- ACDV B70F -Vocabulary Improvement

Strategies for Academic SuccessBakersfield College

Fall 2016

Table of ContentsDay 1: Context Clues......................................................................................................................1

Warm Up................................................................................................................................... 2Vocabulary Evaluation...........................................................................................................2

In Class Activities........................................................................................................................3English is a Crazy Language – Richard Lederer.......................................................................3Introduction to Context Clues................................................................................................4“The Man Who Fell Out of Bed”............................................................................................5Guess the Meaning................................................................................................................7Context Clues for Meaning....................................................................................................8

Homework #1............................................................................................................................ 9Practice with Context Clues...................................................................................................9

Day 2: Homonyms, Homophones, Homographs..........................................................................11Warm Up................................................................................................................................. 12

Homonyms, Homophones, and Homographs......................................................................12In Class Activities......................................................................................................................13

List of Common Homonyms.................................................................................................13Homonym Practice...............................................................................................................14Homonym Practice...............................................................................................................15What are Homophones?......................................................................................................16Homographs and Context Clues...........................................................................................17

Homework #2.......................................................................................................................... 19Homophone Hunt................................................................................................................19

Day 3: Prefixes, Roots, and Suffixes.............................................................................................21Warm Up................................................................................................................................. 22

Parts of Words.....................................................................................................................22In-Class Activities..................................................................................................................... 23

List of Common Latin Roots.................................................................................................23List of Common Greek Roots...............................................................................................24Root Graphic Organizer........................................................................................................25Locating Base Words............................................................................................................26Nouns, Verbs, and Adjectives..............................................................................................27Prefixes and Suffixes............................................................................................................28Making Sense of Prefixes.....................................................................................................29

Homework #3.......................................................................................................................... 31Finding Meanings from Combinations.................................................................................31

Day 4: Antonyms and Synonyms..................................................................................................35Warm Up................................................................................................................................. 36

Types of Word Comparisons................................................................................................36In-Class Activities..................................................................................................................... 37

Shades of Meaning: Strong vs. Weak...................................................................................37

Linear Arrays........................................................................................................................38Add Interest with Synonyms................................................................................................39Fix the Story with Antonyms................................................................................................40Using Antonyms for Context Clues......................................................................................41Analogies............................................................................................................................. 42

Homework #4.......................................................................................................................... 43List of Commonly Confused and Misused Words.................................................................43Video Lessons...................................................................................................................... 44

Warm Up................................................................................................................................. 46Dictionary Pronunciation Symbols.......................................................................................46Dictionary Example..............................................................................................................48

In-Class Activities..................................................................................................................... 50Common Abbreviations in Dictionaries................................................................................50Dictionary Guide Words.......................................................................................................51Dictionary Comparison........................................................................................................ 52Vocabulary Development.................................................................................................... 53100 Words Every Student Should Know...............................................................................54Word Study Tools.................................................................................................................55

Homework #5.......................................................................................................................... 574-Fold Vocabulary................................................................................................................57

Final Project.................................................................................................................................59

Day 1: Context Clues

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Warm Up

Vocabulary EvaluationDo this vocabulary evaluation before the next class meeting. Write up your discoveries at the bottom.

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

2. I make flash cards of words I do not know. I write the definitions on the back. YES or NO

3. When I use flash cards, I read only from the front and try to remember what is on the back. YES or NO

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

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

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

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

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

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

10. The only words that are important to know are the words that are printed in bold, italic, or underlined. YES or NO

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

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

SELF-AWARENESS: Discuss your feelings about your levels of reading vocabulary, writing vocabulary, and speaking vocabulary. What are your weak points and strong points?

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In Class Activities

English is a Crazy Language – Richard LedererLederer, R. (1989). Crazy English: The Ultimate Joy Ride Through Our Language. New York: Pocket Books.

Let's face it--English is a crazy language. There is no egg in eggplant, nor ham in hamburger; neither apple nor pine in pineapple. English muffins weren't invented in England nor French fries in France. Sweetmeats are candies while sweetbreads, which aren't sweet, are meat. We take English for granted. But if we explore its paradoxes, we find that quicksand can work slowly, boxing rings are square and a guinea pig is neither from Guinea nor is it a pig.

And why is it that writers write but fingers don't fing, grocers don't groce and hammers don't ham? If the plural of tooth is teeth, why isn't the plural of booth beeth? One goose, 2 geese. So one moose, 2 meese? One index, 2 indices? Doesn't it seem crazy that you can make amends but not one amend, that you comb through annals of history but not a single annal? If you have a bunch of odds and ends and get rid of all but one of them, what do you call it? If teachers taught, why didn't preacher praught?

If a vegetarian eats vegetables, what does a humanitarian eat? If you wrote a letter, perhaps you bote your tongue?

Sometimes I think all the English speakers should be committed to an asylum for the verbally insane. In what language do people recite at a play and play at a recital? Ship by truck and send cargo by ship? Have noses that run and feet that smell? Park on driveways and drive on parkways? How can a slim chance and a fat chance be the same, while a wise man and wise guy are opposites? How can overlook and oversee be opposites, while quite a lot and quite a few are alike? How can the weather be hot as hell one day and cold as hell another?

Have you noticed that we talk about certain things only when they are absent? Have you ever seen a horseful carriage or a strapful gown? Met a sung hero or experienced requited love? Have you ever run into someone who was combobulated, gruntled, ruly or peccable? And where are all those people who ARE spring chickens or who would ACTUALLY hurt a fly?

You have to marvel at the unique lunacy of a language in which your house can burn up as it burns down, in which you fill in a form by filling it out and in which an alarm clock goes off by going on. English was invented by people, not computers, and it reflects the creativity of the human race (which, of course, isn't a race at all). That is why, when the stars are out, they are visible, but when the lights are out, they are invisible. And why, when I wind up my watch, I start it, but when I wind up this essay, I end it.

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Introduction to Context CluesUse the information from the presentation to complete this page.

Context Clues: _________________________________________________________________

______________________________________________________________________________

Types of Context Clues Notes/Example

1.

2.

3.

4.

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

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

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

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

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

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

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

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

8. In biology class today, the teacher discussed such anomalies as two heads and webbed toes on a human being.

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

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

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“The Man Who Fell Out of Bed”By: Oliver SacksSacks, Oliver. "The Man Who Fell out of Bed." The Man Who Mistook His Wife for a Hat and Other Clinical Tales. New York: Summit, 1985. 55-58. Print.

When I was a medical student many years ago, one of the nurses called me in considerable perplexity, and gave me this singular story on the phone: that they had a new patient—a young man— just admitted that morning. He had seemed very nice, very normal, all day—indeed, until a few minutes before, when he awoke from a snooze. He then seemed excited and strange—not himself in the least. He had somehow contrived to fall out of bed, and was now sitting on the floor, carrying on and vociferating, and refusing to go back to bed. Could I come, please, and sort out what was happening?

When I arrived I found the patient lying on the floor by his bed and staring at one leg. His expression contained anger, alarm, bewilderment and amusement—bewilderment most of all, with a hint of consternation. I asked him if he would go back to bed, or if he needed help, but he seemed upset by these suggestions and shook his head. I squatted down beside him, and took the history on the floor. He had come in, that morning, for some tests, he said. He had no complaints, but the neurologists, feeling that he had a ‘lazy’ left leg—that was the very word they had used— thought he should come in. He had felt fine all day, and fallen asleep towards evening. When he woke up he felt fine too, until he moved in the bed. Then he found, as he put it, ‘someone’s leg’ in the bed—a severed human leg, a horrible thing! He was stunned, at first, with amazement and disgust—he had never experienced, never imagined, such an incredible thing. He felt the leg gingerly. It seemed perfectly formed, but ‘peculiar’ and cold. At this point he had a brainwave. He now realized what had happened: it was all a joke! A rather monstrous and improper, but a very original, joke! It was New Year’s Eve, and everyone was celebrating. Half the staff were drunk; quips and crackers were flying; a carnival scene. Obviously one of the nurses with a macabre sense of humor had stolen into the Dissecting Room and nabbed a leg, and then slipped it under his bedclothes as a joke while he was still fast asleep. He was much relieved at the explanation; but feeling that a joke was a joke, and that this one was a bit much, he threw the damn thing out of the bed. But— and at this point his conversational manner deserted him, and he suddenly trembled and became ashen-pale—when he threw it out of bed, he somehow came after it—and now it was attached to him.

‘Look at it!’ he cried, with revulsion on his face. ‘Have you ever seen such a creepy, horrible thing? I thought a cadaver was just dead. But this is uncanny! And somehow—it’s ghastly—it seems stuck to me!’ He seized it with both hands, with extraordinary violence, and tried to tear it off his body, and, failing, punched it in an access of rage.

‘Easy!’ I said. ‘Be calm! Take it easy! I wouldn’t punch that leg like that.’ ‘And why not?’ he asked, irritably, belligerently. ‘Because it’s your leg,’ I answered. ‘Don’t you know your own leg?’

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He gazed at me with a look compounded of stupefaction, incredulity, terror and amusement, not unmixed with a jocular sort of suspicion, ‘Ah Doc!’ he said. ‘You’re fooling me! You’re in cahoots with that nurse—you shouldn’t kid patients like this!’

‘I’m not kidding,’ I said. ‘That’s your own leg.’ He saw from my face that I was perfectly serious—and a look of utter terror came over

him. ‘You say it’s my leg, Doc? Wouldn’t you say that a man should know his own leg?’ ‘Absolutely,’ I answered. ‘He should know his own leg. I can’t imagine him not knowing

his own leg. Maybe you’re the one who’s been kidding all along?’ ‘I swear to God, cross my heart, I haven’t ... A man should know his own body, what’s

his and what’s not—but this leg, this thing’—another shudder of distaste—’doesn’t feel right, doesn’t feel real—and it doesn’t look part of me.’

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

‘What does it look like?’ He repeated my words slowly. ‘I’ll tell you what it looks like. It looks like nothing on earth. How can a thing like that belong to me? I don’t know where a thing like that belongs ... ‘ His voice trailed off. He looked terrified and shocked.

‘Listen,’ I said. ‘I don’t think you’re well. Please allow us to return you to bed. But I want to ask you one final question. If this—this thing—is not your left leg’ (he had called it a ‘counterfeit’ at one point in our talk, and expressed his amazement that someone had gone to such lengths to ‘manufacture’ a ‘facsimile’) ‘then where is your own left leg?’

Once more he became pale—so pale that I thought he was going to faint. ‘I don’t know, he said. ‘I have no idea. It’s disappeared. It’s gone. It’s nowhere to be found ... ‘Postscript

Since this account was published (in A Leg to Stand On, 1984), I received a letter from the eminent neurologist Dr. Michael Kremer, who wrote:

I was asked to see a puzzling patient on the cardiology ward. He had atrial fibrillation and had thrown off a large embolus giving him a left hemiplegia, and I was asked to see him because he constantly fell out of bed at night for which the cardiologists could find no reason.

When I asked him what happened at night he said quite openly that when he woke in the night he always found that there was a dead, cold, hairy leg in bed with him which he could not understand but could not tolerate and he, therefore, with his good arm and leg pushed it out of bed and naturally, of course, the rest of him followed.

He was such an excellent example of this complete loss of awareness of his hemiplegic limb but, interestingly enough, I could not get him to tell me whether his own leg on that side was in bed with him because he was so caught up with the unpleasant foreign leg that was there.

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Guess the MeaningDirection: Read the short story “The Man Who Fell Out of Bed” by Oliver Sacks. Choose 5 words from the previous story for which you are unsure of the meaning. Write them in the first column in the table below. For each word, guess the meaning based on the context in which it is used. Then, use a dictionary to find the actual meaning. Lastly, sketch an image or symbol that can help you visualize the meaning of the word.

Word My Guess Dictionary’s Meaning Visual

Reflection: Find two different people who wrote down at least one of the words you chose. Compare your guesses, definitions, and drawings.

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Context Clues for MeaningCircle the letter of the word that most closely matches the meaning of the underlined word. Use the other words in the sentence as clues to the correct meaning.

1. The compassionate family fed the emaciated lost cat.

A. violent B. calm C. thin D. plump

2. She perpetually arrives late to class and misses the entry assignment.

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

3. The girls jumped into the tepid lake water.

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

4. The audience showered the dance with adulation for her performance.

A. rain B. praise C. disgrace D. flower

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

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

6. The impetuous boy wouldn't listen when his mother told him to think before he acts.

A. reckless B. joyful C. petty D. sad

7. The doctors all concurred with the original diagnosis of valley fever.

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

8. The lemonade couldn't seem to quench the parched man’s thirst.

A. brief B. satisfy C. laugh D. ignite

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Homework #1

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

1. The adversity of tonight events has left a bitter taste in my mouth. I could not believe the amount of arguing and distrust in the community.

2. The benevolent co-worker made sure to show the new employee around the office so they wouldn't be so lost.

3. The divergent opinions on what to do for spring break tore the group apart. No one could agree on where to go.

4. The foreign exchange student had to adapt to his new surroundings. Everything was unfamiliar and new. .

5. The cross country runner was so lethargic during the race because she did not have enough to eat the night before.

6. School authorities knew very little about the covert activities of the sorority.

7. The aesthetic painting seemed to brighten the mood of the whole room. Everyone paused to admire the painting.

8. The business man wanted to go to a reclusive island for his vacation this year. He did not want to be bothered by anyone.

9. Maxine didn't appreciate when her little sister tried to emulate her and ended up taking her cloths and makeup.

10. The mundane park could not hold the attention of the thrill-seeking prince.

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

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Day 2: Homonyms,

Homophones, Homographs

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Warm Up

Homonyms, Homophones, and HomographsDirections: Use the presentation to help you complete this page. 1. What do the words have in common?

HomonymHomophoneHomograph

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

Homonym Homophone Homograph

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

Homonym Homophone Homograph

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In Class Activities

List of Common HomonymsBelow is a list of words that are often confused.

allowed/aloudbeach/beechbolder/boulderbread/bredcapital/capitolcaret/carrot/carat/karatcell/sellcent/scent/sentcensus/senseschoral/coralchute/shootclothes/closecolonel/kernelcreak/creekcrews/cruisecymbal/symboldear/deerflower/flourforth/fourthfoul/fowlgorilla/guerrillagrays/grazegrate/greatheal/heel/he'llheard/herdhew/hueidle/idol/idyll incite/insight its/it'sknead/need/kneedknight/nightlead/led

leased/leastlessen/lessonload/lode/lowedloan/lonemeet/meatmedal/meddlemince/mintsminer/minormissed/mistmorning/mourningmuscle/musselmussed/mustnot/knot/naughtor/oar/oreoverdo/overduepatience/patientspeace/piecepedal/peddlepraise/prays/preyspresence/presentsprincipal/principlerain/reign/reinraise/rays/razerest/wrestreview/revueright/rite/writeroad/rode/rowedrole/rollroot/routeroux/ruescene/seen

seam/seemseas/sees/seizeserge/surgesew/so/sowsight/site/citesoar/soresoared/swordstationary/stationerysteal/steelstraight/straitsummary/summeryteas/tease/teesthere/their/they'rethrew/throughthrone/thrownto/too/twovein/vaneverses/versusvice/visewaist/wastewait/weightwaive/waveware/wear/wherewarn/wornway/weigh/wheyweather/whetherwho's/whoseyoke/yolkyour/you're/yore

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Homonym PracticeDirections: Choose a pair of homonyms from the previous list. Fill out the comparison table below.

Sentence

Drawing

Definition

Word

Discussion: Discuss your comparison with two other people.

Homonym PracticeWrite a homonym for each word.

weigh ate fairy

steal sail fare

made deer vain

strait threw soar

bored sent pare

him peace sun

blue red doe

Circle the correct homonyms.

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

The boat’s (sale, sail) was torn.

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

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

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

The (course, coarse) was hard to find.

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

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

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

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

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

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

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

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

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What are Homophones?

You can remember the meaning of the word homophones if you remember your Greek roots. Homo means “same.” Phone means “sound.” So, homophones are literally two words that have the “same sound”. One example of a homophone pair are the words hare and hair. If you hear the words said out loud, you don’t know if the person is talking about a rabbit hare or the hair growing on your head.

Choose the correct homophone to complete each sentence.

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

2. Kate’s mom let her _________________________(great/grate) the cheese for the pasta.

3. Tim wanted a ________________________(maid/made) to clean his house for him.

4. Harry started the letter with “ _____________________(Dear/Deer) friend”.

5. The _________________(sent/cent/scent) of fresh peach cobbler filled the air.

6. I need to buy some __________________(flower/flour) to make some cookie dough.

7. No food is ______________________(allowed/aloud) in the classrooms at school.

8. I had to take a _____________________(break/brake) after a few hours of work.

9. George ordered __________________(to/too/two) cheeseburgers

10. The women went home wick with the ________________(flu/flew).

11. The boy took his shovel and _______________(pail/pale) to the beach with him.

12. The boys fought over who would row the boat with the __________________(oar/or/ore).

13. Sandy ordered some _________________________(meet/meat) from the butcher.

14. Candice _____________________(ate/eight) some pancakes and fries for lunch.

15. The princess and the ______________________(prints/prince) are siblings.

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

17. Students stared at the tiny ________________(cell/sell) under the microscope.

18. The mouse got her ___________________(tale/tail) caught in the trap.

19. Our school ___________________(principle/principal) is giving a speech later today.

20. Donna _______________(knew/new) which _______________(knew/new) shirt to wear.

21. The man took his _______________(son/sun) to the hockey game.

22. Elijah could not believe he _______________(one/won) the writing competition.

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Homographs and Context Clues

Homographs are words that have the “same writing.” They are words that are spelled the same but have different meanings, such as tear (when your crying) and tear (to rip apart).

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

1. The football coach could not subject his team to any more extreme heat during practice.

A. tell B. expose C. topic D. authority

2. Hippies would commune with nature on their walkabouts.

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

3. The two blood samples had minute differences that could only be seen under a microscope.

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

4. The goal of the magician was to entrance his audience with his performance.

A. arrive B. open C. bore D. charm

5. The lawyer tried to prove that the contract was invalid.

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

6. When a scorpion appeared from under the bed, the small girl quailed in the corner.

A. birds B. wailed C. cooked D. recoiled

7. The prime minister is often seen as a person of great import.

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

8. If Jenna passes the class, she will progress to the next level.

A. advance B. move C. grow D. inspect

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Homework #2

Homophone HuntHomophones are words that sound the same, but have different meanings. For example, a bear is a large animal. You can walk barefoot in the sane. A coyote can bare its teeth when it is ready to fight. When you edit your writing, it is important to make sure you are using the correct words so that your papers can make sense.

DIRECTIONS: Read the story below. Look for incorrect homophones. Cross them out and write the correct spelling of the correct homophone.

Once upon a time, their was a dog named Zulu. His hole name was Methuselah, but he

only like to be called Zulu. One day, he was very board because it was the summer and it was to

hot too play outside. He decided too go on an adventure. The only problem was Zulu didn’t no

what to do on his adventure, so he didn’t know where to go. Then he remembered a scary story

about a monster with huge clause and read eyes. His owner, Ana, had told him the tail when

they were around the campfire last year. The monster liked to hide in the forest at the edge of

the town, but you could here him howl allowed in ugly weather.

Zulu new the story was true because he could hear the monster’s noises during the

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

lock it in a cave to save the neighborhood from the monster. However, when Zulu finally maid it

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to the forest, the woulds were totally bear accept for one chattering raccoon that tried to steel

his boots write off his paws.

“Could this be the monster from my owner’s tail?” thought Zulu. Then it suddenly began

to reign, and Zulu ran home when he herd the sound of thunder. He didn’t here the monster

until he got home. He realized it was just the wind blowing threw the attic. .

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

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Day 3: Prefixes,

Roots, and Suffixes

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Warm Up

Parts of WordsMany English words are formed by taking basic words and adding combinations of

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

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

One method of understanding the meanings of new words is to analyze the different parts of the word and the meanings of those parts. Many new words are formed by adding an affix to the beginning or end of a Latin or Greek root or root word. When affixes are added to the beginning of roots or root words, they are called prefixes. For example, the most common prefix is un-, which meant not or opposite of. If you add un- to the word happy, the new word becomes unhappy, which means not happy. When affixes are added to the end of roots or root words, they are called suffixes. The most common suffixes are -s and -es, which mean more than one (or the plural) of the word. Adding -es to wish, changes the meaning of the word to more than one wish.

1. What is an affix?

2. What is a root?

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

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In-Class ActivitiesTakes notes on the presentation.

List of Common Latin Roots Latin Root Definition Example

ambi both ambiguous, ambidextrous

aqua water aquarium, aquamarine

aud to hear audience, audition

bene good benefactor, benevolent

cent one hundred century, percent

circum around circumference, circumstance

contra/counter against contradict, encounter

dict to say dictation, dictator

form shape conform, reform

fort strength fortitude, fortress

fract break fracture, fraction

ject throw projection, rejection

jud judge judicial, prejudice

mal bad malevolent, malefactor

mort death mortal, mortician

multi many multimedia, multiple

scrib/script to write inscription, prescribe

spect to look inspection, spectator

struct to build destruction, restructure

vid/vis to see televise, video

voc voice; to call vocalize, advocate

List of Common Greek Roots

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Greek Root Definition Example

anthropo man; human; humanity anthropologist, philanthropy

auto self autobiography, automobile

bio life biology, biography

chron time chronological, chronic

dyna power dynamic, dynamite

dys bad; hard; unlucky dysfunctional, dyslexic

gram thing written epigram, telegram

graph writing graphic, phonograph

hetero different heteronym, heterogeneous

homo same homonym, homogenous

hydr water hydration, dehydrate

hyper over; above; beyond hyperactive, hyperbole

hypo below; beneath hypothermia, hypothetical

logy study of biology, psychology

meter/metr measure thermometer, perimeter

micro small microbe, microscope

mono one monologue, monotonous

morph form; shape morphology, morphing

nym name antonym, synonym

phil love philanthropist, philosophy

phobia fear claustrophobia, phobic

photo/phos light photograph, phosphorous

pseudo false pseudonym, pseudoscience

psycho soul; spirit psychology, psychic

techno art; science; skill technique, technological

therm heat thermal, thermometer

Root Graphic OrganizerDirections:

1. Choose a Latin or Greek root and write it in the middle rectangle.

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2. Find four different word that are derived from that root and write them in the outer rectangles.

3. Write the definition of each word in the circles.

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Root:

Related Word

Related Word

Related Word

Related Word

Locating Base WordsA base word is a word that is joined with a prefix, suffix, or both to make a new word. Base words can also be morphed to make nouns, verbs, and adjectives or form questions and statements.

It is sometimes difficult to locate base word because their spelling frequently changes when suffixes are added to them. If a base word ends in “e”, the “e” may be dropped when a suffix is added to it. Mature + it + y = maturity

If a base word ends in “y”, the “y” may be changed to “i” when a suffix is added to it: harmony + ous = harmonious

Base words may undergo other spelling changes when suffixes are added to them: reclaim + ation = reclamation (the i in “reclaim” is dropped.)

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

1. We established the authenticity of our antique chair.

We have an _______________________ antique chair.

2. We enjoy the collegiate athletic games.

We enjoy the athletic games at _______________________.

3. The automobile left her comatose.

The accident left her in a _______________________.

4. We had comparative good luck.

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

5. Can you differentiate between them?

Can you see how they _______________________?

6. His knowledge of China is not experiential.

His knowledge of China is not based on actual _______________________?

7. She has expertise in mathematics

She is an _______________________ in mathematics.

8. She gave her answer with finality.

We knew her answer was _______________________.

9. They have servile attitudes.

They have attitudes of those who _______________________.

10. The numbers are in tabular form.

The numbers are in a _______________________.

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Nouns, Verbs, and Adjectives

Write the nouns, verbs, and adjectives that are missing from the following table. Missing nouns may end in –ion, and missing adjectives may end in –ive. Refer to a dictionary if necessary.

Nouns Verbs Adjectives

1. penetrate penetrable

2. accommodation accommodate

3. envy enviable

4. corruption corrupt

5. compare comparative

6. provocation provoke

7. remedy remediable

8. sobriety sober

9. repair reparable

10. commend commendable

11. table tabular

12. retraction retract

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Prefixes and Suffixes PREFIXES: Added to the beginning of a base word and changes the meaning of the word.

Prefix Meaning Examplepre- before They will show a sneak preview of the movie.un- not The cafeteria will be unavailable tomorrow morning.dis- not Mark disagreed with John's philosophy.re- again Are you going to renew your subscription?mis- not He has mismanaged the company.im- not With hard work and determination, nothing is impossible.bi- two Henry recently received his first pair of bifocals.

de- notMany ecologists are concerned about the deforestation of our world's rain forests.

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

Suffixes Meaning Example-er doer I work as a computer programmer.-able able These glass bottles are recyclable.-ous full of Driving on the freeway can be dangerous.-ness state of being At night, the earth is covered in darkness.-ful full of The witness gave an honest and truthful testimony.-ly or -y like James whistled happily on his way home from school.-ment state of Mary sighed with contentment.

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Making Sense of PrefixesMake sentences by writing the base words and the meaning of the prefixes in the boldface words on the lines provided.

1. Hermits are asocial people.

They are ___________________ people.

2. The child’s hyperactivity is alarming.

The child is _______________________

3. Outer space is illimitable.

There is _________________ to outer space.

4. The castle was impenetrable to ancient armies.

Ancient armies could ___________________the castle.

5. We took an intercontinental flight.

We took a flight _____________________.

6. The fire did irreparable damage to the house.

They could __________________________the damage to the house.

7. Did he make maladjustment to marriage?

Did he ______________________ to marriage?

8. The story is pseudo-biographical.

It is a ______________________________.

9. The patient is semiconscious.

The patient is _______________________.

10.Some thoughts are unutterable.

Some thoughts one can ________________________.

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29

Homework #3

Finding Meanings from CombinationsA) Referring to the meanings of the combining forms listed below, match the

words on the left with their definitions on the right.

anthropo- human or manfrater- brothermater- mothermis-, miso- hatred or hatingpater- fatherphil-, philo- loving or liking

1. philanthropy a. brotherly

2. philanthropist b. fatherly

3. misanthrope c. motherly

4. misogynist d. fatherhood

5. maternal e. motherhood

6. paternal f. one who hates women

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

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

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

10. fraternity j. one who hates or distrusts people

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

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

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B) Referring to the meanings of the combining forms listed below, match the words on the left with their definitions on the right.

Combining Form Meaning

Combining Form Meaning

mono-, uni- one sext- sixbi- two sept- seventri- three octo- eightquadri- four cent- one hundredquint- five multi- more than two

1. monolingual a. knowing two languages

2. bilingual b. knowing more than two languages

3. multilingual c. knowing only one language

4. unilateral d. affecting both sides equally

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

6. multilateral f. done by one side only

7. bicentennial g. a four-hundredth anniversary

8. tricentennial h. a three-hundredth anniversary

9. quadricentennial i. a two-hundredth anniversary

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

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

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

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C) Referring to the meanings of the combining forms listed below, match the words on the left with their definitions on the right.

Combining Form Meaning

Combining Form Meaning

acro- height -mania abnormal cravingbiblio- books nycto- night or darknessclaustro- closed places nymph- bridedipso- thirst -phobia irrational fearhemo- blood pyro- fire

1. acrophobia a. abnormal fear of darkness

2. bibliophobia b. abnormal fear of closed places

3. claustrophobia c. abnormal fear of disease

4. gynophobia d. abnormal fear of blood

5. hemophobia e. abnormal fear of height

6. nyctophobia f. abnormal fear of fire

7. pathophobia g. abnormal fear of books

8. pyrophobia h. abnormal fear of women

9. bibliomania i. abnormal craving for alcoholic drink

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

11. dispomania k. abnormal craving sexual activity

12. nymphomania l. abnormal craving for books

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33

Day 4: Antonyms

and Synonyms

34

Warm Up

Types of Word Comparisons

Type Strategy Example Sentence

Synonym

Try substituting a familiar word for the unfamiliar word.

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

Antonym

An unfamiliar word is understood because you understand its opposite.

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

Analogies

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

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

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

Probity: ______________________________________________________________________

Impenitent: ___________________________________________________________________

Lumens: ______________________________________________________________________

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In-Class Activities

Shades of Meaning: Strong vs. WeakSome words mean almost the same thing, but they are still different. One of the words may be stronger or express more emotion or action. The other may be weaker or express less emotion or action.

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

Think and know are two similar words, but know is stronger, since it has more conviction, than think.Part I. Fill in the blank in each sentence with a word that has a stronger meaning that the word in parentheses.

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

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

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

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

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

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

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

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

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

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

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

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

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Linear ArraysLinear arrays are a strategy to extend vocabulary. Using the opposite words on each end of the linear array, add words inside the ovals that are in between the two opposite words.

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Beautiful Ugly

freezing boiling

minute immense

incessant rare

enemy confidant

Add Interest with Synonyms

Synonyms are two words that mean the same or nearly the same as each other. You can use synonyms for over-used or “tired” words in your writing to add interest to what you are saying.

Read the paragraph below. The numbered words in bold print are over-used words. Think of a synonym you could use to replace each tired word to add interest. Write the word on the corresponding numbered line. The first one has been done for you.

Carman and Laura had a nice1 day at school. In the morning, they listened

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

had just started learning a new skill. The teacher was happy4 with their progress.

It was a nice5 day, so they were able to play soccer outside for P.E. The class was

happy6 when the teacher said they would have a party that afternoon. Carman was excited about the party, but Laura did not want to go to the party. She was

tired7 because she did not sleep well the night before. She stayed in at recess

and made a pretty8 sign while the other children played outside. She used big9

letters to write the word “celebrate.” She even drew butterflies with small10 dots on their wings. Carman came back a few minutes later to help her. Together, they colored the pictures and letters that Laura had drawn. When the other

students came back in after recess, they all agreed it was a nice11 sign. The teacher put it up on the board in the front of the room. Then she passed out

some good12 cookies. She told them they were celebrating because they did a

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

1. pleasant 8.

2. 9.

3. 10.

4. 11.

5. 12.

6. 13.

7. 14.

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Fix the Story with Antonyms

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

Read the paragraph below. The numbered words in bold print are the antonyms of the words that should appear there. Fix the story by replacing each bolded word with an antonym that makes more sense in the story. Write the new word on the corresponding numbered line. The first one is done for you.

Felix and Diego were absent on the day of the test. When they left1 at school the following night2, they had to go to a different room to give3 the test. They were calm4 because they were not really prepared but decided to give it their worst5 try. Felix’s pencil mended6 twice during the test because he was pressing too softly7. He finally took a shallow8 breath and calmed up9. At the different10 time, Diego was unoccupied11, carefully reading and then erasing12 in the bubbles to answer the questions. He started13 too quickly to do a poor14 job of it, so he decided to look recklessly15 back over each question to make sure he had the incorrect16 answer. Both girls17 spent most of the evening18 until lunch time playing19 on the test. They were very anxious20 when they were finally able to finish and turn their tests out21. They hurried back to their classroom just in time to get their lunch money so they could line up with everyone else to sell22 lunch. They decided to try harder not to be absent on a test day again!

1. arrived 12.

2. 13.

3. 14.

4. 15.

5. 16.

6. 17.

7. 18.

8. 19.

9. 20.

10. 21.

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11. 22.

Using Antonyms for Context CluesCircle the letter of the word that most closely matches the underlined word in the sentence. Use the antonym in bold as a clue to the correct meaning.1. While she was indifferent to golf, he husband was an avid fan.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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AnalogiesUse the presentation to help you complete this page.

Analogy:

Types of Analogies:

Type Example Explanation

Solve and identify the type of analogy: 1. hand : touch :: eye : _______________________2. car : automobile :: ship : _______________________3. work : labor :: incinerate : _______________________4. failure : success :: mistaken : _______________________5. world : earth :: teacher : _______________________6. garden : tomatoes :: ocean : _______________________

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7. blade : ice skate :: wheel : _______________________8. button : shirt :: latch : _______________________9. Camel : desert :: crocodile : _______________________10.McDonald’s : hamburger :: Chick-fil-A : _______________________

Homework #4

List of Commonly Confused and Misused WordsThe following is the entire list of words almost everyone confuses and misuses:

adverse / averseaffect / effectaggravateallegedall rightaltogether/ all togetheramong / betweenassure / ensure / insureblatant / flagrantcapital / capitolcomplement / complimentcomprisecouncil / counselconvince / persuadedisinterested / uninterested enervateenormity / enormousness factoidfewer / lessflammable / inflammablegender / seximply / inferincredible / incredulous

irregardlessits / it'slay / lieleave / letliterally mass / weightmischievousnuclearprescribe / proscribepresentlyprincipal / principle renownreticentsacrilegiousseasonable / seasonalsensual / sensuousset / sitthat / which unexceptionable / unexceptionaluniqueutilize / usewhereforewreak / wreck

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

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Video Lessons The following are links to various videos and reading about vocabulary. To access the material, right-click on the link and choose “open hyperlink.” For close captioning, turn on with captioning link at bottom of video frame. Be sure to close out videos before opening a new one or they may play at the same time! Skip Ads and view full screen with this icon: { }

Directions: Choose at least 1 link from the list below. Take clear, organized notes during the video(s) and reading(s) and include examples of your own.

How to increase your vocabulary (13 min) Videohttps://www.youtube.com/watch?v=53SIKuCuHv0

Six tips (8 min) Videohttps://www.youtube.com/watch?v=XuLDqTz_qHI

Memorizing New Vocabulary with the Substitute Word Technique (5 min) Videohttps://www.youtube.com/watch?v=cQSCuWoqw4M

Ten best vocabulary learning tips (Read and interactive games) http://www.sheppardsoftware.com/vocabulary_tips.htm

Teaching Analogieshttp://www.education.com/study-help/article/analogies-practice-exercises-set-12/

Teaching Vocabulary Cuestahttp://academic.cuesta.edu/acasupp/as/500index.HTM

Confused Words Practicehttp://www.enchantedlearning.com/dictionary/wordentry/twowords/

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Day 5: Dictionaries and Study

Skills

44

Warm Up

Dictionary Pronunciation SymbolsFrom Merriam-Webster online.

\ ə \ as a in a but \ ˈə ˌə \ as u in ab u t \ ə \ as e in kitt en \ ə r \ as ur/er in f ur th er \ a \ as a in a sh \ ā \ as a in a ce \ ä \ as o in m o p \ au̇ \ as ou in ou t \ b \ as in b a b y \ ch \ as ch in ch in \ d \ as d in d i d \ e \ as e in b e t \ ˈē ˌē \ as ea in ea sy \ ē \ as y in eas y \ f \ as f in f i f ty

\ g \ as g in g o \ h \ as h in h at \ i \ as i in h i t \ ī \ as i in i ce \ j \ as j in j ob \ k \ as k in k in \ ḵ \ as ch in i ch   dien \ l \ as l in l i l y \ m \ as m in m ur m ur \ n \ as n in ow n \ ŋ \ as ng in si ng \ ō \ as o in g o \ ȯ \ as aw in l aw \ ȯ i \ as oy in b oy \ p \ as p in p e pp er

\ r \ as r in r ed \ s \ as s in le ss \ sh \ as sh in sh y \ t \ as t in t ie \ th \ as th in th in \ th \ as th in th e \ ü \ as oo in l oo t \ u̇ \ as oo in f oo t \ v \ as v in v i v id \ w \ as w in a w ay \ y \ as y in y et \ yü \ as you in you th \ yu̇ \ as u in c u rable \ z \ as z in z one \ zh \ as si in vi si on

Example:

Erica Menchaca

ˈerikə menchȯkˈə

Activity:

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

45

Using and Dictionary

A word and the information given in a dictionary about the word is called an entry. Depending on the source you are using, many dictionary resources will provide at least some of the following: Guide words. In a printed dictionary, boldface words at the top of the page indicate the first

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

Pronunciation. This key shows how to pronounce the word. Online dictionaries will often provide an audio pronunciation.

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

adj. – adjective v.i. – intransitive verb

adv. – adverbconj. – conjunction prep. – preposition

v.t. – transitive verbpron. – pronouninterj. – interjection

Etymology. This is the origin of the word, which is especially helpful if the word has a Latin or Greek root from which many other words are derived. Knowing the word’s history can help you remember the word or look for similar words.

Syllabication. This shows how the word is divided into syllables. Capital letters. This indicates if a word should be capitalized. Definition. Definitions are listed chronologically (oldest meaning first). Restrictive labels. Three types of labels are used most often in a dictionary. Subject labels tell

you that word has a special meaning when used in a certain field (mus. for music, med. for medicine, etc.). Usage labels indicate how a word is used (slang, dial. for dialect, etc.). Geographic labels tell you the region of the country where the word is most often used.

Homographs. A single spelling of a word has different meanings. Variants. These are multiple correct spellings of a single word (example: ax or axe). Illustrations. Drawings or pictures are used to help illustrate a word.

46

Adapted from McGraw-Hill Worksheet

Dictionary Example

47

48

In-Class Activities

Common Abbreviations in DictionariesBelow are abbreviations that are commonly used in dictionaries.

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

1. conj. _____________________

2. Gr. _____________________

3. sing. _____________________

4. vt. _____________________

5. esp. _____________________

6. L. _____________________

7. adv. _____________________

8. pron. _____________________

9. Ger. _____________________

10. prep. _____________________

11. exc. _____________________

12. pl. _____________________

13. O. _____________________

14. vi. _____________________

15. pt. _____________________

16. art. _____________________

17. n. _____________________

18. OE. _____________________

19. adj. _____________________

20. Fr. _____________________

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Dictionary Guide Words All words in a dictionary are listed alphabetically. Guide words at the top or bottom of each page tell what words are listed on each page. The first guide word tells the first word on the page, the last one tells the last one on the page.

Example: Word to look up: bramble

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

Guide words: brace-bram

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

1. pool

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

2. save

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

3. jump

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

4. wash

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

5. dawn

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

6. monkey

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

7. compress

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

8. bagpipe

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

9. car

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

10. international

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

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Dictionary Comparison

Use the standard dictionary entry above for the word “intent” for the following activity. Look up “Intent” using an online dictionary (Ex: Dictionary.com) Compare and contrast the information provided in each source. Write a paragraph explaining the advantages and disadvantages for both the standard dictionary and an online dictionary?

51

Vocabulary DevelopmentUse the presentation to help you complete this page. Types of Vocabulary

1. ________________________________________

2. ________________________________________

3. ________________________________________

4. ________________________________________

Vocabulary Dimensions

Depth

Breadth

Tiers of Words

Tier One:

Tier Two:

Tier Three:

Strategies

Implicit

Explicit

Reading to Improve Vocabulary

1.

2.

3.

4.

5.

6.

7.

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100 Words Every Student Should KnowThe following diagrams are examples of tools to help you analyze and study vocabulary words you come across in future classes.

1. accentuate2. alliteration3. analogy4. antibody5. aspire6. bamboozle7. bizarre8. boisterous9. boycott10. camouflage11. chronology12. commemorate13. cower14. decorum15. deduction16. deign17. despondent18. dialogue19. divulge20. eclectic21. ellipse22. embargo23. enthusiastic24. exponent25. exult26. fallacy27. flourish28. formidable29. gargoyle30. guerrilla31. guru32. heritage33. hieroglyphic34. hologram

35. hypocrisy36. immune37. impertinent38. inference39. introspection40. jaunty41. jovial42. kilometer43. labyrinth44. laconic45. lichen46. light-year47. maneuver48. marsupial49. metaphor50. mosaic 51. mutation52. nebula53. nocturnal54. nuisance55. omnivore56. outrageous57. ozone58. parasite59. participle60. phloem61. plateau62. polygon63. protagonist64. pulverize65. quandary66. quarantine67. quota68. rainforest

69. random70. recede71. renaissance72. renegade73. repose74. sacrifice75. silhouette76. solstice77. spectrum78. stereotype79. strategy80. suffrage81. symbiosis82. tariff83. technique84. tempo85. toxin86. tranquility87. tumult88. tundra89. ultraviolet90. unanimous91. undulate92. vaccine93. vacillate94. vertebrate95. virtuoso96. voracious97. wretched98. xylem99. yacht100. zoology

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Word Study ToolsDirections: Choose at least two words from the first column in the previous list. Complete at least two of the four diagrams using the words you chose.

Word Analysis for ______________________

Definition (Like) Contrast (Unlike)

Examples

Frayer Diagram for ______________________

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Word Map for _________________________

Word Cluster for _________________________

55

Homework #5

4-Fold VocabularyPart I: Choose four words from the second and third column in the “100 words every student should know” list. Fold a paper into a grid with 4 rows and 4 columns. In the first section, the student writes the word. In the 2nd section, the student writes a definition of the word in their own words. In the 3rd section, the student draws a picture or symbol to represent the word. In the 4th section, the student writes a sentence with the word based on their definition. Then, cut apart the sections and put them in an envelope. Review your words by reassembling the word rows. Bring your envelope with your cut outs to the next class to complete Part II.

Word Definition Picture Sentence

Ovenkitchen appliance used for baking or

roasting

We baked cookies in the

oven.

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Part II: In class, trade envelopes with another student. Try to reassemble each other’s word rows. Since you practice your word rows for homework, you should be able to help your partner assemble the correct word rows.

57

58

Final Project In this course, you have learned, practiced, or refined some tools for expanding your academic vocabulary. Your final project will be a Word Study showcasing how you can apply your knowledge in the future.

Directions: Create a one-page digital word study page. The page should include the chosen word, grammatical category, definition, Greek/Latin roots, other forms, sentence, synonyms, antonyms, and a visual image of the meaning of the word.

Example:

Instructions for Submission:

DUE before class on ____________

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OBSTINATE1. Grammatical category: adjective2. Definition: not willing to change one’s opinion, , etc.3. Greek/Latin roots: ob (meaning against)4. Other forms: obstinately, obstinacy 5. Sentence: The obstinate boy refused to clean his messy room. 6. Synonyms: stubborn, mulish, recalcitrant7. Antonyms: cooperative, compliant, agreeable8. Picture