Practice with Prefixes Grades 5–8 - eBooks2go

TableofContentsManagement

WhyRoots?VocabularyResearchandPractice

WhatIsaRoot?

WhatDoPrefixesDo?

WhatIsAssimilation?

WhyTeachwithaRootsApproach?

WhatDoesResearchSayAboutUsingaRootsApproach?

DifferentiatingInstruction

SupportingEnglishLanguageLearners

SupportingStrugglingReaders

SupportingAbove-LevelReaders

ResponsetoIntervention

HowtoUseThisBook

InstructionalPlanning

AboutUnitI

AboutUnitII

AboutUnitIII

AboutUnitIV

AboutUnitV

LessonOverview

TipsforImplementation

CorrelationtoStandards

AbouttheAuthors

Lessons

UnitI:IntroducingSemanticUnits

Lesson1:Two-SyllableCompoundWords

Lesson2:Three-SyllableCompoundWords

Lesson3:NegativePrefixun-

Lesson4:NegativePrefixin-

Lesson5:NegativePrefixesim-andil-

UnitIReview:WhataNegativePredicament!

UnitII:EssentialDirectionalPrefixes

Lesson6:Prefixre-

Lesson7:Prefixpre-

Lesson8:Prefixesex-,e-,andef-

Lesson9:Prefixsub-andItsAssimilatedForms

Lesson10:Prefixesco-andcon-

UnitIIReview:PickingtheBestPrefix

UnitIII:MoreEssentialDirectionalPrefixes

Lesson11:DirectionalPrefixesin-,im-,andil-

Lesson12:Prefixescom-andcol-

Lesson13:Prefixde-

Lesson14:Prefixpro-

Lesson15:Prefixestrans-andtra-

UnitIIIReview:NamethatDirection!

UnitIV:Intermediate-LevelDirectionalPrefixes

Lesson16:Prefixinter-

Lesson17:Prefixesdi-,dif-,anddis-

Lesson18:Prefixesa-,ab-,andabs-

Lesson19:Prefixessuper-andsur-

Lesson20:Prefixad-andItsAssimilatedForms

UnitIVReview:IdentifythePrefixandPicktheBestWord

UnitV:NumberandQuantitativePrefixes

Lesson21:Prefixesuni-andunit-

Lesson22:Prefixesbi-andtri-

Lesson23:Prefixesquart-,quadr-,deca-,decim-,cent(i)-,andmill(i)-

Lesson24:QuantitativePrefixesmulti-andpoly-

Lesson25:MoreQuantitativePrefixesmagn(i)-,mega-,megal(o)-,andmicro-

UnitVReview:CountMe!

AppendixA:ReferencesCited

Management

WhyRoots?VocabularyResearchandPractice

WhatIsaRoot?Arootisawordpartthatcontainsmeaning(andnotmerelysound).Therearethreecategoriesofroots,dependingontheirplacementwithinaword:

• prefix:arootatthebeginningofaword.Forexample,inthewordretraction,theinitialre-isaprefix,meaning“back,again.”

• base:thecoreroot,whichprovidesawordwithitsbasicmeaning.Inthewordretraction,thebaseistract,whichmeans“pull,draw,drag.”

• suffix:arootthatendsaword.Inthewordretraction,thefinal–ionisasuffix,meaning“actof,stateof.”

WhatDoPrefixesDo?Aprefixservesoneofthreefunctions:

• Aprefixcannegateawordbymeaning“not.”Themostcommonnegatingprefixesareun-(e.g.,unhappy,unwashed)andnegativein-,im-,il-(e.g.,invisible,impossible,illegal).Somedirectionalprefixescanalsobenegating.Forexample,theprefixvariationsdi-,dis-,dif-,whichmean“apart,indifferentdirections,”canalsomean“not.”Examples:thingsthatare“notsimilar”aredissimilar;adifficulttaskis“not”easy.

• Aprefixcanbedirectional.Thisisthemostcommonfunctionofaprefix:itsendsthebaseofthewordinaspecificdirection.Forexample,theprefixex-means“out,”re-means“back,again,”sub-means“under,below,”andad-means“to,toward,addto.”Forexample,anexitsignindicatestheway“out”ofabuilding;wedescendastaircasewhenwego“down”;whenclassconvenes,itcomes“together”;whenclassisdismissed,studentsscatter“indifferentdirections”;whentheyproceedtotheirbuses,theymove“forward,ahead”totheirbusstops.

Thus,usingthebasetract-(pull,draw,drag),extractmeansto“pullout”(e.g.,weextractatooth);retractmeansto“takeorpullback”(e.g.,ajournalistretractsastatement;acatretractsitsclaws);subtractmeansto“takealowernumberfromahigherone”;toattractmeansto“pull,drawsomeonetoortowardanobject”(theprefixat-inthiswordisassimilatedad-;e.g.,amagnetattractsmetalobjects,whichare“pulledtoward”it).

Note:Althoughstudentsmaynotbeawarethatprefixescansuggestdirection,theycanbenefitfromexaminingtheprefixandthinkingaboutthedirectionofthesewords(bothliteralandmetaphorical).

• Aprefixcanhaveintensifyingforce,meaning“very,thoroughly.”Somedirectionalprefixesmayalsobeintensifying.Forexample,theprefixper-,meaning“through”(asinpermeate,perforate,percolate),canalsomean“very”or“thoroughly”:aperfectlybakedcake,forexample,is“thoroughly”done.

• Thisbookpresentsnegatingprefixes,directionalprefixes,andnumerical-quantitativeprefixeswithintensifyingforce.

WhatIsAssimilation?Someprefixeshavemultipleformsasshowninthechartonpage8.Theseslightchangesreflectaneasilyrecognizableandpredictablephenomenoncalledassimilation.Assimilationsimplymeansthatsomeconsonantsatthebeginningofawordchangeandbecomelike(“similarto”=assimilate)theconsonantsthatfollowthem.

Itisobviousthattheprefixcon-,forexample,occursinthewordsconventionandconference.Throughassimilation,avariationofcon-alsoappearsincollect,commotion,andcorrect.Thereasonissimple:assimilationmakesawordeasiertopronounce(considerconlectvs.collect).

Theconceptofassimilationcanbeeasilyunderstoodandpresentedina3-stepapproach.The3stepsare:(1)unassimilatedprefixes(i.e.,theprefixisnotchangedsinceitiseasilypronouncedwiththenextletteroftheword),asinconvention,invent,advent,subterranean;(2)partialassimilation(i.e.,theprefixchangesitsfinaln-intoanm-tofacilitatepronunciationwiththenextletteroftheword),asincompose,imbibe,import;and(3)fullassimilation(i.e.,theprefixchangesitsfinalconsonantintothesameconsonantasthenextletteroftheword,tofacilitatepronunciation),whichresultsinadoubledconsonant,asincollect,illegal,attract,suffer,support.

Unassimilatedprefixesthusretaintheiroriginalformascon-,in-,ad-,sub-,andsoon.Partialassimilationoccurswhenprefixesthatendinn-(con-,in-)changetom-beforebasesthatbeginwithb-orp-:con+binebecomescombine,forexample.Fullassimilationoccurswhenthefinalconsonantoftheprefixisdroppedandthefollowingconsonantdoubled:con+lectbecomescollect,andad+tractbecomesattract.

Althoughassimilationcausesspellingchanges,themeaningoftheprefixdoesnotchange.TheTeachingTipsforeachlessonwillletyouknowiftheprefixyouareteachingcanundergoassimilation.

Toteachassimilation,explaintheconcepttostudentsbyshowingthemafewexamples,suchastheonesprovidedinthechart(page8).Asyoudiscusstheseexamples,besurethatstudentsrecognizetheprefixoftheword.Tellthemthatwheneveradoubledconsonantappearsnearthebeginningofaword,theyshoulddividethewordbetweenthedoubledconsonantandidentifytheassimilatedprefix.Also,remindthemthatcon-andin-maypartiallyassimilateandbecomecom-orim-whentheyattachtobasesthatbeginwith

b-orp-.

Seethefollowingpageforanoutlineofthe3-stepapproachtopresentingassimilation.Thisapproachusesexamplesofcommonly-knownwordswhichcanbehelpfulwhenintroducingtheconcept.Ineachstep,askstudentstopronouncetheprefixandbaseseparately.Then,askthemtopronouncetheprefixandthebasetogetherasasingleword.InStep1,pronunciationiseasywithoutalteringtheprefix.InStep2,partialassimilationmakestheprefixeasiertopronouncewiththebase.InStep3,fullassimilationisrequiredtomaketheprefixeasiertopronounce,resultinginadoubleconsonantnearthebeginningoftheword.

Step1:UnassimilatedPrefixes

con+vention=convention

in+visible=invisible

sub+terranean=subterranean

ob+struction=obstruction

ex+pose=expose

dis+tract=distract

Note:Wecaneasilypronouncetheunalteredprefixwiththebase.Hence,thereisnoneedtoassimilate.

Step2:PartialAssimilation

in+possible=impossible

con+pose=compose

con+bine=combine

con+fort=comfort

Note:Wecannoteasilypronouncenwhenitisfollowedbysuchconsonantsasb,p,and(occasionally)f.Insuchcases,thefinalnoftheprefixpartiallyassimilatesintom.

Step3:FullAssimilation

con+rect=correct

in+legal=illegal

sub+fer=suffer

ob+pose=oppose

ex+fect=effect

dis+fer=differ

ad+similation=assimilation

Note:Wecannoteasilypronouncetheseunalteredprefixeswhenfollowedbycertainconsonants.Insuchcases,thefinalconsonantoftheprefixchangesintotheinitialconsonantofthebasethatfollowsit.Theresultisadoubledconsonantnearthebeginning.

LatinPrefixesthatAssimilate

Prefix Meaning Examples

ad- to,toward,addto admit,accelerate,affect,aggravate,allusion,appendix,arrogant,assimilate,attract

con-,co- with,together,very

congregate,coworker,collect,combine,commit,compose,correct

ex-,e-,ef- out,from,completely

expose,edict,effect

dis-,di-,dif- apart,indifferentdirections,not

disintegrate,divert,different,difficult

in-,im-,il-(directional)

in,on,into,against

induct,insert,imbibe,immigrant,import,impose,illustrate

in-,im-,il-(negative)

not infinite,insatiable,ignoble,illegal,illegible,impossible,irresponsible

ob- toward,upagainst,completely

obstruct,occurrence,offensive,oppose

sub- under,upfromunder

submarine,succeed,suffer,support,suspend

WhyTeachwithaRootsApproach?Teachingwitharootsapproachisefficient.Over60percentofthewordsstudentsencounterintheirreadinghaverecognizablewordparts(Nagy,Anderson,Schommer,Scott,andStallman1989).Moreover,content-areavocabularyislargelyofGreekandLatinorigin(Harmon,Hedrick,andWood2005).ManywordsfromGreekandLatinrootsmeetthecriteriafor“tiertwo”wordsandareappropriateforinstruction(Beck,McKeown,andKucan2002).

Rootstudyalsopromotesindependentwordlearning(Carlisle2010).Inaddition,studentslearntomakeconnectionsamongwordsthataresemanticallyrelated(NagyandScott2000).Researchsuggeststhatthebrainisapatterndetector(Cunningham2004).LatinandGreekwordrootsfollowlinguisticpatternsthatcanhelpstudentswiththemeaning,sound,andspellingofEnglishwords.Indeed,LatinandGreekrootshaveconsistentorthographic(spelling)patterns(RasinskiandPadak2008;Bear,Invernizzi,Templeton,andJohnston2007).

Youngreaders’wordinstructionisoftencharacterizedbyastudyofwordpatternscalledrimes.ALatin-Greekrootsapproachisthenextlogicalanddevelopmentalstepinwordlearning(Bear,Invernizzi,Templeton,andJohnston2007).ManyEnglishlanguagelearnersspeakfirstlanguagessemanticallyrelatedtoLatin(e.g.,Spanish,whichisa“Romance”[Latin-derived]language).Enhancingthisnaturallinguisticconnectioncanacceleratethesestudents’vocabularygrowth(Blachowicz,Fisher,Ogle,andWatts-Taffe2006).

Manystatesarebeginningtoincludeastudyofderivationsintheirelementaryandmiddleschoolliteracystandards.

WhatDoesResearchSayAboutUsingaRootsApproach?

Thesizeanddepthofelementarystudents’vocabularyisassociatedwithproficiencyinreadingcomprehension.Effectivevocabularyinstructionresultsinhigherlevelsofreadingcomprehension(Baumannetal.2002;Beck,Perfetti,andMcKeown1982;Kame’enui,Carnine,andFreschi1982;StahlandFairbanks1986).

Morphologicalanalysis(e.g.,viaarootsapproach)isimportantbecauseitisgenerativeandallowsstudentstomakeconnectionsamongsemanticallyrelatedwordsorwordfamilies(NagyandScott2000).Infact,developingmorphologicalawarenessisanintegralcomponentofwordlearningforyoungchildren(BiemillerandSlonim2001).Inacomprehensivereviewof16studiesanalyzingtheeffectofinstructioninmorphologicalawarenessonliteracyachievement,Carlisle(2010)observesthat“childrenlearnmorphemesastheylearnlanguage”(465).

Classroom-basedstudieshavedemonstratedtheeffectivenessofteachingwordpartsandcontextclues(Baumannetal.2005)intheprimary(Biemiller2005;Mountain2005;Porter-Collier2010)andintermediategrades(Baumannetal.2002;Carlisle2000;KiefferandLesaux2007).Researchincontent-areavocabularyhasdemonstratedtheeffectivenessofteachingGreekandLatinwordroots,especiallyforstrugglingreaders(Harmonetal.2005).

Nosingleinstructionalmethodissufficient.Teachersneedavarietyofmethodsthatteachwordmeaningswhilealsoincreasingthedepthofwordknowledge(Blachowiczetal.2006;Lehr,Osborn,andHiebert2007).Thesemethodsshouldaimatthefollowing:

• Immersion.Studentsneedfrequentopportunitiestousenewwordsindiverseoralandprintcontextsinordertolearnthemthoroughly(BlachowiczandFisher2006).

• Metacognitiveandmetalinguisticawareness.Studentsmustunderstandandknowhowtomanipulatethestructuralfeaturesoflanguage(NagyandScott2000).

• Wordconsciousness(e.g.,anawarenessofandinterestinwords)(GravesandWatts-Taffe2002).Wordexploration(etymology)andwordplay(puns,riddles)arecentraltovocabularydevelopment(Lehretal.2007).

DifferentiatingInstructionTomakePracticewithPrefixesmosteffective,youmaywanttodifferentiateinstructionforstudentswhohaveparticularneeds.GroupsofstudentswhomaybenefitfromdifferentiatedinstructionincludeEnglishlanguagelearners,strugglingreaders,above-levelreaders,andstudentswithspecialneeds.Thesectionsbelowoffersomeinstructionalsuggestionsforeachgroupofstudents.

SupportingEnglishLanguageLearnersLiketheirpeers,Englishlanguagelearnersbenefitfromthefocusonmeaningusingresearch-basedstrategiestolearnnewrootsandwords.FrequentopportunitiestotrynewwordsoutinavarietyofcontextswillhelpEnglishlanguagelearners,aswillpartnerorsmall-groupwork,whichhastheadditionaladvantageofsupportingEnglishlanguagelearners’conversationalEnglish.

Especiallyifstudents’nativelanguagesderivefromLatin(e.g.,Spanish),makecomparisonstothenativelanguageswheneverpossible.Whentheylearntolookforrootswithinwords,SpanishspeakerswillbeabletorelatemanywordrootsinEnglishtotheircounterpartsinSpanish.Sharingtheirknowledgewithotherclassmateswillhelpeveryonegrow.

YoumayneedtoprovideadditionaltimeforEnglishlanguagelearnerstocompleteactivities.Youmayalsoneedtoaddcontexttoactivities,tomakecertainthatnewwordsappearinthecontextofsentences.Forexample,you(oratutororpeer)canreadsentencesaloudtothesestudents,thenaskthemtoreadthesentenceswithyou,andfinallyinviteindependentresponses.

ConcretecontextwillalsosupportEnglishlanguagelearners’workwithprefixesandwords.Youcanusegesturesorbodylanguagetoprovidenonlinguisticsupportwhenpossible.Youcanalsoprovide(oraskstudentstomake)wordcardsforstudentstomanipulateorwordbankswithanswersforstudentstoselectfrom.

SupportingStrugglingReadersStrugglingreaderswillbenefitfromextrasupportandinstructionaltime.Youmaywanttodoafewexampleswiththembeforeencouragingindependentresponse.Makingactivitiesmoreconcreteandprovidingwordbanksforanswerswillalsohelp.Studentsmightworkwithpartnerstocompleteactivities.Youwillwanttomonitorstrugglingreaders’progressandmakeadjustmentsasneeded.

SupportingAbove-LevelReadersAbove-levelreadersmaynotneedalltheexamplesprovidedinlessonstounderstandtheconceptsbeingtaught.Youmaywanttohavestudentscompleteonlythemostchallengingexamples.Often,above-levelreaderswillenjoyadditionalchallenges.Youmaywant

themtodeveloptheirownactivitiesusingprefixesforotherstocomplete.TheInternetofferstoolsformakingcrosswordpuzzlesandotherwordgamesthatstudentsmaydevelopthemselvestochallengetheirpeers(e.g.,http://www.puzzlemaker.com).

Above-levelstudentsmaybeinterestedinpeertutoringaswell.Theymayalsoleadeffortstofindwordsusingtheprefixesoffocusinothertexts.However,itisimportanttoensurethattheextrachallengesyouprovidearemorefunthanthebusywork.

ResponsetoInterventionResponsetoIntervention(RTI)isanapproachtoinstructionaldeliveryforstudentswhostrugglewithorhavespecialneedsinsomeaspectoflearning(NationalAssociationofStateDirectorsofEducation2006).TheRTImodelhasthreelevelsofintensity.Thefirstlevelortierisforthemajority(about75–80percent)ofstudentswhobenefitfromuniversalinstruction.Thesecondlevelortierisforasmallerpercentage(10–15percent)ofstudentsinaclassroom;thesestudentsneedmoretargetedinstructionbecauseuniversalinstructiondoesnotenablethemtobesuccessful.Thisinstructiontypicallyinvolvesadaptationsthatageneraleducationteachercanreasonablyaccomplish(FuchsandFuchs1998),suchasprovidingextratime,additionallessons,extrainstructionalmaterialssuchasconcretevisualscaffolds,orotheradjustmentsinsupport.Thethirdlevelortierincludesthesmallestpercentage(5–10percent)ofstudents—thosewhodonotrespondsufficientlytoTierIIinstructionandwholikelyneedtobescreenedforspecialeducationplacement.

ThefollowingaresomeideasforusingtheRTImodeltodifferentiateinstructionwithPracticewithPrefixes:

• TierI:Encouragepeerwork.Studentswhoareabovelevelmayneedadditionalchallenges.

• TierII:Arrangepeerwork.Ifpossible,provideinstructioninsmallgroupsandincreaseinstructionaltime.MonitorprogressmorefrequentlythanTierI.Provideadditionalpractice.Involveparents.Encourageuseofgraphics(e.g.,wordwebs)andpictorialrepresentations(e.g.,havestudentsmakeprefixwordcardswithwordsononesideandsketchesontheother.Thesecanbeusedtoplaywordgamesorasindependentstudyaids).

• TierIII:Coordinatewiththestudent’stutororspecialeducationteacher.Allowextratime.Provideextraopportunitiesforpracticeandreview.Individualinstructionmaybeneeded.MonitorprogressmoreoftenthanTierII.

HowtoUseThisBookThisintroductorysectionofPracticewithPrefixespresentsmanagement,research,andbackgroundinformationtoorientyoutoarootsapproach.PracticewithPrefixesisastand-aloneresourcebookforteachersandstudentsthatpresentsthemostfrequentlyencounteredLatinprefixesinEnglish.ItalsopresentsintroductoryGreekprefixes.Eachlessonprovidescontentexplanations,instructionalguidelines,andstudentactivitiesnecessarytoteachprefixesandhelplearnersunderstandhowto“dissect”(DivideandConquer)and“compose”(CombineandCreate)wordsfromeverydayandacademicvocabulary.Suggestionsforextensionactivitiesandassessmentarealsoincluded.

FiveinstructionalunitspresentfivelessonseachfollowedbyaReviewPage(suitableforassessment)onspecificprefixes.Theprefixesbeginattheeasiest/mostfrequentlyencounteredlevel(UnitsIandII),progresstotheintermediatelevelofdirectionalprefixesandworddifficulty(UnitsIIIandIV),andculminatein“numberandquantitativeprefixes”frombothGreekandLatin(UnitV).

InstructionalPlanningBeforebeginningtoteachwithPracticewithPrefixes,readtheintroductorymaterialandskimseverallessons.Then,decidehowtoincorporatethelessonswithinyourreading/languageartscurriculum:

• Howmanyminutesperdaycanyoudevotetothelessons?

• Howoftencanyouteachthemduringtheweek?

• Atwhattimeofdaywillyouandyourstudentspracticewithprefixes?

• GlanceattheReviewPageattheendofeachunit,whichcanbeusedforassessment.

Theinformationinthisbookiscumulativebutnotsequential.Dependingonyourstudents,youmaybeginatanypoint.Thefollowingisanoutlineofeachunit:

AboutUnitIUnitIintroducesstudentstotheskillofdividingandconqueringvocabulary.

Lessons1and2presenteasyandfamiliarcompoundwords.Bydividingcompoundwordsintocomponentparts,studentslearntolookinsideawordforitssemanticunits(i.e.,partsthathavemeaningandnotmerelysound).

Lessons3and4continuetobuildontheskilloflookinginsideawordforitssemanticunitwhilefocusingonthenegatingprefixesun-andin-.

Lesson5introducestheconceptofassimilation:theprefixin-,endinginaconsonant,changesintoim-oril-,dependingonthefollowingconsonantintheword(e.g.,impossible,illegal).

AllthesamplewordsinLessons3–5presentprefixesattachedtointactwords.Students

willlearnhowtonegateanexistingwordaswellaslearnhowtodetachanegatingprefixandrecognizetheoriginalword.

TheCombineandCreateactivitiesandtheReadandReasonpassagespresenttheprefixesandwordsinlargercontexts.Theunitendswithaone-pagereviewexercisesuitableforassessment.

AboutUnitIIUnitIIpresentsfiveofthemostessentialLatindirectionalprefixesintheEnglishvocabularyandbuildsontheDivideandConquerskillsintroducedinUnitI.

Lessons6and7presenttheprefixesre-(“back,again”)andpre-(“before”),whichattachtointactwordsandtoLatinbases.Theyformmanywordsthatstudentseitheralreadyknoworwillreadilyrecognize.

Lesson8presentstheprefixesex-,e-,andef-meaning“out,”andLesson9presentssub-,meaning“below,under.”Assimilatedformsofsub-,suchassup-,suf-,andsuc-,appearinsuchwordsassupport(tocarryorbearupfrom“under”),suffer(toendurefrom“below,under”),andsucceed(tomoveupfrom“under”andaccomplish).

Lesson10presentstheprefixesco-andcon-,explainingthattheformco-frequentlyattachestointactwords(e.g.,coauthor,costar,coworker)andthatcon-attachestomanyLatinbases(e.g.,convert,conduct,contact).

TheCombineandCreateactivitiesaswellasReadandReasonpassagespresenttheprefixesandwordsinlargercontexts.Theunitendswithaone-pagereviewexercise,suitableforassessment.

AboutUnitIIIUnitIIIpresentsmoreofthemostusefuldirectionalprefixes.Lesson11presents“directional”in-anditsassimilatedforms,im-andil-.Theseprefixesappearinmanywordsthatstudentsalreadyknowandinwordsthatmaybenewtothem.Studentsreceivepracticeindistinguishingnegativein-,im-,il-words(e.g.,invisible,impossible,illegal)fromdirectionalin-,im-,il-words(e.g.,induct,import,illuminate).

Lesson12presentscom-,col-,theassimilatedformsoftheprefixco-,con-(whichareintroducedinUnitII,Lesson10).Thisprefixmeans“with,together”andappearsinsuchwordsascollect,compose,andcombine.

Lesson13presentsde-,meaning“down,offof,”insucheverydaywordsasdefrostandinacademicwordslikedescend,decapitate,anddemotion.

Lesson14followswithpro-,meaning“forward,ahead,for,”whichstudentswillreadilyrecognizeinsuchwordsaspromotion,proceed,progressandinsuchhyphenatedwordsaspro-warandpro-environment.

Lesson15presentstheprefixestra-andtrans-,meaning“across,change,”whichappearsinmanywordsfromacademicvocabulary,suchastransformation,transportation,andtraverse.

InDivideandConquer,studentsarealsoinformallyintroducedtoanumberofusefulLatinbasestowhichtheseprefixesattach.TheCombineandCreateactivitiesaswellasReadandReasonpassagespresenttheprefixesandwordsinlargercontexts.

AboutUnitIVUnitIVpresentsintermediate-levelprefixesthatappearineverydaywords,inacademicvocabulary,andinthecontentareas.

Lesson16presentsinter-,meaning“between,among,”whichappearsinwordsthatstudentsalreadyknow,suchasinteractive,Internet,andinterrupt.Thisprefixalsoappearsinwordsfromsocialstudies(e.g.,international,interstate,interregnum,interrogate).

Lesson17presentstheprefixdis-anditsvariantformsdi-anddif-,meaning“apart,indifferentdirections,not.”Theprefixappearsinmanyacademicwordsthatrefertoliteralorfigurative“scattering”(e.g.,whenclassisdismissed,studentsphysicallyscatter“indifferentdirections”;butwhenwearedistractedbynoiseinthehallway,wearefigurativelydrawn“apart”fromourconcentration).Theprefixdis-canalsonegatewholewords(e.g.,disqualify,disability,disinfect,dissimilar).

Lesson18presentsa-,ab-abs-,meaning“away,from,awayfrom.”Thisprefixindicatesboththephysicaldirectionof“away”(asinabductingakidnapvictimandavertingone’seyes)andthefigurativesenseof“away”(inwordslikeabstract,aversion,abstain).

Lesson19followswithsuper-,sur,meaning“ontopof,over,above.”Wordsbeginningwiththeseprefixesrefertothephysical,literaldirectionof“above,over”(e.g.,tosuperimposeabowloveraplate;tosurveylandbylooking“over”theterrainwitharaisedtripod)andtobeing“above”othersinrankordegree(e.g.,asupervisor“oversees”subordinateworkers).

Lesson20presentstheprefixad-,meaning“to,toward,addto,”anditsassimilatingforms.ThisisthemostfrequentlyassimilatedofallLatinprefixes,accountingforthedoublingofaconsonantafterinitiala-innearlyallEnglishwords.Infact,thewordassimilationitselfbeginswithassimilatedad-(ad+similation=assimilation,themakingofoneconsonant“similar”“to”another).Studentsreceivepracticeinrecognizingthisprefixinsuchwordsasaccelerate,affect,alliteration,aggravate,andalleviate.

AboutUnitVUnitVpresentssomeofthemostfrequentnumericalandquantifyingprefixesinEnglish.

Lessons21,22,and23presenttheLatinprefixesforthenumbers1,2,3,4,10,100,and1,000.Thenumericalprefixesuni-andunit-,presentedinLesson21,appearinmanywordsthatstudentsreadilyrecognizeasmeaning“one”:aunicornhas“one”horn;aunicyclehas“one”wheel.Butthisprefixappearsinotherwordsthatstudentsmayneverhavethoughtaboutasmeaning“one”:auniformisa“single”“form”ofclothingwornbymanypeople;auniquepersonis“oneofakind,singular.”

Lesson22presentsthenumericalprefixesfor“two”and“three,”bi-andtri-.Inadditiontoappearingincommonwords(e.g.,bicycle,triangle),theseprefixesappearin

specializedacademicwords(e.g.,bilateralagreements,bicameralcongress,trisectedangles).

Lesson23presentsprefixesessentialformathematicskills:“four”quartsinagallonand“four”feetonaquadruped;adecimalpointindicates“ ,”acenturyisaperiodof100years,andamillenniumlasts1,000years.Thesenumericalprefixesarefoundinmathematics,science(e.g.,centimeter,millimeter,milligrams),andsocialstudies(e.g.,bicentennialcelebration,quadrennialelections).

Lessons24and25presentGreekandLatinprefixesofsizeandquantity.Lesson24presentsLatinmulti-,meaning“many,”whichappearsinacademicwords(e.g.,amultilingualpersonspeaks“many”“languages”;amultilateralagreementreflectsthe“many”“sides”ofthepartiesagreeingtoit).

Lesson24alsopresentstheGreekprefixpoly-,whichmeans“much,many”insuchacademicwordsaspolytheist(onewhobelievesin“many”“gods”)andpolygon(ageometricfigurewith“many”“angles”andsides).

Lesson25presentsLatinmagn(i)-,meaning“big,large,”insuchwordsasmagnify(toenlarge,“make”“big”),magnitude(a“large”scope),magnate(a“big”ormajorfigureinbusiness),andmagnanimous(generousand“large”“hearted”).ThesamelessonpresentstheGreekprefixmega-,megalo-,meaning“big,large”(e.g.,megalomania)andGreekmicro-,meaning“small”(e.g.,microscope,microcosm).

Alloftheunitsendwithaone-pagereviewexercisesuitableforassessment.

LessonOverviewEachlessonbeginswithTeachingTipsthatprovideessentialinformationabouttheprefix.Readingthissectionbeforeyouteachthelessonwillprovideyouwithafoundationtoensurestudentsuccess.

TipsforImplementationInthissection,weoffersomegeneralimplementationtipsaswellasextensionideas.

GeneralTipsAsyouplan,keepinstructionalgoalsandlearningoutcomesinmind.Developregularroutinesforvocabularyinstructionandpractice.ReadtheTeachingTipsbeforebeginningeachlesson.

Someteachershavenoticeda“learningcurve”whentheirstudentsbeginworkingfroma

rootsapproach,perhapsbecausestudentsareaccustomedtomemorizingonlyasaword-learningstrategy.Bepatientwithyourstudentswhiletheyareexperiencingthislearningcurve;provideextrasupportifneeded(e.g.,invitestudentstoworkinpairs).

Whenyouintroduceanewprefix,dothedividingandconqueringwithstudentsbeforeaskingthemtoworkindependently.Encouragestudentstoworkwithpartnerssotheycantalkthroughtheprocess.Also,findtimeforstudentstoexplorewordswithothers.

Whendiscussinganswers,usethedefinitionoftherootinyourtalk(e.g.,replaymeans“playagain”).Youcanalsorewordkeysentencessubstitutingtherootmeaningfortheword.Remembertokeepthefocusonthemeaningsoftheprefixesandnotonmemorizingparticularwords.

Ifstudentshavequestionsaboutwordsthatyoucannotanswer,youcansay,“I’mnotsure.Let’slookitup.”Thenshowstudentshowtoconsultaresourcetofindtheanswer.Donotshyawayfromusingthisoption.Itisimportantforstudentstounderstandthatwordlearningisalifelongprocessandthatteachersarelearners,too.Moreover,thesesituationsprovideauthenticopportunitiestoteachstudentshowtousereferencebooksandwebsites.

Aboveall,weurgeyoutocreateaclassroomsettingthatstimulateswordcuriosityandexploration.Considerusingtheprefixyouareteachingasa“PrefixoftheWeek.”Encouragestudentstosearchforwordsthatsharetheprefixandaddthemtoalistyouhaveprominentlydisplayed.Wheneverpossible,encourageplayfulactivitieswherestudentscanexplorewordswiththeprefixtheyarestudying.Suchactivitiescanoftenbequickandspontaneous.Ifyouhaveafewextramoments,tryTwentyQuestionsorplayHangmanwithawordthatusestheprefixstudentsarelearning.

ExtensionPossibilitiesStudentsmightusesomeactivitiesinlearningcenters,workstations,orashomework.TheCombineandCreateandReadandReasonsectionsofeachlessonmayworkespeciallywellforthispurpose.Makewordwallsfeaturingprefixesyouarestudying.Invitestudentstolookforwordscontainingtheprefixtoaddtothewordwall.Challengestudentstousewordscontainingtheprefixoffocusintheirwriting(andorallanguageaswell).

Askstudentstoreviewtheirpreviouswritingforexamplesofwordswiththeprefixoffocus.Thesecouldbeplacedonalargesheetofchartpaperoraddedtothewordwall.

Challengestudentstousewordswithprefixesintheircontent-areastudy.Theycanlookforwordscontainingaprefixintheirreadingand,perhaps,posttheseonchartpaper.Ifenoughwordsareaccumulated,studentscandevelopwebsshowinghowthewordsrelatetothecontent-areatopicofstudy.

CorrelationtoStandardsShellEducationiscommittedtoproducingeducationalmaterialsthatareresearchandstandardsbased.Inthiseffort,wehavecorrelatedallofourproductstotheacademicstandardsofall50UnitedStates,theDistrictofColumbia,theDepartmentofDefenseDependentSchools,andallCanadianprovinces.WehavealsocorrelatedtotheCommonCoreStateStandards.

HowtoFindStandardsCorrelationsToprintacustomizedcorrelationreportofthisproductforyourstate,visitourwebsiteathttp://www.shelleducation.comandfollowtheon-screendirections.Ifyourequireassistanceinprintingcorrelationreports,pleasecontactCustomerServiceat1-800-858-7339.

PurposeandIntentofStandardsLegislationmandatesthatallstatesadoptacademicstandardsthatidentifytheskillsstudentswilllearninkindergartenthroughgradetwelve.ManystatesalsohavestandardsforPre-K.Thissamelegislationsetsrequirementstoensurethestandardsaredetailedandcomprehensive.

Standardsaredesignedtofocusinstructionandguideadoptionofcurricula.Standardsarestatementsthatdescribethecriterianecessaryforstudentstomeetspecificacademicgoals.Theydefinetheknowledge,skills,andcontentstudentsshouldacquireateachlevel.Standardsarealsousedtodevelopstandardizedteststoevaluatestudents’academicprogress.

Teachersarerequiredtodemonstratehowtheirlessonsmeetstatestandards.Statestandardsareusedindevelopmentofallofourproducts,soeducatorscanbeassuredtheymeettheacademicrequirementsofeachstate.

McRELCompendiumWeusetheMid-continentResearchforEducationandLearning(McREL)Compendiumtocreatestandardscorrelations.Eachyear,McRELanalyzesstatestandardsandrevisesthecompendium.Byfollowingthisprocedure,McRELisabletoproduceageneralcompilationofnationalstandards.EachlessoninthisproductisbasedononeormoreMcRELstandards.Thechartonthefollowingpagelistseachstandardtaughtinthisproductandthepagenumbersforthecorrespondinglessons.

Standard Page(s)

2.0—Useswordoriginsandderivationstounderstandword

24,31,39,46,54,63,71,79,87,95,104,112,120,128,136,146,155,164,172,180,

meaning 190,198,206,215,223

2.3—Usesavarietyofsentencestructurestoexpandandembedideas

24,31,39,46,54,63,71,79,87,95,104,112,120,128,136,146,155,164,172,180,190,198,206,215,223

3.9—Usesconventionsofspellinginwrittencompositions

24,31,39,46,54,63,71,79,87,95,104,112,120,128,136,146,155,164,172,180,190,198,206,215,223

4.0—Usesbasicelementsofstructuralanalysistodecodeunknownwords

24,31,39,46,54,63,71,79,87,95,104,112,120,128,136,146,155,164,172,180,190,198,206,215,223

7.5—Drawsconclusionsandmakesinferencesbasedonexplicitandimplicitinformationintexts

24,31,39,46,54,63,71,79,87,95,104,112,120,128,136,146,155,164,172,180,190,198,206,215,223

AbouttheAuthors

TimothyRasinski,Ph.D.,isaprofessorofliteracyeducationatKentStateUniversity.Hehaswrittenover150articlesandhasauthored,coauthored,oreditedover15booksandcurriculumprogramsonreadingeducation.HisresearchonreadinghasbeencitedbytheNationalReadingPanelandhasbeenpublishedinjournalssuchasReadingResearchQuarterly,TheReadingTeacher,ReadingPsychology,andTheJournalofEducationalResearch.TimservedontheBoardofDirectorsoftheInternationalReadingAssociation,andfrom1992–1999,hewascoeditorofTheReadingTeacher,theworld’smostwidelyreadjournalofliteracyeducation.HehasalsoservedaseditoroftheJournalofLiteracyResearch,oneofthepremierresearchjournalsinreading.TimisapastpresidentoftheCollegeReadingAssociation,andhehaswontheA.B.HerrAwardfromtheCollegeReadingAssociationforhisscholarlycontributionstoliteracyeducation.

NancyPadak,Ed.D.,isanactiveresearcher,author,andconsultant.ShewasaDistinguishedProfessorintheCollegeandGraduateSchoolofEducation,Health,andHumanServicesatKentStateUniversity.ShedirectedKSU’sReadingandWritingCenterandtaughtintheareaofliteracyeducation.ShewasthePrincipalInvestigatorfortheOhioLiteracyResourceCenter,whichhasprovidedsupportforadultandfamilyliteracyprogramssince1993.PriortoherarrivalatKentStatein1985,shewasaclassroomteacheranddistrictadministrator.Shehaswrittenoreditedmorethan25booksandmorethan90chaptersandarticles.Shehasalsoservedinavarietyofleadershiprolesinprofessionalorganizations,includingthepresidencyoftheCollegeReadingAssociation

and(withothers)theEditorofTheReadingTeacherandtheJournalofLiteracyResearch.Shehaswonseveralawardsforherscholarshipandcontributionstoliteracyeducation.

RickM.Newton,Ph.D.,holdsadoctoraldegreeinGreekandLatinfromtheUniversityofMichiganandisnowanemeritusprofessorofGreekandLatinatKentStateUniversity.Hedevelopedthecourse“EnglishWordsfromClassicalElements,”whichmorethan15,000KentStatestudentshavetakenoverthepast30years.HeholdstheDistinguishedTeachingAwardfromtheKentStateCollegeofArtsandSciencesandtheTranslationAwardfromtheModernGreekStudiesAssociationofNorthAmericaandCanada.

EvangelineNewton,Ph.D.,isaprofessorofliteracyeducationattheUniversityofAkron,wheresheservedasthefirstdirectoroftheCenterforLiteracy.Sheteachesavarietyofliteracymethodscoursesandprofessionaldevelopmentworkshopstoelementary,middle,andhighschoolteachers.AformercoeditorofTheOhioReadingTeacher,EvangelinecurrentlychairstheReadingReviewBoardoftheOhioResourceCenterforMathematics,Science,andReading.SheservesoneditorialreviewboardsforTheReadingTeacherandReadingHorizons.EvangelineisactiveintheAssociationofLiteracyEducatorsandtheInternationalReadingAssociation(IRA).AsaparticipantinIRA’sReadingandWritingforCriticalThinkingproject,EvangelinetaughtworkshopsforteachersandPeaceCorpsvolunteersinArmenia.AformerSt.Louispublicschoolteacher,EvangelineholdsaB.A.fromWashingtonUniversityinSt.Louis,anM.A.T.fromWebsterUniversity,andaPh.D.fromKentStateUniversity.

UnitI:IntroducingSemanticUnits Lesson1

Two-SyllableCompoundWordsStandards:Useswordoriginsandderivationstounderstandwordmeaning(McREL2.0)

Usesavarietyofsentencestructurestoexpandandembedideas(McREL2.3)Usesconventionsofspellinginwrittencompositions(McREL3.9)Usesbasicelementsofstructuralanalysistodecodeunknownwords(McREL4.0)Drawsconclusionsandmakesinferencesbasedonexplicitandimplicitinformationintexts(McREL7.5)

Materials• DivideandConquer:Two-SyllableCompoundWords(page26)

• CombineandCreate:Two-SyllableCompoundWords(page27)

• ReadandReason:Two-SyllableCompoundWords(pages28–30)

TeachingTips• Acompoundwordcontainstwoormorecompletewordsjoinedtogethertocreateanewword.Sinceeachwordwithinacompoundwordhasameaningbyitself,compoundwordsareagoodwaytointroducethecriticalconceptthatwordpartscanhavemeaningaswellassound.Forexample,thetwowordspopandcorncombinetoformthecompoundwordpopcorn(i.e.,“corn”that“pops”whenheated).

• Thesecondwordinacompoundwordusuallydescribesthemainidea.Thefirstwordgivesadetailaboutthemainidea:abirthdayisthe“dayofyourbirth.”

GuidedPracticeActivateBackgroundKnowledge1. Reviewtheconceptofcompoundwordsbyaskingstudentstogiveexamples.Then,

asksomeonetoexplainwhatacompoundwordis(asinglewordthatcontainstwoormorecompletewords).

2. Tellstudentsthatwordsareoftenmadeupofrecognizablepartsthatcanhelpthemunlockthemeaningofunfamiliarwords.Whenweidentifythepartswithinaword,we“divideandconquer”it.

3. Writeseveralcompoundwordsontheboard(e.g.,birthday,toothbrush,mailbox,skateboard).Askstudentstochooseonecompound,tellwhattwowordsitcontains,andtellwhatitmeans.Asstudentsofferexplanations,reinforcethatthemeaningofacompoundwordisbuiltfromthesemanticrelationshipbetweenthetwounits:askateboardisa“board”you“skate”on.

DivideandConquer4. TellstudentsthattheyhavejustusedastrategycalledDivideandConquerthatcan

beusedtofigureoutthemeaningofmanywords.Tellthemthatwhentheymeetanunknownword,theycantrytofigureitoutby“dividingandconquering”it.

5. DistributecopiesoftheDivideandConquer:Two-SyllableCompoundWordsactivitysheet(page26)tostudents.Guidethemthroughtheactivity.Aseachwordiscompleted,askastudenttoexplainitsmeaning.

CombineandCreate6. DistributecopiesoftheCombineandCreate:Two-SyllableCompoundWords

activitysheet(page27)tostudents.Tellstudentstheywillworkinpairstogeneratenewcompoundwords.Usingandhearingnewwordsisanimportantpartoflearningthem,soinvitestudentstosharetheirwordsandsentences.

ReadandReason7. DistributecopiesoftheReadandReason:Two-SyllableCompoundWordsactivity

sheets(pages28–30)tostudents.Havethemreadoneorbothpassagesandanswerthecomprehensionquestions.Ifthepassagesaretoodifficultforindependentreading,askstudentstoreadinpairsorfollowalongasyoureadaloud.Ifyouchoosetoreadaloud,tellstudentstoraisetheirhandswhentheyhearacompoundword.Circlethewordstheyidentify.Then,discussthepassage.Returntoeachofthewordsyouhavecircledandaskvolunteerstoexplainwhattheymean.Then,invitestudentstoanswerthequestions.

ExtendandExplore

ChoosefromamongtheactivitieslocatedontheTeacherResourceCDtogivestudentsextrapracticewithcompoundwords.

AnswerKeyDivideandConquer:Two-SyllableCompoundWords(page26)Studentanswersforthe“compoundwordmeans”sectionmayvary.

1. birthday;birth;day;dayofyourbirth

2. eyelid;eye;lid;lidoveryoureye

3. cookbook;cook;book;bookwithrecipes

4. goldfish;gold;fish;agold-coloredfish

5. popcorn;pop;corn;cornthatpops

6. weekend;week;end;theendoftheweek

7. beehive;bee;hive;ahivefor/madebybees

8. raincoat;rain;coat;acoatfortherain

CombineandCreate:Two-SyllableCompoundWords(page27)Possiblecompoundwordsmayincludethefollowing:

book:bookcase,bookends,bookmark,bookmobile,cookbook,notebook,bookshelf,bookworm,storybook,scrapbook,workbook,yearbook

snow:snowman,snowfall,snowflake,snowmobile,snowplow,snowsuit,snowboots,snowshoes,snowcone,snowgloves,snowstorm

Riddleanswers:snowsuitandstorybook

ReadandReason:Two-SyllableCompoundWords(pages28–30)PassageA:birthday,weekend,snowstorm,snowsuits,snowman,mailbox,mailman,football,snowball,fireplace

1. Answerswillvary.

2. Answerswillvary.

3. Answerswillvary.Seelistabove.

PassageB:football,kneepads,headgear,sweatshirts,whichever,goaltenders,goalposts,crossbars,handbook,sometime,ballgame,fulltime,handball,whatever

1. Answerswillvary.

2. Answerswillvary.

3. Answerswillvary.Seelistabove.

Lesson1 Two-SyllableCompoundWords

Name:_____________ Date:_____________

DivideandConquer:Two-SyllableCompoundWords

Directions:Breakaparteachcompoundwordbelowandwriteasimpledefinitionforeachword.Anexamplehasbeendoneforyou.

Name:_____________ Date:_____________

CombineandCreate:Two-SyllableCompoundWords

Directions:Workwithapartnertofillintheblankswithasmanycompoundwordsasyoucanthatuseeachofthesewords.

compoundwordswiththewordbook compoundwordswiththewordsnow

Helpfulhintstocreatecompoundwords:

Compoundwordswiththewordbook:

• Whatdoyouusetomarkyourplaceinabook?

• Whatdoyoucalltheheavythingsthatyouplaceatthetwoendsofarowofbooks?

• Whatdoyoucallabookthatyouusetorecordyournotes?

• Whatdoyoucallabookinwhichyoucollectscraps?

Compoundwordswiththewordsnow:

• Whatdoyoucallaheavystormofsnow?

• Whatkindofcreatureis“Frosty”inthewintersong?

• Whatdoyoucallaflakeofsnow?

Directions:Readtheriddlesbelow.Oneriddlehasacompoundwordfrombook,andtheotherriddlehasacompoundwordfromsnow.

Iamclothing. Itellstories.Myjobistokeepyouwarm. Youcanreadme.Youwillseemeontheplayground. Icanmakeyoulaughorcry.Iama_____________. Iama_____________.

Onaseparatesheetofpaper,makeuptworiddlesofyourownusingcompoundwords.Then,traderiddleswithafriend.Trytofigureouteachother’sriddles.

Name:_____________ Date:_____________

ReadandReason:Two-SyllableCompoundWords

Directions:Readthepassages.Circlethecompoundwords.Then,answerthequestionsonpage30.

PassageA

DearDiary,

Itwasmybirthdaylastweekend.ItstartedsnowingonWednesday.Bythetimetheweekendcame,thesnowstormhadclosedmanyroads.Ihadtocancelmybirthdaypartybecauseoftheweather.Iwassaduntilmyparentshadagreatidea.Theysaidtheweatherwouldhelpmehaveawonderfulbirthday.Anditdid!Hereiswhathappened.

First,weallputoursnowsuitson.Weworemittensandhatsandboots,too.ThenwewalkedtothemailboxtoseeifIhadanybirthdaycards.Idid,andthemailmanalsobroughtmeapresent.WhenIopenedthebox,Isawanewfootballfrommyuncle.Howperfect!Myfamilyplayedsnowfootball.Everyoneslippedandfellandlaughed.Wehadsomuchfun.

ThenwehadSnowOlympics.Therewerethreeevents.First,weeachmadeasnowangel.Thenwehadasnowballfight.Finallywemadeasnowfamily.Ourfamilyhadasnowman,asnowwoman,twosnowchildren,andasnowcat!

Wewerewetandtiredafterallthatplayinthesnow.Mymombuiltafireinourfireplace,andmydadmadeushotchocolate.Theneveryonesang“HappyBirthdaytoYou.”MyfamilyandIhadsomuchfun.Notevenasnowstormcouldruinaperfectbirthday!

PassageB

Let’sPlayFootball!

Althoughwemaythinkoffootballasaparticulargame,thetermactuallyreferstoanumberofteamsports.IntheUnitedStates,wethinkoffootballasonegame.Itcanbeplayedbyprofessionalathleteswearingkneepadsandheadgearorbyamateurswearingsweatshirts.Butinotherpartsoftheworld,footballiswhatweintheUnitedStatescallsoccer.Unqualified,thewordfootballappliestowhicheverformofthegameisthemostpopularintheregionalcontextinwhichthewordappears.

Allformsoffootballsharesomecharacteristics.Forexample,allareteamsportsthatinvolvekickingaballwiththefootinordertoscoreagoal.InAmericanfootball,pointscanalsobescoredbyrunningoverthegoallineorbycatchingaballinthegoalarea.Inallformsoffootball,defensiveteamsattempttopreventscoring.Someformshavegoaltenderstopreventscoring,whileothershavegoalpostswithcrossbars.Allformshaveclearlydefinedplayingareas,andplayerswhogooffsidearepenalized.

Sinceancienttimes,peoplehaveplayedgamesthatinvolvekickingorcarryingaball.TheancientGreeksandRomansplayedballgames,someofwhichinvolvedtheuseofthefeet.AChinesemilitaryhandbook,datingsometimebetweenthethirdandfirstcenturyB.C.,describesaballgameresemblingfootball.MostmodernformsoffootballhavetheiroriginsinWesternEurope,especiallyEngland.

Certainaspectsoffootballhavealwaysbeencontroversial.Today’scontroversiessurround,amongotherthings,workoutsinhotconditionsandtheuseofperformance-enhancingdrugsbyfull-timeathletes.Controversiesfromlongagofocusedonplayversusworkandevenbetting!In1363,KingEdwardIIIofEnglandissuedaproclamationbanning“…handball,football,orhockey…orothersuchidlegames.”Thisshowsthat“football”—whateveritsexactformatthetime—wasdifferentfromgamesinvolvingotherpartsofthebody,suchashandball.Andin1409,KingHenryIVforbadethe“levyingofmoneyforfoteball.”Football,whateveritsspecificmeaning,hasalongandrichhistory.

Directions:ReadPassageAandrespondtothequestionsbelow.

1 Whichsnowybirthdayactivityisyourfavorite?Why?

2 Whatwouldyoudoifyouweretrappedinthehousebylotsofsnoworrain?

3 PickoutfivecompoundwordsfromPassageAandwritethemout:

FirstWord+ SecondWord= CompoundWord

Directions:ReadPassageBandrespondtothequestionsbelow.

1 Whydoyouthinkfootballhassuchalonghistory?

2 Whatdoyouthinkisthemostimportantsimilarityamongvariousformsoffootball?Why?

3 FindfivedifferentcompoundwordsfromPassageB.Writethemouthere.

FirstWord+ SecondWord= CompoundWord

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