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. [noun-subject of the sentence]

L 7.1 Explain the function of phrases and clauses in general and their function in specific sentences

• 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 ]

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.

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 seeAre 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 beforeA 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 surpriseAs: 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.

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 7.1 Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

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.

• 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,

Use a comma to separate coordinate adjectives.

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.*

• There are some animals that thrive in arctic temperatures.

• BETTER Some animals thrive in arctic temperatures.

Examples of wordy expressions

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 or

phrase.Definition context clue

• 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.

• 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.

Description context clue

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 weaknessThe 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- undore- refillpro- 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.

Prefixes

Prefix Meaning Example

re- back, again

refill

tri- three triplet

un- not undo

Suffixes

Suffix Meaning Example

-ful Having careful

-less Without, missing

joyless

-ly In the manner of

hopefully

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.

• 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.

Example:

The Latin root ject means “throw”So project can mean “to throw forward”

English words can have all three parts:prefix + root + suffix

ab + duct + edaway from + to lead/pull + verb: past tense

abducted means ”pulled or lead away from”i.e. The general was abducted by masked gunmen.

Concept

Word Meaning

geology earth study / study of the earth

telegraph distance writing / writing that travels far

tricycle three wheels

asocial not being companionable / 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

pseudonympseudo = falsenym = name”false name”

Samuel Clemens wrote under the pseudonym “Mark Twain.”

aqueductaque = water

duct = to lead/pullWhat 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 LatinWord 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