ALEX Classroom Resource

  

Greek and Latin Science Root Words

  Classroom Resource Information  

Title:

 Greek and Latin Science Root Words

URL:

 https://fabiodisalvo.com/2022/05/22/science-root-words/

Content Source:

 Other
Fabio di Salvo Blog
Type: Other

Overview:

This resource contains 40 cards that include a Greek or Latin root word, a related image, and example words. These cards could be used as flashcards, a teaching activity, or classroom decor. In addition, all of the words are related to science and could be used to support the analysis of domain-specific text. This resource also includes informational material for teachers regarding teaching this concept.

Content Standard(s):
English Language Arts
ELA2021 (2021)
Grade: 3
13. Utilize new academic, content-specific, grade-level vocabulary to make connections to previously learned words and relate new words to background knowledge.

a. Make connections to a word's structure using knowledge of phonology, morphology, and orthography of the word to aid learning.
Unpacked Content
Teacher Vocabulary:
13.
  • Utilize
  • Academic vocabulary
  • Content-specific vocabulary
  • Grade-level vocabulary
  • Connections
  • Relating
  • Background knowledge
13a.
  • Word structure
  • Phonology
  • Morphology
  • Orthography
Knowledge:
13. Students know:
  • Academic, content-specific, grade-level vocabulary words.
  • Content-specific vocabulary refers to words used in different subjects learned in school such as reading, math, social studies, science.
  • New vocabulary words can be learned by relating them to previously learned words and background knowledge.
13a.
  • Phonology (speech sounds within words).
  • Morphology (meaningful units of words).
  • Orthography (the written representation of language).
Skills:
13. Students are able to:
  • Use new academic, content-specific vocabulary by making connections to previously learned words.
  • Use new academic, content-specific vocabulary by relating new words to background knowledge.
13a.
  • Make connections to a word's structure using speech sounds, meaningful word parts, and spelling of the word to aid learning.
Understanding:
13. Students understand that:
  • Academic, content-specific vocabulary words are used in different school subjects, like reading, math, social studies, and science.
  • They can learn new vocabulary words by making connections to previously learned words or their background knowledge.
13a.
  • Identifying a word's phonological, morphological, and orthographic structure can help them determine the meaning of a word, as well as the word's origin.
English Language Arts
ELA2021 (2021)
Grade: 3
16. Use knowledge of grade-level academic and domain-specific vocabulary to gain meaning from text.
Unpacked Content
Teacher Vocabulary:
16.
  • Academic vocabulary
  • Domain-specific vocabulary
Knowledge:
16. Students know:
  • Academic vocabulary is language that is more formal than spoken language.
  • Domain-specific vocabulary refers to words that are used specifically in school subject areas, like math, science, and social studies.
  • Vocabulary knowledge can be used to comprehend text.
Skills:
16. Students are able to:
  • Use knowledge of third grade-level academic and domain-specific vocabulary words to accurately comprehend text.
Understanding:
16. Students understand that:
  • Learning the meaning of academic, domain-specific vocabulary words will help them comprehend text in a variety of subject areas.
English Language Arts
ELA2021 (2021)
Grade: 4
9. Accurately interpret general academic and domain-specific words and phrases.
Unpacked Content
Teacher Vocabulary:
9.
  • Interpret
  • General academic vocabulary
  • Domain-specific vocabulary
Knowledge:
9. Students know:
  • Academic vocabulary is language that is more formal than spoken language.
  • Domain-specific vocabulary refers to words that are used specifically in school subject areas, like math, science, and social studies.
Skills:
9. Students are able to:
  • Correctly identify the meaning of general academic and domain-specific words and phrases.
Understanding:
9. Students understand that:
  • There are multiple strategies they can use to interpret the meaning of academic and domain-specific vocabulary, including using context clues in the text, their background knowledge, the morphological structure of the word, and outside resources.
English Language Arts
ELA2021 (2021)
Grade: 5
12. Interpret the meaning of words, phrases, and patterns as they are used in texts, including domain-specific and academic vocabulary and figurative language.

a. Locate similes, metaphors, personification, hyperbole, imagery, alliteration, onomatopoeia, and idioms and interpret their meanings in context.

b. Explain the meanings of common idioms, adages, and proverbs.

c. Use the relationships between synonyms, antonyms, and homographs to increase understanding of word meanings.

d. Explain how an author's vocabulary and style influence the tone and mood of a text and support his/her purpose for writing.

e. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meanings of words.
Unpacked Content
Teacher Vocabulary:
12.
  • Domain-specific vocabulary
  • Academic vocabulary
  • Figurative language
12a.
  • Similes
  • Metaphors
  • Personification
  • Hyperbole
  • Imagery
  • Alliteration
  • Onomatopoeia
  • Idioms
12b.
  • Common idioms
  • Common adages
  • Common proverbs
12c.
  • Synonyms
  • Antonyms
  • Homographs
12d.
  • Author's vocabulary
  • Author's style
  • Tone
  • Mood
  • Purpose
12e.
  • Common Latin roots
  • Common Greek roots
  • Common Latin affixes
  • Common Greek affixes
Knowledge:
12. Student know:
  • Academic vocabulary is language that is more formal than spoken language.
  • Domain-specific vocabulary refers to words that are used specifically in school subject areas, like math, science, and social studies.
  • Figurative language is a creative way to use words and phrases beyond their literal definition to explain or describe something.
  • Strategies to determine the meaning of words, phrases, and patterns in text.
12a.
  • Figurative language is a creative way to use words and phrases beyond their literal definition to explain or describe something.
  • Examples of figurative language include similes, metaphors, personification, hyperbole, imagery, alliteration, onomatopoeia, and idioms.
12b.
  • Idioms, adages, and proverbs are all figures of speech, in which the words and phrases carry meaning beyond their literal definitions.
  • An idiom is a common saying with a meaning different from that of its individual words.
  • Adages and proverbs are well-known sayings that have been used for a long time.
  • Proverbs usually give practical advice about ways to behave and live.
12c.
  • Words with opposite meanings are antonyms, and words with similar meanings are synonyms.
  • Homographs are words that are spelled the same, but not necessarily pronounced the same and have different meanings and origins.
12d.
  • Authors choose particular vocabulary and write in a specific style depending on the purpose of the writing and the tone and mood they intend to create.
  • Tone is the attitude of a writer toward a subject or an audience, and mood is the overall feeling, or atmosphere, of a text.
12e.
  • Many English words and English morphemes originated from ancient Latin and Greek languages.
  • Understanding Latin and Greek roots and affixes can provide clues to meanings of unknown words.
Skills:
12. Students are able to:
  • Interpret the meaning of domain-specific vocabulary, academic vocabulary, and figurative language as they are used in texts.
12a.
  • Identify examples of similes, metaphors, personification, hyperbole, imagery, alliteration, onomatopoeia, and idioms in text.
  • Interpret the meaning of the figurative language in context.
12b.
  • Identify examples of common idioms, adages, and proverbs.
  • Explain the meanings of common idioms, adages, and proverbs.
12c.
  • Use synonyms, antonyms, and homographs to interpret word meaning.
12d.
  • Identify the tone and mood of a text.
  • Explain how an author's vocabulary and writing style influence the tone and mood of the text.
  • Identify an author's purpose for writing a text.
  • Explain how an author's vocabulary and writing style support their purpose for writing the text.
12e.
  • Identify and use Latin and Greek affixes and roots as clues to the meaning of a word.
Understanding:
12. Students understand that:
  • There are multiple strategies they can use to interpret the meaning of academic and domain-specific vocabulary, including using context clues in the text, their background knowledge, the morphological structure of the word, and outside resources.
  • Words and phrases, including figurative language, can have different meanings in different texts.
12a.
  • Figurative language carries meaning other than the literal meaning of the words or phrases, and authors choose to include figurative language in text to enhance the text's meaning.
12b.
  • Idioms, adages, and proverbs are figures of speech that carry meaning beyond the literal definitions of the words.
  • To fully comprehend text that contains figures of speech, they must learn the meaning of common idioms, adages, and proverbs.
12c.
  • The relationships between words can be used to increase vocabulary knowledge.
12d.
  • Authors select specific words and write in a particular style to set a tone and mood for the text, and indicate their purpose for writing the text.
12e.
  • The meaning of an unknown word can be learned by knowing the morphology and orthography of the word, including its origin.
English Language Arts
ELA2021 (2021)
Grade: 6
27. Discover word meanings by analyzing word parts, examining connotation and denotation, or using print or digital reference tools.
Unpacked Content
Teacher Vocabulary:
27.
  • Word parts
  • Connotation
  • Denotation
  • Print reference tools
  • Digital reference tools
Knowledge:
27. Students know:
  • The meaning of words can be identified by examining the word's morphological structure or its connotation or denotation.
  • Strategies for using print and digital reference tools.
Skills:
27. Students are able to:
  • Use word parts, connotation, and/or denotation to determine word meanings.
  • Use reference tools to determine word meanings.
Understanding:
27. Students understand that:
  • If they encounter an unfamiliar or unknown word in text, they should use a strategy to discover the word meaning or consult a reference tool to find the word meaning.
English Language Arts
ELA2021 (2021)
Grade: 7
29. Determine word meaning through the use of word parts, context clues, connotation and denotation, or print or digital reference tools.

Examples: affixes, Greek and Latin roots, stems; dictionary, thesaurus, glossary
Unpacked Content
Teacher Vocabulary:
29.
  • Word meaning
  • Word parts
  • Context clues
  • Connotation
  • Denotation
  • Print reference tools
  • Digital reference tools
Knowledge:
29. Students know:
  • The meaning of words can be identified by examining the word's morphological structure or its connotation or denotation.
  • Word meaning can be determined by using context clues within the text.
  • Strategies for using print and digital reference tools.
Skills:
29. Students are able to:
  • Use word parts, context clues, connotation, and denotation to determine word meanings.
  • Use print and digital reference tools to determine word meanings.
Understanding:
29. Students understand that:
  • If they encounter an unfamiliar or unknown word in text, they should use a strategy to discover the word meaning or consult a reference tool to find the word meaning.
English Language Arts
ELA2021 (2021)
Grade: 7
30. Read and evaluate texts from science, social studies, and other academic disciplines to determine how those disciplines treat domain-specific vocabulary and content organization.
Unpacked Content
Teacher Vocabulary:
30.
  • Academic disciplines
  • Domain-specific vocabulary
  • Content organization
Knowledge:
30. Students know:
  • Strategies to read and evaluate texts from various academic disciplines.
  • Content-specific text will often include a particular structure and domain-specific vocabulary.
Skills:
30. Students are able to:
  • Read texts from subjects other than English language arts and assess the use of domain-specific vocabulary.
  • Read texts from subjects other than English language arts and evaluate how the academic discipline organizes content.
Understanding:
30. Students understand that:
  • Different academic disciplines may utilize different vocabulary.
  • Different academic disciplines may arrange content in particular organizational styles.
English Language Arts
ELA2021 (2021)
Grade: 8
28. Analyze word meanings through the use of word parts, context clues, connotation and denotation, and print or digital reference tools.

Examples: affixes, stems, Greek and Latin roots
Unpacked Content
Teacher Vocabulary:
28.
  • Word meanings
  • Word parts
  • Context clues
  • Connotation
  • Denotation
  • Print reference tools
  • Digital reference tools
Knowledge:
28. Students know:
  • The meaning of words can be identified by examining the word's morphological structure or its connotation or denotation.
  • Word meaning can be determined by using context clues within the text.
  • Strategies for using print and digital reference tools.
Skills:
28. Students are able to:
  • Use word parts, context clues, connotation, and denotation to analyze word meanings.
  • Use print and digital reference tools to analyze word meanings.
Understanding:
28. Students understand that:
  • If they encounter an unfamiliar or unknown word in text, they should use a strategy to discover the word meaning or consult a reference tool to find the word meaning.
English Language Arts
ELA2021 (2021)
Grade: 8
29. Read, analyze, and evaluate texts from science, social studies, and other academic disciplines to determine how those disciplines treat domain-specific vocabulary and content organization.
Unpacked Content
Teacher Vocabulary:
29.
  • Academic disciplines
  • Domain-specific vocabulary
  • Content organization
Knowledge:
29. Students know:
  • Strategies to read, analyze, and evaluate texts from various academic disciplines.
  • Content-specific text will often include a particular structure and domain-specific vocabulary.
Skills:
29. Students are able to:
  • Read, analyze, and evaluate texts from subjects other than English language arts to determine the use of domain-specific vocabulary.
  • Read, analyze, and evaluate texts from subjects other than English language arts to determine how the academic discipline organizes content.
Understanding:
29. Students understand that:
  • Different academic disciplines may utilize different vocabulary.
  • Different academic disciplines may arrange content in particular organizational styles.
Tags: domain specific vocabulary, English language arts, Greek roots, Latin roots, morphological structure, morphology, root words, science, vocabulary, word meanings, word parts
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Author: Hannah Bradley
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