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Vocabulary Improvement

Strategies for Academic Success

Bakersfield College

Fall 2016

Table of Contents Day 1: Context Clues ....................................................................................................................... 1

Warm Up ..................................................................................................................................... 2

Vocabulary Evaluation ............................................................................................................ 2

In Class Activities ......................................................................................................................... 3

English is a Crazy Language – Richard Lederer ....................................................................... 3

Introduction to Context Clues ................................................................................................. 4

“The Man Who Fell Out of Bed” ............................................................................................. 5

Guess the Meaning ................................................................................................................. 7

Context Clues for Meaning ..................................................................................................... 8

Homework #1 .............................................................................................................................. 9

Practice with Context Clues .................................................................................................... 9

Day 2: Homonyms, Homophones, Homographs .......................................................................... 10

Warm Up ................................................................................................................................... 11

Homonyms, Homophones, and Homographs ...................................................................... 11

In Class Activities ....................................................................................................................... 12

List of Common Homonyms .................................................................................................. 12

Homonym Practice ................................................................................................................ 13

Homonym Practice ................................................................................................................ 14

What are Homophones? ....................................................................................................... 15

Homographs and Context Clues ........................................................................................... 16

Homework #2 ............................................................................................................................ 17

Homophone Hunt ................................................................................................................. 17

Day 3: Prefixes, Roots, and Suffixes .............................................................................................. 19

Warm Up ................................................................................................................................... 20

Parts of Words ...................................................................................................................... 20

In-Class Activities ...................................................................................................................... 21

List of Common Latin Roots .................................................................................................. 21

List of Common Greek Roots ................................................................................................ 22

Root Graphic Organizer......................................................................................................... 23

Locating Base Words ............................................................................................................. 24

Nouns, Verbs, and Adjectives ............................................................................................... 25

Prefixes and Suffixes ............................................................................................................. 26

Making Sense of Prefixes ...................................................................................................... 27

Homework #3 ............................................................................................................................ 28

Finding Meanings from Combinations .................................................................................. 28

Day 4: Antonyms and Synonyms .................................................................................................. 31

Warm Up ................................................................................................................................... 33

Types of Word Comparisons ................................................................................................. 33

In-Class Activities ...................................................................................................................... 34

Shades of Meaning: Strong vs. Weak ................................................................................... 34

Linear Arrays ......................................................................................................................... 35

Add Interest with Synonyms ................................................................................................. 36

Fix the Story with Antonyms ................................................................................................. 37

Using Antonyms for Context Clues ....................................................................................... 38

Analogies ............................................................................................................................... 39

Homework #4 ............................................................................................................................ 40

List of Commonly Confused and Misused Words ................................................................. 40

Video Lessons ........................................................................................................................ 41

Warm Up ................................................................................................................................... 43

Dictionary Pronunciation Symbols ........................................................................................ 43

Dictionary Example ............................................................................................................... 45

In-Class Activities ...................................................................................................................... 47

Common Abbreviations in Dictionaries ................................................................................ 47

Dictionary Guide Words ........................................................................................................ 48

Dictionary Comparison ......................................................................................................... 49

Vocabulary Development ..................................................................................................... 50

100 Words Every Student Should Know ............................................................................... 51

Word Study Tools .................................................................................................................. 52

Homework #5 ............................................................................................................................ 54

4-Fold Vocabulary ................................................................................................................. 54

Final Project .................................................................................................................................. 55

1

Day 1:

Context Clues

2

Warm Up

Vocabulary Evaluation

Do this vocabulary evaluation before the next class meeting. Write up your discoveries at the

bottom.

1. I do several things to increase my vocabulary. YES or NO

2. I make flash cards of words I do not know. I write the definitions on the back.

YES or NO

3. When I use flash cards, I read only from the front and try to remember what is on the back.

YES or NO

4. I do well on test questions that ask me to write definitions for key words. YES or NO

5. I review vocabulary words and definitions when I have extra time. YES or NO

6. I have problems finding definitions of words in paragraphs. YES or NO

7. I always look to see if my textbooks have glossaries. YES or NO

8. I circle words I don’t know, then look up their definitions. YES or NO

9. I have trouble expressing myself in words. YES or NO

10. The only words that are important to know are the words that are printed in bold, italic, or underlined.

YES or NO

11. I rarely use a dictionary to look up the meanings of new words. YES or NO

12. I make it a point to study new vocabulary words. YES or NO

SELF-AWARENESS: Discuss your feelings about your levels of reading vocabulary, writing

vocabulary, and speaking vocabulary. What are your weak points and strong points?

3

In Class Activities

English is a Crazy Language – Richard Lederer

Let's face it--English is a crazy language. There is no egg in eggplant, nor ham in

hamburger; neither apple nor pine in pineapple. English muffins weren't invented in England

nor French fries in France. Sweetmeats are candies while sweetbreads, which aren't sweet, are

meat. We take English for granted. But if we explore its paradoxes, we find that quicksand can

work slowly, boxing rings are square and a guinea pig is neither from Guinea nor is it a pig.

And why is it that writers write but fingers don't fing, grocers don't groce and hammers

don't ham? If the plural of tooth is teeth, why isn't the plural of booth beeth? One goose, 2

geese. So one moose, 2 meese? One index, 2 indices? Doesn't it seem crazy that you can make

amends but not one amend, that you comb through annals of history but not a single annal? If

you have a bunch of odds and ends and get rid of all but one of them, what do you call it? If

teachers taught, why didn't preacher praught?

If a vegetarian eats vegetables, what does a humanitarian eat? If you wrote a letter,

perhaps you bote your tongue?

Sometimes I think all the English speakers should be committed to an asylum for the

verbally insane. In what language do people recite at a play and play at a recital? Ship by truck

and send cargo by ship? Have noses that run and feet that smell? Park on driveways and drive

on parkways? How can a slim chance and a fat chance be the same, while a wise man and wise

guy are opposites? How can overlook and oversee be opposites, while quite a lot and quite a

few are alike? How can the weather be hot as hell one day and cold as hell another?

Have you noticed that we talk about certain things only when they are absent? Have

you ever seen a horseful carriage or a strapful gown? Met a sung hero or experienced requited

love? Have you ever run into someone who was combobulated, gruntled, ruly or peccable? And

where are all those people who ARE spring chickens or who would ACTUALLY hurt a fly?

You have to marvel at the unique lunacy of a language in which your house can burn up

as it burns down, in which you fill in a form by filling it out and in which an alarm clock goes off

by going on. English was invented by people, not computers, and it reflects the creativity of the

human race (which, of course, isn't a race at all). That is why, when the stars are out, they are

visible, but when the lights are out, they are invisible. And why, when I wind up my watch, I

start it, but when I wind up this essay, I end it.

4

Introduction to Context Clues

Use the information from the presentation to complete this page.

Context Clues: _________________________________________________________________

______________________________________________________________________________

Types of Context Clues Notes/Example

1.

2.

3.

4.

Example of using the general sense of a sentence to find the meaning of a word…

1. He was born to a family that possessed great wealth, but he died in indigence.

2. My friend Julie is a great procrastinator. She habitually postpones doing things, from

household chores to homework.

3. Since my grandfather retired, he has developed such avocations as gardening and long-

distance bike riding.

4. The Lizard was so lethargic that I wasn’t sure if it was alive or dead. It didn’t even blink.

5. The public knows very little about the covert activities of CIA spies.

6. Many politicians do not give succinct answers to questions, but long, vague ones.

7. Because my father had advised me to scrutinize the lease, I took time to carefully

examine all the fine print.

8. In biology class today, the teacher discussed such anomalies as two heads and webbed

toes on a human being.

9. Nature has endowed hummingbirds with the ability to fly backward.

10. Doctors should alleviate the pain of terminal ill patients so that their final days are as

comfortable as possible.

5

“The Man Who Fell Out of Bed”

By: Oliver Sacks

Sacks, Oliver. "The Man Who Fell out of Bed." The Man Who Mistook His Wife for a Hat and

Other Clinical Tales. New York: Summit, 1985. 55-58. Print.

When I was a medical student many years ago, one of the nurses called me in

considerable perplexity, and gave me this singular story on the phone: that they had a new

patient—a young man— just admitted that morning. He had seemed very nice, very normal, all

day—indeed, until a few minutes before, when he awoke from a snooze. He then seemed

excited and strange—not himself in the least. He had somehow contrived to fall out of bed, and

was now sitting on the floor, carrying on and vociferating, and refusing to go back to bed. Could

I come, please, and sort out what was happening?

When I arrived I found the patient lying on the floor by his bed and staring at one leg.

His expression contained anger, alarm, bewilderment and amusement—bewilderment most of

all, with a hint of consternation. I asked him if he would go back to bed, or if he needed help,

but he seemed upset by these suggestions and shook his head. I squatted down beside him,

and took the history on the floor. He had come in, that morning, for some tests, he said. He had

no complaints, but the neurologists, feeling that he had a ‘lazy’ left leg—that was the very word

they had used— thought he should come in. He had felt fine all day, and fallen asleep towards

evening. When he woke up he felt fine too, until he moved in the bed. Then he found, as he put

it, ‘someone’s leg’ in the bed—a severed human leg, a horrible thing! He was stunned, at first,

with amazement and disgust—he had never experienced, never imagined, such an incredible

thing. He felt the leg gingerly. It seemed perfectly formed, but ‘peculiar’ and cold. At this point

he had a brainwave. He now realized what had happened: it was all a joke! A rather monstrous

and improper, but a very original, joke! It was New Year’s Eve, and everyone was celebrating.

Half the staff were drunk; quips and crackers were flying; a carnival scene. Obviously one of the

nurses with a macabre sense of humor had stolen into the Dissecting Room and nabbed a leg,

and then slipped it under his bedclothes as a joke while he was still fast asleep. He was much

relieved at the explanation; but feeling that a joke was a joke, and that this one was a bit much,

he threw the damn thing out of the bed. But— and at this point his conversational manner

deserted him, and he suddenly trembled and became ashen-pale—when he threw it out of bed,

he somehow came after it—and now it was attached to him.

‘Look at it!’ he cried, with revulsion on his face. ‘Have you ever seen such a creepy,

horrible thing? I thought a cadaver was just dead. But this is uncanny! And somehow—it’s

ghastly—it seems stuck to me!’ He seized it with both hands, with extraordinary violence, and

tried to tear it off his body, and, failing, punched it in an access of rage.

‘Easy!’ I said. ‘Be calm! Take it easy! I wouldn’t punch that leg like that.’

‘And why not?’ he asked, irritably, belligerently.

‘Because it’s your leg,’ I answered. ‘Don’t you know your own leg?’

6

He gazed at me with a look compounded of stupefaction, incredulity, terror and

amusement, not unmixed with a jocular sort of suspicion, ‘Ah Doc!’ he said. ‘You’re fooling me!

You’re in cahoots with that nurse—you shouldn’t kid patients like this!’

‘I’m not kidding,’ I said. ‘That’s your own leg.’

He saw from my face that I was perfectly serious—and a look of utter terror came over

him. ‘You say it’s my leg, Doc? Wouldn’t you say that a man should know his own leg?’

‘Absolutely,’ I answered. ‘He should know his own leg. I can’t imagine him not knowing

his own leg. Maybe you’re the one who’s been kidding all along?’

‘I swear to God, cross my heart, I haven’t ... A man should know his own body, what’s

his and what’s not—but this leg, this thing’—another shudder of distaste—’doesn’t feel right,

doesn’t feel real—and it doesn’t look part of me.’

‘What does it look like?’ I asked in bewilderment, being, by this time, as bewildered as

he was.

‘What does it look like?’ He repeated my words slowly. ‘I’ll tell you what it looks like. It

looks like nothing on earth. How can a thing like that belong to me? I don’t know where a thing

like that belongs ... ‘ His voice trailed off. He looked terrified and shocked.

‘Listen,’ I said. ‘I don’t think you’re well. Please allow us to return you to bed. But I want

to ask you one final question. If this—this thing—is not your left leg’ (he had called it a

‘counterfeit’ at one point in our talk, and expressed his amazement that someone had gone to

such lengths to ‘manufacture’ a ‘facsimile’) ‘then where is your own left leg?’

Once more he became pale—so pale that I thought he was going to faint. ‘I don’t know,

he said. ‘I have no idea. It’s disappeared. It’s gone. It’s nowhere to be found ... ‘

Postscript Since this account was published (in A Leg to Stand On, 1984), I received a letter from

the eminent neurologist Dr. Michael Kremer, who wrote:

I was asked to see a puzzling patient on the cardiology ward. He had atrial

fibrillation and had thrown off a large embolus giving him a left hemiplegia, and I was

asked to see him because he constantly fell out of bed at night for which the

cardiologists could find no reason.

When I asked him what happened at night he said quite openly that when he

woke in the night he always found that there was a dead, cold, hairy leg in bed with him

which he could not understand but could not tolerate and he, therefore, with his good

arm and leg pushed it out of bed and naturally, of course, the rest of him followed.

He was such an excellent example of this complete loss of awareness of his

hemiplegic limb but, interestingly enough, I could not get him to tell me whether his

own leg on that side was in bed with him because he was so caught up with the

unpleasant foreign leg that was there.

7

Guess the Meaning

Direction: Read the short story “The Man Who Fell Out of Bed” by Oliver Sacks. Choose 5 words

from the previous story for which you are unsure of the meaning. Write them in the first

column in the table below. For each word, guess the meaning based on the context in which it

is used. Then, use a dictionary to find the actual meaning. Lastly, sketch an image or symbol

that can help you visualize the meaning of the word.

Word My Guess Dictionary’s Meaning Visual

Reflection: Find two different people who wrote down at least one of the words you chose.

Compare your guesses, definitions, and drawings.

8

Context Clues for Meaning

Circle the letter of the word that most closely matches the meaning of the underlined word.

Use the other words in the sentence as clues to the correct meaning.

1. The generous people fed the emaciated lost dog.

A. fierce B. calm C. thin D. tame

2. She invariably leaves her homework at home and must turn it in late.

A. purposefully B. hated C. happily D. always

3. The mother bathed the baby in the tepid water.

A. lukewarm B. hot C. muddy D. cold

4. The car collector bought the vintage Ford Mustang.

A. rose colored B. broken down C. real D. classic

5. The slovenly boy never cleaned his room or washed his hands.

A. proud B. sloppy C. careful D. little

6. The policeman arrested the speeder for flagrantly disobeying the speed limit.

A. joyfully B. cautiously C. obviously D. sadly

7. The city council concurred with the excellent recommendations of the library committee.

A. agreed B. rejected C. argued D. stopped

8. A man of few words, he is known for his brevity.

A. briefness B. athleticism C. laughter D. skills

K12reader.com

9

Homework #1

Practice with Context Clues

Carefully read each other following sentences and then make an educated guess about the meaning of the boldface words, using the clues and hints within the sentence. Underline any words or phrases that gave you a clue, and then write your guess as to the meaning below the sentence.

1. Today I had to deal with one mishap after another. I couldn’t find my car keys, I dropped a bowl of soup at lunchtime, and my computer crashed twice.

2. Since my grandfather retired, he has developed several new avocations. For instance, he now enjoys gardening and chat groups on the Internet.

3. Changes in such abilities as learning, reasoning, thinking, and language are aspects of cognitive development.

4. Children who move to a foreign country adapt much more easily than their parents, soon picking up the language and customs of their new home.

5. The lizard was so lethargic that I wasn’t sure if it was alive or dead. It didn’t even blink.

6. The public knows very little about the covert activities of CIA spies.

7. Human beings are resilient creatures—they can often bounce back from negative experiences and adjust well to life.

8. Despite complaints from parents, educators, and government officials, violence and sex on television seem to go on unabated.

9. Jamal didn’t want to tell Tina the entire plot of the movie, so he just gave her the gist of the story.

10. Mundane activities such as doing the laundry or dishes or going food shopping or reading the newspaper all help me relax.

K12reader.com

For extra practice with context clues, go to: http://loveyourpencil.com/contextclues.html

10

Day 2:

Homonyms,

Homophones,

Homographs

11

Warm Up

Homonyms, Homophones, and Homographs

Directions: Use the presentation to help you complete this page.

1. What do the words have in common?

Homonym

Homophone

Homograph

2. Explain what each of the words mean by analyzing prefixes, roots, and suffixes.

Homonym Homophone Homograph

3. Think of at least one example for each of the following:

Homonym Homophone Homograph

12

In Class Activities

List of Common Homonyms

Below is a list of words that are often confused.

allowed/aloud

beach/beech

bolder/boulder

bread/bred

capital/capitol

caret/carrot/carat/karat

cell/sell

cent/scent/sent

census/senses

choral/coral

chute/shoot

clothes/close

colonel/kernel

creak/creek

crews/cruise

cymbal/symbol

dear/deer

flower/flour

forth/fourth

foul/fowl

gorilla/guerrilla

grays/graze

grate/great

heal/heel/he'll

heard/herd

hew/hue

idle/idol/idyll

incite/insight

its/it's

knead/need/kneed

knight/night

lead/led

leased/least

lessen/lesson

load/lode/lowed

loan/lone

meet/meat

medal/meddle

mince/mints

miner/minor

missed/mist

morning/mourning

muscle/mussel

mussed/must

not/knot/naught

or/oar/ore

overdo/overdue

patience/patients

peace/piece

pedal/peddle

praise/prays/preys

presence/presents

principal/principle

rain/reign/rein

raise/rays/raze

rest/wrest

review/revue

right/rite/write

road/rode/rowed

role/roll

root/route

roux/rue

scene/seen

seam/seem

seas/sees/seize

serge/surge

sew/so/sow

sight/site/cite

soar/sore

soared/sword

stationary/stationery

steal/steel

straight/strait

summary/summery

teas/tease/tees

there/their/they're

threw/through

throne/thrown

to/too/two

vein/vane

verses/versus

vice/vise

waist/waste

wait/weight

waive/wave

ware/wear/where

warn/worn

way/weigh/whey

weather/whether

who's/whose

yoke/yolk

your/you're/yore

13

Homonym Practice

Directions: Choose a pair of homonyms from the previous list. Fill out the comparison table

below.

Sente

nce

Draw

ing

Defin

ition

Wo

rd

Discussion: Discuss your comparison with two other people.

14

Homonym Practice

Write a homonym for each word.

weigh ate fairy

steal sail fare

made deer vain

strait threw soar

bored sent pare

him peace sun

blue red doe

Circle the correct homonyms.

What is the (weight, wait) of the rocket?

The boat’s (sale, sail) was torn.

The farmer caught the horse by the (rain, reign, rein).

The bird (flew, flue) in a (strait, straight) line.

We were not (allowed, aloud) to visit the museum yesterday.

The (course, coarse) was hard to find.

(Their, There, They’re) are (to, too, two) many people waiting (to, too, two) get into the boat.

We drove (four, for, fore) miles in a foggy (mist, missed).

We (buy, by) our fish down the middle (aisle, isle) of tables at the (beach, beech).

Why is that crowd on the (pier, peer)?

They asked the bank for a (lone, loan).

Don’t you like to (brows, browse) around the bookstore?

The ship was caught in an ice (flow, floe).

(Their, They’re, There) are (too, to, two) many people standing over (their, there, they’re).

15

What are Homophones?

Homophones are easy to remember if you think of your Greek roots. Homo means “same.”

Phone means “sound.” So homophones are literally two words whose names have the same

sound. One example of this are the words hare and hair. If you hear them out loud without

seeing them written down, you don’t know if you are talking about a hare (rabbit), or a hair

(growing on your head). Context helps you know which one is meant, as well.

Choose the correct homophone to complete each sentence.

1. Our whole family packed our beach clothes and took a trip to the ____________(see/sea).

2. Jimmy’s mom let him _________________________(great/grate) the cheese for the pizza.

3. I often wished for a ________________________(maid/made) to clean my house for me.

4. Melissa has been a _____________________(dear/deer) friend of mine for many years.

5. The _________________(sent/cent/scent) of pancakes filled the air as we made breakfast.

6. Grandma put some __________________(flower/flour) into the bowl to make some dough.

7. Many of the children were wearing _______________(knew/new) shoes for school.

8. After many hours on the computer, I had to take a _____________________(break/brake).

9. The princess and the ______________________(prints/prince) are children of the king.

10. They had to stay in bed for two days when they got the ________________(flu/flew).

11. When the janitor mops the floor, he uses a _______________(pail/pale) to rinse the mop.

12. It’s difficult to row the boat without an __________________(oar/or/ore).

13. The butcher chopped up the _________________________(meet/meat) for his client.

14. Sylvia _____________________(ate/eight) the last of the cereal for breakfast.

15. If you are going to the mall, I would like to go, __________________(to/too/two).

16. ______________________(Their/They’re/There) planning to go to a movie later today.

17. The tiny ________________(cell/sell) looked much larger under the microscope.

18. The cat screeched loudly when her ___________________(tale/tail) got caught in the door.

19. Our school ___________________(principle/principal) is taking us on a field trip.

20. There is no running ______________________(allowed/aloud) in the school hallways.

21. The man and his _______________(son/sun) went to the lake to go fishing.

22. Eric could hardly believe it when he _______________(one/won) the race. K12reader.com

16

Homographs and Context Clues

Homographs are words that are spelled the same but have different meanings, such as tear (a

drop of water from the eye) and tear (to pull apart).

Circle the letter of the word that most closely matches the meaning of the underlined

homograph.

1. He wouldn’t allow the boy to be subject to any more bullying.

A. told B. exposed C. topic D. authority

2. The family went to the National Park so they could commune with nature.

A. travel to work B. live as a group C. exchange D. communicate

3. The microscope showed minute differences in the tissue samples.

A. brief B. tiny C. dancing D. 60 seconds

4. The lively puppy upset the table and broke all the dishes.

A. turned over B. worried C. jumped D. troubled

5. The judge ruled the contract was invalid.

A. hopeless B. sickly C. void D. tired

6. When the wolf howls, the shy girl quails in the corner.

A. birds B. wails C. cooks D. shrinks

7. Mr. Carson is a man of great import.

A. trading B. products C. significance D. travels

8. When school is over my sister will progress to the next grade.

A. advancement B. move C. promotion D. inspect

© 2013 K12reader.com.

17

Homework #2

Homophone Hunt

Recall that homophones are words that sound the same, but have different meanings. For

example, a bear is a large, hairy animal. Your feet can be bare if you have no shoes on them. A

dog or other creature can bare its teeth to show you it is ready to fight. Sometimes

homophones can be easy to mix up, so it’s important to check and make sure your words make

sense when you edit your writing.

DIRECTIONS: Read one student’s story below. Look for homophones which have been used

incorrectly. Cross them out, and write the correct spelling of the homophone which should

have been used.

Once upon a time, their was a boy named Fred. His hole name was Frederick, but he

only liked people to call him Fred. One day, he was very board because it was the winter, and all

of his friends were on vacation. He decided too go on a quest. The only problem was Fred didn’t

no what to look for on his quest, so he didn’t know where to find it. Then he remembered a

story about a terrible creature with huge clause and read eyes. His brother, Allan, had told him

the tail when he was much younger. The creature was supposed to hide in the thicket of trees

at the end of the street, but you could here him howl allowed in bad weather.

Fred new the story was true because he could hear the creature’s noises during the

thunderstorm that past threw the town last week. He decided that he wood find the monster

18

and shoot it with his BB gun to save the neighborhood from the monster’s screeching.

However, when Fred finally maid it to the thicket, the woulds were totally bear accept for one

chattering squirrel that tried to steel his mittens write off his hands.

“Could this be the monster from my brother’s tail? ” thought Fred. Then it suddenly

began to reign, and Fred ran home when he herd the thunder. He didn’t here the creature until

he got inside his house, and that made him realize that the noise wasn’t from a monster. Other

things could make that noise, to. It was just the wind blowing threw the attic. K12reader.com.

For extra practice with homophones, go to: http://www.usingenglish.com/quizzes/100.html

19

Day 3:

Prefixes,

Roots, and

Suffixes

20

Warm Up

Parts of Words

Many English words are formed by taking basic words and adding combinations of prefixes and suffixes to them. A basic word to which affixes (prefixes and suffixes) are added is called a root word because it forms the basis of a new word. The root word is also a word in its own right. For example, the word lovely consists of the word love and the suffix -ly.

In contrast, a root is the basis of a new word, but it does not typically form a stand-alone word on its own. For example, the word reject is made up of the prefix re- and the Latin root ject, which is not a stand-alone word.

One method of understanding the meanings of new words is to analyze the different

parts of the word and the meanings of those parts. Many new words are formed by adding

an affix to the beginning or end of a Latin or Greek root or root word. When affixes are added

to the beginning of roots or root words, they are called prefixes. For example, the most

common prefix is un-, which meant not or opposite of. If you add un- to the word happy, the

new word becomes unhappy, which means not happy. When affixes are added to the end of

roots or root words, they are called suffixes. The most common suffixes are -s and -es, which

mean more than one (or the plural) of the word. Adding -es to wish, changes the meaning of

the word to more than one wish.

1. What is an affix?

2. What is a root?

3. How is a root different from a root word?

21

In-Class Activities

Takes notes on the presentation.

List of Common Latin Roots

Latin Root Definition Example

ambi both ambiguous, ambidextrous

aqua water aquarium, aquamarine

aud to hear audience, audition

bene good benefactor, benevolent

cent one hundred century, percent

circum around circumference, circumstance

contra/counter against contradict, encounter

dict to say dictation, dictator

form shape conform, reform

fort strength fortitude, fortress

fract break fracture, fraction

ject throw projection, rejection

jud judge judicial, prejudice

mal bad malevolent, malefactor

mort death mortal, mortician

multi many multimedia, multiple

scrib/script to write inscription, prescribe

spect to look inspection, spectator

struct to build destruction, restructure

vid/vis to see televise, video

voc voice; to call vocalize, advocate

22

List of Common Greek Roots

Greek Root Definition Example

anthropo man; human; humanity anthropologist, philanthropy

auto self autobiography, automobile

bio life biology, biography

chron time chronological, chronic

dyna power dynamic, dynamite

dys bad; hard; unlucky dysfunctional, dyslexic

gram thing written epigram, telegram

graph writing graphic, phonograph

hetero different heteronym, heterogeneous

homo same homonym, homogenous

hydr water hydration, dehydrate

hyper over; above; beyond hyperactive, hyperbole

hypo below; beneath hypothermia, hypothetical

logy study of biology, psychology

meter/metr measure thermometer, perimeter

micro small microbe, microscope

mono one monologue, monotonous

morph form; shape morphology, morphing

nym name antonym, synonym

phil love philanthropist, philosophy

phobia fear claustrophobia, phobic

photo/phos light photograph, phosphorous

pseudo false pseudonym, pseudoscience

psycho soul; spirit psychology, psychic

techno art; science; skill technique, technological

therm heat thermal, thermometer

23

Root Graphic Organizer

24

Locating Base Words

A base word is a word that is joined with a prefix, suffix, or both to make a new word. Base

words can also be morphed to make nouns, verbs, and adjectives or form questions and

statements.

It is sometimes difficult to locate base word because their spelling frequently change

when suffixes are added to them. If a base word ends in e , the e may be dropped when

a suffix is added to it. Mature+it+y=maturity

If a base word ends in y, the y may be changed to i ,when a suffix is added to it:

harmony+ous=harmonious

Base words may undergo other spelling changes when suffixes are added to them:

reclaim+ation=reclamation (the I in reclaim is dropped)

Directions: Locate the base words in the boldface words and write them on the given lines.

1. We established the authenticity of our antique chair.

We have an _______________________ antique chair.

2. We enjoy the collegiate athletic games.

We enjoy the athletic games at _______________________.

3. The automobile left her comatose.

The accident left her in a _______________________.

4. We had comparative good luck.

If you _______________________ our luck with that of others, our luck was good.

5. Can you differentiate between them?

Can you see how they _______________________?

6. His knowledge of China is not experiential.

His knowledge of China is not based on actual _______________________?

7. She has expertise in mathematics

She is an _______________________ in mathematics.

8. She gave her answer with finality.

We knew her answer was _______________________.

9. They have servile attitudes.

They have attitudes of those who _______________________.

10. The numbers are in tabular form.

The numbers are in a _______________________.

25

Nouns, Verbs, and Adjectives

Write the nouns, verbs, and adjectives that are missing from the following table. Missing nouns

may end in –ion, and missing adjectives may end in –ive. Refer to a dictionary if necessary.

Nouns Verbs Adjectives

1.

penetrate penetrable

2. accommodation accommodate

3.

envy enviable

4. corruption

corrupt

5.

compare comparative

6. provocation provoke

7. remedy

remediable

8. sobriety sober

9. repair reparable

10. commend commendable

11. table tabular

12. retraction retract

26

Prefixes and Suffixes

PREFIXES: Added to the beginning of a base word and changes the

meaning of the word.

Prefix Meaning Example

pre- before They will show a sneak preview of the movie.

un- not The cafeteria will be unavailable tomorrow morning.

dis- not Mark disagreed with John's philosophy.

re- again Are you going to renew your subscription?

mis- not He has mismanaged the company.

im- not With hard work and determination, nothing is impossible.

bi- two Henry recently received his first pair of bifocals.

de- not Many ecologists are concerned about the deforestation of our world's

rain forests.

SUFFIXES: Added to the end of a base word and changes the meaning

of the word.

Suffixes Meaning Example

-er doer I work as a computer programmer.

-able able These glass bottles are recyclable.

-ous full of Driving on the freeway can be dangerous.

-ness state of being At night, the earth is covered in darkness.

-ful full of The witness gave an honest and truthful testimony.

-ly or -y like James whistled happily on his way home from school.

-ment state of Mary sighed with contentment.

27

Making Sense of Prefixes

Make sentences by writing the base words and the meaning of the

prefixes in the boldface words on the lines provided.

1. Hermits are asocial people.

They are ___________________ people.

2. The child’s hyperactivity is alarming.

The child is _______________________

3. Outer space is illimitable.

There is _________________ to outer space.

4. The castle was impenetrable to ancient armies.

Ancient armies could ___________________the castle.

5. We took an intercontinental flight.

We took a flight _____________________.

6. The fire did irreparable damage to the house.

They could __________________________the damage to the house.

7. Did he make maladjustment to marriage?

Did he ______________________ to marriage?

8. The story is pseudo-biographical.

It is a ______________________________.

9. The patient is semiconscious.

The patient is _______________________.

10. Some thoughts are unutterable.

Some thoughts one can ________________________.

28

Homework #3

Finding Meanings from Combinations

A) Referring to the meanings of the combining forms listed below, match the

words on the left with their definitions on the right.

anthropo- human or man frater- brother mater- mother mis-, miso- hatred or hating pater- father phil-, philo- loving or liking

1. philanthropy a. brotherly

2. philanthropist b. fatherly

3. misanthrope c. motherly

4. misogynist d. fatherhood

5. maternal e. motherhood

6. paternal f. one who hates women

7. fraternal g. a highly respected man of great age

8. maternity h. a highly respected woman of great age

9. paternity i. a group of men who share an interest

10. fraternity j. one who hates or distrusts people

11. matriarch k. one who helps mankind by giving money

12. patriarch l. desire to help mankind by giving money

29

B) Referring to the meanings of the combining forms listed below, match the

words on the left with their definitions on the right.

Combining Form Meaning

Combining Form Meaning

mono-, uni- one sext- six bi- two sept- seven tri- three octo- eight quadri- four cent- one hundred quint- five multi- more than two

1. monolingual a. knowing two languages

2. bilingual b. knowing more than two languages

3. multilingual c. knowing only one language

4. unilateral d. affecting both sides equally

5. bilateral e. participated in by more than two sides

6. multilateral f. done by one side only

7. bicentennial g. a four-hundredth anniversary

8. tricentennial h. a three-hundredth anniversary

9. quadricentennial i. a two-hundredth anniversary

10. sexagenarian j. a person aged seventy to seventy-nine

11. septuagenarian k. a person aged eighty to eighty-nine

12. octogenarian l. a person aged sixty to sixty-nine

30

C) Referring to the meanings of the combining forms listed below, match the

words on the left with their definitions on the right.

Combining Form Meaning

Combining Form Meaning

acro- height -mania abnormal craving biblio- books nycto- night or darkness claustro- closed places nymph- bride dipso- thirst -phobia irrational fear hemo- blood pyro- fire

1. acrophobia a. abnormal fear of darkness

2. bibliophobia b. abnormal fear of closed places

3. claustrophobia c. abnormal fear of disease

4. gynophobia d. abnormal fear of blood

5. hemophobia e. abnormal fear of height

6. nyctophobia f. abnormal fear of fire

7. pathophobia g. abnormal fear of books

8. pyrophobia h. abnormal fear of women

9. bibliomania i. abnormal craving for alcoholic drink

10. theomania j. abnormal craving for God’s attention

11. dispomania k. abnormal craving sexual activity

12. nymphomania l. abnormal craving for books

31

Day 4:

Antonyms and

Synonyms

32

33

Warm Up

Types of Word Comparisons

Type Strategy Example Sentence

Synonym

Try substituting a familiar word for the unfamiliar word.

probity The judge has a keen sense of recognizing a person’s honesty and integrity. For that reason, the probity of the witness was not questioned.

Antonym

An unfamiliar word is understood because you understand its opposite.

Impenitent: Instead of showing shame, regret, or remorse, the con artist was impenitent.

Analogies

Try to find a relationship between a word you know and word you don’t.

Lumen: The engineer used lumens and brightness as she would use inches and length.

Directions: From the above sentences, define each of the italicized words.

Probity: ______________________________________________________________________

Impenitent: ___________________________________________________________________

Lumens: ______________________________________________________________________

34

In-Class Activities

Shades of Meaning: Strong vs. Weak

Some words mean almost the same thing, but they are still different. One of the words may be

stronger or express more emotion or action. The other may be weaker or express less emotion

or action.

Example: I think the bus goes to the library. I know the bus goes to the library.

Think and know are two similar words, but know is stronger, since it has more conviction, than

think.

Part I. Fill in the blank in each sentence with a word that has a stronger meaning that the word

in parentheses.

1. She _______________________ , “Don’t answer the phone.” (said)

2. Carl liked to stay inside during the _______________________ weather. (cold)

3. The man was _______________________ about the long line at the store. (angry)

4. When she woke up, it was _______________________ . (raining)

5. The _______________________ dog growled at the postman. (large)

Part II. Fill in the blank in each sentence with a word that has a weaker meaning that the word

in parentheses.

6. She _______________________ , “Don’t answer the phone.” (said)

7. Carl liked to stay inside during the _______________________ weather. (cold)

8. The man was _______________________ about the long line at the store. (angry)

9. When she woke up, it was _______________________ . (raining)

10. The _______________________ dog growled at the postman. (large)

Reflection: When might you use weaker meaning words? When would you use stronger

meaning words?

35

Linear Arrays

Linear arrays are a strategy to extend vocabulary. Using the opposite words on each end of the

linear array, add words inside the ovals that are in between the two opposite words.

Beautiful Ugly

freezing boiling

minute immense

incessant rare

enemy confidant

36

Add Interest with Synonyms

Synonyms are two words that mean the same or nearly the same as each other. You can use

synonyms for over-used or “tired” words in your writing to add interest to what you are saying.

Read the paragraph below. The numbered words in bold print are over-used words. Think of a

synonym you could use to replace each tired word to add interest. Write the word on the

corresponding numbered line. The first one has been done for you.

Jennifer and Laritza had a nice1 day at school. In the morning, they

listened as their teacher read a nice2 story. The work was hard3 during math

because they had just started learning a new skill. The teacher was happy4 with

their progress. It was a nice5 day, so they were able to play soccer outside for

P.E. The class was happy6 when the teacher said they would have a party that afternoon. Jennifer was excited about the party, but Laritza did not want to go to

the party. She was tired7 because she did not sleep well the night before. She

stayed in at recess and made a pretty8 sign while the other children played

outside. She used big9 letters to write the word “celebrate.” She even drew

butterflies with small10 dots on their wings. Jennifer came back a few minutes later to help her. Together, they colored the pictures and letters that Laritza had drawn. When the other students came back in after recess, they all agreed it was

a nice11 sign. The teacher put it up on the board in the front of the room. Then

she passed out some good12 cookies. She told them they were celebrating

because they did a good13 job on their recent test. She was happy14 they did well.

1. pleasant 8.

2. 9.

3. 10.

4. 11.

5. 12.

6. 13.

7. 14.

37

Fix the Story with Antonyms

Antonyms are two words that mean the opposite or nearly the opposite of each other.

Read the paragraph below. The numbered words in bold print are the antonyms of the words

that should appear there. Fix the story by replacing each bolded word with an antonym that

makes more sense in the story. Write the new word on the corresponding numbered line. The

first one is done for you. Felix and Diego were absent on the day of the test. When they left1 at

school the following night2, they had to go to a different room to give3 the test.

They were calm4 because they were not really prepared but decided to give it

their worst5 try. Felix’s pencil mended6 twice during the test because he was

pressing too softly7. He finally took a shallow8 breath and calmed up9. At the

different10 time, Diego was unoccupied11, carefully reading and then erasing12 in

the bubbles to answer the questions. He started13 too quickly to do a poor14 job

of it, so he decided to look recklessly15 back over each question to make sure he

had the incorrect16 answer. Both girls17 spent most of the evening18 until lunch

time playing19 on the test. They were very anxious20 when they were finally able

to finish and turn their tests out21. They hurried back to their classroom just in

time to get their lunch money so they could line up with everyone else to sell22

lunch. They decided to try harder not to be absent on a test day again!

1. arrived 12.

2. 13.

3. 14.

4. 15.

5. 16.

6. 17.

7. 18.

8. 19.

9. 20.

10. 21.

11. 22.

38

Using Antonyms for Context Clues

Circle the letter of the word that most closely matches the underlined word in the sentence. Use

the antonym in bold as a clue to the correct meaning.

1. While she was indifferent to golf, he husband was an avid fan.

A. boring B. likeable C. eager D. pleasant

2. I thought it was a fresh idea, but the teacher thought it was trite.

A. special B. loud C. happy D. common

3. Stacey was suspicious when the clown handed them a box, but her gullible little brother

opened it anyway.

A. trusting B. sad C. doomed D. careful

4. While James is very outgoing, his older brother is very reclusive.

A. withdrawn B. athletic C. popular D. hungry

5. The woman abhorred cleaning house, but she loved a spotless home.

A. often B. demanded C. enjoyed D. hated

6. George is adept with crossword puzzles, while his sister is a failure at solving them.

A. miserable B. skilled C. close D. bored

7. Instead of a grimace, Claudia had a big smile across her face.

A. grin B. hat C. frown D. mask

8. She was an agile dancer, although her partner was quite clumsy.

A. quiet B. nimble C. shy D. stiff

39

Analogies

Use the presentation to help you complete this page.

Analogy:

Types of Analogies:

Type Example Explanation

Solve and identify the type of analogy:

1. hand : touch :: eye : _______________________

2. car : automobile :: ship : _______________________

3. work : labor :: incinerate : _______________________

4. failure : success :: mistaken : _______________________

5. world : earth :: teacher : _______________________

6. garden : tomatoes :: ocean : _______________________

7. blade : ice skate :: wheel : _______________________

8. button : shirt :: latch : _______________________

9. Camel : desert :: crocodile : _______________________

10. McDonald’s : hamburger :: Chick-fil-A : _______________________

40

Homework #4

List of Commonly Confused and Misused Words

The following is the entire list of words almost everyone confuses and misuses:

adverse / averse affect / effect aggravate alleged all right altogether/ all together among / between assure / ensure / insure blatant / flagrant capital / capitol complement / compliment comprise council / counsel convince / persuade disinterested / uninterested enervate enormity / enormousness factoid fewer / less flammable / inflammable gender / sex imply / infer incredible / incredulous

irregardless its / it's lay / lie leave / let literally mass / weight mischievous nuclear prescribe / proscribe presently principal / principle renown reticent sacrilegious seasonable / seasonal sensual / sensuous set / sit that / which unexceptionable / unexceptional unique utilize / use wherefore wreak / wreck

Directions: Choose a word or pair you often confuse or misuse and find the correct uses and

meanings.

41

Video Lessons

The following are links to various videos and reading about vocabulary. To access the material, right-click on the link and choose “open hyperlink.” For close captioning, turn on with captioning link at bottom of video frame. Be sure to close out videos before opening a new one or they may play at the same time! Skip Ads and view full screen with this icon: { } Directions: Choose at least 1 link from the list below. Take clear, organized notes during the video(s) and reading(s) and include examples of your own. How to increase your vocabulary (13 min) Video https://www.youtube.com/watch?v=53SIKuCuHv0 Six tips (8 min) Video https://www.youtube.com/watch?v=XuLDqTz_qHI Memorizing New Vocabulary with the Substitute Word Technique (5 min) Video https://www.youtube.com/watch?v=cQSCuWoqw4M Ten best vocabulary learning tips (Read and interactive games) http://www.sheppardsoftware.com/vocabulary_tips.htm Teaching Analogies http://www.education.com/study-help/article/analogies-practice-exercises-set-12/ Teaching Vocabulary Cuesta http://academic.cuesta.edu/acasupp/as/500index.HTM Confused Words Practice http://www.enchantedlearning.com/dictionary/wordentry/twowords/

42

Day 5:

Dictionaries

and Study Skills

43

Warm Up

Dictionary Pronunciation Symbols

From Merriam-Webster online. \ ə \ as a in abut \ ˈə ˌə \ as u in abut \ ə \ as e in kitten \ ə r \ as ur/er in further \ a \ as a in ash \ ā \ as a in ace \ ä \ as o in mop \ au̇ \ as ou in out \ b \ as in baby \ ch \ as ch in chin \ d \ as d in did \ e \ as e in bet \ ˈē ˌē \ as ea in easy \ ē \ as y in easy \ f \ as f in fifty

\ g \ as g in go \ h \ as h in hat \ i \ as i in hit \ ī \ as i in ice \ j \ as j in job \ k \ as k in kin \ ḵ \ as ch in ich dien \ l \ as l in lily \ m \ as m in murmur \ n \ as n in own \ ŋ \ as ng in sing \ ō \ as o in go \ ȯ \ as aw in law \ ȯ i \ as oy in boy \ p \ as p in pepper

\ r \ as r in red \ s \ as s in less \ sh \ as sh in shy \ t \ as t in tie \ th \ as th in thin \ th \ as th in the \ ü \ as oo in loot \ u̇ \ as oo in foot \ v \ as v in vivid \ w \ as w in away \ y \ as y in yet \ yü \ as you in youth \ yu̇ \ as u in curable \ z \ as z in zone \ zh \ as si in vision

Example:

Erica Menchaca

ˈerikə menchȯkˈə

Activity:

Write your first and last name using the pronunciation key above.

44

Using and Dictionary

A word and the information given in a dictionary about the word is called an entry. Depending

on the source you are using, many dictionary resources will provide at least some of the

following:

Guide words. In a printed dictionary, boldface words at the top of the page indicate the first

and last entries on the page. Online dictionaries will often provide the previous and

subsequent words.

Pronunciation. This key shows how to pronounce the word. Online dictionaries will often

provide an audio pronunciation.

Part of speech. If not spelled out, the following are abbreviations for the parts of speech.

n. – noun

adj. – adjective

v.i. – intransitive verb

adv. – adverb

conj. – conjunction

prep. – preposition

v.t. – transitive verb

pron. – pronoun

interj. – interjection

Etymology. This is the origin of the word, which is especially helpful if the word has a Latin or

Greek root from which many other words are derived. Knowing the word’s history can help

you remember the word or look for similar words.

Syllabication. This shows how the word is divided into syllables.

Capital letters. This indicates if a word should be capitalized.

Definition. Definitions are listed chronologically (oldest meaning first).

Restrictive labels. Three types of labels are used most often in a dictionary. Subject labels tell

you that word has a special meaning when used in a certain field (mus. for music, med. for

medicine, etc.). Usage labels indicate how a word is used (slang, dial. for dialect, etc.).

Geographic labels tell you the region of the country where the word is most often used.

Homographs. A single spelling of a word has different meanings.

Variants. These are multiple correct spellings of a single word (example: ax or axe).

Illustrations. Drawings or pictures are used to help illustrate a word.

Adapted from McGraw-Hill Worksheet

45

Dictionary Example

46

47

In-Class Activities

Common Abbreviations in Dictionaries

Below are abbreviations that are commonly used in dictionaries.

Write what each abbreviation means as it is used for words in the dictionary.

1. conj. _____________________

2. Gr. _____________________

3. sing. _____________________

4. vt. _____________________

5. esp. _____________________

6. L. _____________________

7. adv. _____________________

8. pron. _____________________

9. Ger. _____________________

10. prep. _____________________

11. exc. _____________________

12. pl. _____________________

13. O. _____________________

14. vi. _____________________

15. pt. _____________________

16. art. _____________________

17. n. _____________________

18. OE. _____________________

19. adj. _____________________

20. Fr. _____________________

48

Dictionary Guide Words

All words in a dictionary are listed alphabetically. Guide words at the top or bottom of each

page tell what words are listed on each page. The first guide word tells the first word on the

page, the last one tells the last one on the page.

Example:

Word to look up: bramble

The word would appear on the page with the guide words brace and broth because alphabetically bramble is after brace (bram- comes after brac-) but before broth (bra- comes before bro-).

Guide words: brace-bram

Directions: Circle the letter of correct pair of guide words for each word.

1. pool

A. play-police B. poem-pot C. prosper-pull D. porpoise-pout

2. save

A. saint-salve B. salt-sauté C. same-say D. saw-see

3. jump

A. June-just B. join-juice C. judge-jug D. joke-juniper

4. wash

A. waste-weep B. watch-wax C. wad-wart D. wash-water

5. dawn

A. dash-day B. dart-date C. daze-dent D. damper-David

6. monkey

A. money-monk B. mole-mount C. moon-most D. more-move

7. compress

A. counter-crust B. copper-corner C. compare-comprise D. compute-courage

8. bagpipe

A. bag-bear B. bait-banter C. bad-baffle D. bang- bay

9. car

A. careful-cast B. carry- cart C. canter-cap D. candle-carp

10. international

A. intense-interactive B. internal-internist C. interpret-interrogate D. intercept-intermittent

49

Dictionary Comparison

Use the standard dictionary entry above for the word “intent” for the following activity. Look

up “Intent” using an online dictionary (Ex: Dictionary.com) Compare and contrast the

information provided in each source. Write a paragraph explaining the advantages and

disadvantages for both the standard dictionary and an online dictionary?

50

Vocabulary Development

Use the presentation to help you complete this page.

Types of Vocabulary

1. ________________________________________

2. ________________________________________

3. ________________________________________

4. ________________________________________

Vocabulary Dimensions

Depth

Breadth

Tiers of Words

Tier One:

Tier Two:

Tier Three:

Strategies

Implicit

Explicit

Reading to Improve Vocabulary

1.

2.

3.

4.

5.

6.

7.

51

100 Words Every Student Should Know

The following diagrams are examples of tools to help you analyze and study vocabulary words

you come across in future classes.

1. accentuate 2. alliteration 3. analogy 4. antibody 5. aspire 6. bamboozle 7. bizarre 8. boisterous 9. boycott 10. camouflage 11. chronology 12. commemorate 13. cower 14. decorum 15. deduction 16. deign 17. despondent 18. dialogue 19. divulge 20. eclectic 21. ellipse 22. embargo 23. enthusiastic 24. exponent 25. exult 26. fallacy 27. flourish 28. formidable 29. gargoyle 30. guerrilla 31. guru 32. heritage 33. hieroglyphic 34. hologram

35. hypocrisy 36. immune 37. impertinent 38. inference 39. introspection 40. jaunty 41. jovial 42. kilometer 43. labyrinth 44. laconic 45. lichen 46. light-year 47. maneuver 48. marsupial 49. metaphor 50. mosaic 51. mutation 52. nebula 53. nocturnal 54. nuisance 55. omnivore 56. outrageous 57. ozone 58. parasite 59. participle 60. phloem 61. plateau 62. polygon 63. protagonist 64. pulverize 65. quandary 66. quarantine 67. quota 68. rainforest

69. random 70. recede 71. renaissance 72. renegade 73. repose 74. sacrifice 75. silhouette 76. solstice 77. spectrum 78. stereotype 79. strategy 80. suffrage 81. symbiosis 82. tariff 83. technique 84. tempo 85. toxin 86. tranquility 87. tumult 88. tundra 89. ultraviolet 90. unanimous 91. undulate 92. vaccine 93. vacillate 94. vertebrate 95. virtuoso 96. voracious 97. wretched 98. xylem 99. yacht 100. zoology

52

Word Study Tools

Directions: Choose at least two words from the first column in the previous list. Complete at

least two of the four diagrams using the words you chose.

Word Analysis for ______________________

Definition (Like)

Contrast (Unlike)

Examples

Frayer Diagram for ______________________

53

Word Map for _________________________

Word Cluster for _________________________

54

Homework #5

4-Fold Vocabulary

Part I: Choose four words from the second and third column in the “100 words every student

should know” list. Fold a paper into a grid with 4 rows and 4 columns. In the first section, the

student writes the word. In the 2nd section, the student writes a definition of the word in their

own words. In the 3rd section, the student draws a picture or symbol to represent the word. In

the 4th section, the student writes a sentence with the word based on their definition. Then, cut

apart the sections and put them in an envelope. Review your words by reassembling the word

rows. Bring your envelope with your cut outs to the next class to complete Part II.

Word Definition Picture Sentence

Oven kitchen appliance

used for baking or

roasting

We baked

cookies in the

oven.

Part II: In class, trade envelopes with another student. Try to reassemble each other’s word

rows. Since you practice your word rows for homework, you should be able to help your

partner assemble the correct word rows.

55

Final Project In this course, you have learned, practiced, or refined some tools for expanding your academic

vocabulary. Your final project will be a Word Study showcasing how you can apply your

knowledge in the future.

Directions: Create a one-page digital word study page. The page should include the chosen

word, grammatical category, definition, Greek/Latin roots, other forms, sentence, synonyms,

antonyms, and a visual image of the meaning of the word.

Example:

Instructions for Submission:

DUE before class on ____________

OBSTINATE

1. Grammatical category: adjective

2. Definition: not willing to change one’s opinion, , etc.

3. Greek/Latin roots: ob (meaning against)

4. Other forms: obstinately, obstinacy

5. Sentence: The obstinate boy refused to clean his messy room.

6. Synonyms: stubborn, mulish, recalcitrant

7. Antonyms: cooperative, compliant, agreeable

8. Picture