Essays academic service

An assignement of making up a word for a latin elementas class

Why should you be teaching Greek and Latin roots to your students? Just as primary teachers utilize the consistency of word families to teach their emergent readers, upper grade and secondary teachers can also rely on the consistency of roots when teaching their students.

Teaching Greek and Latin Roots

Teaching roots to these students allows them to connect new English vocabulary to words they already know in their native language. Research also indicates that struggling native-English readers also benefit from the learning Greek and Latin roots.

Each year students in grades 5 and higher encounter around 10,000 new words in their reading! Most of these new words will be of Greek and Latin origin.

  • Acquisition is unconscious, largely unguided and shows a high degree of completeness compared to second language learning;
  • In pairs, students review all 10 words and then select 1 that they will act out.

Content areas such as science and social studies overwhelm students with unfamiliar vocabulary. Fortunately, most of these scientific or scholarly terms are grounded in Greek and Latin origins. If students know the meaning of a root, they are more apt to determine the meaning of an unknown word that uses that root. This activity is pretty straightforward and easy to implement.

I really like having students complete this activity in pairs or triads, but it can also be completed independently. Assign students a root or affix, which they will write at the base of the tree roots ; they should also include the meaning of the root.

  1. Latin and Modern German.
  2. Apart from the purely linguistic approach there is a philosophical type of pragmatics, as developed in the late 19th century by American philosophers such as William James and Charles Peirce.
  3. The last step requires students to provide a dictionary definition of the word e.

Then students fill in the spaces on the branches with words derived from the root. They may need to reference outside sources dictionary, Internet, prepared list of root words, etc, to find words.

This is a great way to introduce a new root to students and it presents a great visual of how the words are connected in meaning to the particular root of the tree.

Root Word Graphic Organizer: This activity is similar to the Root Tree, except students will include definitions for the words on this page.

Again, students can complete this in pairs, small groups, or independently. Any affixes that are part of the words should be ones your students already know the meaning to. The meaningful parts are then defined e. Students will then provide a literal definition based on the meaning of the roots e. The last step requires students to provide a dictionary definition of the word e.

Divide and Conquer allows students to examine the meaningful parts of words to determine their meanings. They can then compare the literal definition of words based on the root and affix meanings to the dictionary definitions, which allows them to see how similar the definitions are in most cases.

Use a Bingo card that is either a 3 x 3 or 4 x 4 matrix.

  1. Apart from these formal characteristics, definitions of languages tend to highlight other aspects such as the fact that language is used regularly by humans and that it has a powerful social function. Common types are plosives, fricatives and affricates.
  2. Frequently a borrowing but not necessarily so. The term derives from Ferdinand de Saussure.
  3. The term is also used in lexicology to refer to the determining section of a compound; in family tree, the element tree is head and family is modifier.

Create a list of root words that the students have been studying and project them or write them on the board for all students to see.

Students can then write the words down where ever they wish on their matrix one word per square. Then you will read clues for the words. Once a match has been made, that student gets to keep those cards.

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The student with the most cards wins. I made a set of these concentration cards for each of the 40 units in my Get to the Root of It! Their task is to combine these known roots to invent new words. Students will then share and discuss their invented words with the class. Have a list of 10 words displayed so that all students can see it during the entire activity.

In pairs, students review all 10 words and then select 1 that they will act out. Give the students 2-3 minutes to plan how they will act out their word.