, post-,
ante-, bene,
post-, mal,
bene,hyper-,
mal, hyper-,
hypo- hypo-
k
E
d
u
c
a
t
i
o
n
C
o
m
p
a
n
y
6/8/10 5:31:45 PM
©2010 Benchmark Education Company, LLC
Day One
Supporting ELs
For Spanish-speaking students note
the following cognates for the spelling
words: anterior/anterior; la posteridad/
posterity; posponer/postpone;
beneficioso(a)/beneficial; malicioso(a)/
malicious; hipérbole/hyperbole; la
hipócrita/hypocrite.
Blending Practice
Review Greek and Latin Elements for Time
and Family chron, mat/matr, pat/patr, onym,
doc
Focus Words: chronic, maternal, patriotic, pseudonym, document
Write the words chronic and maternal on the chalkboard. Ask students to identify the
Greek or Latin elements and what they mean. Say: How can knowing the Greek or
Latin elements help you figure out the meanings of words?
Ask students to define chronic and maternal.
If some students have difficulty reading the
Repeat with the remaining words.
words, help them read the words syllable
by syllable. For example, point to the word
beneficial on the chalkboard. Show how
you divide the word into syllables after the
consonant, ben/e, and after the vowel and
before the soft c, fi/cial. Read each syllable
and then blend the syllables together:
ben/e/fi/cial: beneficial. Continue to
Model
support students who need help with
blending throughout the week, using the
Write the following words on the chalkboard: dismal and benefit.
example words used in the lesson.
Think aloud: Both of these words are pretty common. I’ve seen them a lot in my
reading. I think that dismal means “something gloomy or bad.” Benefit, on the
other hand, means “something good.” I think that the Latin roots of these words,
mal and bene, mean opposite things, “bad” and “good.”
Introduce Greek and Latin Elements for
Opposites ante, post, bene, mal, hyper, hypo
Write ante meridiem and post meridiem on the chalkboard. Tell students that
meridiem means “midday” or “noon.” Say: These Latin roots, ante and post, are
opposites, too. They refer to terms that you hear every day, a.m. and p.m., “before
noon” and “after noon.”
Write hyperactive and hypothermia on the chalkboard. Say: The Latin element
hyper means “over” and the root hypo means “under.”
Guide
Refer to the anchor poster and review the meanings of each root.
Write each of the roots on the chalkboard: ante, post, bene, mal, hyper, and hypo.
Ask students to brainstorm words with these elements in them, whether they know
the meanings or not. Write the words on the chalkboard under the appropriate root.
©2010 Benchmark Education Company, LLC. All rights reserved.
Teachers may photocopy the reproducible pages for classroom use.
No other part of the guide may be reproduced or transmitted in whole or
in part in any form or by any means, electronic or mechanical, including
photocopy, recording, or any information storage or retrieval system,
without permission in writing from the publisher.
Printed in Guangzhou, China.
XXXX-XXXX-XXXX
Help students see that they may recognize familiar prefixes, suffixes, or other
elements in the words you’ve listed. Have them use what they already know and
what they’ve learned about the meanings of the Latin elements for opposites to
figure out what the words on the chalkboard mean.
ISBN: 978-1-4509-0392-9
2 Word Study & Vocabulary 4: Unit 21: Greek and Latin elements ante, post, bene, mal, hyper, hypo
Kit 4_Unit 21_TG.indd 2
©2010 Benchmark Education Company, LLC
6/8/10 5:31:46 PM
Apply
Assessment Tip
Have students write the words from the chalkboard in their word study notebooks.
Ask them to underline the Greek or Latin elements for “before” (ante), “after”
(post), “good” (bene), “bad” (mal), “over” (hyper), and “under” (hypo). Then
have them choose two words with opposite elements and write a sentence with
them.
Notice if students have difficulty breaking
the words into syllables. Pair more
proficient spellers with students who are
having trouble and have them say the
words aloud together slowly, syllable by
syllable.
Spelling Words with Greek and Latin
Elements for Opposites
Providing Support
Unit Spelling Words: anterior, posterity, hypocrite, hyperbole, postpone,
beneficial, dismal, malicious
Write these words on the chalkboard: anterior, posterity
Tell students that they already know how to spell the beginning of each word
because they are familiar with the Greek or Latin elements in the words. Underline
the root in each word on the chalkboard.
Explain that students can look for suffixes and prefixes they already know within
each spelling word. For example, -ior in anterior and -ity in posterity.
Rewrite the words on the chalkboard in syllabic form: an/ter/i/or, pos/ter/i/ty.
Note that the syllables are broken between consonants (an/ter) instead of after
the root (ante). Explain that breaking the words into syllables and sounding the
words out can help students spell longer words.
Write the remaining spelling words on the chalkboard and say each word aloud.
Point out that even though hypocrite has a silent e at the end, which would
normally signal a long vowel sound for i, crite is pronounced with a short i sound.
Also, explain that bole in the word hyperbole is not pronounced /bōl/, but
/bō/ /lē/.
Use the Greek and Latin elements as a
basis for a discussion about how words
derived their meanings. The word
hyperbole comes from hyper and a
Greek word for “ball.” What once meant
“to throw beyond” has come to mean
“exaggeration for effect,” as in, It’s raining
cats and dogs. The word dismal literally
means “bad day.” The word hypocrite
comes from the Greek word hypocrites,
which referred to an actor. Over time
hypocrite has come to mean “pretender”
or “someone who pretends to be
something he or she is not.”
Home/School Connection
Students can take home a list of the unit
spelling words and practice reading,
writing, and spelling the words with a
family member.
Discuss the meanings of the spelling words. Ask students to use what they know
about Greek and Latin elements to help them figure out meanings. If students are
unsure about a word’s meaning, have them look up the definition in a dictionary.
Ask volunteers to use the words in oral sentences.
Have students write each word in their word study notebooks, underline the Greek
or Latin element, and circle suffixes or word parts they know. Then have students
rewrite the words in syllabic form. Model this process with the words on the
chalkboard.
Ask the students to use each spelling word in a written sentence in their word
study notebooks.
©2010 Benchmark Education Company, LLC Kit 4_Unit 21_TG.indd 3
Word Study & Vocabulary 4: Unit 21: Greek and Latin elements ante, post, bene, mal, hyper, hypo 3
6/8/10 5:31:46 PM
Day Two
Supporting ELs
For the definitions of the words in the
“Meaning Sort,” use simple words. For
example, for benefactor—“good person”;
anteroom—“outer room”; posthumous—
“after death”; postscript—“end note.”
For words with more abstract meanings,
such as hypercritical and hypothermia,
pair ELs with fluent English speakers,
who will use actions to demonstrate the
meanings of the words.
after
Write the words anteroom, postscript, benefit, malnutrition, hypercritical, and
hypothermia on the chalkboard. Ask students to say the words aloud with you. Ask
them to identify the Greek or Latin elements in each word. Say: What does each root
mean? How do these roots help you figure out the meanings of these words?
Have students turn to a buddy and work together to come up with definitions for
these words. Ask volunteers to share their definitions with the class.
Meaning Sort
Meaning Sort
before
Review Greek and Latin Elements for
Opposites ante, post, bene, mal, hyper, hypo
good
antediluvian
postgraduate
anteroom
posthumous
ante meridiem postscript
benefactor
benefit
benevolent
bad
over/
beyond
under/
below
dismal
maladroit
hypercritical
hypochondriac
hypersensitive hypothermia
Speed Sort
before
after
good
antebellum
antecedent
anterior
post meridiem
posterior
posterity
benediction
beneficent
bad
over/beyond under/below
malady
malcontent
malfunction
hyperactive
hyperventilate
hypocrite
hypomania
Home/School Connection
Teacher Word Cards: same as BLM 3
Teacher Category Cards: before, after, good, bad, over/beyond, under/below
Place the category cards in a pocket chart so students can see them. Set out the word
cards where students can see them.
Tell students that you are going to read aloud the definition of a word from the
dictionary. They will choose the word with that meaning from the word cards and
place it in the correct Greek or Latin element category on the pocket chart.
Think aloud: When I hear the definition, “a gain or advantage,” I look at my word
cards and think about which Greek or Latin element means something good. Bene
means “good.” Which of the bene words in my set of word cards means “a gain
or advantage”? The word benefactor refers to a person, so I think it is the word
benefit. I will put benefit in the good category.
Spelling. Remind students that breaking longer words into syllables can help them
with spelling. Have them write their spelling words in their word study notebooks in
syllabic form and then as whole words.
Speed Sort
Give students BLM 6 to complete with a
family member. Students can also take
home the word cards and share their sorts
with a family member.
Teacher Category Cards: before, after, good, bad, over/beyond, under/below
Supporting ELs
Give each student the category cards from BLM 2, a stopwatch, and the word cards
from BLM 4. Have students sort the cards as quickly as they can with accuracy. Have
partners check each other’s work. Then have them repeat the sort and try to beat
their last time.
Because some ELs may not have someone
at home who speaks English well enough
to work with them on BLM 6, make
sure that they understand what they are
supposed to do on the BLM.
Place the category cards in a pocket chart. Explain that students are going to do a
“Speed Sort” on their own, categorizing words that contain Greek and Latin elements
meaning “before,” “after,” “good,” “bad,” “over, beyond,” or “under, below.”
4 Word Study & Vocabulary 4: Unit 21: Greek and Latin elements ante, post, bene, mal, hyper, hypo
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Day Three
Blind Sort
Blind Sort
Teacher Word Cards: same as BLM 5
Have students reiterate the meanings of the Greek and Latin elements ante
(“before”), post (“after”), bene (“good”), mal (“bad”), hyper (“over, beyond”),
and hypo (“under, below”) and suggest examples of words that contain each
element. Write the elements on the chalkboard in a row creating six columns.
Have students create a six-column chart in their word study notebooks and write
each of the categories as a column head.
Take a word card and read it.
Say: When I say the word posterior, I hear the element post at the beginning of
the word. I will write the word posterior on the chalkboard in the column under
the element post.
Tell students you are going to say some words with Greek and Latin elements and
you want them to write the words in the correct columns. Say the words from BLM
5 in random order. Then call on volunteers to share their sorts with the class. Give
students the cards from BLM 5 to self-check their spelling.
Applying Meaning. Give students BLM 7 and have them choose the correct words
to complete each sentence. Remind students to check their spelling.
ante
post
bene
antechamber
antedate
postbellum
postdate
postern
postmortem
beneficial
mal
hyper
hypo
malice
malicious
malaria
malnutrition
malpractice
hyperbole
hypodermic
hypothesis
hypothetical
Assessment Tip
Use the results from the completed
BLM 7 to assess students’ understanding
of the words. If they need more help
pronouncing and spelling difficult
multi-syllabic words, provide them with
opportunities to practice saying the words
aloud with a buddy and to use the words
in oral and written sentences.
Providing Support
Oddballs
Explain to students that some of the words have the same Greek or Latin element,
but are pronounced differently.
Write the words hypocrite and hypothermia on the chalkboard. Point out that
hypocrite is pronounced with a short i sound (/hip/), while the other hyper and
hypo words are pronounced with a long i sound. (/hīp/)
ELs and struggling readers may have
difficulty completing BLM 7 on their own.
Have them work with a partner to read
and complete it.
Home/School Connection
Give students BLM 8 to complete with a
family member. Explain that, instead of
doing the same thing as they did on
BLM 7 in class, this time they will use
context clues to choose words.
Supporting ELs
Make sure that ELs understand what to do
on BLM 8 since there may not be anyone
at home who speaks English well enough
to help them complete it.
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Day Four
Providing Support
Instead of having students read the
passage independently, place students in
small groups of mixed reading abilities
and have them choral-read the passage
straight through. Then have them work as
a team to find examples of Greek and Latin
elements in words.
Name ___________________________________
Date ____________________________________
The Race to the South Pole
In the late 1800s and early 1900s, one of the most exciting fronts
of exploration was that of Antarctica, the massive, ice-bound continent
surrounding the South Pole. Team after team of adventurers, eager to be
remembered by posterity, raced to be the first to reach the pole.
make sure underlines
ed to overprint
Attributes)
But reaching that fabled pole was not so easy. Since Antarctica had not
yet been explored, expeditions did not have the benefit of terrain maps.
Neither did they have discoveries from their antecedents to help them on
the grueling journey. Many ships became locked in ice and were in danger of
being crushed. Crews were forced to abandon the ships and trek across the
barren land. This was made difficult because they could only bring with them
the gear and supplies they could haul by dogsled. Crew members and sled
Word Hunt
Give students a copy of the passage on BLM 9. Tell them that they will read the
passage and underline the words that they find that have the Greek or Latin elements
ante, post, bene, mal, hyper, and hypo.
Read a line and model finding a word with a Greek or Latin element and underlining
it. Then ask students to complete the word hunt on their own.
After students have completed the word hunt, ask volunteers to share the words
Spelling Dictation
they found.
Name ___________________________________
Date ____________________________________
Review Words
1.
Ask students
to name the words that have opposite Greek or Latin elements.
2.
Challenge
students to write three sentences using words with the three sets of
3.
opposite Greek or Latin elements, ante/post, bene/mal, and hyper/hypo. You may
write New
theWords
following example on the chalkboard: When we met in the anteroom, we
found1. that the meeting was postponed.
teams could disappear into hidden ice crevasses in the blink of an eye.
2.
Moreover, explorers faced dismal weather conditions, including
3.
temperatures below zero, severe wind chill, and blinding blizzards. Many
explorers died of hypothermia due to the extreme weather. Others suffered
or perished from malnutrition and other maladies, such as pneumonia,
frostbite, windburn, and dehydration. Sometimes, entire crews perished on
the journey, their stories to be told posthumously in journals recovered by
search parties or later explorers.
The first team to reach the South Pole was led by Roald Amundsen in
1911. Robert Scott’s team arrived one month later only to find that they’d
been beaten, then to perish on the trek back out. History still remembers
these parties and many others, though, for the courage they showed in the
face of such hardship.
Spelling Dictation
Sentence
Give students Spelling Dictation (BLM 10). Dictate the following words from last
week’s spelling words to students, one at a time, and have students write them on
their BLMs: chronicle, doctrine, eponym.
Answer Key Reading Passage (BLM 9)
Dictate the following words from this week’s unit, one at a time, having students
write them on the BLMs: dismal, postpone, beneficial.
Home/School Connection
Dictate the following sentence and have students write it on their papers: To call him
a malicious hypocrite may be hyperbole, but I’m so angry, I don’t really care.
Reading Passage (BLM 9)
Word Study & Vocabulary 4: Unit 21: Greek and Latin elements ante, post, bene, mal, hyper, hypo
©2010 Benchmark Education Company, LLC
Have students take the reading passage on
BLM 9 home to read to a family member
and point out the words with Greek or
Latin elements.
Supporting ELs
Make sure ELs know the meanings of the
spelling words. Before student pairs use
BLM 11, have the partners tell each other
oral sentences using the spelling words.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 4: Unit 21: Greek and Latin elements ante, post, bene, mal, hyper, hypo
©2010 Benchmark Education Company, LLC
Write the words and sentence on the chalkboard and have students self-correct their
papers.
Spelling Practice
Give pairs of students Spelling Peer Check (BLM 11). While one student reads the
spelling words from his or her word study notebook, the other student writes the
words in the First Try column. After the second student has spelled the words, the
first student places a check mark next to words spelled correctly.
For the second try, the first student may prompt the second student by sounding out
the words that were spelled incorrectly the first time. If the second spelling attempt is
correct, the first student places a check mark in the Second Try column.
Then students switch roles.
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Day Five
Name ___________________________________
Spelling Assessment
Date _______________________________________
Unit 21 Quick-Check:
Greek and Latin Elements for Opposites
Use the following procedure to assess students’ spelling of the unit spelling words:
Answer Questions
Directions: Choose the correct word to complete each sentence.
1.
The hiker was lucky he didn’t suffer ____________ after being on the mountain all night.
•Have students write the word on their papers.
2.
When we took our car to the repair shop, they found a ____________ in the brake
•Continue with the remaining words on the list.
3.
Because this is a ____________ edition of the book, the author’s foreword will not be
•When students have finished, collect their papers and analyze their spelling of
the words.
4. We will meet in the ____________ before we walk into the main chamber together.
•Say a spelling word and use it in a sentence.
hyperbole
•Use the assessment to plan small-group or individual practice.
system.
hypothermia
maladroit
updated.
malicious
posthumous
ante meridiem
malfunction
malfunction
posterior
malcontent
malcontent
postmortem
antebellum
postscript
antecedent
anteroom
Apply
Directions: In the space below, list three to five words you know that have one of the Greek or Latin
elements ante, post, bene, mal, hyper, or hypo.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
Words Meaning “After”
Words Meaning “Bad”
Quick-Check Assessment
Assess students’ mastery of Greek and Latin elements with opposite meanings
using the Quick-Check for Unit 21.
Suggestions for Independent Practice
Opposites Concentration. Give students a set of word cards that are opposites or
near-opposites, for example, anterior/posterior, beneficial/malicious, benefit/
dismal. Have students play “Concentration” to find pairs of opposite words.
Word Hunt. Encourage students to search through books in the classroom and
library to find words that include the Greek or Latin elements for opposites. Have
them list the words they find in their word study notebooks.
Cloze Sentences. Have students make up meaningful (and perhaps humorous)
cloze sentences that use words from the word cards. Challenge students to see
who can create a sentence with the most words. Students can exchange sentences
and complete them.
Definitions. Give pairs of students a set of word cards. Have them work together
to come up with definitions in their own words for each card. Have them write the
words and their definitions in their word study notebooks.
Word Bank
dismal, posterior,
postpone, malady,
postmortem,
malnutrition
posterior
postpone
postmortem
dismal
malady
malnutrition
Think and Write about Greek and Latin Elements for Opposites
ante, post, bene, mal, hyper, hypo
Directions: In the space below, explain how understanding Greek and Latin elements for the opposites
ante, post, bene, mal, hyper, hypo helps you as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 4: Unit 21: Greek and Latin elements ante, post, bene, mal, hyper, hypo
©2010 Benchmark Education Company, LLC
Answer Key Unit 21 Quick-Check
Answer Key BLM 6
good
after
bad
benefit
benediction
posterity
posterior
postdate
malice
malady
malfunction
over/
beyond
before
under/below
hypercritical anterior
hypothermia
hyperbole
anteroom hypochondriac
antecedent hypothesis
Other answers will vary.
Answer Key BLM 7
1. posterior
2. post meridiem
3. benefactor
4. anteroom
5. postpone
6. malady
7. malicious
Answer Key BLM 8
1. dismal
2. benefit
3. malnutrition
4. hypercritical
5. postscript
6. ante meridiem
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Name ____________________________________
Date ________________________________________
Unit 21 Quick-Check:
Greek and Latin Elements for Opposites
Answer Questions
Directions: Choose the correct word to complete each sentence.
1. The hiker was lucky he didn’t suffer ____________ after being on the mountain all night.
hyperbole
hypothermia
malfunction
malcontent
2. When we took our car to the repair shop, they found a ____________ in the brake
system.
maladroit
malicious
malfunction
malcontent
3. Because this is a ____________ edition of the book, the author’s foreword will not be
updated.
posthumous
posterior
postmortem
postscript
4. We will meet in the ____________ before we walk into the main chamber together.
ante meridiem
antebellum
antecedent
anteroom
Apply
Directions: In the space below, list three to five words you know that have one of the Greek or Latin
elements ante, post, bene, mal, hyper, or hypo.
____________
____________
____________
____________
____________
Directions: Using the words from the word bank, complete the following sort by writing the words in the
appropriate category.
Words Meaning “After”
Words Meaning “Bad”
Word Bank
dismal, posterior,
postpone, malady,
postmortem,
malnutrition
Think and Write about Greek and Latin Elements for Opposites
ante, post, bene, mal, hyper, hypo
Directions: In the space below, explain how understanding Greek and Latin elements for the opposites
ante, post, bene, mal, hyper, hypo helps you as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 4: Unit 21: Greek and Latin elements ante, post, bene, mal, hyper, hypo
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