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Word Study Learning Packs © Scholastic Teaching Resources

Scholastic Inc. grants teachers permission to photocopy the activity pages in this book for classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any other form or

by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Teaching Resources, 557 Broadway, New York, NY 10012.

Cover design by Jay NamerowChart illustrations by Kelly Kennedy and Doug Jones

Chart designs by Maria Lilja, Jason Robinson, and NEO GrafikaTeaching pages design by Maria Lilja

Teaching material written by Jacqueline B. Glasthal, Jeanne Rosenblatt, and Christy Jehn

ISBN-13: 978-0-439-90363-9ISBN-10: 0-439-90363-7

Copyright © 2007 by Scholastic Inc.

Published by Scholastic Inc. All rights reserved. Printed in the U.S.A.

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Word Study Learning Packs © Scholastic Teaching Resources

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Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Overused Words

Good . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Nice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Beautiful . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Big . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Said . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Metaphors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Roots

Latin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Greek . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Prefixes

Un-, Pre-, De-, Re-, Dis-, Bi-, Im- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Tele-, Anti-, Uni-, Sub-, Inter-, Ex-, Com- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Suffixes

-ist, -ment, -ion, -arium, -ize, -ish, -ous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

-ology, -ful, -some, -or, -ly, -ate, -ness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Idioms

Animal-Related . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Plant-Related . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Compound Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

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4

Introduction

The research is clear: a rich vocabulary is crucial for students to

become successful readers and writers. But what is the best way to teach

students vocabulary? Researchers Michael Graves and Susan Watts-Taffe

(2002) have suggested that teaching individual words, teaching word-learning

strategies, and fostering word consciousness are three important parts of a good

vocabulary program. The goal of this book is to help you with all three. Exploring

synonyms for overused words such as said, nice, and beautiful will help your students

learn individual words. Getting to know roots, prefixes, and suffixes will add to students’

repertoires of word-learning strategies and making them aware of idioms and metaphors

will help you create a classroom environment where a love of words is valued.

Each word-study packet includes a mini-chart, a teaching page, and two reproducible

activity pages. The teaching page provides suggestions for introducing each chart as well as

additional activity ideas. The reproducibles are perfect for homework and independent work.

Suggest that students store the mini-charts in a folder or notebook

so they can use them as references when they are writing. You may

want to create a bulletin board display for each chart. Encourage

students to find words related to the topic of each chart and post

them on index cards alongside it. As you introduce each chart, be

sure to have dictionaries and thesauruses available for students.

Consulting more than one reference and comparing definitions

and synonyms will enrich students’ study of words.

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Getting Started Write these five sentences on your chalkboard:

Last night’s dinner was good.

I am a good student.

My mom let me stay up late because I was good all day.

This is a good sentence.

I just finished reading a really good book.

Ask students if the word good means the same thing in

each sentence. (No.) Invite students to brainstorm additional

words that would work in each case. Point out how there

may even be slight distinctions among meanings, depending

on which word choice they decide on. For example, to call a

dinner “scrumptious” has a more emphatic connotation than

describing it as “tasty.” Once you have a few synonyms listed,

give students a copy of the mini-chart on page 5. Point out

just how many other words there are that, at times, are

“good” replacements for the word good in a sentence.

The Many Meanings of Good Distribute a copy of page 7 to each student and explain that

a few different definitions of the word good are listed here,

along with a sentence that relies on each meaning.

Challenge students to match each definition with the sentence

in which that meaning applies. You can also extend this

activity by having students look up other definitions for the

word good in a dictionary, then creating an original sentence

for each one.

Goodie, Goodie! Ask students if they think they ever overuse the word good

in their own writing. Then distribute a copy of page 8 to

each student. Explain that the made-up letter shown here

was written by a child who relies on the word good too

often. It is up to your students to help him improve his letter

by finding other words to replace good. Have students use

the mini-chart as reference, but assure them that they need

not limit themselves to the synonyms found on the chart.

(If possible, also provide students with a thesaurus to help

them with this activity.) When students are done, compare

their letters, pointing out how the specific words they chose

can have an effect—subtle or not—on each sentence’s

meaning.

I Am Good At . . .Now that students are conscious of how many meanings

the word good can have, and how it can be overused if

they are not careful, challenge students to write an essay

titled “Something I Am Good at Doing.” When writing their

paragraphs, remind students to rely on a variety of synonyms

for the word good, depending on what point they are trying

to make. When they’re done, offer students an opportunity

to read their final papers aloud to their classmates.

Answers: Page 7: a. 5; b. 7; c. 2; d. 4; e. 3; f. 1; g. 6. Answers on page 8 will vary.

Overused Word: Good

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Name _______________________________________________ Date _____________________________

“Good” for You!The word good has many different meanings. Listed below are a few of these. Draw a line matching each

sentence on the left with the definition that seems most appropriate to that sentence on the right side.

Definitions

1. Suitable or appropriate

2. Skilled

3. Kind

4. Undamaged

5. Healthy or wholesome

6. Close or loyal

7. Handsome or attractive

Sentences

a. Vitamin C is supposed to begood for a cold.

b. Most people think Evan looksgood in a suit.

c. I wish I were as good a painteras you.

d. Even after it fell in the water, the watch was still good.

e. It’s very good of you to help Eva with her homework.

f. This is a good outfit for camping.

g. Genevieve has always been a good friend to me.

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Name _______________________________________________ Date _____________________________

Such a Good Day!Ari is writing a letter to his friend, Sharetta—but he used the word good a few times too many! When he

realized it, he replaced each good with a blank space instead. For each, find an appropriate replacement

adjective for Ari to use.

Dear Sharetta,

Leo and I had a ____________________ time at the

carnival yesterday. Wish you could have been there. A band played

really ____________________ music the whole time. And you

should have seen some of the snacks they were selling. I spent too

much of my spending money on them. But it was worth it. They were

so ____________________!

My favorite ride was the roller coaster. It was really

____________________. I also liked the jugglers and other

performers. They were all quite ____________________ at

what they did. We got home late, and it was a long day. But I wore

my ____________________ sneakers, so even though we

walked a lot, I never got tired.

Hope you can come with us next time!

Best regards,

Ari

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Overused Word: NiceGetting Started Write these five sentences on your chalkboard:

Andrew gave me a really nice present.

It was nice of you to help me carry my groceries.

Today we had a nice day at the zoo.

What a nice hat you’re wearing!

The pitcher made a nice throw to the outfield.

Ask students if the word nice means the same thing in each

sentence. (No.) Then invite students to brainstorm additional

words that would work in each case. Point out how there

may even be slight distinctions among meanings, depending

on which word choice they decide on. For example, to call

a person “kind” and “courteous” are similar, and both reflect

a type of niceness, but they do not mean the exact same

thing. Once you have a few synonyms listed, distribute

copies of the mini-chart on page 9. Point out just how

many other words there are that, at times, are “nice”

replacements for the word nice in a sentence.

Nice Tries! Distribute copies of the reproducible on page 11, and

explain that a few different definitions of the word nice

are listed on it, along with a sentence that relies on each

meaning. Challenge students to match each definition with

the sentence in which that meaning applies. You can also

extend this activity by having students look up other

definitions for the word nice in a dictionary, then creating

an original sentence for each one of those as well.

A Really Nice Note Ask students if they think they ever overuse the word nice in

their own writings. Then distribute copies of the reproducible

on page 12. Explain that the made-up letter shown here

was written by a child who relies on the word nice too

often. It is up to your students to help him improve his

letter by finding other words to replace nice. Students can

use their mini-chart as reference, but assure them that they

need not limit themselves to the synonyms found on the

chart. (If possible, also provide students with a thesaurus

to help them with this activity.) When students are done,

compare their letters, pointing out how the specific words

they chose can have an impact—subtle or not—on each

sentence’s meaning.

Precise ParagraphsNow that students are conscious of how many meanings the

word nice can have, and how it can be overused if they are

not careful, challenge students to write an essay titled “The

Nicest Thing Anyone Ever Did For Me.” When writing their

paragraphs, remind students to rely on a variety of synonyms

for the word nice, depending on what point they are trying to

make. When they’re done, offer students an opportunity to

read their final paragraphs aloud to their classmates.

Answers: Page 11: a. 4; b. 2; c. 1; d. 5; e. 3; f. 7; g. 6. Page 12 answers will vary.

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Name _______________________________________________ Date _____________________________

Nice Tries!The word nice has many different meanings. Listed below are a few of these. Draw a line matching each

sentence on the left with the definition that seems most appropriate to that sentence on the right side.

Definitions

1. pleasant

2. kind

3. respectable or polite

4. good-looking

5. accomplished or skillful

6. gratifying

7. inviting

Sentences

a. I bought a nice jacket at the mall yesterday.

b. Carrie was nice enough to show my aunt around town.

c. We’ve been having such nice weather lately.

d. That ball player throws a really nice curveball.

e. It isn’t nice to interrupt people when they’re speaking.

f. The cozy inn looked really nice.

g. It was nice for Yesemia to haveso many friends in the audienceat her recital.

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Name _______________________________________________ Date _____________________________

A Really Nice NoteJosé is writing a letter to his friend, Brian—but he used the word nice a few times too many! When he

realized it, he replaced each “nice” with a blank space instead. For each, find an appropriate replacement

adjective for José to use.

Dear Brian:

Thanks for inviting me to your family’s cottage for the weekend.

I had a really ____________ time. I’m also glad we had

____________ weather for it. It was really ____________

to go fishing and swimming with you.

It was also ____________ to meet everyone in your family.

Your brothers, sisters, and parents were all really ___________ .

You all did such a ____________ job of making me feel welcome.

I hope I can return the favor, and invite you to a sleepover at my

house really soon. Wouldn’t that be really ____________?

Thanks again!

Your friend,

José

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Getting StartedWrite these three sentences on your chalkboard:

The storybook was about a beautiful princess.

The window overlooked a beautiful flower garden.

The museum contained beautiful works of art.

Point out to students that in the first sentence “beautiful”

refers to a person, in the second to a place, and in the third

to a thing. Distribute a copy of the mini-chart on page 13 to

each student. Read through the words as a group. Discuss

as a class which are valid replacements in each of the three

sentences above. (Most of the words would fit relatively

well into all three contexts.)

Make a “Beautiful” Collage For this activity, you’ll need to provide students with a diction-

ary and/or thesaurus, old magazines from which they can cut

out pictures, poster board, glue, scissors, and crayons or

markers. Distribute a copy of page 15 to each student. Using

a dictionary and/or thesaurus, instruct students to look up a

definition and/or synonyms for each word on the page. These

should be written in the appropriate space within each word’s

box. Next distribute scissors and old magazines to students.

Invite students to cut out pictures of people, places, and

things that reflect their ideas of beauty. They should also color

in the words and cut out the boxes from the reproducible.

Finally, using poster board, glue, and the words and pictures

they’ve cut out and collected, have students create a collage

reflecting what beauty means to them.

What a Wedding! Ask students if they think they ever overuse the word

beautiful when they speak or write. Then distribute a copy

of the reproducible on page 16 to each student. Explain that

the made-up letter shown here was written by a student

who relies on the word beautiful too often. It is up to your

students to help her improve her letter by finding words to

replace it. Invite students to refer to the mini-chart and/or

the collage they made for ideas, but assure them that they

need not limit themselves to these synonyms. When students

are done, have them compare their letters, pointing out

how the specific words they chose affected their versions

of the letter.

Better Than BeautifulNow that students are conscious of how many synonyms

for beautiful there are, challenge students to write an essay

titled “The Most Beautiful Thing I’ve Ever Seen.” When writing

their paragraphs, remind students to rely on a variety of

synonyms for the word beautiful, depending on what point

they are trying to make. When they’re done, offer students

an opportunity to read their final papers aloud to their

classmates. (They might also wish to create an illustration

to accompany their writings.)

Overused Word: Beautiful

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Name _______________________________________________ Date _____________________________

“Pretty as a Picture” CollagesWrite a definition and synonyms for each different adjective in the space given. Then color in the adjectives, and cut out the boxes. Use these along with magazine pictures to create a collage about whatbeauty means to you.

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Name _______________________________________________ Date _____________________________

What a Beautiful Day!Bonnie is writing a letter to her friend, Miranda—but she has used the word beautiful a few times too

many! When she realized it, she replaced each beautiful with a blank space instead. For each, find a

different adjective for Bonnie to use.

Dear Miranda,

My cousin got married yesterday and I got to go to the wedding. Itis the first one I have ever been to in my life. It was so ___________ ,you wouldn’t believe it! The bride was dressed in a ____________gown, and there were ____________ flowers everywhere. The ceremony was held in a ____________ church. Then we wentout back to a ____________ garden. That’s where the reception—the party that takes place after the wedding—was held.

On each table was a ____________ bouquet of flowers. Theyeven smelled ____________, too! My dad gave me a____________ corsage to wear for the occasion also. And youshould have seen the dress I wore! It was more ____________than the ones princesses get to wear in fairy tales!

Anyway, as you can tell from my description, it was a truly____________ day!

Write back soon!

Love, Bonnie

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Overused Word: BigGetting Started Ask students what they think of when they hear the word

big. Write their ideas on the chalkboard. Then post these

five sentences next to them:

Did you notice that big sculpture in the lobby?

Choosing a career is a big decision.

Keesha was called into the big boss’s office to receive

her promotion.

Let’s give Julio a big round of applause!

Janice got caught in a big lie.

Ask students if the word big means the same thing in each

sentence. (No.) Invite students to brainstorm additional

words that would work in each case. Point out how there

may even be slight distinctions among meanings, depend-

ing on which word choice they decide on. For example,

describing a sculpture as “colossal” implies that it is perhaps

more majestic-looking than another that is described as

“hulking.” Once you have a few synonyms listed, distribute a

copy of the chart on page 17 to each student. Point out just

how many other words there are that, at times, are good

replacements for the word big.

Big Differences Distribute a copy of page 19 to students, and explain that

a few different definitions of the word big are listed here,

along with a sentence that relies on each meaning.

Challenge students to match each definition with the

sentence in which that meaning applies. You can also

extend this activity by having students look up other

definitions for the word big in a dictionary, then creating

an original sentence for each one.

The Big MoveAsk students if they think they ever overuse the word big

in their own writing. Then distribute a copy of page 20 to

each student. Explain that the made-up letter shown here

was written by a child who relies on the word big too often.

It is up to your students to help her improve her letter by

finding other words to replace big. Students can use the

mini-chart as reference, but assure them that they need

not limit themselves to the synonyms found on the chart.

(If possible, provide students with a thesaurus to also help

them with this activity.) When students are done, compare

their letters, pointing out how the specific words they chose

can have an effect—subtle or not—on each sentence’s

meaning.

How Big?Now that students are conscious of how many meanings

the word big can have, and how it can be overused if they

are not careful, challenge students to write an essay titled

“The Biggest Animal I’ve Ever Seen.” When writing their

paragraphs, remind students to rely on a variety of synonyms

for the word big, depending on what point they are trying to

make. When they’re done, offer students an opportunity to

read their final papers aloud to their classmates.

Answers: Page 19: a. 7; b. 5; c. 1; d. 6; e. 3; f. 2; g. 4. Page 20 answers will vary.

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Name _______________________________________________ Date ____________________________

Big DifferencesThe word big has many different meanings. Listed below are a few of these. Draw a line matching each

sentence on the left with the definition that seems most appropriate to that sentence on the right side.

Definitions

1. of great size, number, or amount

2. of great power or volume

3. important to somebody

4. significantly or surprisingly great

5. older or grown-up

6. generous or noble

7. boastful or unrealistically ambitious

Sentencesa. Megan is a big talker, but she

doesn’t always do what shesays that she will.

b. Someday, when I’m big, I want to travel around the world.

c. A big box was delivered to Phillip’s house yesterday.

d. Darrell shows his big heart by doing volunteer work.

e. It is a big honor to participate in this awards presentation.

f. Kara got a big round of applause after her recital.

g. Yelling at my sister was definitely a big mistake.

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Name _______________________________________________ Date _____________________________

A Big Deal Good-byeKia is writing a letter to her friend, Jared—but she used the word big a few too many times! When she

realized it, she replaced each big with a blank space instead. For each, find an appropriate adjective

for Kia to use.

Dear Jared,

Thank you so much for my ____________ good-bye party. It was a really ____________ surprise! I was amazed at what a____________ group of people you invited. I didn’t even think Iknew that many kids!

The house we just moved to feels so ____________ —especially compared to our old apartment. There’s a ____________ yardbehind it, and a ____________ playground at the end of the block.The school is really ____________ also. Even figuring out where allof my classes are feels like a really ____________ deal!

My mom says that soon I’ll be ____________ enough to take the bus by myself to visit you. I can’t wait! In the meantime, don’t forgetthat you promised to send me a ____________ letter as soon asyou got this one. So don’t forget!

Remember also to give a ____________ hello to your parents and sister for me.

Miss you already! Kia

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Getting StartedSome grammar experts list said among the 50 most commonly used words in the English language. Yet, though itcan be a useful word, it gives no information as to the toneof the speakers within a conversation. In these exercises, students will experiment with synonyms for said to see howthey can help bring a dialogue to life.

Write a sentence like this one on your chalkboard:

“There is too much talking in this room,”___________________ the teacher.

Review with children the way that dialogue like this shouldbe punctuated. Then ask students to suggest synonyms forsaid that might fit well within the blank. For each suggestionthey make, invite a student volunteer to “act out” how thesentence would sound if spoken this way. (For example, having the statement “whispered,” “claimed,” “stammered,”and “screamed” would all obviously sound quite different!)Make sure students understand how much more specific thetone of the dialogue becomes by replacing the verb saidwith one of these other possibilities. When they have theidea, distribute a copy of the mini-chart on page 21 to eachstudent. It suggests additional synonyms for students to useas they complete the following activities.

Say It Isn’t So . . . Ask students if they have ever gotten into trouble becausean adult told them that he or she didn’t like the student’stone of voice. Tell students that in this activity they are goingto have a chance to change the meaning of a dialogue, simplyby changing the tags—the words like “he said” or “she said”that clarify who is speaking. With this in mind, distribute page23, and have students complete it on their own. (Remind students that the chart suggests additional alternatives forsaid to help them. Students should not, however, limit themselves to these options.)

Did Someone Say “Synonyms”? As students should have noticed by now, some of the substitutes for “said” have somewhat different meanings. All indicate that the words are spoken aloud. But the wordused determines more specifically how it is enunciated. With this in mind, have students complete page 24 on theirown. It lists some of these options—but offers students achance to suggest synonyms for them.

Dialogue Charades After going over page 24 as a group, direct students to cutout the synonyms on the worksheet. Then collect them. (Asan alternative, distribute an index card to each student, andhave each student place any random alternative for said on it.)Place these words in a bag, and then write a simple declarativesentence on the chalkboard, such as “Every day I walk toschool.” Have students take turns pulling out a card from thebag. Then, without showing anyone else what it says, have thestudent read the statement on the board in the tone suggestedby the card he or she selected. The goal is for classmates tosee whether they can determine which synonym for said thestudent used as he or she spoke the sentence.

He Said, She SaidThere are times, tell students, when tags such as “he said”and “she said” are not needed at all in a dialogue. This iswhen it is clear, simply by what the speakers are saying, whois speaking and when. To give students an example of howthis works, read them an excerpt from a book such as WhoWas That Masked Man, Anyway? by Avi. Then challengethem to create their own fictional dialogue between two ormore people without relying on any tags at all. The goal willbe to have it clear—simply by the things they say—what thecharacters’ basic personalities are, and who is speaking when.

Answers: Answers will vary. Possible answers to page 23 thatwould result in very different conversational tones include:snarled/queried; grumbled/ responded; demanded/asked; asserted/insisted; cried/pleaded; muttered/ answered. Possible synonyms for page 24: 1. murmured; 2. yelled; 3. mumbled; 4. begged; 5. snapped; 6. asserted; 7. stuttered; 8. sobbed; 9. growled; 10. whimpered.

Overused Word: Said

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Name _______________________________________________ Date _____________________________

Say What?!Shown below are two copies of the same dialogue. Change the way it sounds by placing different

synonyms for said within the blanks each time. Then compare your versions with the ones your

classmates came up with.

Here are some

replacements for

said you might want

to choose from:

DEMANDED

SCREAMED

MUTTERED

ASSERTED

STAMMERED

INSISTED

MUMBLED

STATED

EXCLAIMED

CRIED

WHISPERED

SNARLED

ROARED

QUERIED

RESPONDED

REQUESTED

PLEADED

AGREED

Dialogue #1“Excuse me, can I help you?” ________________ Alex.

“No, I don’t think so,” ________________ Casey.

“What did you say?” ________________ Alex.

“You heard me,” ________________ Casey.

“No, I really didn’t. Please say it again,” Alex _______________.

“No, never mind. It doesn’t matter, anyway,”

Casey ________________.

Dialogue #2“Excuse me, can I help you?” ________________ Alex.

“No, I don’t think so,” ________________ Casey.

“What did you say?” ________________ Alex.

“You heard me,” ________________ Casey.

“No, I really didn’t. Please say it again,” Alex _______________.

“No, never mind. It doesn’t matter, anyway,”

Casey ________________.

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Name _______________________________________________ Date _____________________________

You Said It!Listed below are some words describing how something might be spoken. Next to each, write another

word that is similar in meaning. (If you like, use a thesaurus to help you.)

whispered

shouted

muttered

pleaded

retorted

declared

stammered

cried

barked

whined

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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Getting Started An effective metaphor makes a connection between two

things that, on the surface, seem to have nothing in

common but that actually share one or more unique

qualities. Understanding and creating metaphors can help

students look at all sorts of things with a fresh eye and

use words in vivid ways.

Ask students in what ways superheroes are like books. Jot

their responses on the chalkboard. Then use their answers

to demonstrate how metaphors can be created by finding

similarities between items as different as these. For example,

a superhero might describe herself like so: I am a book—

full of imagination, adventures, and unexpected twists and

turns. Ask students to explain in their own words what

makes this a metaphor, as well as how it differs from similes.

(The superhero calls herself a book, without using like, as,

or than to make the comparison.)

Fleshing out a Metaphor Distribute a copy of page 25 to each student. Discuss

the metaphors—and what each one says about the

superhero—as a group. Then, challenge students to select

one metaphor from the chart and expand it into a poem or

prose paragraph from Ms. Metaphor’s perspective. As with

the book/superhero example given above, have

students start their pieces with the words “I am” or “My

[eyes/brain/smile, etc.] is/are . . .”

Let’s Get Literary Distribute to each student a copy of page 27, and read it as

a group. Ask students to explain in their own words what

Shakespeare’s metaphor is here. (In it, Shakespeare is saying

that life is like a play: the world is the stage and human

beings are the actors.) When you feel students understand

the way this metaphor works, organize students into

groups and assign each to a different poem or picture book

containing one or more metaphors. Challenge students,

working as a group, to identify at least one metaphor, and

explain it to the class. (Some picture books that work well

for this activity include Jane Yolen’s Owl Moon, Rick

Walton’s Cars at Play, Leo Leonni’s Frederick; and Libby

Hathorn’s The Wonder Thing.)

Unlikely Connections Point out to students that certain expressions in our language

started out as metaphors—using names that were borrowed

from other things. Write these phrases on the chalkboard to

give students the idea: eye of a needle, face of a cliff, hands

of a clock, and branch of a river. Obviously, needles don’t

really have eyes, just as clocks don’t have hands, and cliffs

don’t have faces. Still, these items got their names because

when people needed to identify them, they found a way to

compare them with something else they could relate to.

Once students understand how these phrases too, are a

type of metaphor, distribute page 28. Challenge students to

find a new name for each item described.

Answers: Page 28: Students’ answers will vary. For reference,however, the part of a microphone into which one speaks is technically called its head; the metal ring between a pencil’s eraserand the part with the lead is a ferrule; the metal hook at the endof a tape measure is known as the end hook, or true zero; thepart of a microscope that one looks through is the eyepiece; thenarrow part of an hourglass is called the waist; and the thin wire in a light bulb that helps it produce light is the filament.

Meet Ms. Metaphor . . .

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Name _______________________________________________ Date _____________________________

“ALL THE WORLD’S A STAGE”A Shakespearean Metaphor

All the world’s a stage,

And all the men and women merely players;

They have their exits and their entrances;

And one man in his time plays many parts,

His acts being seven ages. At first the infant,

Mewling and puking in the nurse’s arms.

And then the whining schoolboy, with his satchel

And shining morning face, creeping like a snail

Unwilling to go to school . . .

(From William Shakespeare’s As You Like It, Act 2 Scene 7)

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Name _______________________________________________ Date _____________________________

The Rename GameCan a clock applaud with its hands? Of course not! But still the hands of a clock got their name becausesomeone saw that this part of a clock looked a lot like hands! Now see if you can come up with ametaphorical name for each item shown here and briefly explain.

1. The part of a microphone into which you speak or sing might be called the microphone’s

_______________________. Why? ______________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

2. The metal ring on a pencil between its eraser and the part holding the lead might be called the

pencil _______________________. Why? _______________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

3. The metal hook at the end of a tape measure might be called its __________________________.

Why? ______________________________________________________________________________

___________________________________________________________________________________

4. The part of a microscope that you look through might be called ___________________________.

Why? ______________________________________________________________________________

___________________________________________________________________________________

5. The narrow part of a sandglass or hourglass might be called its ___________________________.

Why? ______________________________________________________________________________

___________________________________________________________________________________

6. The thin wire in a light bulb that helps it produce light might be called _____________________.

Why? ______________________________________________________________________________

___________________________________________________________________________________

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30

Getting Started English has been borrowing from Latin even before English

was a language! Groups who conquered England, the

Angles and Saxons in the fifth century and the French-

speaking Normans in the eleventh century, added a variety

of Latin-based words from their native languages to the

developing language we call Old English. Later, during the

Renaissance, many Greek and Roman classics were revived,

and the translators did not always bother to replace ancient

Greek and Latin words with “modern” English ones. Thus,

these words too became part of the ever-evolving language.

To this day, Latin roots are often used to create new words

in English. It is estimated that more than 50 percent of

our current vocabulary derives, either directly or indirectly,

from Latin.

Write the words auditorium, audible, and audience on the

chalkboard. Ask students to notice what they have in common.

(All begin with the letters a-u-d.) Add to the list other words

students can think of that share this root. (These include:

audio, audition, audit, and auditory.) Then challenge students

to look for similarities among their meanings. Given what they

notice, can students guess what the Latin root aud might

mean? Lead students to the conclusion that aud is a Latin

root meaning “to hear.”

More Latin Roots Distribute copies of the mini-chart on page 29 to students.

Point out that roots can appear at the beginning, middle,

or end of a word. Write any additional words students can

think of that share the same root as those on the mini-

chart. Challenge students to use the definitions of those

words they know to determine the meaning of the common

root. (Point out that students may see Latin roots written in

several ways, depending on the source. For example, man

may also appear as manus.) Tell students to use the chart

as a reference page for the remaining activities.

Easy As Uni-, Bi-, Tri-Teaching prefixes—many of which come from Latin—will

also improve students’ ability to decode unfamiliar words.

Challenge students to brainstorm words not included on

the chart that contain the prefix bi-. (These include: biopsy,

biannual, biennial, biathlon, bicuspids, biceps, and

binoculars.) Working from the meanings of those words

with which they are already familiar, see if students can

surmise what the Latin prefix bi- means. Lead students to

the conclusion that bi- refers to two, twice, or both things.

(For example, bifocals allow you to see both near and far.)

For more practice with number-related Latin prefixes, have

students complete page 31.

Creating a Latin Roots Mini-Dictionary Have students create a quick reference guide for Latin roots.

Distribute a copy of page 32 to each student (or pair). Let

each choose six Latin roots. Possibilities include: alt (high),

bell (war), cent (one hundred), fort (luck), med (middle),

port (carry), and vac (empty). Following the directions

on page 32, demonstrate to students how to use the

reproducible to make their own Latin roots mini-dictionary.

When they are finished they should have an eight-page

mini-dictionary with a cover listing the six selected roots

and each of the interior pages showing one of the root

words, its meaning, and a list of words containing that root.

Encourage students to draw cartoons or pictures to help

them remember the root words. Use the last page, “Finalis,”

as a model. When students are done, invite them to share

and display their mini-dictionaries.

Answers: Page 31: 1. unicorn; 2. unicycle; 3. unify; 4. unit; 5. unique; 6. bisect; 7. biennial; 8. bicameral; 9. bicentennial; 10. biceps; 11. triangle; 12. triad; 13. triceratops; 14. trident; 15. trivet. Bonus: unison, together as one; bilingual, able to speaktwo languages; triplets, three children born at the same birth. Page 32: Answers will vary.

Latin Roots

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1. A __________________ is a mythical animal with a single horn on its head. (UNI)

2. A __________________ is a vehicle having only one wheel. (UNI)

3. To __________________ means to bring together to form a single group. (UNI)

4. A __________________ is a single person, thing, or group often made up of different items. (UNI)

5. A __________________ item is the only one of its kind. (UNI)

6. To __________________ means to split something into two parts. (BI)

7. A __________________ event takes place every two years. (BI)

8. The United States’ legislature is __________________. It is made up of the Senate and the

House of Representatives. (BI)

9. A __________________ celebrates the 200th anniversary of something. (BI)

10. Your __________________ is the large muscle on the front of your arm between your shoulder and inner elbow. (BI)

11. A __________________ is a closed shape with three sides and three angles. (TRI)

12. A __________________ is a group of three people or things. (TRI)

13. A __________________ was a plant-eating three-horned dinosaur. (TRI)

14. A __________________ is a weapon, spear, or instrument with three prongs at one end. (TRI)

15. A __________________ is a three-legged stand or support, used for placing hot pans and dishes. (TRI)

Name_______________________________________________ Date _____________________________

Easy As The Latin Prefixes UNI-, BI-, TRI-Select the correct word from the word box to help you complete each of these definitions. A hint is given for each sentence.

unicycleunify

unicorn

unisonunique

unit

bicameralbicepsbiennial

bisect bicentennial

bilingual

triceratopstridenttriplets

triadtrivet

triangle

BONUS: When you’re done, you should be left with three unused words, each with a different Latin prefix. On the back of

this sheet write your own definition for each of these.

WORD BOX

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Latin Roots Mini-DictionaryTo make your mini-dictionary, cut out the large square. Fold it in half top to bottom and left toright so the cover faces you. Cut along the dotted lines on the top fold to create six interiorpages. Choose six Latin roots and write them on your mini-dictionary cover. On each interiorpage, write and define one of the roots and list at least three words that contain the root. Include drawings to help you remember the meanings of the root and the related words.

My Latin PrefixMini-Dictionary

My Latin RootsMini-DictionaryFinalis

finalefinal

finalizefinalistfinally

The Latin rootmeaning “last,”

“final moment,” or “end.” Found in such words as:

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34

Getting StartedGreek is by far the oldest of all “living” European languages.

Modern Greek is not all that different from the version used

by ancient Greek writers and poets more than 3,000 years

ago. The culture’s influence on current mathematical and

scientific thought is also well documented. So it’s not too

surprising that English’s ever-growing science and technology-

related vocabulary owe more to its Hellenic roots than to

any other language.

Have students name things they associate with ancient

Greece, such the Olympics, Greek myths, the Trojan War,

and Socrates. Tell students that today many of the words

in the English language—just as many of our ideas about

philosophy, culture, government, and democracy—also have

their roots in this ancient culture. Organize students into five

groups and assign each to one of the Greek roots shown

on the mini-chart. Offer students five minutes or so to

brainstorm some English language words that originate from

that root. Write students’ ideas on the chalkboard. Then

distribute a copy of the mini-chart on page 33 to each

student to see how many of the words that they came up

with are found there. Be sure students understand the

meaning of each of these words. Point out that students

may see Greek roots written in several ways, depending on

the source. For example, chron may also appear as chronos.

Getting To the Root of the MatterDistribute a copy of page 35 to each student. Then organize

students into groups, and assign each to determine the

meaning of a new word that shares the same root as the

one that group has been assigned. (Possibilities might

include phobic, chronicler, cyclometer, graphology, and

bibliophile.) Let groups compare their definition with the

dictionary definition to see how close their answer was.

It’s All Greek To MeAfter distributing a copy of page 35 to each student, explain

that it contains a number of words that also originate with

the ancient Greeks. In this case the words are named after

a real person or a mythological being. Having students work

on their own or in groups, ask them to research what each

word means, as well the person or mythological being it

comes from.

No Fear of PhobiasRedirect students’ attention to the root phob, found on the

chart. Then invite students to list some fears and phobias

that they have. Tell them that, chances are, each of these

has a scientific name that ends with the suffix phobia also.

Before having students attempt to track down the “scientific”

names of their own particular fears, distribute and have

students complete page 36. (For additional phobia names

and their meanings, see

http://www.ncpamd.com/Kids_Pages.htm.)

Answers: Page 3: Atlas was: a man forced to hold up the heavenson his shoulders; an atlas is: a book of maps. Narcissus was: a handsome youth who was caused to fall in love with his ownreflection; a narcissist is: someone who is self-centered and overlyin love with him or herself. Adonis was: a handsome youth lovedby Aphrodite, the goddess of love; an Adonis is: a very handsomeyoung man. The Labyrinth was: a mythical underground maze thathoused a bull-headed monster called the Minotaur; a labyrinth is:any confusing network of tunnels, passages, and/or paths. Mentorwas: Odysseus’ son’s teacher and protector in Homer’s Odyssey; a mentor is: a tutor, coach, or other trusted adviser. Thespis was:an ancient Greek poet, considered the father of Greek tragedy; a thespian is: an actor or actress. The Titans were: Sons of the goddess Earth, who ruled the cosmos before the Olympians; a titan is: someone who is extraordinarily powerful, intelligent, or physically imposing. Page 4: Triskaidekaphobia = fear of the number 13;Arachnophobia = fear of spiders; Agoraphobia = fear of leaving a safe place; Hydrophobia = fear of water; Acrophobia = fear of high places; Xenophobia = fear of strangers or foreigners; Monophobia = fear of being alone

Greek Roots

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Name _______________________________________________ Date _____________________________

It’s All Greek To Me!Research the story of each person or mythological being listed below, as well as the vocabularyword that comes from that name.

Atlas was: ____________________________________________________

An atlas is: ____________________________________________________

Narcissus was: ____________________________________________________

A narcissist is: ____________________________________________________

Adonis was: ____________________________________________________

An Adonis is: ____________________________________________________

The Labyrinth was: ____________________________________________________

A labyrinth is: ____________________________________________________

Mentor was: ____________________________________________________

A mentor is: ____________________________________________________

Thespis was: ____________________________________________________

A thespian is: ____________________________________________________

The Titans were: ____________________________________________________

A titan is: ____________________________________________________

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Name _______________________________________________ Date _____________________________

No Fear of Phobias!Draw a line connecting the name of each fear with its correct definition. (Hint: Start by looking for clues within Latin or Greek roots that you recognize from other words that you know.) If necessary, use a dictionary to help you.

Phobias

Triskaidekaphobia

Arachnophobia

Agoraphobia

Hydrophobia

Acrophobia

Xenophobia

Monophobia

Meaning

Fear of being alone

Fear of the number 13

Fear of strangers or foreigners

Fear of high places

Fear of leaving a safe place

Fear of spiders

Fear of water

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38

Getting StartedWhat are prefixes? Explain to the class that they are mean-

ingful word parts that come at the beginning of a word.

Understanding the meanings of prefixes will help students

figure out the meanings of many words that contain the

prefix.

Below is a list of several different prefixes. Ask students

to brainstorm words that begin with each one.

a- (without) mis- (wrong/bad)

ab- (away from) non- (not)

co- (together with) ob- (against)

ex- (former) post- (after)

mal- (bad) sub- (under)

Point out to the class that while most prefixes have only

one written form, others change slightly when added to

base words that begin with vowel sounds or with specific

consonants. For example, in words such as antacid and

Antarctic, anti- becomes ant-. Similarly, in- changes before

base words that begin with the letters b, l, m, p, and r, as in

the words imbalance and illegal.

Most prefixes have only one or two meanings. The

meaning of the base word will always change in the same

way when these prefixes come at the beginning of certain

words. For example, when you add the prefix in- (not) to a

word, such as effective, the word ineffective means “not

effective.” Similarly, atypical means “not typical.” You might

want to explain to the class that some prefixes have the

same meaning. For example, both un- and in- can mean

“not,” while both de- and dis- mean “do the opposite of,” as

in the words defrost and disagree.

Word ChangingProvide each student with a copy of the mini-chart on page

37. Go over the seven words that appear on the chart.

Discuss how each prefix gives meaning to the base word.

Then ask students to think up as many words as they can

that begin with that particular prefix. For example, the word

untie can be broken down into the prefix un- and the word

tie. Un- reverses the action of tying. Other words beginning

with the prefix un- include unleash, undo, and unveil. As an

extension, with a twist, encourage students to try coming

up with other prefixes that can be attached to each of the

base words. For example, untie might become retie; reread,

misread; and preview, review.

Divide the class into two teams. Using the list of words

below, ask each group to take turns adding a prefix that

creates a meaningful new word. Then have each team try

using the word in an imaginative sentence.

happy holdschool gameable livebehave mancolor payopen believable

Word BuildingThe reproducible on page 39 asks students to use their

knowledge of prefixes to “build” new words that begin with

a particular prefix. The Word Detective reproducible on page

40 has students break down words into the prefix and root

or base word. Students are also asked to explain how the

prefix changes the meaning of the word.

Answers: Page 39: Answers will vary. Page 40: 1. unlucky: not;not lucky, 2. rewind: again; wind again 3. misplace: wrong; placewrongly 4. coexist: with; exist with 5. prehistoric: before; beforehistory 6. supermarket: higher in quality or quantity; huge market7. overachieve: above; achieve more 8. underweight: below;below weight 9. abnormal; not; not normal 10. multilingual:many; fluent in many languages

Unlock the Power of Prefixes!

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Name _______________________________________________ Date _____________________________

Word BuildingAdd a base word to each house to build a new word. Then write the definition of the word below the house.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

pre- contra-

mis- re-

non- ultra-

ob- pro-

anti- micro-

(before)

(wrong)

(not)

(against)

(against)

(against)

(again)

(extremely, beyond)

(before, in front of)

(small, short)

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Name _______________________________________________ Date _____________________________

Word DetectiveHelp our detective discover the prefix and meaning for each word below.Underline the prefix. Then write what it means on the first line. On the secondline, write the meaning of the word. Use a dictionary to check your answers.

1. unlucky ______________________________

______________________________

2. rewind ______________________________

______________________________

3. misplace ______________________________

______________________________

4. coexist ______________________________

______________________________

5. prehistoric ______________________________

______________________________

6. supermarket ______________________________

______________________________

7. overachieve _______________________________

______________________________

8. underweight ______________________________

_____________________________

9. abnormal ________________________________

________________________________

10. multilingual ______________________________

______________________________

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42

Getting StartedAfter reviewing with the class that prefixes appear at the

beginning of a word, point out that these small word parts

perform a variety of useful and different functions. Some

prefixes have negative meanings, such as dis- or un-. Others

show time or order, such as post- or pre-. There are also

prefixes that indicate location (circum-, mid-, sub-, and

trans-); show degree, quality, or size (extra-, out-, over-, and

under-); and indicate support or opposition (anti-, co-,

counter-, and pro-).

Provide each student with a copy of the chart on page

41. With the class, review the seven prefixes that appear

on the chart. Ask students if they can determine what each

prefix does to the meaning of the word. For example, in

the word submarine, the prefix sub- means “under”; a

submarine is a vessel that goes underwater. In the word

exhale, ex- means “out,” and exhale means “to breathe out.”

Getting to Know PrefixesThe following lists will help familiarize students with the

various groups of prefixes and their meanings:

Prefixes With Negative Meaningsdis- (not; opposite of)in- (not; without; lacking)mis- (wrongly; astray)non- (not)un- (not; opposite of)

Prefixes That Reverse Actionsde- (to reverse an action; to deprive of; to remove)dis- (to reverse an action; to take away; to remove)un- (to reverse an action; to deprive of)

Prefixes That Indicate Time or Orderex- (previous; former)fore- (before; in front of)post- (after)pre- (before)re- (again; back)

Prefixes That Indicate Locationcircum- (around)ex- (out)extra- (beyond)inter- (between; among)mid- (in the middle of)sub- (under; beneath)trans- (across)

Prefixes That Indicate Degree, Quality, or Sizeextra- (beyond; more than)out- (going beyond; surpassing)over- (excessive; too much)super- (greater than; more than; beyond)ultra- (extremely; beyond)under- (insufficient; too little)

Prefixes That Indicate Support or Oppositionanti- (against; opposite)co- (together with; joint)contra- (against; opposite)counter- (something opposite)pro- (on the side of; in favor of)

Prefix PracticeDivide the class into two teams. Using the categories listed

above, have each team take turns brainstorming words with

each prefix. Encourage students to explain the meaning of

each word and why it belongs in a particular category.

Use the reproducibles on pages 43 and 44 to help

students develop a greater understanding of how words can

be formed using prefixes.

Answers: Page 43: Answers will vary. Page 44: 1. re; reside,rebate, reheat; preside, preheat; debate 2. dis; distend, disease,dislike; extend; unease 3. con: infer, inverse; concede, confer,converse; transfer, transverse 4. com; commit, compose, compel;submit; propose, propel 5. tele; microscope, micrograph; autograph; telescope, telegraph, television

Extraordinary Prefixes!

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Name _______________________________________________ Date _____________________________

Wheels of PrefixesFill in each section of the wheel with a base word that can be added to the prefix in the center to make a word.

re-(again)

pre-(before)

dis-(not)

un-(not)

mega-(great)

mis-(bad)

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Name _______________________________________________ Date _____________________________

And the Winner Is . . .Each numbered item below has three prefixes in the top row and three base words in the bottom row. Which prefix from the top

row can combine with the base words to make the most words? Write the words you can form with each prefix on the lines. Be

sure to check your words in a dictionary! Then circle the winning prefix.

1. re- pre- de- _________________________________________________

side bate heat _________________________________________________

_________________________________________________

2. dis- ex- un- _________________________________________________

tend ease like _________________________________________________

_________________________________________________

3. in- con- trans- _________________________________________________

cede fer verse _________________________________________________

_________________________________________________

4. com- sub- pro- _________________________________________________

mit pose pel _________________________________________________

_________________________________________________

5. micro- auto- tele- _________________________________________________

scope graph vision _________________________________________________

_________________________________________________

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46

Getting StartedReview with the class that suffixes are meaningful word

parts that are attached to the end of a word. You might

want to further explain that adding a suffix to a particular

word often changes the part of speech of the original word.

For example, add the suffix -ness to the adjective short and

you end up with the noun shortness. Other suffixes turn

words into adjectives. For example, add the suffix -able to

the base word reason and you end up with the adjective

reasonable. And then there are suffixes that change some

words into verbs. Take the suffix -ate, for example. If you

add it to the word vaccine, you end up with the verb

vaccinate. Point out that a list of all possible suffixes would

be very long indeed. The list on page 3 provides just a few

of the many suffixes. Suggest that students keep a copy in

their folder or notebook to use for reference.

Getting to Know SuffixesGive each student a copy of the mini-chart on page 45.

Have students look at the seven words on the chart and

try figuring out how the meaning of the base word has

changed. Ask them to tell you what part of speech each of

the following words is: grace (noun), act (verb), tire (verb),

quick (adjective), happy (adjective). Then ask them to name

the part of speech the word becomes with the added

suffix: graceful (adjective), actor (noun), tiresome

(adjective), quickly (adverb), happiness (noun).

Divide the class into two groups. Ask one group to flip

through a textbook or novel that you are reading in class in

order to find at least ten words that do not end with a suffix.

Instruct the other group to change the word’s part of

speech by adding on a suffix. Then have the two groups

switch jobs. Be sure to clarify with students that not all

words can have suffixes attached to them.

Rewrite, Please!Give students the opportunity to rewrite several sentences

by adding on different suffixes. Point out to students that by

understanding how words can be formed using suffixes,

they will have alternative ways of expressing the same idea.

Write the following sentences on the board. Then read each

one aloud. Invite volunteers to revise each sentence using

words with suffixes. You might want to remind students that

there are many correct possibilities for each sentence.

1. The person who teaches us science comes to class everyday. (Our science teacher comes to class daily.)

2. The man in the street acted with reason and caution.(The man in the street was reasonable and cautious.)

3. The small book was filled with information that could beused. (The booklet was filled with useful information.)

4. Because the floor was covered with dust, the managertold Joe to sweep it as soon as possible. (Because the floor was dusty, the manager told Joe to sweep itimmediately.)

5. The young woman with the violin played with passion.(The young violinist played passionately.)

6. The businessman was known for his honesty because he only made deals that didn’t break the law. (The businessman was known for his honesty because heonly made deals that were lawful.)

For more exploration of how suffixes work, have studentsuse page 47 to complete the reproducible on page 48.

Activate Your Knowledge of Suffixes!

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Super SuffixesSuffixes are word parts added to the end of base words. They often, but not always, change the part of speech of the baseword. Here are some important suffixes and their meanings.

Suffixes That Form Adjectives:

Suffixes That Form Nouns:

-acy state; quality candidate candidacy

-ism system social socialism

-let small in size book booklet

-ling small; young duck duckling

-ness quality dark darkness

-ship state; condition member membership

Suffix Meaning Base Word New Noun

-al characteristic of season seasonal

-ate full of affection affectionate

-en made of; like gold golden

-ive characterized by attract attractive

-less without something hope hopeless

-like similar child childlike

-ward in the direction west westward

-y showing something rust rusty

Suffix Meaning Base Word New Adjective

Suffixes That Form Verbs:

-ate become; form hyphen hyphenate

-ize make; cause to central centralizebecome

-en make; cause to wide widenbecome

-fy, -ify cause; make terror terrify

Suffix Meaning Base Word New Verb

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Name _______________________________________________ Date _____________________________

Change That Part of Speech!In the box below are ten words that are often used with suffixes. Select five of the words and tell what part of speech each is.

Then add a suffix to each word and tell what part of speech the new word is. Finally write a sentence using the new word.

dangerfree

cheeract

brainfear

controldetect

activefair

1. Word: ______________________________ Part of Speech: ______________________________

New Word: ____________________________ Part of Speech: ______________________________

2. Word: ______________________________ Part of Speech: ______________________________

New Word: ____________________________ Part of Speech: ______________________________

3. Word: ______________________________ Part of Speech: ______________________________

New Word: ____________________________ Part of Speech: ______________________________

4. Word: ______________________________ Part of Speech: ______________________________

New Word: ____________________________ Part of Speech: ______________________________

5. Word: ______________________________ Part of Speech: ______________________________

New Word: ____________________________ Part of Speech: ______________________________

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50

Getting StartedYour students probably know that many of the words they

use are made up of two or more smaller words or word

parts. Explain to them that a suffix is a meaningful group of

letters that can be added at the end of a word to form a

new word with a different but related meaning. Encourage

students to shut their eyes and imagine a train with three

separate cars. If the locomotive is the prefix, then the

caboose is the suffix. The railroad car in the middle

represents the base or root word. Knowing what suffixes

mean will help students figure out the meaning of the

word as a whole.

Let’s take a look at a few more examples of some

common suffixes. On the chalkboard, add the suffix -er

(agent; instrument) to the word paint to form the word

painter. Then have students add the following suffixes to

the words below.

-hood (state; condition) to child (childhood)

-dom (domain; condition) to free (freedom)

-ness (quality; state) to dark (darkness)

-less (without; lacking) to life (lifeless)

Getting to Know SuffixesDistribute a copy of the mini-chart on page 49 to each

student. Have the class review the seven words that appear

on the chart. Then divide students into two teams. Provide

each team with several minutes to brainstorm as many

different words as they can that use the same suffix. After

they have finished, have the two teams compare the words

they have brainstormed. The team with the most words is

the winner.

Here are a few examples using each suffix:

What Does It Mean?Write each group of words below on the chalkboard. Ask a

student to read all the words in one word group. Then

invite volunteers to name the base word or root of each

word in the group. Discuss the meanings of the words.

Finally, ask students to figure out what the suffix for each

group means.

1. vegetarian humanitarian librarian

2. original natural political

3. failure closure exposure

Suffix Practice The two reproducibles provide a good way for students to

start thinking about how suffixes can be used in words.

Point out that knowing the meaning of a particular suffix

helps unlock the meaning of new and more challenging

words.

Answers: Page 51: affectionate, blockade, breakable, sharpen,different, freedom, thankful, Japanese, heroism, idolize, placement,westward, otherwise, abnormality, attractive Page 52: shortness:state or quality of; state of being short; dusty: state or quality of:covered with dust; droplet: small in size; small drop; baker: onewho does; one who bakes: wisdom: state or fact of being; state ofbeing wise; childish: relating to; like a child; mournful: full of; fullof mourning; bothersome: characterized by; causing a bother;northern: state or quality of; state of being north; affectionate:state or quality of; state or quality of showing affection

Awesome Suffixes!

-ous venomous

thunderous

furious

-arium terrarium

planetarium

-ment amazement

refreshment

disappointment

-ist artist

violinist

pianist

-ion disruption

eruption

situation

-ish bluish

sheepish

biggish

-ize itemize

motorize

winterize

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affection

block

break

sharp

differ

free

thank

Japan

hero

idol

place

west

other

abnormal

attract

Name _______________________________________________ Date _____________________________

Suffix AdditionEach base word below is missing a suffix. Choose the suffix from the box that can be added to each word. Write the word formed

and its meaning in the spaces provided. There is only one correct answer for each. Use a dictionary to check your answers.

-ate-ism-ive

-ent-ade-ese

-ity-ful

-able

-ize-wise

-en

-dom-ment-ward

Base Word Suffix Word Formed Meaning

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Suffix SleuthFind and underline the suffix in each word. Write what it means on the first line. Then use what you know about the suffix

meaning to write the definition of the word on the second line. Check your answers with a dictionary.

1. shortness ________________________________

________________________________

2. dusty ____________________________________

____________________________________

3. droplet __________________________________

__________________________________

4. baker ____________________________________

____________________________________

5. wisdom __________________________________

__________________________________

6. childish __________________________________

__________________________________

7. mournful _________________________________

________________________________

8. bothersome ______________________________

______________________________

9. northern _________________________________

_________________________________

10. affectionate ______________________________

______________________________

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54

Know Your Idioms!Getting StartedDistribute a copy of the mini-chart on page 53 to each

student. The idioms on the chart all relate to animals

somehow. The pictures help to illustrate the meaning of

them. You may want to share the history of each idiom

with your students.

Wolf in Sheep’s ClothingA sheep is considered a gentle animal, while a wolf isn’t.

If a person who wasn’t very nice wanted to appear gentle,

he or she might use a sheep disguise. The idea behind

this idiom appears in one of Aesop’s fables and in a story

in the Bible.

Crocodile TearsThis expression was used way back in Ancient Rome (about

A.D. 300). According to folktales, crocodiles would make a

crying sound, which would attract prey curious to know

what the crying was about.

On Your High HorseHundreds of years ago, during ceremonial marches, people

of high rank in society usually rode on horses that were

taller than average horses. Eventually, people began to say

that a proud or snobby person, was on a “high horse.”

Clam UpA writer once described a person’s lips as being like

“clamshells.” When a person didn’t want to talk, their lips

would “clam up.”

Dog Days of SummerAncient Roman astronomers knew that Sirius, the dog star,

rose and set with the sun during the hottest weeks of the

year, July through mid-August. People thought the heat from

the dog star combined with that of the sun to make those

weeks especially hot. People began calling this terribly hot

time, the “dog days of summer.”

Getting a Leg Up on IdiomsEncourage students to be on the lookout for idioms. You

may want to create a bulletin board display where kids

can post any idioms they’ve come across. Students can

complete pages 55 and 56 to learn more idioms.

Answers: Page 55: 1. f 2. e 3. a 4. c 5. b 6. d

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1. Sierra and Maggie were best friends, whodid everything together. They even dressedalike. They were like two peas in a pod.

2. Nino always got a base hit when he was upat bat. So he was sure that making the base-ball team would be a piece of cake.

3. Babysitting Jonah is tough. He never stopsmoving. He really has ants in his pants.

4. Jibran took a few deep breaths. The curtainwas about to open. He hoped the butterfliesin his stomach would go away before it washis turn to sing.

5. Andrea really wanted to win the radio con-test. When the announcer read the direc-tions, she was all ears.

6. Leif’s friends loved joking around. When theytold him an elephant had escaped from thezoo and was heading toward his neighbor-hood, he was sure they were pulling his leg.

a. overactive

b. very eager to listen

c. a nervous fluttering of the stomach

d. to jokingly try to lie to someone

e. an especially easy task

f. alike in looks and behavior

Name _______________________________________________ Date ____________________________

Idioms Match-UpOften, you can figure out the meaning of an idiom from its context. Each group of sentences onthe left includes an idiom, which is underlined. Read the sentences and then draw a line match-ing the meaning of each idiom given on the right.

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Name _______________________________________________ Date ____________________________

A Picture Is Worth 1,000 WordsChoose one of the idioms from the box to illustrate. Your illustration should show the meaningof the idiom.

stick your neck out

stay on your toes

smell a rat

hold your tongue

make your mouth water

have your head in the clouds

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58

Getting StartedProvide each student with a copy of the mini-chart on page

57. The idioms on this chart all relate to plants somehow.

The pictures help to illustrate the meaning of them. You

may want to share the history of each of the idioms on the

chart with your students.

Hit the HayPeople left homeless by the Great Depression in the 1930s

were probably the first to use this slang expression. These

people often traveled all over looking for food, work, and a

place to sleep. Sometimes they had to sleep in a barn on a

pile of hay. Eventually, lots of people began to say “hit the

hay,” meaning they were ready to go to sleep.

Cool as a CucumberThis idiom probably dates as far back as 1500, and was

always used to describe people who remained calm.

Scientists have discovered that the inside of a cucumber

actually can be 20 degrees cooler than the outside air.

Top BananaSome people think this idiom came from an old comedy

routine involving the sharing of bananas, but no one is really

sure. It is used to describe the boss or someone in charge.

Barking Up the Wrong TreeThis expression began during America’s colonial days.

Raccoon hunting was popular, and dogs were trained to

chase a raccoon up a tree and bark furiously to let a hunter

know they’d succeeded in cornering the animal. Sometimes

a raccoon would successfully move to the branches of the

next tree, leaving a dog “barking up the wrong tree.” Today

anyone who is on a wrong course can be said to be

“barking up the wrong tree.”

Through the GrapevineThis African-American idiom may date back as far as the

1600s. The stems of a grapevine wind and stretch for a

long way, from grape cluster to grape cluster. News can also

wind its way, from person to person.

Getting a Handle on IdiomsAfter you’ve explored the meanings and history of the

idioms on the poster, invite groups of students to act out

idioms for other students to guess. Have students work in

groups of four or five. Make a copy of page 59 and cut

apart the lists. Provide each group with one of the lists. Let

them choose one to act out. When they’ve finished, have

them write the three idioms on the board so students can

guess which one they were acting out.

The reproducible on page 60 will help students explore

idioms that are related in meaning.

Answers: Page 4: 1. hit the roof 2. in the driver’s seat 3. shootthe breeze 4. don’t count your chickens before they’ve hatched 5. go fly a kite 6. Rock the boat 7. bats in your belfry 8. cost anarm and a leg 9. take a backseat 10. go against the grain 11. that’s the way the ball bounces 12. out of the clear blue sky

Be on the Lookout for Idioms!

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Name _______________________________________________ Date _____________________________

Getting a Handle on Idioms

1. eager beaver

2. hit the books

3. in hot water

1. out on a limb

2. over the hill

3. lend an ear

1. that’s the way the cookie crumbles

2. spill the beans

3. rat race

1. let the cat out of the bag

2. put all your ducks in a row

3. walk on eggs

1. bite the hand that feeds you

2. early bird catches the worm

3. climb the wall

1. asleep at the switch

2. between a rock and a hard place

3. bee in your bonnet

Group 1 Group 2

Group 3 Group 4

Group 5 Group 6

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Name _______________________________________________ Date _____________________________

Birds of a Feather Flock TogetherMany idioms have the same basic meaning. Write each idiom from the list below in the box nextto the idiom that shares its meaning.

1. blow your stack

2. call the shots

3. chew the fat

4. don’t put the cart before the horse

5. go jump in a lake

6. make waves

7. off your rocker

8. pay through the nose

9. play second fiddle

10. rub the wrong way

11. that’s the way the cookie crumbles

12. bolt from the blue

• bats in your belfry

• go against the grain

• take a backseat

• hit the roof

• cost an arm and a leg

• rock the boat

• don’t count your chickens

before they’ve hatched

• shoot the breeze

• go fly a kite

• out of the clear blue sky

• in the driver’s seat

• that’s the way the ball

bounces

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62

Getting StartedDistribute a copy of the mini-chart on page 61 to each

student. Then, discuss the definition of a compound word

as well as the different ways compound words can be

written. Compound words written as one word are called

closed compounds. Open compound words are written as

two separate words. Hyphenated compounds are two or

more words separated by hyphens.

Point out to students that checking a dictionary is the best

way to find out whether a compound word is open, closed,

or hyphenated.

The mini-chart and the activities that follow are a fun way to

explore compound words.

Clap for Compound Words Use this active game to help students identify compound

words. First, provide each student with five index cards.

Then, ask them to search the room to find items that are

represented by compound words. Have them write each

word on a separate index card and place the cards faceup

on their desks. Invite a student to be a “caller.” He or she

will read a compound word from one of his or her cards. If

any other students have that same word on their cards, they

give a little clap. Then all the students with the matching

word turn that card facedown on their desk. For each round,

ask a different student to be a caller, reading a word from

his or her remaining faceup cards. Continue play until all

students‘ cards have been turned facedown.

Compound Words Concentration GamePairs of students can play this compound-word memory

game. Make a copy of the reproducible on page 63 and cut

out all the word cards. To play the game, a pair of students

turns the cards facedown on a table. The first player flips

over two cards. If the words on the cards can be combined

to create a compound word, the player names the word,

explains its meaning, puts the cards aside, and takes another

turn. If words can’t be combined, the other player takes a

turn. Players take turns until all cards are used. The player

with the most words at the end of the game wins.

Compound Word RelayDivide students into three groups for this challenging relay.

Provide each group with a copy of page 64. Then, give the

class a topic, such as “on the road” or “lunchtime.” Ask each

group to brainstorm as many compound words as possible

related to the topic. Then encourage them to look their

words up in the dictionary to determine whether they are

closed, open, or hyphenated compound words. Each group

should then record their words in the three-column chart

on page 64. Finally, invite the groups to share their lists and

add up the compound words that all groups wrote.

Compound Words

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space

fall

turtle

road

bow

row

ship

box

keeper

key

sand

lid

ice

tea

cream

board

goal

cup

ground

hog

lunch

eye

rail

time

home

neck

work

water

boat

rain

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Name _______________________________________________ Date _____________________________

Compound Word SortSort the compound words you brainstormed into the three categories listed below.

OPEN CLOSED HYPHENATED

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