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Greek/Latin Roots


Plan Author: David Riddick
Date Created: 10/22/2003 8:10:28 PM PST


Dyer St. Elementary

Grade Level:

30 Students. 16 boys and 14 girls. 5 EO's; 7 IFEP's; 5 RFEP's; 14 ELD3-4: GATE class - advanced learners

Subject Area(s):

Students will have an understanding of how Greek and Latin roots function within words.

Students will learn that knowing Greek and Latin roots is an important skill to analyze the meaning of complex words.


CA- CCTC: Aligned CSTP's and TPE's

• 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.

• CSTP Key Element : Organizing curriculum to support student understanding of subject matter.

 Question : organize subject matter effectively to reveal and value different cultural perspectives?

CA- California K-12 Academic Content Standards

• Subject : English Language Arts

• Grade : Grade Four

• Area : Reading

• 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.

• Concept : Vocabulary and Concept Development

 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).

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.

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.

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.

Latin Roots: spect, vis, fract, ject, stat, rupt.
Greek Roots: therm, photo, meter, micro, bio, graph

1) Pencil & Paper
2) Transparencies
3) Transparency pen
4) Dictionaries
5) Open Court Anthologies
6) Butcher Paper
7) Vocabulary notebooks

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

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


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.

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.


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.