Transcript 7th grade Language Review - Calloway County Schools

7th grade Language Review
Take Notes in your “End of the year”
Review Journal
You will have a test at the end of our
review. (You will be able to use your
notes!!!!!!)
.
L 7.1 Explain the function of phrases and clauses in general and
their function in specific sentences.
• What is a phrase? How do phrases function
in sentences?
• A phrase is a group of related words that does
not include a subject and verb
L 7.1 Explain the function of phrases and clauses in general and their
function in specific sentences.
• A noun phrase comprises a noun (obviously) and any
associated modifiers:
• The long and winding road
• A noun phrase
• any associated modifiers
• Several accidents have been reported involving passengers
falling from trains .
• The story is told that he was once a soldier in French
Foreign Legion .
L 7.1 Explain the function of phrases and clauses in general and their
function in specific sentences.
• A prepositional phrase consists of a preposition,
a noun or pronoun that serves as the object of
the preposition, and, more often than not, an
adjective or two that modifies the object.
• Prepositional phrases usually tell when or where:
"in forty minutes," "in the sun, against the side,
etc." Prepositional phrases can perform other
functions, however: Except Jo, the children were
remarkably like their father.
L 7.1 Explain the function of phrases and clauses in general and their
function in specific sentences.
• An appositive is a re-naming or amplification of a word that immediately
precedes it. (An appositive, then is the opposite of an oppositive.)
Frequently another kind of phrase will serve in apposition.
• My favorite teacher, a fine chess player in her own right, has won
several state-level tournaments. [Noun phrase as appositive]
• The best exercise, walking briskly, is also the least expensive.
[Gerund phrase as appositive]
• Tashonda's goal in life, to become an occupational therapist, is
within her grasp this year, at last. [Infinitive phrase as appositive]
L 7.1 Explain the function of phrases and clauses in general and their
function in specific sentences.
• An infinitive phrase consists of an infinitive — the root of the verb
preceded by to — and any modifiers or complements associated with it.
• Infinitive phrases can act as adjectives, adverbs, and nouns.
• Her plan to subsidize child care won wide acceptance among urban
politicians. [modifies plan, functions as an adjective]
• She wanted to raise taxes. [noun-object of the sentence]
• To watch Uncle Billy tell this story is an eye-opening experience. [nounsubject of the sentence]
L 7.1 Explain the function of phrases and clauses in general and their
function in specific sentences
Gerunds, verbals that end in -ing and that act as nouns, frequently are
associated with modifiers and complements in a gerund phrase. These
phrases function as units and can do anything that a noun can do. Notice
that other phrases, especially prepositional phrases, are frequently part of
the gerund phrase.
• Cramming for tests is not a good study strategy. [gerund
phrase as subject]
• John enjoyed swimming in the lake after dark. [gerund
phrase as object]
• I'm really not interested in studying biochemistry for the
rest of my life. [gerund phrase as object of the preposition
in ]
L 7.1 Explain the function of phrases and clauses in general and their
function in specific sentences
Clauses
A clause is a group of related words containing a subject and a
verb
A clause can be usefully distinguished from a phrase, which is a
group of related words that does not contain a subject-verb
relationship, such as "in the morning" or "running down the
street" or "having grown used to this harassment
L 7.1 Explain the function of phrases and clauses in general and their
function in specific sentences
Independent Clauses
• Independent Clauses could stand by themselves as discrete
sentences, except that when they do stand by themselves,
separated from other clauses, they're normally referred to simply as
sentences, not clauses.
• The ability to recognize a clause and to know when a clause is
capable of acting as an independent unit is essential to correct
writing and is especially helpful in avoiding sentence fragments and
run-on sentences..
• Bob didn't mean to do it, but he did it anyway.
L 7.1 Explain the function of phrases and clauses in general and their
function in specific sentences
Dependent Clauses
• Dependent Clauses cannot stand by
themselves and make good sense. They must
be combined with an independent clause so
that they become part of a sentence that can
stand by itself.
L.7.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Parts of Speech
• Three little words you often see
Are ARTICLES: a, an, and the.
L.7.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
• A NOUN's the name of anything,
As: school or garden, toy, or
swing.
L.7.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
• ADJECTIVES tell the kind of noun,
As: great, small, pretty, white, or
brown.
L.7.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
• VERBS tell of something being
done:
To read, write, count, sing, jump,
or run.
L.7.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
• How things are done the
ADVERBS tell,
As: slowly, quickly, badly, well.
L.7.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
• CONJUNCTIONS join the words
together,
As: men and women, wind or
weather.
L.7.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
• The PREPOSITION stands before
A noun as: in or through a door.
L.7.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
• The INTERJECTION shows
surprise
As: Oh, how pretty! Ah! how
wise!
L.7.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
• The whole are called the PARTS
of SPEECH,
Which reading, writing, speaking
teach.
L 7.1 Choose among simple, compound, complex, and compound-complex sentences to signal
differing relationships among ideas.
• A sentence is a group of words containing a
subject and predicate. Sometimes, the subject
is "understood," as in a command: "[You] go
next door and get a cup of sugar."
L 7.1 Choose among simple, compound, complex, and compound-complex
sentences to signal differing relationships among ideas.
Simple sentence
• Simple sentence (one independent clause):
• We drove from Connecticut to Tennessee in
one day.
L 7.1 Choose among simple, compound, complex, and compound-complex
sentences to signal differing relationships among ideas.
Compound sentence
• Compound sentence (more than one
independent clause):
• We were exhausted, but we arrived in time for
my father's birthday party.
L 7.1 Choose among simple, compound, complex, and compound-complex
sentences to signal differing relationships among ideas.
Complex sentence
• Complex sentence (one independent clause
and at least one dependent clause):
• Although he is now 79 years old, he still claims
to be 65.
L 7.1 Choose among simple, compound, complex, and compound-complex
sentences to signal differing relationships among ideas.
Compound-complex sentence (
• Compound-complex sentence (more than one
independent clause and at least one
dependent clause):
• After it was all over, my dad claimed he knew
we were planning something, but we think he
was really surprised.
L.7.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
• USING COMMAS
• Use a comma to separate the elements in a
series (three or more things), including the
last two. "He hit the ball, dropped the bat,
and ran to first base."
L.7.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
• Use a comma + a little conjunction (and, but,
for, nor, yet, or, so) to connect two
independent clauses, as
•
in "He hit the ball well, but he ran
toward third base."
L.7.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
• Use a comma to set off introductory
elements, as in "Running toward third base,
he suddenly realized how stupid he looked."
L.7.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
• Use a comma to set off parenthetical elements.
• "The Founders Bridge, which spans the
Connecticut River, is falling down."
• By "parenthetical element," we mean a part of a
sentence that can be removed without changing
the essential meaning of that sentence.
L.7.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
• Appositives are almost always treated as
parenthetical elements.
– Calhoun's ambition, to become a goalie in
professional soccer, is within his reach.
– Eleanor, his wife of thirty years, suddenly decided
to open her own business.
L.7.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
• An absolute phrase is always treated as a parenthetical element, as
is an interjection.
• An addressed person's name is also always parenthetical. Be sure,
however, that the name is that of someone actually being spoken
to.
• Their years of training now forgotten, the soldiers broke ranks.
• Yes, it is always a matter, of course, of preparation and attitude.
• I'm telling you, Juanita, I couldn't be more surprised. (I told Juanita I
couldn't be more surprised. [no commas])
L.7.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Use a comma to separate coordinate adjectives.
• You could think of this as "That tall, distinguished, good
looking
•
fellow" rule (as opposed to "the little old lady"). If you
can put an and or a but between the adjectives, a comma
•
will probably belong there. For instance, you could say,
L.7.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Use a comma to separate coordinate adjectives.
• He is a tall and distinguished fellow"
• "I live in a very old and run-down house."
• "He is a tall, distinguished man" and "I live in a
very old, run-down house."
L.7.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
• Use a comma to set off quoted elements.
•
Because we don't use quoted material all the time, even when
writing, this is probably the most difficult rule to remember in
comma usage.
• "The question is," said Alice, "whether you can make words mean
so many things.“
• "I should like to buy an egg, please," she said timidly. "How do you
sell them?"
L.7.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
• Use commas to set off phrases that express
contrast.
• Some say the world will end in ice, not fire.
• The puppies were cute, but very messy.
L.7.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Use a comma to avoid confusion. This is often a matter of consistently
applying rule #3.
For most the year is already finished.
For most, the year is already finished.
Outside the lawn was cluttered with hundreds of broken branches.
Outside, the lawn was cluttered with hundreds of broken branches.
L.7.2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
Grammar English's Famous Rule of Punctuation: Never use
only one comma between a subject and its verb
• "Believing completely and positively in oneself
is essential for success." [Although readers
might pause after the word "oneself," there is
no reason to put a comma there.]
L.7.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Typographical Reasons:
• Between a city and a state [Hartford,
Connecticut],
• a date and the year [June 15, 1997],
• a name and a title when the title comes after
the name
• [Bob Downey, Professor of English], in long
numbers [5,456,783 and $14,682], etc.
L.7.2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
• July 4, 1776, is regarded as the birth date of
American liberty.
• July 1776 was one of the most eventful
months in our history.
L.7.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Use Commas with Caution
• As you can see, there are many reasons for using commas,
and we haven't listed them all. Yet the biggest problem that
most students have with commas is their overuse.
• Remember, too, that a pause in reading is not always a
reliable reason to use a comma. Try not to use a comma
unless you can apply a specific rule from this page to do so.
L 7.1 Place phrases and clauses within a sentence, recognizing and correcting misplaced and
dangling modifiers.*
• MISPLACED MODIFIER:
• Some modifiers, especially simple modifiers —
only, just, nearly, barely — have a bad habit of
slipping into the wrong place in a sentence. (In
the sentence below, what does it mean to
"barely kick" something?)
L 7.1 Place phrases and clauses within a sentence, recognizing and correcting
misplaced and dangling modifiers.*
MISPLACED MODIFIER:
• Confusion
• He barely kicked that ball twenty yards.
• Repair Work
• He kicked that ball barely twenty yards.
L 7.1 Place phrases and clauses within a sentence, recognizing and correcting
misplaced and dangling modifiers.*
DANGLING MODIFIER:
• DANGLING MODIFIER: When we begin a
sentence with a modifying word, phrase, or
clause, we must make sure the next thing that
comes along can, in fact, be modified by that
modifier. When a modifier improperly
modifies something, it is called a "dangling
modifier."
L 7.1 Place phrases and clauses within a sentence, recognizing and correcting
misplaced and dangling modifiers.*
• Confusion
• Changing the oil every 3,000 miles, the car
seemed to run better.
•
• Repair Work
• Changing the oil every 3,000 miles, Fred found
he could get much better gas mileage.
L 7.1 Place phrases and clauses within a sentence, recognizing and correcting
misplaced and dangling modifiers.*
• 1. Which of the following sentences contains
a dangling modifier?
A. To raise a good dog, patience is useful.
B. Moving slowly, Bowie stalked the rabbits.
C. After eating the catfood, Bowie belched.
D. all of the above
L 7.1 Place phrases and clauses within a sentence, recognizing and correcting
misplaced and dangling modifiers.*
Which of the following sentences contains a dangling participial
phrase?
A. Pedrito got into serious trouble missing the grammar quiz last
Monday.
B. To complete the grammar quiz on time, you will have to click
your heels three times.
C. When taking a grammar quiz, concentration is everything.
D. all of the above
L 7.1 Place phrases and clauses within a sentence, recognizing and correcting
misplaced and dangling modifiers.*
• Which of the following sentences contains a dangling
gerund phrase?
A. On completing the grammar quiz, spiking your pencil is
acceptable.
B. Wearing a helmet is a sign of a healthy awareness of
death.
C. When she talks to her parents, she is reminded that
she is lucky that they are happy and healthy.
D. all of the above
L 7.1 Place phrases and clauses within a sentence, recognizing and correcting
misplaced and dangling
MISPLACED MODIFIER:
Which of the following sentences contains a dangling modifier?
A. After washing my car, I waxed it.
B. After talking with our veterinarian, I felt better about the
prognosis.
C. She called her boyfriend because she missed him.
D. none of the above
L 7.3 Choose language that expresses ideas precisely and
concisely, recognizing and eliminating wordiness and
redundancy.*
Redundancy and wordiness when writing
sentences
Avoid saying the same thing twice.
• Many uneducated citizens who have never
attended school continue to vote for better
schools
L 7.1 Place phrases and clauses within a sentence, recognizing and correcting
misplaced and dangling
• All things considered, Connecticut's
woodlands are in better shape now than ever
before.
All things considered, Connecticut's
woodlands are in better shape now than ever
before.
L 7.3 Choose language that expresses ideas precisely and concisely,
recognizing and eliminating wordiness and redundancy.*
• Redundant expressions
• In writing, redundancy means conveying the
same meaning twice. Like other kinds of
wordiness, redundancy makes writing seem
cluttered. Sometimes people use redundant
expressions because they don't know the precise
definition of a word.
L 7.3 Choose language that expresses ideas precisely and concisely,
recognizing and eliminating wordiness and redundancy.*
Redundant expressions
• For example, close proximity is redundant because
proximity by itself means nearness. Ask yourself: Is
there any other kind of nearness than close
nearness?
• Other times people use redundant expressions
because they don't pay attention to what they are
writing: small in size, few in number, or red in color.
L 7.3 Choose language that expresses ideas precisely and concisely,
recognizing and eliminating wordiness and redundancy.*
•
Redundant expressions
• There is a famous author who lives on my block.
•
BETTER A famous author lives on my block.
L 7.3 Choose language that expresses ideas precisely and concisely,
recognizing and eliminating wordiness and redundancy.*
Redundant expressions
• There are many people who play Scrabble
online.
•
BETTER Many people play Scrabble online.
L 7.3 Choose language that expresses ideas precisely and concisely,
recognizing and eliminating wordiness and redundancy.*
Examples of wordy expressions
• There are some animals that thrive in arctic
temperatures.
•
BETTER Some animals thrive in arctic
temperatures.
L 7.3 Choose language that expresses ideas precisely and concisely,
recognizing and eliminating wordiness and redundancy.*
Redundant expressions
• all of = all: All the boys came NOT All of the boys
came.
• any and all = any or all: We appreciate any
suggestions NOT We appreciate any and all
suggestions.
• at the present moment, at this point in time =
now: We are looking for a solution now NOT We
are looking for a solution at the present moment.
L 7.3 Choose language that expresses ideas precisely and concisely,
recognizing and eliminating wordiness and redundancy.*
Redundant expressions
• by means of = by: He came by car NOT He came by means
of a car.
• due to the fact that = because: Because he called, we
waited NOT Due to the fact that he called, we waited.
• for the purpose of (+ gerund) = to: The meeting is to
discuss plans NOT The meeting is for the purpose of
discussing plans.
L 7.3 Choose language that expresses ideas precisely and concisely,
recognizing and eliminating wordiness and redundancy.*
Redundant expressions
• he is a man who is = he is: He is admir
• ed NOT He is a man who is admired.
• in order to = to: He said this to help you NOT He said this in
order to help you.
• in spite of the fact that = although or though: Although she
agreed, she was sad NOT In spite of the fact that she agreed,
she was sad.
L 7.4 Use context (e.g., the overall meaning of a sentence or
paragraph; a word’s position or function in a sentence) as a clue
to the meaning of a word or phrase.
CONTEXT CLUES
Definition context clue
• The author includes a definition to help the reader
understand the meaning of a word. In the following
example, "tainted" is defined as having a disease.
L 7.4 Use context (e.g., the overall meaning of a sentence or paragraph; a
word’s position or function in a sentence) as a clue to the meaning of a word
.
Definition context clue
or phrase
• The people of the town were warned not to
eat the tainted fish. The local newspaper
published a bulletin in which readers were
clearly told that eating fish that had a disease
could be very dangerous. This was especially
true for fish caught in Lake Jean.
L.7.5. Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
Synonym context clue
• The author includes a synonym to help the
reader understand the meaning of a word. A
synonym is a word that means the same as or
nearly the same as another word. In the
following example, the synonym "pity" helps
the reader understand the meaning of
"compassion."
L.7.5. Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
Synonym context clue
• After seeing the picture of the starving
children, we all felt compassion or pity for
their suffering.
L.7.5. Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
Antonym context clue
• The author includes an antonym to help the
reader understand the meaning of a word. An
antonym is a word that means the opposite of
another word. In the following example, the
antonym "eager" helps the reader understand
the meaning of "reluctant."
L.7.5. Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
Antonym context clue
• Joe was reluctant to take on the position of
captain of the basketball team. He was afraid
that the time it would take would hurt his
grades. On the other hand, Billy was eager for
the chance to be captain. He thought that
being captain of the team would make him
very popular in school.
L.7.5. Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
Description context clue
• Description context clue
• The author includes one or more descriptions to
help the reader understand the meaning of a
word. In the following example, descriptions of
President Kennedy as having charm, enthusiasm,
and a magnetic personality help the reader
understand the meaning of "charismatic."
L.7.5. Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
Description context clue
• John Fitzgerald Kennedy, our 35th president,
improved human rights and equal rights for all
people. He was a very charismatic president.
People were attracted to his charm and
enthusiasm. His personality was described as
magnetic.
L.7.5. Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
Summary context clue
• The author makes a number of statements
that help the reader understand the meaning
of a word. In the following example,
statements about being rude, showing no
respect, having poor manners, and being
impolite help the reader understand the
meaning of "impertinent."
L.7.5. Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
Summary context clue
• Andrea was a very impertinent young lady.
She was so rude that she talked while her
teacher was explaining a lesson. She showed
no respect for other students. Her manners
were very poor. Even her parents thought that
Andrea was impolite.
• She was exultant
L.7.5. Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
Visual context clue
• The author includes a picture, drawing, chart,
graph, or other type of visual to help the
reader understand the meaning of a word. In
the following example, the picture and its
caption that is close to the sentence helps the
reader understand that "exultant" means
great joy.
L.7.5. Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
Visual context clue
• Peggy had an exultant look on her face.
• Using the context clues provided by authors can
help you learn the meaning of many new words.
L 7.5 Distinguish among the connotations (associations) of words with
similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic,
condescending).
L 7.5 Distinguish among the connotations (associations) of words
with similar denotations (definitions) (e.g., refined, respectful, polite,
diplomatic, condescending).
L 7.5 Distinguish among the connotations (associations) of words with
similar denotations (definitions) (e.g., refined, respectful, polite,
diplomatic, condescending).
L 7.5 Distinguish among the connotations (associations) of
words with similar denotations (definitions) (e.g., refined,
respectful, polite, diplomatic, condescending).
L 7.5 Use the relationship between particular words (e.g.,
synonym/antonym, analogy) to better understand each of the words
L 7.5 Use the relationship between particular words (e.g.,
synonym/antonym, analogy) to better understand each of the
words
L 7.5 Use the relationship between particular words (e.g.,
synonym/antonym, analogy) to better understand each of the words
L 7.5 Use the relationship between particular words (e.g.,
synonym/antonym, analogy) to better understand each of the words
L 7.5 Interpret figures of speech (e.g., literary, biblical, and
mythological allusions) in context
Allusions
Allusion: an indirect or passing reference to some
event, person, place or artistic work.
An allusion can be:
Literary: From Literature
Mythological: From Mythology
Bibical: From the Bible
•
Literary Figures
Don Juan: a womanizer, a libertine, a
lady-killer (Don Juan by Lord Byron)
Robinson Crusoe: a castaway living in
a isolated place (Robinson Crusoe by
Daniel Defoe)
Barbie Doll
a sexy but senseless
woman
Jekyll and Hyde
one having a two- sided personality, one
side of which is
good, the other evil (The Strange Case
of Dr. Jekyll and Mr. Hyde by Robert
Stevenson)
Frankenstein
one who creates and
is ultimately destroyed by a
technological marvel or scientific
advance (Frankenstein by Mary
Shelley)
Robin Hood: a heroic figure who
robs the rich to help the poor
Aladdin’s lamp: that can satisfy
all wishes and whims of mankind
Catch-22
an illogical,
unreasonable, senseless situation
(Catch-22 by Joseph Heller)
Allusions derived from the literary works(titles,
characters, quotations)
•
•
•
•
Shakespeare’s works
Romeo and Juliet: devoted lovers
Hamlet: a melancholy and hesitant man
Much Ado About Nothing
All’s Well That Ends Well
Shakespeare’s quotations
•
•
•
•
All the world’s a stage,
And all the men and women merely players;
They have their exits and their entrances;
And one man in his time play many parts….
Allusions derived from the fairy tales,
Aesop’s fables and legends
Snow White/Sleeping Beauty/Cinderella /Beauty and the
Beast: a pretty girl whose kindness is rewarded in the end
Pinocchio’s nose: an indicator of
falsehood
Mythological Allusion
• One of the most commonly alluded to
subjects is mythology
• There are mythological allusions in our
everyday lives
“The Midas Touch”
• When someone has
uncanny success,
especially
businessmen/women,
we say, “they have the
Midas touch.”
“Pandora’s Box”
• When a person gets in
trouble for being so
curious about something
that it leads to severe
consequences and
punishment, we say, “She
opened Pandora’s box.”
“Herculean Strength”
• A very common allusion,
one that has become cliché,
is the phrase, “Herculean
strength.”
• This phrase/cliché is used to
describe a person of
incredible strength or
possessing amazing
stamina.
Achilles’ heel
a vulnerable point, a fatal weakness
The hero was invulnerable to mortal wounds
because his mother had dipped him as an infant
into the magical waters of the River Styx, except
for the heel by which his mother held him.
Allusions derived from the Bible
Garden of Eden: an unspoiled, idyllic,
peaceful place
Noah’s Ark: a sanctuary, a safe
haven
L 7.4 Use common, grade-appropriate Greek or Latin affixes and roots as clues to
the meaning of a word (e.g., belligerent, bellicose, rebel).
Use Greek and Latin word roots to *determine
the meaning of words.
We know that words are broken into parts that help us
figure out their meaning:
Prefixes:
un- undo
re- refill
pro- for,
forward
Prefixes are at the
beginning of words.
Suffixes:
-ful joyful
-ly
sadly
-ness kindness
Suffixes are at the end of
words.
We know that words are broken into parts that help
us figure out their meaning.
Suffixes
Prefixes
Prefix
Meaning
Example
Suffix
Meaning
Example
re-
back,
again
refill
-ful
Having
careful
-less
Without,
missing
joyless
-ly
In the
manner of
hopefully
tri-
three
triplet
un-
not
undo
A root is a set of letters that have meaning. It is the
most basic form .
Affixes are added to the root to create a new word.
Example:
The Latin root ject means “throw”
So project can mean “to throw forward”
• A root can be at the front, middle or end of a word.
• Many words in the English language are based on Greek &
Latin word roots.
English words can have all three parts:
prefix + root + suffix
ab + duct + ed
away from + to lead/pull + verb: past tense
abducted means ”pulled or lead away from”
i.e. The general was abducted by masked gunmen.
Word
Meaning
geology
earth study / study of the earth
telegraph
distance writing / writing that travels far
tricycle
three wheels
asocial
not being companionable /
Concept not wanting to join others
• Which one of the following shows a root
with an affix?
1.bicycle
2. hippopotamus
Importance
• Knowing and using Greek
and Latin word roots can
help you figure out the
meaning of words you
don’t recognize.
• This will make you a
better reader and writer.
Why is it important to know how to use
Greek and Latin word roots?
root + root
pseudonym
aqueduct
pseudo = false
nym = name
”false name”
aque = water
duct = to lead/pull
Samuel Clemens wrote under the
pseudonym “Mark Twain.”
What is an aqueduct used for?
How do you know that?
• What do we call the most basic form of a word that has
meaning?
• What does portable mean?
• Why do you think knowing and using Greek and Latin
word roots is important?
A List of Greek and Latin
Word Roots, Prefixes and Suffixes
Root
Meaning
Root
Meaning
Root
Meaning
Prefix/Suffix
Meaning
duct
to lead/pull
micro
small
phobia
fear of
ab-
away from
tele
distance
spect
look, see
auto
self
a-, un-,
-less
not, without
graph
write, draw
aque, aqua
water
rupt
break
em-. en-, -y, ful
having,
marked by
bio
life
astr, aster
stars
scope
see, watch
retro-
backwards
geo
earth
logy, ology
study of
pseudo
false
-ive, -ic
having
quality of
rium
house
cycle
wheel
dynam
power
-al
result of
trans
across
nym, nom
name
ject
throw
-able, -ible
ability
pathy
feeling for
amor
love
pro
forward
-oid
resembling,
like
cent, centi
hundred
derm, derma
skin
vor
eat greedily
-or, -er, -e
one who
carn
meat
chron
time
soci
joining in,
being
together
ex-
out of
omni
all, every
meter
measure
ped, pod
foot, footed
bi-
two
struc, struct
build
cent
hundred
con, com
together, with
tri-
three
hydro
water
trans
across
-ly
in the
manner of