Vocabulary Building with Roots and Affixes, Latin & Greek II

LEARNING GOALS

1. Learners will understand the history of the English language and how that history has affected the English lexicon.
2. Learners will discuss the size of the English lexicon and understand roughly what percentage of that lexicon can be traced back to which older languages.
3. Learners will understand the terms root (base, stem), affix, prefix, and suffix.
4. Learners will understand why Greek elements are called Combining Roots.
5. Learners will brainstorm about, research, and share back English derivatives of roughly 35 Greek Combining Roots.
6. Learners will brainstorm about, research, and share back English derivatives of roughly 40 Latin Combining Roots.
7. Learners will learn how to construct dictionary-like definitions of Greek and Latin derived words, based on these words’ morphemic and etymological elements.
8. Learners will work co-operatively in small groups.
9. Learners will create shared notes-packets in the Google Slides app.
10. Learners will share-back their findings in written and oral format.
11. Learners will develop lifelong curiosity about word origins and meanings.
12. Learners will apply their knowledge of studied Greek and Latin word elements to their recognition and spelling of words.

TEACHER EXPERTISE: I am a dedicated and creative literacy specialist and language buff with 20+ years experience working with students of all ages. I have been teaching on the Outschool platform for five years. In addition to this Vocabulary Building with Roots and Affixes course series, I also teach a nine-course Introduction to Latin series using the Latin for Children curricula (Classical Academic Press), Primer A, B, and C. 

I hold permanent certification from New York State in Reading (grades K-12). I am also a certified Wilson Reading System dyslexia practitioner. I have extensive experience with Orton-Gow methods for literacy re/mediation; the foundation for that work was the introductory training I received through the Gow Teacher Training Institute. I taught Orton-Gow (Reconstructive Language) at the Gow School and the Gow School Summer Program for several years. During the decade I spent as a teacher educator and university reading center director, I helped to prepare several hundred reading teachers and literacy specialists in NY and PA. 

I completed my undergraduate degree at The Catholic University of America School of Music. My doctoral and master’s degrees were earned at the University at Buffalo School of Education, under the advisement of Dr. Michael W. Kibby, a nationally known literacy diagnostician and scholar.  I have presented my research at several national and international conferences, including Literacy Research Association, International Reading Association, and International Dyslexia Association.

HOMEWORK: Each week, learners will be asked to select a word element from the Google Slides document to research. By brainstorming and using provided pre-screened weblinks, learners will cultivate lists of English words derived from the target word element and write dictionary-like definitions for those words. Then during the next class, learners will share back their findings so the class can discuss and build on them together.

ASSESSMENT: Formal assessment is not conducted during this class. Likewise, none of the assignments are graded. Instead, I make a written record of my insights during each session. I communicate these observations with students and parents every few weeks or more frequently, as needed. 

1 hour per week in class, and an estimated 1 - 2 hours per week outside of class.

During class, I often guide students as they research the etymologies of words. The main sources we use for etymological research are the Oxford English Dictionary, Etymology Online, Merriam-Webster Unabridged Dictionary. I also provide students with pre-screen links to resources they can use to compile lists of words derived from specific Greek and Latin word elements.