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Greek/Latin Roots
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Plan Author: David Riddick
Date Created: 10/22/2003 8:10:28 PM PST
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School:
Dyer St. Elementary
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Grade Level:
4
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Students:
30 Students. 16 boys and 14 girls. 5 EO's; 7 IFEP's; 5 RFEP's; 14 ELD3-4:
GATE class - advanced learners
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Subject Area(s):
Reading
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Goal(s):
Students will have an understanding of how Greek and Latin roots function
within words.
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Concept(s):
Students will learn that knowing Greek and Latin roots is an important skill
to analyze the meaning of complex words.
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Standards:
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 CA- CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Understanding and Organizing Subject
Matter for Student Learning
TPE: A. Making Subject Matter Comprehensible to Students
CSTP Description: Teachers exhibit strong working knowledge of subject
matter and student development. Teachers organize curriculum to
facilitate students’ understanding of the central themes, concepts, and
skills in the subject area. Teachers interrelate ideas and information
within and across curricular areas to extend students’ understanding.
Teachers use their knowledge of student development, subject matter,
instructional resources and teaching strategies to make subject matter
accessible to all students.
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• CSTP Key Element : Organizing curriculum to support student
understanding of subject matter.
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 Question : organize subject matter
effectively to reveal and value different cultural perspectives?
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CA- California K-12 Academic Content Standards
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• Subject : English Language Arts
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• Grade : Grade Four
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• Area : Reading
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• Sub-Strand 1.0: Word Analysis, Fluency, and Systematic Vocabulary
Development
Students understand the basic features of reading. They select letter
patterns and know how to translate them into spoken language by using
phonics, syllabication, and word parts. They apply this knowledge to
achieve fluent oral and silent reading.
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• Concept : Vocabulary and Concept Development
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Standard 1.4: Know common roots and
affixes derived from Greek and Latin and use this knowledge to analyze
the meaning of complex words (e.g., international).
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Objective(s):
Cognitive: Students will learn the most frequently occurring Greek and Latin
word roots and how these elements combine within words.
Observable behavior: Students will work in cooperative groups on their
diagrams of "Root Webs" and find words in their textbooks and
dictionaries.
Criteria: Students will demonstrate their learning of Greek and Latin word
roots by presenting their "Root Web" diagrams with 85% accuracy.
Students must find 5 to 6 words with the root word they choose.
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Prerequisite Background Skills/Knowledge:
Students understand their are several ways to find the meaning of an unknown
word. Students are familiar with the strategies of context clues, word
structure, and apposition.
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Vocabulary / Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students will take notes and write their "Root Webs" in
their vocabulary notebooks and on butcher paper.
Reading: Students read from Open Court anthology and the dictionary.
Vocabulary:
Latin Roots: spect, vis, fract, ject, stat, rupt.
Greek Roots: therm, photo, meter, micro, bio, graph
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Materials:
1) Pencil & Paper
2) Transparencies
3) Transparency pen
4) Dictionaries
5) Open Court Anthologies
6) Butcher Paper
7) Vocabulary notebooks
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Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
I will give out extra credit points for students who participate and
cooperate with lesson.
Extra credit points for actively engaged students
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Procedure:
Procedure: Open
As an attention getter, I call on students who have transitioned well into
Language Arts to be the first volunteers to share what they know about
Greek/Latin root words.
I will give out extra credit points for students who participate and who are
actively engaged.
Procedure: Body
Input:
1st: Point our standards we are working on (posted.
2nd: Activate prior knowledge by reviewing ways students can find the meaning
of an unknown word using context clues, word structure, or apposition.
3rd: Pass out a new list of Greek/Latin roots. Some of these roots will be
familiar, while others will be new.
4th: From the new list of roots, I model how to make a "Root Web."
Students copy notes in their vocabulary notebook. The sample Greek root will
be "photo."
5th: Students brainstorm related words and figure out root meaning.
6th: Students use dictionaries to locate root, verify meaning, find origin,
and search for related words.
7th: Working in cooperative groups, students eliminate words that do not fit
the meaning of the root.
8th: The students write their webs on butcher paper and present to the class.
Guided Practice:
I will explain that Greek and Latin word roots form a large part of the new
vocabulary they will learn.
I will demonstrate how to make a "Root Web" on a transparency.
To check for understanding, I use non-verbal hand cues to assess for
confusion and clarification.
Independent Practice:
Students will work independently to discover new words from the Greek/Latin
roots.
Students will work in cooperative groups to share and eliminate words that do
no fit the meaning of the root.
High achieving students will write a story or play using as many Greek/Latin
derived words as they can.
Procedure: Close
To close the lesson and summarize what was learned, students will reflect in
their journals what they learned and vocabulary introduced. I will hand it
over to the class to discuss what they learned, giving them ownership of
their learning.
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Assessment:
Students will demonstrate their understanding of how Greek and Latin roots
function within words by presenting their "Root Webs" to the class
with 85%accuracy. Students must find 5 to 6 words with the root word they
chose.
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Assessment/Rubrics:
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Reflection:
The objective of the lesson was achieved. Students were able to identify the
correct word with the Roman legend given to it with at least 75% accuracy. I
correctly anticipated the prerequisite knowledge required for this lesson.
Students remembered the Roman roots from prior activities. Students worked
well in cooperative groups to develop root webs on poster paper. I’ve learned
from this activity and similar cooperative activities to have students work
and brainstorm on their own before working with a partner.
A strength of the lesson was the it builds from teacher directed to student
student centered smoothly. I immediately began circulating and checking
student understanding during independent work. Often times, after I finish my
direct instruction on tend to loose focus and complete unfinished paperwork.
This lesson I was on task.
On the other hand, this lesson could have been extended by having high
achieving students create riddles using the root webs. If I were to teach
this lesson again, I would have tried to allow the root webs to be a jumping
off point for further investigation to the study of root words. Students
could make puzzles, riddles, games, something to further engage them into the
concept and importance of root webs.
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