IRA/NCTE STANDARDS HIGH SCHOOL English … and the National Council of Teachers of English (IRA and...

English Language Artsacademic support program

IRA/NCTE STANDARDSHIGH SCHOOL

PPaarrtt 11:: TTeeaacchheerr’’ss GGuuiiddee .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. TTGG11Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG1Pacing Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG5Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG17Standards Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG39

PPaarrtt 22:: VVooccaabbuullaarryy DDeevveellooppmmeenntt .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 11Word Parts: Base and Compound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Prefixes and Suffixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Word Meanings and Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Figurative Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Part 2 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

PPaarrtt 33:: RReeaaddiinngg CCoommpprreehheennssiioonn:: UUnnddeerrssttaannddiinngg TTeexxttss .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 6633Kinds of Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Main Idea and Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70Drawing Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81Compare and Contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Chronological Order . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127Part 3 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

PPaarrtt 44:: RReeaaddiinngg:: IInnffoorrmmaattiioonnaall TTeexxttss .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 113399Finding Information in a Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139Opinion and Supporting Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157Finding and Summarizing Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172Part 4 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

PPaarrtt 55:: RReeaaddiinngg:: LLiitteerraattuurree .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 118899Plot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189Character . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213Themes and Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221Imagery and Symbolism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243Mythology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250Poetry and Rhyme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258Poetry and Rhythm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264Part 5 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276

© 2007 Walch Publishing Academic Support Program for English Language Arts

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Table of Contents English Language Artsacademic support program

Academic Support Program for English Language Arts © 2007 Walch Publishing

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PPaarrtt 66:: CCoommppoossiittiioonn .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 227799The Writing Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279Generating Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284Audience and Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295Organizing Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307Writing a Paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319Writing an Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360Part 6 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369

PPaarrtt 77:: TTeesstt--TTaakkiinngg PPrreeppaarraattiioonn .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 337733Test-Taking Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373Know the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 374Vocabulary

Questions and Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377Vocabulary Practice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389

Reading ComprehensionQuestions and Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401Reading Comprehension Practice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 420

WritingQuestions and Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 435Writing Practice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445

Part 7 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 456

Table of Contents, continued English Language Artsacademic support program

PART 1




TG1

IntroductionThe Academic Support Program (ASP ) for English Language Arts is a complete, turnkey solution forimproving educational performance. Topics are built around accessible core curriculum ensuring thatthe ASP is useful for striving students and diverse classrooms.

This program recognizes that many struggling students aren’t reached by traditional “skill anddrill” or strict test-prep approaches.

The ASP includes components that review, instruct as needed, provide practice, and assessstudents’ skills. Instructional tools and strategies are embedded throughout. The scope and sequenceaddresses the needs of students who require additional support in meeting the International ReadingAssociation and the National Council of Teachers of English (IRA and NCTE) standards for theEnglish Language Arts.

This 3-ring binder includes the following:

• Over 40 lessons with reproducible activity sheets keyed to standards

• A section on assessment strategies and a library of practice items

• An English Language Arts strategies teacher’s guide that:

• describes the purpose of the materials and the options for using the package

• provides pacing chart options

• recommends a collection of graphic organizers for instructional strategies

• references relevant national standards and state standards

Purpose of MaterialsThe Academic Support Program for English Language Arts is a flexible program that can be adjustedto fit your students’ needs in a variety of settings, including supplemental educational supportprograms, tutoring, summer school, and even as an enhancement to daily curriculum.

Two suggested pacing guides are provided, one for a 40-hour program and one for an 80-hourprogram. The pacing guides suggest the scope and sequence for students who need help in all of thetopics addressed by the IRA/NCTE standards including but not limited to the following:

• Vocabulary and Concept Development

• Understanding a Text

• Fiction and Nonfiction

• Writing

Identifying, analyzing, and applying knowledge of language, reading, literature, and compositionare infused throughout.

PART 1 • TEACHER’S GUIDEIntroduction



TG2

Structure of the BinderThe ASP is provided, for your convenience, in a binder format. The materials are completelyreproducible, allowing you to make as few or as many copies as you need. If students lose an activitysheet, just make a new one. Tabs allow you to access the sections of the binder quickly and easily.

The Teacher’s Guide is the first section. Written for you, this section helps you navigate thematerials with the pacing guides, offers 18 graphic organizers and suggested strategies for their use,includes an assessment rubric for essays, and shows how the lessons correlate to the InternationalReading Association and the National Council of Teachers of English (IRA and NCTE) standards forthe English Language Arts.

The next five sections focus on content and knowledge of the following: Vocabulary,Understanding Texts, Informational Texts, Literature, and Composition. The units in the ASP can beimplemented as prescribed in one of the pacing guides, yet the design is flexible so that you can mixand match sections and units as the needs of your students and your instructional style dictate.

The final section focuses on test-taking. This section allows you to demystify tests such as a highschool exit exam or state standardized assessment for your students. There are five practiceassessments for each section of instruction. You may choose to administer some of the assessments as you move through the instructional sequence. Or you may choose to utilize them only at the end.Used on their own or in combination with the content-area units, students will gain confidence intheir abilities through familiarity of question types within the context of the content they havereviewed.

Structure of UnitsNearly all the units have seven components. In some writing units, however, the post-assessmentcomponent is left up to you to decide by asking students to complete a writing assignment.

In each class session, you will present a topic. Some topics may be a review for students. Othertopics may be completely new to them. After some instruction, you will provide students withpractice activities to try. Students will have a chance to talk about how they completed their work.There are additional materials to use if you are confident that students are ready to extend theirlearning. If students need more practice or further explanation, you can provide them with that, too!

Vocabulary words, excerpts of informational texts, literary passages, and themes are provided foryour convenience. However, the materials included are mere suggestions and models to use forinstruction. You will likely find that students will benefit most if they have the opportunity to applythe strategies to familiar word lists and texts.

PART 1 • TEACHER’S GUIDEIntroduction, continued



TG3

11.. TThhee GGooaall SSttaatteemmeenntt

Each unit begins with a brief objective of what students should know, understand, or be able to do at the end of the unit.

22.. WWoorrddss ttoo KKnnooww

Vocabulary terms are provided as background information for instruction or to review keyconcepts that are addressed in the unit.

33.. DDiirreecctt IInnssttrruuccttiioonn

Written for you, this section is a guide for fifteen to forty-five minutes of teacher-led activity toreview and/or instruct students on a skill or topic. Instructional strategies include lecture,modeling, discussion, group facilitation, and more. The activities often include the use of one ormore of the graphic organizers found in the Teacher’s Guide.

44.. DDiiffffeerreennttiiaatteedd SSttrraatteeggiieess

Following the Direct Instruction, this section suggests alternative approaches for stimulatingstudents’ interest and motivating them to participate. The strategies address the need tosupport students who are particularly struggling in an area or who have limited languageproficiency.

55.. OOnnggooiinngg AAsssseessssmmeenntt aanndd AAddddiittiioonnaall AAccttiivviittiieess

This section provides a collection of activities that allow you to check student understandingbeyond the post-unit assessments as well as extend the learning as students demonstrateinterest and proficiency.

66.. SSttuuddeenntt AAccttiivviittyy SShheeeettss

Each unit includes three or more lesson tasks and activities to support students’ achievement of learning objectives. These sheets are written for the student. They can be used in anycombination of teacher-led instruction, cooperative learning, or independent application of knowledge.

77.. PPoosstt--AAsssseessssmmeenntt

After the unit is completed, a brief assessment is given in which students demonstrate theirlevel of achievement with regard to the learning objectives. Assessments take on a variety offormats: multiple choice, matching, fill-ins, short answer, and essay.




TG4

How the Pacing Charts WorkEach sessions’ lessons are in order, with approximate times for each activity listed in ( ) following thetitle of the activity or a description. Depending on the number of students and their varying abilitylevels, these times will vary.

Should students complete the scheduled activities during a session and an Extension/Homeworkactivity is not assigned, allow students to engage in independent reading or journal writing.Alternatively, try an activity suggested in the Differentiated Strategies/Ongoing Assessments andAdditional Activities sections of the unit materials, or provide students with practice tests from theTest Taking portion of the binder.

• Page numbers are given immediately following the title of the unit or activity.

• Some sessions offer choices of two or more instructional or practice activities to engage andinstruct students.

• At the end of some sessions, there is an optional category called “Extension/Homework.” Theseactivities can be done or begun by those who finish ahead of the rest of the group as homeworkassignments for everyone, or they can be for extra credit/enrichment.

• You may mix and match activities to suit your instructional approach and students’ needs.



PART 2




1

Goal: To discover word meanings by breaking longer words into base words

WWOORRDDSS TTOO KKNNOOWW

bbaassee wwoorrdd a word that forms the main part of a longer word

ccoommppoouunndd wwoorrdd a word made up of two base words put together

Direct Instruction

Write the following list of words on the board. Alternatively, use words of particular interest tostudents, such as baseball, headphones, and so forth.

Create two blank write-on lines next to each word as shown. Leave the word on the board for theentire lesson.

speechwriter __________ __________

aftertaste __________ __________

grapevine __________ __________

scoreboard __________ __________

skyscraper __________ __________

windshield __________ __________

Ask students what they notice about the words. Explain that words are made up of different parts. A base word is one kind of word part. Base words are words that form the main part of alonger word.

Point out that some words are made up of two base words put together. These are compoundwords. Point out the following compound word:

speechwriter

Identify the word speechwriter as a compound word. It is made up of the words speech and writer.

Call attention to the following compound word:

aftertaste

Word Parts: Base and Compound Words English Language Arts

academic support program

PART 2 • VOCABULARY DEVELOPMENT

Instruction


2

Invite students to identify the two base words. They are after and taste. Proceed to deconstruct theremaining words:

grapevine grape vine

scoreboard score board

skyscraper sky scraper

windshield wind shield

Explain to students that the meaning of the compound word combines the meanings of the twobase words. While compound words can be long and seem hard, tell students that if they can breakthe compound word into two shorter words, they can figure out the meaning of the longer word.

Provide the following example:

beekeeper

Ask a student to identify the two words: bee and keeper. Discuss how a beekeeper is someone whokeeps, or raises, bees. (A beekeeper raises bees for their honey.)

Discuss the meanings of the list of words written on the board.

grapevine a plant or vine that grapes grow on

scoreboard a sign on which to record scores

skyscraper a building that touches the sky

windshield a device that protects from the wind

Mention to students that base words are sometimes joined with other word parts.

Write the following examples on the board:

powerful displeased

Show how the base word in each example is underlined. Other word parts have been added toeach base word to form a longer word. In some cases, the entire base word is not always spelled outin the longer word.

For example, in the word celebration, the base word is celebrate. Note that the final e in the baseword celebrate does not appear in celebration. But students can easily find the base word in thelonger word.




Instruction


3

Differentiated Strategies• If students have difficulty coming up with words based on a list of base words, start them off

with some examples. You may also have students match words you provide with the appropriateword part rather than asking them to generate words.

• Ask English-language learners about word parts and compound words in their native language.Ask them to give examples of words.

• To engage visual learners, ask students to create a word web showing how words that share aword part are related.

• To interest mathematical and visual learners, have a student graph the number of words theclass can generate from each base word on the board.

• Students who easily come up with words for the various word parts may enjoy extending theirvocabulary and word knowledge by researching words that share bases and writing about their findings.

• Incorporate art and creativity into the lesson. Rather than writing the definitions of words, havestudents illustrate meanings. For example, students might draw a cloud blowing wind and thena knight’s shield to represent windshield.

• Play a round-robin game with the whole class or small groups in which each student has tomake a new compound word based on one of the base words of the compound word from theprevious student.

Ongoing Assessments and Additional Activities• Write a base word on the board. Ask students to add another word to the word to make as

many compound words as they can. You can turn this into a contest by dividing the class intosmall groups and having each keep a list of words the group thinks of.

• Challenge students to list as many compound words as they can. You may have students work inteams, or record the words on the board as students call them out.

• Ask students to find examples in a text of words with certain bases and/or are compoundwords. Have students bring in the passages and discuss how the words are used in sentences.




Instruction


4

Making Compound WordsAA.. Draw a line between the two words that together make a compound word.

pan walk

star mate

high shirt

water watch

night groom

side pour

room fall

down fish

bride cake

wrist way

BB.. Now, choose the compound word from above that best fits each definition. Write the word on the line.

11.. ________________________ a place to walk beside a road

22.. ________________________ batter cooked in a skillet

33.. ________________________ a sea animal with five arms

44.. ________________________ a small clock for the arm

55.. ________________________ a main public road

66.. ________________________ a stream that falls from a high place

77.. ________________________ a man getting married

88.. ________________________ a long top for sleeping

99.. ________________________ someone to share a place to live with

1100.. ________________________ a heavy rain

PART 2 • VOCABULARY DEVELOPMENTWord Parts: Base and Compound Words


NAME:


5

Compound Word Builder

PART 2 • VOCABULARY DEVELOPMENTWord Parts: Base and Compound Words, continued


NAME:

AA.. Write five compound words that contain each base word below.

BB.. Use five of the compound words you wrote above in sentences of your own.

11.. ______________________________________________________________________

22.. ______________________________________________________________________

33.. ______________________________________________________________________

44.. ______________________________________________________________________

55.. ______________________________________________________________________

under

______________________

______________________

______________________

______________________

______________________

book

______________________

______________________

______________________

______________________

______________________

home

______________________

______________________

______________________

______________________

______________________

light

______________________

______________________

______________________

______________________

______________________

back

______________________

______________________

______________________

______________________

______________________

water

______________________

______________________

______________________

______________________

______________________


6

Compound Word GameJoin with two classmates and play a game with compound words. Give each member of the groupthree index cards, each with a different compound word from the box below written on it. Eachperson in turn should make up a sentence using one of the compound words. Then he or she shouldsay the sentence out loud, leaving out the compound word. The others in the group should try toguess the missing compound word. Write the sentences below.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________



NAME:

phonebook coatrack showroom

horseshoe artwork firefighter

headache overnight downstairs


7

Finding the BaseUnderline the base word in each word below. Then write a sentence using each base word. Keep inmind that a base word might drop a letter or double a consonant before adding an ending.

11.. basement ______________________________________________________________

______________________________________________________________________

22.. bathed ________________________________________________________________

______________________________________________________________________

33.. wedding ______________________________________________________________

______________________________________________________________________

44.. cuter __________________________________________________________________

______________________________________________________________________

55.. cutting ________________________________________________________________

______________________________________________________________________

66.. catcher ________________________________________________________________

______________________________________________________________________

77.. inspector ______________________________________________________________

______________________________________________________________________

88.. instantly ______________________________________________________________

______________________________________________________________________

99.. construction ____________________________________________________________

______________________________________________________________________

1100.. milky ________________________________________________________________

______________________________________________________________________



NAME:


8

Goal: To learn the meanings for prefixes and suffixes to understand new words

WWOORRDDSS TTOO KKNNOOWW

pprreeffiixx a word part added to the beginning of a word to change its meaning

ssuuffffiixx a word part added to the end of a word to change its meaning

Direct InstructionReview with students how the main part of the word is called the root. Provide examples such asreplace and kindness that have place and kind as the root words. You may want to use words ofparticular interest to students, such as music (musical), videotape (videographer), play (replay), andso forth. Alternatively, use school-related or content-area words, such as rewrite, reader, addition,and so forth.

Point out how letters added to the beginning of a word to change its meaning or part in a sentenceare called a prefix. Letters added to the end of the word to change its meaning or part in a sentenceare called a suffix.

Explain to students that there are many common prefixes and suffixes. When one learns what theymean, one can put their meanings plus the meaning of the root word together to discover clues aboutwhat the word means.

For example, two common prefixes are re- and pre-. Re- means “again” or “back,” as in reappear(to appear again) or recheck (to check back). Pre- means “before,” as in preview (look at before) orpredawn (before dawn). Brainstorm a list of common prefixes with students. Define each. Include thefollowing:

Prefixes and Suffixes English Language Artsacademic support program


Instruction

PPrreeffiixx

mis-

pre-

re-

un-

uni-

bi-

tri-

semi-

MMeeaanniinngg

wrong, bad

before

again; back

the opposite of; not

one

two

three

half

PPrreeffiixx

pre-

post-

re-

inter-

intra-

sub-

super-

trans-

MMeeaanniinngg

before

after

again

between

within

below, under

over, above

across, beyond, through


9

There are many prefixes that create opposite meanings. Here are some prefixes that mean “not” or“the opposite of ”:

Many different kinds of suffixes change words in various ways. For example:

• Verb Suffixes—suffixes that give base words action

• Adjective Suffixes—suffixes that make base words into descriptors

• Noun Suffixes—suffixes that make nouns or naming words, including those that describe people

Discuss common suffixes, such as -ment and -ness. Define the suffix -ment to mean “result” or“action” This suffix appears in the word enjoyment, meaning “something that is a result of joy.” Thesuffix -ness means “quality,” as in sameness (the quality of being the same). Brainstorm a list ofcommon suffixes with students. Define each. Include the following:



Instruction

SSuuffffiixx

-ful

-less

-ment

-ness

-ance

-hood

-ly

MMeeaanniinngg

full of

without

result or action

quality of being

the state of or act of

condition of being

like, in a certain way

SSuuffffiixx

-ant

-ent

-er

-or

-an

-ian

-ist

EExxaammppllee

assistant

student

runner

visitor

musician

Canadian

artist

MMeeaanniinngg ooff WWoorrdd

a person who assists another

a person who studies

a person who runs

a person who is visiting

a person who makes music

a person who is from Canada

a person who makes art

in-

im-

il-

ir-

de-

dis-

non-

un-


10

Provide each student with a copy of the passage “A Nightmare Becomes a Classic” on page 12.Examine how a reader might use roots, prefixes, and suffixes to figure out the underlined words.

Encourage students to mark up the passage by circling word parts. Model the following kind ofdiscussion:

Look at the word entertainment. You might say:

“First, I see that the word has -ment attached to it. Earlier, I learned that -ment means ‘result’or ‘action.’ Now I need to look for a root word that I might recognize. I know the wordentertain—it means something like ‘amuse’ or ‘pass the time.’ If I put the suffix and the roottogether, I can figure out the word: amuse + result = the result of being entertained. Now Ineed to check back to see if that makes sense in the sentence. The sentence reads: Thevacationers decided that they would make up horror stories as entertainment. This meansthat the vacationers decided to make up horror stories in a way that would result in amusingthemselves. The sentence works!”

Look at the word recall. You might say:

“I know what call means. It means ‘to yell out’ or ‘to speak something.’ I also know now thatre- means ‘again’ or ‘back.’ So recall must mean ‘to call back’ or ‘to call again.’ In this sentence,it makes more sense to say that they were arguing about whether life can be called back into adead person.”

Look at the word stillness. You might say:

“I know that still means ‘silent.’ Pair that with a ‘quality of ’ or ‘condition of,’ and I get the‘quality of being silent.’ ”

Look at the word predestined. You might say:

“Okay, I know that destiny means something like ‘fate.’ I also know that pre- means ‘before.’So predestined must mean ‘fated before,’ or ‘something that was meant to happen before ithappened.’ ”



Instruction


11

Differentiated Strategies• If students have difficulty coming up with words based on a list of base words, prefixes, suffixes,

and roots, start them off with some examples. You may also have students match words youprovide with the appropriate word part rather than ask them to generate words.

• Ask English-language learners about word parts in their native language. Ask them to giveexamples of words made from various word parts.

• To interest mathematical and visual learners, have a student graph on the board the number ofwords the class can generate from each prefix, suffix, base, or root.

• Play a guessing game that will appeal to kinesthetic and logical learners. Write several prefixesand suffixes from the book on squares of paper, one word part to a square. Attach a square withtape to each student’s back. Have students ask one another to give them a word using theirprefix or suffix, without telling the prefix or suffix. Students should be able to figure out theirprefix or suffix after gathering several words. After two minutes of questions, have each studentwrite his or her word part.

Ongoing Assessments and Additional Activities• Write a base word on the board. Ask students to add prefixes and suffixes to the word to make

as many words as they can. You can turn this into a contest by dividing the class into smallgroups and having each keep a list of words the group thinks of.

• Challenge students to list as many words as they can with a particular prefix or suffix. You mayhave students work in teams, or record the words on the board as students call them out.

• Ask students to find examples in a newspaper of words with certain prefixes, suffixes, bases, orroots. Have students bring in the articles and discuss how the words are used in sentences.

• Students who easily come up with words for the various word parts may enjoy extending theirvocabulary and word knowledge by researching words that share base words or roots andwriting about their findings.



Instruction

Prefixes and Suffixes in ActionRead the following paragraph. See if you can understand the meanings of the underlined words byanalyzing each root word and its prefix or suffix.

The idea for one of literature’s greatest horrorstories was born out of a nineteen-year-oldgirl’s nightmare. In 1818, Mary Shelley wason vacation in Switzerland. With her were herhusband, poet Percy Bysshe Shelley, andsome other friends, including the poet LordByron. The vacationers decided that theywould make up horror stories asentertainment. Late one night, Mary listenedby the fire as her husband and Lord Byron

argued about whether or not human lifecould be artificially created. They werediscussing whether or not science would oneday find a way to recall a corpse to life byapplying electricity. In her sleep, in thestillness of dawn the next morning, Marydreamt the entire plot for her now famousnovel Frankenstein. When she woke up, shewrote down her dream, which waspredestined to be a classic.

A Nightmare Becomes a Classic


12



Instruction


13

Prefixes and Suffixes in ContextYou will discover many other prefixes and suffixes as you read. Here are a few of the most commonones. Use them to help you uncover the meaning of the underlined words in the following passage.

On the lines below, write the meaning of the underlined words. Use what you know about the rootword and what you can apply from your new knowledge of prefixes and suffixes.

11.. joyful: ________________________________________________________________

22.. harmless: ______________________________________________________________

33.. sickness: ______________________________________________________________

44.. unhealthy: ______________________________________________________________

PART 2 • VOCABULARY DEVELOPMENTPrefixes and Suffixes


NAME:

PPrreeffiixxeess

mis- wrong, bad

pre- before

re- again; back

un- the opposite of; not

SSuuffffiixxeess

-ful full of

-less without

-ment result or action

-ness quality of being

Many children in English-speaking countriesgrow up singing a joyful rhyme that goes:

Ring around the rosy

Pocket full of posies

Ashes, ashes,

We all fall down!What seems like a harmless rhyme actuallyhas very serious origins. The verse began inEngland after the Great Plague struck Londonin 1664. Seventy thousand people died fromthis sickness, which was brought on by fleas

on rats and unhealthy conditions. The firstline, “Ring around the rosy,” refers to theround, red rash that was one of the earlysigns of the disease. “Pocket full of posies”refers to the dried flowers and herbs thatpeople carried with them hoping to ward offthe disease. “Ashes, ashes” refers to burningthe clothing, sheets, and bedding thatbelonged to victims of the plague. And “we allfall down” refers literally to the victims fallingdown, or dying from the disease.

Common Nursery Rhyme Has Sickly Origins


14

Complete the SentenceLook at the incomplete sentences below. Under each blank line is a prefix and its meaning. Fill in theline with the correct word that contains that prefix. Then, on the second line, write a new sentencethat contains a different word with that prefix.

11.. The car gave off a cloud of smelly ___________________.(ex-, out)

___________________________________________________________________

22.. Call me on the ___________________ to let me know you got there safely.(tele-, far)

___________________________________________________________________

33.. The distance around the outside edge of a circle is its ___________________.(circu-, around)

___________________________________________________________________

44. We couldn’t hear the speaker because the __________________ was turned off.(micro-, small)

___________________________________________________________________

55.. The singer’s fans lined up to get her ___________________.(auto-, self )

___________________________________________________________________

PART 2 • VOCABULARY DEVELOPMENTPrefixes and Suffixes, continued


NAME:


15

Finding the Meaning: Prefixes



NAME:

11.. disrespect

aa.. full of respect

bb.. lack of respect

cc.. respect again

22.. semicircle

aa.. half of a circle

bb.. a quarter of a circle

cc.. two circles

33.. postwar

aa.. before the war

bb.. after the war

cc.. during the war

44.. subterranean

aa.. under the ground

bb.. in the ground

cc.. above the ground

55.. repaint

aa.. not to paint

bb.. opposite of paint

cc.. paint again

66.. immaturity

aa.. before maturity

bb.. lack of maturity

cc.. after maturity

77.. illegal

aa.. before being legal

bb.. after becoming legal

cc.. not legal

88.. misdirect

aa.. lack of direction

bb.. direct again

cc.. give the wrong directions

99.. preheat

aa.. heat before

bb.. heat after

cc.. heat while

1100.. tristate

aa.. three states

bb.. two states

cc.. four states

Choose the definition of each word by circling the letter of the correct definition. Represent the wordthrough a picture.


16

Prefix Q & AAnswer the following questions. Circle the letter of the correct answer.

11.. Which word has a prefix that means “not”?

aa.. depart bb.. improper cc.. redo

22.. Which word has a prefix that means “again”?

aa.. remarry bb.. display cc.. misapply

33.. Which word has a prefix that means “after”?

aa.. subtopic bb.. enlarge cc.. postdate

44.. Which word has a prefix with a number meaning?

aa.. reread bb.. biweekly cc.. disorder

55.. Which word has a prefix that means “over”?

aa.. superhero bb.. transport cc.. submarine

66.. Which word has a prefix that makes the word mean the opposite?

aa.. interface bb.. undo cc.. redo

77.. Which word has a prefix with a spatial meaning?

aa.. indirect bb.. reapply cc.. extrasensory

88.. Which word has a prefix that means “former”?

aa.. ex-candidate bb.. imperfect cc.. tricolor

99.. Which word has a prefix with a time meaning?

aa.. subzero bb.. predict cc.. disregard

1100.. Which word has a prefix with a negative meaning?

aa.. semicolon bb.. bicycle cc.. misspell



NAME:


17

Suffix Match-UpFind the definition of each word on the left. Write the letter of the correct definition on the lineprovided.



NAME:

11.. ____ penniless

22.. ____ preparation

33.. ____ dependent

44.. ____ magnetic

55.. ____ frightful

66.. ____ colonize

77.. ____ confusion

88.. ____ boxer

99.. ____ daily

1100.. ____ comfortable

1111.. ____ justify

1122.. ____ glossy

1133.. ____ judgment

1144.. ____ official

1155.. ____ consciously

aa.. causing fear

bb.. one who holds an office

cc.. knowingly

dd.. having no money

ee.. opinion

ff.. having a bright surface

gg.. happening every day

hh.. establish colonies

ii.. show to be right

jj.. having the power to attract

kk.. state of being mixed up

ll.. getting ready

mm.. giving comfort

nn.. one who boxes

oo.. one who relies on someone else


18

Suffix Q & AAnswer the following questions. Circle the letter of the correct answer. Use the line below to explainyour choice.

11.. Which sentence has a suffix that changes a base word into a verb?aa.. Going to the museum is a cultural experience.bb.. The dog playfully teased the cat.cc.. The pudding will thicken as it cools.______________________________________________________________________

22.. Which sentence has a suffix that changes a base word into an adjective?aa.. Jeremy played a soulful version of “America, the Beautiful.”bb.. He gave us a long list of words to memorize.cc.. Colin’s friendship means a lot to me.______________________________________________________________________

33.. Which sentence has a suffix that changes a base word into an adverb?aa.. Dad yelled loudly at the umpire. bb.. The afternoon darkened as the sky became cloudy.cc.. Are you new to this neighborhood?______________________________________________________________________

44.. Which sentence has a suffix that changes a base word into a noun?aa.. Some video games seem to glorify violent acts.bb.. Inez’s mom used to be a singer in Mexico.cc.. I just saw a stupendous movie!______________________________________________________________________

55.. Which sentence has a suffix that changes a base word into a verb?aa.. Mindi won the singing contest.bb.. Reilly’s note was surprisingly blunt.cc.. The villagers need chlorine tablets to purify the water.______________________________________________________________________



NAME:


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Finding the Meaning: SuffixesChoose the correct meaning for each word. Circle the letter of the correct definition. Remember thateven if you don’t know the meaning of a base word, knowing the meaning of the suffix will help you.Explain each answer on the lines provided.



NAME:

11.. earthen

aa.. without earth

bb.. full of earth

cc.. made of earth

________________________________

________________________________

22.. fortuitous

aa.. unlucky

bb.. full of luck

cc.. to make lucky

________________________________

________________________________

33.. botanist

aa.. able to be planted

bb.. like a plant

cc.. person who studies plants

________________________________

________________________________

44.. audible

aa.. able to be heard

bb.. person who studies hearing

cc.. in a loud way

________________________________

________________________________

55.. amplify

aa.. without ears

bb.. to make louder or bigger

cc.. made of metal

________________________________

________________________________

66.. predicament

aa.. to make happy

bb.. done slowly

cc.. a difficult situation

________________________________

________________________________

77.. wrathful

aa.. full of anger

bb.. anger

cc.. in an angry way

________________________________

________________________________

88.. spineless

aa.. prickly

bb.. without backbone

cc.. to shoot spines

________________________________

________________________________


20

Post-Assessment: Word Parts, Prefixes, and Suffixes The words below have word parts underlined. Circle the letter that lists the correct word part.Explain each response on the line provided.

11.. dislike

aa.. prefixbb.. suffixcc.. base word

__________________________________________________________________

22.. powerfully


__________________________________________________________________

33.. celebration


__________________________________________________________________

44.. joyful


__________________________________________________________________

55.. cohost


__________________________________________________________________

66.. repaint


__________________________________________________________________



NAME:

Assessment


21

Post-Assessment: Word Parts, Prefixes, and Suffixes, continued

Circle the letter of the correct answer. Explain each answer.

77.. Which word is a compound word?

aa.. extremelybb.. sunburncc.. widower

__________________________________________________________________

88.. Which word has a prefix?

aa.. unleashbb.. simplycc.. handle

__________________________________________________________________

99.. Which word has a suffix?

aa.. unleashbb.. simplycc.. handle

__________________________________________________________________

1100.. What does the prefix dis- mean?

aa.. againbb.. notcc.. two

__________________________________________________________________

1111.. What is one meaning of the prefix im-?

aa.. againbb.. formercc.. not

__________________________________________________________________

1122.. What does the suffix -en mean?

aa.. inbb.. to make, to becomecc.. beyond

__________________________________________________________________



NAME:

Assessment

IRA/NCTE STANDARDS HIGH SCHOOL English … and the National Council of Teachers of English (IRA and...

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Transcript of IRA/NCTE STANDARDS HIGH SCHOOL English … and the National Council of Teachers of English (IRA and...