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It frames vocabulary growth through research and introduces the “Roots Advantage,” core principles for word learning, and strategies for English language learners. The book covers planning instruction, selecting and using dictionaries, developing word awareness, and using roots in practice through activities, assessment, and classroom routines. It also provides historical context and classroom-tested ideas for sustained engagement with word meaning.","Greek and Latin Roots: Keys to Building Vocabulary  \nEditor  \nBlane Conklin, Ph.D.  \nAssistant Editor  \nLeslie Huber, M.A.  \nEditorial Director  \nLori Kamola, M. S.Ed.  \nEditor-in-Chief  \nSharon Coan, M. S.Ed.  \nEditorial Manager  \nGisela Lee, M.A.  \nConsultant  \nJoan Irwin, M.A.  \nCreative Director  \nLee Aucoin  \nPrint Production Manager  \nDon Tran  \nInterior Layout Designer  \nRobin Erickson  \nPrint Production  \nJuan Chavolla  \nPublisher  \nCorinne Burton, M.A.Ed.  \nShell Education  \n5301 Oceanus Drive Huntington Beach, CA 92649–1030  \n[http://www.shelleducation.com](http://www.shelleducation.com)  \n[ISBN](ISBN) 978-1-4258-0472-5 © 2008 Shell Educational Publishing, Inc.  \nReprinted 2013  \nThe classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher.  \nTable of Contents  \nForeword  \nIntroduction  \nChapter 1: Teaching Vocabulary: What Does the Research Say?  \nImportance of Vocabulary in Literacy Development  \nThe “Roots Advantage”  \nFive Principles for Word Learning  \nVocabulary Development for English Language Learners  \nChapter 2: ARoot Awakening  \nWhat Is a Root?  \nWhy Teach Roots?  \nIncreasing Word Awareness  \nThe Three Kinds of Roots  \nWhat Does a Base Do?  \nWhat Does a Prefix Do?  \nWhat Does a Suffix Do?  \nChapter 3: Planning Vocabulary Instruction  \nInstructional Planning: The Basics  \nRecommendations for Instructional Routines  \nDifferentiating Instruction  \nVocabulary Assessment  \nChapter 4: Getting into Words: A Developmental Look at Vocabulary Instruction  \nCompound Words  \nNegating Words with Prefixes  \nSome Directional Prefixes  \nWord Composition  \nWhat Are Students Learning?  \nSome Easy Suffixes  \nBack to “Basics”  \n“Metaphors Be with You”: Helping Students with Figurative Meaning A Coherent Pedagogy  \nChapter 5: Vocabulary Practice Activities  \nWord Spokes  \nOdd Word Out  \nWord Theater  \nWordo  \n20 Questions  \nRoot Word Riddles  \nCard Games  \nWord Puzzles  \nCloze  \nScattergories  \nWord Sorts  \nChapter 6: From the Classroom: Roots in Action  \nRoot of the Week  \nRoot Word of the Day  \nRealia and Children’s Literature  \nWriting an Exciting Story  \nRoots Day  \nCognate Connections  \nChapter 7: Flexing with Word Parts: Some Strategies  \nWord Comprehension: Start with the Base, Not with the Prefix  \nMultiple Forms of Bases: Look for Core Meaning  \nDouble Consonants Within a Word: Teaching Assimilation Make It as Easy as 1–2–3  \nHow to Divide and Conquer Words with Two Prefixes  \nChapter 8: Digging into Dictionaries  \nExploring Etymology  \nChoosing and Using Dictionaries  \nChapter 9: A Brief History of English  \nThe Romano-Celtic Period: 55 B.C.–A.D. 410  \nOld English: 450–1066  \nMiddle English: 1066–1500  \nModern English: 1550–present  \nThe New World: English on the Move  \nConclusion: Learning English Today—The Lessons of History  \nAppendices  \nAppendix A: Resources for Students  \nAppendix B: Resources for Teachers  \nAppendix C: Commonly Taught Roots  \nAppendix D: Beyond Latin and Greek  \nAppendix E: Professional Development Ideas  \nGlossary  \nReferences Cited  \nChapter 1  \nTeaching Vocabulary: What Does the Research Say?  \nHave you ever visited the National World War II Museum in New Orleans? It is a fascinating place. Among the documents available for viewing is the first draft of President Franklin Delano Roosevelt’s famous speech that begins,“Yesterday, December 7, 1941—a date which will live in infamy  ” These powerful words helped the nation prepare for war. But they were not the first words FDR wrote. The first draft of the beginning of the speech reads,“a date which will live in world history.” Which do you think is more memorable,“infamy” or “world history”?  \nWord choice really does make a difference. Samuel Clemens (Mark Twain) once observed that “the difference be","cbCaiujzo2aBXqcb","https://ap.wps.com/l/cbCaiujzo2aBXqcb","pdf",476957,11,1,14,"English","en",105,"# Foreword\n# Introduction\n# Chapter 1: Teaching Vocabulary: What Does the Research Say?\n## Importance of Vocabulary in Literacy Development\n## The “Roots Advantage”\n## Five Principles for Word Learning\n## Vocabulary Development for English Language Learners\n# Chapter 2: A Root Awakening\n## What Is a Root?\n## Why Teach Roots?\n## Increasing Word Awareness\n## The Three Kinds of Roots\n# Chapter 3: Planning Vocabulary Instruction\n## Instructional Planning: The Basics\n## Recommendations for Instructional Routines\n## Differentiating Instruction\n## Vocabulary Assessment\n# Chapter 4: Getting into Words: A Developmental Look at Vocabulary Instruction\n## Compound Words\n## Negating Words with Prefixes\n## Word Composition\n# Chapter 5: Vocabulary Practice Activities\n## Word Spokes\n## Odd Word Out\n## Word Theater\n## Card Games\n## Word Puzzles\n# Chapter 6: From the Classroom: Roots in Action\n## Root of the Week\n## Root Word of the Day\n## Roots Day\n## Cognate Connections\n# Chapter 7: Flexing with Word Parts: Some Strategies\n## Word Comprehension: Start with the Base\n## Multiple Forms of Bases\n## How to Divide and Conquer Words\n# Chapter 8: Digging into Dictionaries\n## Exploring Etymology\n## Choosing and Using Dictionaries\n# Chapter 9: A Brief History of English\n## The Romano-Celtic Period\n## Old English\n## Middle English\n## Modern English\n# Conclusion: Learning English Today—The Lessons of History\n# Appendices\n## Appendix A: Resources for Students\n## Appendix B: Resources for Teachers\n## Appendix C: Commonly Taught Roots\n## Appendix D: Beyond Latin and Greek\n## Appendix E: Professional Development Ideas\n# Glossary\n# References Cited","[{\"question\":\"What is the book’s main focus in teaching vocabulary?\",\"answer\":\"It explains how Greek and Latin roots and 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