Pamela Fox, English Composition - About Me



- ACDV B70F -

Vocabulary Improvement Strategies for Academic Success

Bakersfield College

Fall 2016

Table of Contents

Day 1: Context Clues 1

Warm Up 2

Vocabulary Evaluation 2

In Class Activities 3

English is a Crazy Language – Richard Lederer 3

Introduction to Context Clues 4

“The Man Who Fell Out of Bed” 5

Guess the Meaning 7

Context Clues for Meaning 8

Homework #1 9

Practice with Context Clues 9

Day 2: Homonyms, Homophones, Homographs 11

Warm Up 12

Homonyms, Homophones, and Homographs 12

In Class Activities 13

List of Common Homonyms 13

Homonym Practice 14

Homonym Practice 15

What are Homophones? 16

Homographs and Context Clues 17

Homework #2 19

Homophone Hunt 19

Day 3: Prefixes, Roots, and Suffixes 21

Warm Up 22

Parts of Words 22

In-Class Activities 23

List of Common Latin Roots 23

List of Common Greek Roots 24

Root Graphic Organizer 25

Locating Base Words 26

Nouns, Verbs, and Adjectives 27

Prefixes and Suffixes 28

Making Sense of Prefixes 29

Homework #3 31

Finding Meanings from Combinations 31

Day 4: Antonyms and Synonyms 35

Warm Up 36

Types of Word Comparisons 36

In-Class Activities 37

Shades of Meaning: Strong vs. Weak 37

Linear Arrays 38

Add Interest with Synonyms 39

Fix the Story with Antonyms 40

Using Antonyms for Context Clues 41

Analogies 42

Homework #4 43

List of Commonly Confused and Misused Words 43

Video Lessons 44

Warm Up 46

Dictionary Pronunciation Symbols 46

Dictionary Example 48

In-Class Activities 50

Common Abbreviations in Dictionaries 50

Dictionary Guide Words 51

Dictionary Comparison 52

Vocabulary Development 53

100 Words Every Student Should Know 54

Word Study Tools 55

Homework #5 57

4-Fold Vocabulary 57

Final Project 59

Day 1: Context Clues

Warm Up

Vocabulary Evaluation

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

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

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

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

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

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

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

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

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

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

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

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

| |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?

In Class Activities

English is a Crazy Language – Richard Lederer

Lederer, 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.

Introduction to Context Clues

Use the information from the presentation to complete this page.

Context Clues: _________________________________________________________________

______________________________________________________________________________

|Types of Context Clues |Notes/Example |

| | |

| | |

| | |

| | |

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.

“The Man Who Fell Out of Bed”

By: Oliver Sacks

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

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

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

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

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

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

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

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.

Guess the Meaning

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

|Word |My Guess |Dictionary’s Meaning |Visual |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

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

Context Clues for Meaning

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

1. The 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

Homework #1

Practice with Context Clues

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

1. 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:

Day 2: Homonyms, Homophones, Homographs

Warm Up

Homonyms, Homophones, and Homographs

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

1. What do the words have in common?

Homonym

Homophone

Homograph

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

|Homonym |Homophone |Homograph |

| | | |

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

|Homonym |Homophone |Homograph |

| | | |

In Class Activities

List of Common Homonyms

Below is a list of words that are often confused.

allowed/aloud

beach/beech

bolder/boulder

bread/bred

capital/capitol

caret/carrot/carat/karat

cell/sell

cent/scent/sent

census/senses

choral/coral

chute/shoot

clothes/close

colonel/kernel

creak/creek

crews/cruise

cymbal/symbol

dear/deer

flower/flour

forth/fourth

foul/fowl

gorilla/guerrilla

grays/graze

grate/great

heal/heel/he'll

heard/herd

hew/hue

idle/idol/idyll

incite/insight

its/it's

knead/need/kneed

knight/night

lead/led

leased/least

lessen/lesson

load/lode/lowed

loan/lone

meet/meat

medal/meddle

mince/mints

miner/minor

missed/mist

morning/mourning

muscle/mussel

mussed/must

not/knot/naught

or/oar/ore

overdo/overdue

patience/patients

peace/piece

pedal/peddle

praise/prays/preys

presence/presents

principal/principle

rain/reign/rein

raise/rays/raze

rest/wrest

review/revue

right/rite/write

road/rode/rowed

role/roll

root/route

roux/rue

scene/seen

seam/seem

seas/sees/seize

serge/surge

sew/so/sow

sight/site/cite

soar/sore

soared/sword

stationary/stationery

steal/steel

straight/strait

summary/summery

teas/tease/tees

there/their/they're

threw/through

throne/thrown

to/too/two

vein/vane

verses/versus

vice/vise

waist/waste

wait/weight

waive/wave

ware/wear/where

warn/worn

way/weigh/whey

weather/whether

who's/whose

yoke/yolk

your/you're/yore

Homonym Practice

Directions: 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 Practice

Write a homonym for each word.

|weigh | |ate | |fairy | |

|steal | |sail | |fare | |

|made | |deer | |vain | |

|strait | |threw | |soar | |

|bored | |sent | |pare | |

|him | |peace | |sun | |

|blue | |red | |doe | |

Circle the correct homonyms.

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

The boat’s (sale, sail) was torn.

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

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

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

The (course, coarse) was hard to find.

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

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

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

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

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

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

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

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

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.

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

Homework #2

Homophone Hunt

Homophones 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 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:

Day 3: Prefixes, Roots, and Suffixes

Warm Up

Parts of Words

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

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

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

1. What is an affix?

2. What is a root?

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

In-Class Activities

Takes notes on the presentation.

List of Common Latin Roots

|Latin Root |Definition |Example |

|ambi |both |ambiguous, ambidextrous |

|aqua |water |aquarium, aquamarine |

|aud |to hear |audience, audition |

|bene |good |benefactor, benevolent |

|cent |one hundred |century, percent |

|circum |around |circumference, circumstance |

|contra/counter |against |contradict, encounter |

|dict |to say |dictation, dictator |

|form |shape |conform, reform |

|fort |strength |fortitude, fortress |

|fract |break |fracture, fraction |

|ject |throw |projection, rejection |

|jud |judge |judicial, prejudice |

|mal |bad |malevolent, malefactor |

|mort |death |mortal, mortician |

|multi |many |multimedia, multiple |

|scrib/script |to write |inscription, prescribe |

|spect |to look |inspection, spectator |

|struct |to build |destruction, restructure |

|vid/vis |to see |televise, video |

|voc |voice; to call |vocalize, advocate |

List of Common Greek Roots

|Greek Root |Definition |Example |

|anthropo |man; human; humanity |anthropologist, philanthropy |

|auto |self |autobiography, automobile |

|bio |life |biology, biography |

|chron |time |chronological, chronic |

|dyna |power |dynamic, dynamite |

|dys |bad; hard; unlucky |dysfunctional, dyslexic |

|gram |thing written |epigram, telegram |

|graph |writing |graphic, phonograph |

|hetero |different |heteronym, heterogeneous |

|homo |same |homonym, homogenous |

|hydr |water |hydration, dehydrate |

|hyper |over; above; beyond |hyperactive, hyperbole |

|hypo |below; beneath |hypothermia, hypothetical |

|logy |study of |biology, psychology |

|meter/metr |measure |thermometer, perimeter |

|micro |small |microbe, microscope |

|mono |one |monologue, monotonous |

|morph |form; shape |morphology, morphing |

|nym |name |antonym, synonym |

|phil |love |philanthropist, philosophy |

|phobia |fear |claustrophobia, phobic |

|photo/phos |light |photograph, phosphorous |

|pseudo |false |pseudonym, pseudoscience |

|psycho |soul; spirit |psychology, psychic |

|techno |art; science; skill |technique, technological |

|therm |heat |thermal, thermometer |

Root Graphic Organizer

Directions:

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

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.

[pic]

Locating Base Words

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

• It is sometimes difficult to locate base word because their spelling frequently 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 _______________________.

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 |

| | |penetrate |penetrable |

| |accommodation |accommodate | |

| | |envy |enviable |

| |corruption | |corrupt |

| | |compare |comparative |

| |provocation |provoke | |

| |remedy | |remediable |

| |sobriety | |sober |

| | |repair |reparable |

| | |commend |commendable |

| |table | |tabular |

| |retraction |retract | |

Prefixes and Suffixes

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

|Prefix |Meaning |Example |

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

|un- |not |The cafeteria will be unavailable tomorrow morning. |

|dis- |not |Mark disagreed with John's philosophy. |

|re- |again |Are you going to renew your subscription? |

|mis- |not |He has mismanaged the company. |

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

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

|de- |not |Many ecologists are concerned about the deforestation of our world's rain forests. |

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

|Suffixes |Meaning |Example |

|-er |doer |I work as a computer programmer. |

|-able |able |These glass bottles are recyclable. |

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

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

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

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

|-ment |state of |Mary sighed with contentment. |

Making Sense of Prefixes

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

1. Hermits are asocial people.

They are ___________________ people.

2. The child’s hyperactivity is alarming.

The child is _______________________

3. Outer space is illimitable.

There is _________________ to outer space.

4. The castle was impenetrable to ancient armies.

Ancient armies could ___________________the castle.

5. We took an intercontinental flight.

We took a flight _____________________.

6. The fire did irreparable damage to the house.

They could __________________________the damage to the house.

7. Did he make maladjustment to marriage?

Did he ______________________ to marriage?

8. The story is pseudo-biographical.

It is a ______________________________.

9. The patient is semiconscious.

The patient is _______________________.

10. Some thoughts are unutterable.

Some thoughts one can ________________________.

Homework #3

Finding Meanings from Combinations

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

|anthropo- |human or man |

|frater- |brother |

|mater- |mother |

|mis-, miso- |hatred or hating |

|pater- |father |

|phil-, philo- |loving or liking |

| |1. |philanthropy | |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 |

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

|Combining Form |Meaning |Combining Form |Meaning |

|mono-, uni- |one |sext- |six |

|bi- |two |sept- |seven |

|tri- |three |octo- |eight |

|quadri- |four |cent- |one hundred |

|quint- |five |multi- |more than two |

| |1. |monolingual |a. |knowing two languages |

| |2. |bilingual |b. |knowing more than two languages |

| |3. |multilingual |c. |knowing only one language |

| |4. |unilateral |d. |affecting both sides equally |

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

| |6. |multilateral |f. |done by one side only |

| |7. |bicentennial |g. |a four-hundredth anniversary |

| |8. |tricentennial |h. |a three-hundredth anniversary |

| |9. |quadricentennial |i. |a two-hundredth anniversary |

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

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

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

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

|Combining Form |Meaning |Combining Form |Meaning |

|acro- |height |-mania |abnormal craving |

|biblio- |books |nycto- |night or darkness |

|claustro- |closed places |nymph- |bride |

|dipso- |thirst |-phobia |irrational fear |

|hemo- |blood |pyro- |fire |

| |1. |acrophobia |a. |abnormal fear of darkness |

| |2. |bibliophobia |b. |abnormal fear of closed places |

| |3. |claustrophobia |c. |abnormal fear of disease |

| |4. |gynophobia |d. |abnormal fear of blood |

| |5. |hemophobia |e. |abnormal fear of height |

| |6. |nyctophobia |f. |abnormal fear of fire |

| |7. |pathophobia |g. |abnormal fear of books |

| |8. |pyrophobia |h. |abnormal fear of women |

| |9. |bibliomania |i. |abnormal craving for alcoholic drink |

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

| |11. |dispomania |k. |abnormal craving sexual activity |

| |12. |nymphomania |l. |abnormal craving for books |

Day 4: Antonyms and Synonyms

Warm Up

Types of Word Comparisons

|Type |Strategy |Example Sentence |

|Synonym |Try substituting a familiar word for the |probity |

| |unfamiliar word. |The judge has a keen sense of recognizing a person’s honesty and |

| | |integrity. For that reason, the probity of the witness was not |

| | |questioned. |

|Antonym |An unfamiliar word is understood because |Impenitent: |

| |you understand its opposite. |Instead of showing shame, regret, or remorse, the con artist was |

| | |impenitent. |

|Analogies |Try to find a relationship between a word |Lumen: |

| |you know and word you don’t. |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: ______________________________________________________________________

In-Class Activities

Shades of Meaning: Strong vs. Weak

Some words mean almost the same thing, but they are still different. One of the words may be stronger or express more emotion or action. The other may be weaker or express less emotion or action.

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

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

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

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

(said)

2. Carl liked to stay inside during the _______________________ weather.

(cold)

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

(angry)

4. When she woke up, it was _______________________ .

(raining)

5. The _______________________ dog growled at the postman.

(large)

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

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

(said)

7. Carl liked to stay inside during the _______________________ weather.

(cold)

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

(angry)

9. When she woke up, it was _______________________ .

(raining)

10. The _______________________ dog growled at the postman.

(large)

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

Linear Arrays

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

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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. | |

Fix the Story with Antonyms

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

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

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

|1. arrived |12. | |

|2. |13. | |

|3. |14. | |

|4. |15. | |

|5. |16. | |

|6. |17. | |

|7. |18. | |

|8. |19. | |

|9. |20. | |

|10. |21. | |

|11. |22. | |

Using Antonyms for Context Clues

Circle the letter of the word that most closely matches the underlined word in the sentence. Use the antonym in bold as a clue to the correct meaning.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Analogies

Use the presentation to help you complete this page.

Analogy:

Types of Analogies:

|Type |Example |Explanation |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

Solve and identify the type of analogy:

1. hand : touch :: eye : _______________________

2. car : automobile :: ship : _______________________

3. work : labor :: incinerate : _______________________

4. failure : success :: mistaken : _______________________

5. world : earth :: teacher : _______________________

6. garden : tomatoes :: ocean : _______________________

7. blade : ice skate :: wheel : _______________________

8. button : shirt :: latch : _______________________

9. Camel : desert :: crocodile : _______________________

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

Homework #4

List of Commonly Confused and Misused Words

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

|adverse / averse |irregardless |

|affect / effect |its / it's |

|aggravate |lay / lie |

|alleged |leave / let |

|all right |literally |

|altogether/ all together |mass / weight |

|among / between |mischievous |

|assure / ensure / insure |nuclear |

|blatant / flagrant |prescribe / proscribe |

|capital / capitol |presently |

|complement / compliment |principal / principle |

|comprise |renown |

|council / counsel |reticent |

|convince / persuade |sacrilegious |

|disinterested / uninterested |seasonable / seasonal |

|enervate |sensual / sensuous |

|enormity / enormousness |set / sit |

|factoid |that / which |

|fewer / less |unexceptionable / unexceptional |

|flammable / inflammable |unique |

|gender / sex |utilize / use |

|imply / infer |wherefore |

|incredible / incredulous |wreak / wreck |

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

Video Lessons

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

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

How to increase your vocabulary (13 min) Video



Six tips (8 min) Video



Memorizing New Vocabulary with the Substitute Word Technique (5 min) Video



Ten best vocabulary learning tips (Read and interactive games)

Teaching Analogies



Teaching Vocabulary Cuesta



Confused Words Practice



Day 5: Dictionaries and Study Skills

Warm Up

Dictionary Pronunciation Symbols

From Merriam-Webster online.

\ ə \ as a in abut

\ ˈə ˌə \ as u in abut

\ ə \ as e in kitten

\ ə r \ as ur/er in further

\ a \ as a in ash

\ ā \ as a in ace

\ ä \ as o in mop

\ au̇ \ as ou in out

\ b \ as in baby

\ ch \ as ch in chin

\ d \ as d in did

\ e \ as e in bet

\ ˈē ˌē \ as ea in easy

\ ē \ as y in easy

\ f \ as f in fifty

\ g \ as g in go

\ h \ as h in hat

\ i \ as i in hit

\ ī \ as i in ice

\ j \ as j in job

\ k \ as k in kin

\ ḵ \ as ch in ich dien

\ l \ as l in lily

\ m \ as m in murmur

\ n \ as n in own

\ ŋ \ as ng in sing

\ ō \ as o in go

\ ȯ \ as aw in law

\ ȯ i \ as oy in boy

\ p \ as p in pepper

\ r \ as r in red

\ s \ as s in less

\ sh \ as sh in shy

\ t \ as t in tie

\ th \ as th in thin

\ th \ as th in the

\ ü \ as oo in loot

\ u̇ \ as oo in foot

\ v \ as v in vivid

\ w \ as w in away

\ y \ as y in yet

\ yü \ as you in youth

\ yu̇ \ as u in curable

\ z \ as z in zone

\ zh \ as si in vision

Example:

Erica Menchaca

ˈerikə menchȯkˈə

Activity:

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

Using and Dictionary

A word and the information given in a dictionary about the word is called an entry. Depending on the source you are using, many dictionary resources will provide at least some of the following:

Guide words. In a printed dictionary, boldface words at the top of the page indicate the first and last entries on the page. Online dictionaries will often provide the previous and subsequent words.

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

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

n. – noun

adj. – adjective

v.i. – intransitive verb

adv. – adverb

conj. – conjunction

prep. – preposition

v.t. – transitive verb

pron. – pronoun

interj. – interjection

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

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

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

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

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

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

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

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

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Adapted from McGraw-Hill Worksheet

Dictionary Example

In-Class Activities

Common Abbreviations in Dictionaries

Below are abbreviations that are commonly used in dictionaries.

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

1. conj. _____________________

2. Gr. _____________________

3. sing. _____________________

4. vt. _____________________

5. esp. _____________________

6. L. _____________________

7. adv. _____________________

8. pron. _____________________

9. Ger. _____________________

10. prep. _____________________

11. exc. _____________________

12. pl. _____________________

13. O. _____________________

14. vi. _____________________

15. pt. _____________________

16. art. _____________________

17. n. _____________________

18. OE. _____________________

19. adj. _____________________

20. Fr. _____________________

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: |The word would appear on the page with the guide words brace and broth because alphabetically |

|bramble |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

Dictionary Comparison

[pic]

Use the standard dictionary entry above for the word “intent” for the following activity. Look up “Intent” using an online dictionary (Ex: ) 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?

Vocabulary Development

Use the presentation to help you complete this page.

Types of Vocabulary

1. ________________________________________

2. ________________________________________

3. ________________________________________

4. ________________________________________

Vocabulary Dimensions

Depth

Breadth

Tiers of Words

Tier One:

Tier Two:

Tier Three:

Strategies

Implicit

Explicit

Reading to Improve Vocabulary

1.

2.

3.

4.

5.

6.

7.

100 Words Every Student Should Know

The following diagrams are examples of tools to help you analyze and study vocabulary words you come across in future classes.

1. accentuate

2. alliteration

3. analogy

4. antibody

5. aspire

6. bamboozle

7. bizarre

8. boisterous

9. boycott

10. camouflage

11. chronology

12. commemorate

13. cower

14. decorum

15. deduction

16. deign

17. despondent

18. dialogue

19. divulge

20. eclectic

21. ellipse

22. embargo

23. enthusiastic

24. exponent

25. exult

26. fallacy

27. flourish

28. formidable

29. gargoyle

30. guerrilla

31. guru

32. heritage

33. hieroglyphic

34. hologram

35. hypocrisy

36. immune

37. impertinent

38. inference

39. introspection

40. jaunty

41. jovial

42. kilometer

43. labyrinth

44. laconic

45. lichen

46. light-year

47. maneuver

48. marsupial

49. metaphor

50. mosaic

51. mutation

52. nebula

53. nocturnal

54. nuisance

55. omnivore

56. outrageous

57. ozone

58. parasite

59. participle

60. phloem

61. plateau

62. polygon

63. protagonist

64. pulverize

65. quandary

66. quarantine

67. quota

68. rainforest

69. random

70. recede

71. renaissance

72. renegade

73. repose

74. sacrifice

75. silhouette

76. solstice

77. spectrum

78. stereotype

79. strategy

80. suffrage

81. symbiosis

82. tariff

83. technique

84. tempo

85. toxin

86. tranquility

87. tumult

88. tundra

89. ultraviolet

90. unanimous

91. undulate

92. vaccine

93. vacillate

94. vertebrate

95. virtuoso

96. voracious

97. wretched

98. xylem

99. yacht

100. zoology

Word Study Tools

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

Word Analysis for ______________________

| | |

| | |

| | |

|Definition (Like) |Contrast (Unlike) |

| |

| |

| |

| |

| |

|Examples |

Frayer Diagram for ______________________

[pic]

Word Map for _________________________

[pic]

Word Cluster for _________________________

[pic]

Homework #5

4-Fold Vocabulary

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

|Word |Definition |Picture |Sentence |

|Oven |kitchen appliance used for | |We baked cookies in the oven. |

| |baking or roasting | | |

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.

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:

[pic]

Instructions for Submission:

DUE before class on ____________

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Root:

Related Word

Related Word

Related Word

Related Word

Beautiful

Ugly

freezing

boiling

 minute

 immense

 incessant

 rare

 enemy

 confidant

1. Grammatical category: adjective

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

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

4. Other forms: obstinately, obstinacy

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

6. Synonyms: stubborn, mulish, recalcitrant

7. Antonyms: cooperative, compliant, agreeable

8. Picture

OBSTINATE

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In order to avoid copyright disputes, this page is only a partial summary.

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