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58 of 75
VOCABULARY DEVELOPMENT
Description:  Vocabulary knowledge is essential for reading comprehension.  If students are
unfamiliar with most words they read they have trouble understanding the text.  A content area is
distinguishable by its vocabulary.  Learning vocabulary must be an integral part of learning academic
content not a separate activity.  Content area vocabulary must be mastered in order to remove
potential barriers to students’ understanding of texts as well as acquiring the language of a content
area.  Whenever possible students should generate their own vocabulary lists.
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59 of 75
WORD BENCH
PREFIXES
a, an (L, not, without—atypical
inter (L, between, among)—interrupt, intervene
ab (L, from, away, off)—abscond
intra (L, within)—intramural
ad (L, to, toward)—advance
kilo (G, thousand)—kilometer, kilogram
ante (L, before, in front of)—antebellum
mega (G, large, million)—megalopolis, megatrends
anti (against, opposite)—antidisestablishmentarianism
mid (L, middle)—midtown, mid-century
apo (G, separate, around)—apogee
mis (L, wrong, bad)—mistake, misinterpret
be (L, against, to a great degree)—beset
milli (L, thousand)—millipede, millionaire
bi (G, two)—biannual
multi (L, many)—multitude, multiple
centi (L, one hundred)—century, centennial
non (L, not)—noncompliant, non-responsive
circum (L, around)—circumvent
ob (L, against)—object, obverse
co, com, con (L, together, with)—convene, cooperate
over (L, too much)—overspend, overdo
contra (L, against)—contradict, contrindicate
per (L, through, very)—permeate, perspective
de (L, away, from)—decamp, defrock
peri (G, around)—periscope, perimeter
deci (L, ten)—decimate, decimal
post (L, after)—postdate, post-war
dia (G, apart,opposite )—diametric, diagonal
pre (L, before, in order)—preview, predate
dis (L, away, from, not)—discount, disavow
pro (L, before, forward, in favor of)—prospect, provide
en (L, cause to be)—entrance, encase
re, retro (L, again, back)—retroactive, retrograde
epi (G, upon, after)—epicenter, epitome
sub, sur, sug, sup (L, under, beneath)---substitute, surrogate
equi (L, equal)—equality, equipoise
super (L, above, over, in addition)—supervisor, superman
extra (L, in addition)—extraordinary,  extrasensory
syn (G, with)—synonym, synchronize
ex (L, out of, former, away)—exclude, exhume
trans (L, across, through)—transgress, transport
hemi (G, half)—hemisphere, hemidemisemiquaver
tri (L, three)—trimester, triangle
hyper (G, above, beyond, excessive)—hyperactive, hypertension ultra (G, excessive, beyond)—ultramarine, ultrasound
hypo (G, under, less than normal)—hypothermia, hypoglycemia un (L, not, the opposite of)—unnecessary, undone
in,il,im,ir (L, not, in, into, without)—incredible, illogical,
immoral, irredeemable
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60 of 75
WORD BENCH
ROOTS I
act (L, to do)—active
neo (G, new)—neonatal, neon
agri (L, field)—agriculture
omni (L, all)—omnipotent, omniscient
anthropo (L, man)—anthropology, philanthropist
ped (L, foot)—pedestrian, pedal
aqua (L, water)—aquarium
poly (G, many)—polygamy, polymorphous
auto (G, self)---automobile, automatic
porto (L, to carry)—transportation, porter
bene (L, good)---beneficial
puls, pel (L, to drive)—pulsate, compel
biblio (G, book)---bibliography
quir, ques (L, to ask or say)—question, inquire
bio (G, life)—biology, biography
rupt (L, to break)—interrupt, rupture
ced, cess, ceed (L, to go or yield)---antecedent, proceed
sci (L, to know)—science, omniscient
duco (L, to lead)---deductive, aquaduct
scop (L, to see)—telescope, microscope
ferro (L, to bring, carry)—transfer, ferry
scrib, script (L, to write)—transcribe, inscription
fin (L, end)—final, finish
sect (L, to cut)—section, transsect
geo (G, earth)—geography, geology
sens (L, to perceive, to feel)—sensitive, sensory
graph, gram (G, to write)---graphology, telegram
sist (L, to stand)—insist, consist
grat, grac (L, pleasing)—gracious, gratitude
spec (L, to see)—spectacle, spectator
homo (L, human being)—homogenous, Homo sapiens
spir (L, to breathe)—inspire, respiration
hydra (G, water)—hydrant, hydrophobia
struct (L, to build)—construct, structure
jecto (L, to throw)—interject, trajectory
syn, sym (G, with, together)—synonym, sympathy
juncto (L, to join)—junction, conjunction
tech (G, skill)—technology, technician
mal (L, evil)—malediction, malignant
tele (G, far)—telecast, telephone
meter, metr (G, measure)—metronome, meter
ten, tain (L, to hold or contain)—contain, tent
micro (G, small)---microphone, microbiology
tend, tens (L, to stretch)—tension, contend
mit, mis (L, send)—transmit, mission
therm (G, heat)—thermal, thermometer
mono (L, one)—monotous, monocle
tract (L, to pull)—tractor, intractable
mov, mot (L, to move)—movable, motion
uni (G, one)—universe, uniform
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61 of 75
WORD BENCH
ROOTS II
acri (L, bitter, sharp)—acrid
morph (G, form)—morpheme, amorphous  (Mighty Morphin Rangers)
alto (L, high)---altitude, altimeter
mort (L, dead)—mortal, mortician
amicus (L, friend)—amicable
nova (L, new)—novel, innovation
amo (L, to love)—amatory
naut (G, ship, sailor), nautical, astronaut
astra (G, star)—astronaut
ortho (G, straight)—orthodontist, orthography
aud (L, to hear—auditorium
pac, pax (L, peace)—pacifist, pacify
bellus (L, war)---bellicose
pan (G, all)—pantheon, pan-American
capto (L, to take or seize)---capture
pater, patri (L, father)—paternity, patricide
chronos (G, time)---chronological, chronometer
pathos (G, feeling)—pathetic, pathology
cide (L, to kill)—homicide, suicide
pend (L, to hang)—pendant, suspend
cite (L, to call)—incite, recite
phil (G, love)—bibliophile, philanthropic
cogno (L, to know, recognize)—recognize, cognizant phob (G, fear)—phobia, acrophobia
cred, creed (L, believe)---incredible, creed
phon (G, voice, sound)—telephone, phonics
demo (G, people)—democracy
plac (L, to calm)—placate, placid
dent, dont (L, tooth)---dental
plic (L, to fold)—pliable, explicate
dicto (L, speak)---diction, contradict
pod (G, foot)—podiatrist, tripod
facio (L, to do or to make)—manufacture, factory
polis (G, city)—politician, metropolis
fid (L, trust)---fidelity, infidel
pos, pon (L, to put or place)—transpose, position
flu (L, flow)---fluctuate, fluent
prim (L, first, basic)—primary, primal
formo (L, shape)---form, perform
psycho (G, mind)—psychotic, psychiatrist
frago (L, break)---fragment, fragile
pug (L, fist)—pugilist, pugnacious
frater (L, brother)—fraternity, fraternize
soror (L, sister)—sorority
fus (L, to pour,melt)—effusive, defuse
sta, stat (L, to stay)—stationary, status
gen, gene (L, race, family)—genealogy, gene
string, strict (L, to bind or tighten)—stringent, constrict
greg (L, flock, herd)—gregarious, egregious
theo (G, god)—theology, atheist
legis (L, law)—legislature, legitimate
vad, vas (L, to go)—evade, vascular
logos (G, word, study,speech)—biology, chronology
ven, vent (L, to come)—convene, adventure
luc, lumen (L, light)—lucid, illuminate
ver (L, truth)—veracity
macro (G, large)—macrobiotics
vert (L, to turn)—convert, reverse
magn (L, great, large)—magnificent, magnate
vid, vis (L, to see)—visual, video
manus (L, hand)—manuscript, manual
voc (L, to call)—vocal, vocation
mater (L, mother)—maternal, alma mater
volv (L, to roll or turn)—revolve, involve
zoo (G, animal)—zoo, zoology
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62 of 75
WORD BENCH
SUFFIXES
Noun Suffixes
Adjective Suffixes
-acy, acity---having the quality of
-able, ible—worthy of or inclined to, able to
-ance, ation, ion, ism, dom, ery, mony, ment, tion—quality, state, or condition -aceous, ative, ish, ive, itious—pertaining
-ant, ac---one who
-al—relating to
-archy---government
-cle—small
-ard, art---one who does something to excess
-escent—becoming
-aster—inferiority or fraudulence
-est—most
-ate—state or quality of
-ferous—bearing, producing
-ation—action or process of
-fic—making, causing, creating
-bility—state or quality of being
-fold—multiplied by
-chrome—pigment or color
-form—having the form of
-cide—act of killing
-ful—full of, having the quality of
-crat—ruler
-genous—generating or producing
-er, eer, ier, ster, ist, trix—agent, doer
-ic—characteristic of, relating to
-gram—item written or drawn
-ive—inclined to
-graphy—something written about a specific science or field
-less—lacking, without
-hood—state or quality of
-most—most
-ice—act of, time of
-ous, ose—possessing, full of
-ics—science or art of
-wise, ward—manner, direction, position
-itis—inflammation
Verb Suffixes
-latry—worship of
-ate—to create
-meter—measuring device
-ed—forms the past tense of a verb
-metry—process of measuring
-en—to make; refers to a past completed action
-ness—state, condition, quality
-ify—to make
-nomy—study or science of
-ing—a progressive or continuous action
-ology, logy—science, study of, theory
-ize—to make
-ory, orium—place where
Adverb Suffixes
-phobia—fear
-ly—in the manner of
-phore—bearer or producer
-scope—instrument for observing
-tude—state or quality of
-ure—action or process
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63 of 75
WORD SORTS
Description:  When students participate in a Word Sort, they are classifying words into categories based
on their prior knowledge and experience.  Derived from Taba’s (1967) List-Group-Label strategies,
word sorts operate on the assumption that by sorting words into categories, students learn to organize
and remember vocabulary and concepts.  Word Sorts are identified as open or closed.  In a Closed Word
Sort, the categories are labeled.  Closed sorts tend to be easier for students since all of the words must fit
under one of the selected categories.  In an Open Sort, students determine the categories through
analysis of word characteristics and word meaning.  Some of the words in an Open Sort may be used for
category heading, or students may select their own headings.
Step-by-Step
1.  Select 15-20 vocabulary words important to the lesson including both familiar & unfamiliar words.
2.  Words are placed on note cards for students to organize into categories, or words are posted with
students sorting them on paper.
3.  Students may work individually at first and then groups of 3-5 students, or they may be grouped for
the entire activity.
4.  For a Closed Word Sort, provide students with the categories.  For an Open Word Sort, have
students read the words and organize them into categories that make sense to them.  Students need to
be able to defend their classifications.
5.  Provide students approximately 10 to 15 minutes to complete the sort.  Invite students to share their
classifications and explain their thinking.
Extensions
Sorts can be used before reading to activate prior knowledge and establish a purpose for reading.
Sorts can be used as an after-reading activity to synthesize and analyze learning.
Use sorts before, during, and after reading to allow constant crosschecking of words to enhance
metacognition.
When using word sorts before and after reading, allow students to reclassify their words.  This
also enhances metacognition.
Have students share their reflections.
¾ 
Were their initial classifications correct?
¾ 
Did they make changes?
¾ 
Why did they make changes?
Number sorts
64 of 75
SUPPORTING
STRATEGIES
FOR
TEACHER
USE
65 of 75
ANTICIPATION GUIDES
Description:  Anticipation Guides prepare students to read by activating their prior knowledge and
asking them what they think about certain ideas.  The strategy inspires lively discussions that not only
prepare students to read but allows them to see how their ideas and beliefs compare with those of
their classmates, the author, and society at large.  Anticipation Guides may also be used to prepare
students with limited prior knowledge to read texts.  They challenge students’ preconceived notions
about a subject; understanding of that subject.
Before creating an anticipation guide, decide whether you want students to identify, evaluate or
determine.
Step-by-Step
1.  Select a major concept or topic from the up-coming reading selection.  Create five to seven
statements related to the topic.  Statements should challenge or support students’ preconceived
ideas related to the topic in the materials to be read.
2.  Give a copy of the statements to each student.
NOTE:  The statements can be created in two ways.  One way is to place a blank line in front of
the statement, allowing the student to check only those he/she agrees with.  The second way is to
have “agree” and “disagree” blanks in front of each statement.
3.  Direct students to complete the anticipation guide prior to reading the selection. Let students
discuss the statements and why they responded as they did.
4.  Have students read the selection upon which the statements are based.
5.  After reading allow students to review their responses and discuss whether or not their ideas have
changed as a result of the reading.
6.  Lead students into an understanding that it is common for their ideas to change after reading and
discussing the selection.
Extensions
Consider the following possible response options:
Strongly Disagree…Strongly Agree (with statements)
Likely…Unlikely or Certain…Impossible (probability as it relates to an event or person)
True…False or Agree…Disagree
Check the names of all to whom this would apply (when evaluating a range of people,
countries, or organizations according to certain criteria).
66 of 75
ANTICIPATION GUIDES
Math
Multiplying Fractions
Agree Disagree
1.
When multiplying fractions the first step is reducing
them to their lowest terms.
2.
When multiplying fractions invert the second
number and multiply.
3.
After multiplying fractions reduce the product to
lowest term or mixed numeral.
4.
When multiplying a fraction by a whole number the
denominator of the whole number is always one.
5.
The product of two proper fractions is always more
than one.
6.
Before multiplying two fractions you must find the
lowest common denominator.
67 of 75
RECIPROCAL TEACHING
Description:  Reciprocal Teaching allows students to work together and “teach” each other as they
assume responsibility for the discussion.  When using this strategy, teachers’ model the use of four
comprehension activities – generating questions, summarizing, predicting, and clarifying – while
leading a dialogue.  Students then assume the role of teacher.  A key to the effectiveness of reciprocal
teaching is the adjustment of the task as students experience difficulty.  As difficulties occur the
teacher provides assistance by discussing the task (i.e. read and think aloud).  The teacher slowly
withdraws support as the lesson progresses enabling the students to continue on their own.
Step-by-Step
1.  Explain to students the concept of reciprocal teaching-that we learn best what we have to teach
others.
2.  Create appropriate questions related to the text.
3.  Follow steps of DR-TA.
4.  Gradually decrease teacher support allowing students to increase their participation.  Ask for
“teacher” volunteers to lead subsequent discussions.
5.  Monitor and refocus the instruction as needed.
Extensions
Use discussion, quizzes, and observation to determine if material is understood.  Observation
should include monitoring the involvement of individual students and their responses.  Use
this to determine students’ levels of comprehension.
Use the jigsaw strategy and have groups use reciprocal teaching to share information.
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