Vocabulary Acquisition and Morphology

Contextual Inference means using the words and sentences around a word to figure out what that word means.

Sometimes you find a word you do not know. You do not always need to stop right away and ask for help. You can be a word detective and look for context clues.

Context clues are hints in a sentence or paragraph. These hints help you make a smart guess about the meaning of an unknown word.

There are four helpful kinds of context clues we will learn:

• Definition clues — the sentence tells the meaning.
• Synonym clues — a nearby word means almost the same thing.
• Antonym clues — a nearby word means the opposite.
• Inference clues — you use what the sentence says and what you already know.

When you use contextual inference, follow these steps:

1. Read the whole sentence.
2. Look for clues before and after the unknown word.
3. Think about what is happening.
4. Make a smart guess about the word’s meaning.
5. Check your guess. Ask: “Does my meaning make sense in the sentence?”

Let’s learn each kind of clue.

1. Definition clues

Sometimes the sentence explains the word right away. It may tell the meaning after a comma, dash, or special phrase.

Look for clue words like is, means, or, and that is.

Example: A habitat is the home where a plant or animal lives.

The sentence tells us the meaning. A habitat means a plant or animal’s home.

2. Synonym clues

A synonym is a word that means the same thing or almost the same thing.

Sometimes a sentence gives an easier word nearby to help you.

Example: Maya felt joyful, or very happy, when her grandma came to visit.

The clue very happy helps us know that joyful means happy.

3. Antonym clues

An antonym is a word that means the opposite.

Sometimes the sentence shows what the word is not, and that helps you figure out what it is.

Look for clue words like but, unlike, instead of, and however.

Example: The water in the pond was not shallow. It was deep.

If the pond was deep, then shallow must mean not deep.

4. Inference clues

Sometimes the author does not tell the meaning directly. You have to use the details in the sentence and what you already know.

This is called making an inference.

Example: Liam put on his boots, grabbed his umbrella, and splashed outside through the puddles. The weather was dreary.

We see boots, umbrella, and puddles. That sounds like a rainy, gloomy day. So dreary probably means rainy, dark, or gloomy.

Here are some clue questions you can ask yourself:

• What is happening in the sentence?
• Are there words that explain the unknown word?
• Is there a word nearby that means the same thing?
• Is there a word nearby that means the opposite?
• What do I already know that can help me?

Now let’s try some worked examples.

Worked Example 1: Definition Clue

Sentence: A nocturnal animal is awake at night and sleeps during the day.

Step 1: Find the unknown word: nocturnal.

Step 2: Read the whole sentence.

Step 3: Look for a definition clue.

The sentence says awake at night and sleeps during the day.

Answer: Nocturnal means active at night.

Worked Example 2: Synonym Clue

Sentence: The kitten was tiny, so small that it fit inside Ella’s backpack.

Step 1: Unknown word: tiny.

Step 2: Look for a word or phrase that means almost the same thing.

The clue is so small.

Answer: Tiny means very small.

Worked Example 3: Antonym Clue

Sentence: Ben is usually timid, but his brave sister is not afraid to speak in front of the class.

Step 1: Unknown word: timid.

Step 2: Look for an opposite clue.

The clue word is but. The sister is brave and not afraid.

Step 3: Think of the opposite of brave.

Answer: Timid means shy or afraid.

Worked Example 4: Inference Clue

Sentence: After running three laps, Zoe was exhausted. She sat on the bench, breathed hard, and asked for water.

Step 1: Unknown word: exhausted.

Step 2: There is no direct definition, so use inference clues.

Step 3: Look at the details: she ran three laps, sat down, breathed hard, and wanted water.

Step 4: Use what you know. After hard exercise, people feel very tired.

Answer: Exhausted means very tired.

Sometimes more than one kind of clue can help in the same sentence. Good readers use all the clues they can find.

Here are some signal words that often help:

• Definition clues: is, are, means, or, that is
• Synonym clues: also, or, like, similar to
• Antonym clues: but, unlike, instead, however

Be careful. A smart guess should fit the sentence. If your guess does not make sense, go back and look again.

For example, read this sentence: The soup was steaming, so Mia waited before taking a sip.

If Mia waited before sipping, the soup was probably hot. That guess fits the sentence.

Here is a simple way to think like a word detective:

1. Spot the hard word.
2. Read around it.
3. Find clue words.
4. Use your background knowledge.
5. Try a meaning.
6. Check: Does it make sense?

Let’s review with quick examples:

• The path was narrow, not wide enough for two bikes. Narrow means not wide.
• We heard a melody, a sweet song, from the piano. Melody means song or tune.
• The puppy was eager. He wagged his tail and ran to the door. Eager means excited and ready.

Summary

Contextual inference helps you figure out unknown words by using clues in the text.

You can look for definition clues, synonym clues, antonym clues, and inference clues.

When you read carefully and think like a detective, you can understand more words all by yourself.

Multiple-Meaning Words are words that can have more than one meaning.

The spelling and sound of the word may stay the same, but the meaning changes depending on how the word is used in a sentence.

Good readers use context clues to figure out which meaning makes sense. Context clues are the words and ideas around the word.

For example, look at the word bat.

• A bat can be an animal that flies at night.
• A bat can also be something used to hit a baseball.

If you read, “The bat flew out of the cave,” you know bat means the animal.

If you read, “Maya swung the bat,” you know bat means the baseball bat.

Why is this important?

If you know that some words have more than one meaning, you can understand what you read better. You can also choose the right meaning when you write and speak.

How to figure out the correct meaning

1. Read the whole sentence. Do not look at the word by itself.
2. Look at the words around it. These words give clues.
3. Ask yourself: “Which meaning makes sense here?”
4. Check the topic. Is the sentence about animals, school, sports, weather, or something else?

Main idea: The sentence helps you choose the right meaning.

Common multiple-meaning words

• bark — the sound a dog makes; the outside of a tree
• park — a place to play; to stop a car
• light — brightness from a lamp or sun; not heavy
• kind — nice; a type of something
• watch — to look at; a clock you wear
• duck — a bird; to lower your head quickly
• ring — a piece of jewelry; a sound a bell makes
• spring — a season; to jump

Let’s learn with examples.

Worked Example 1

Sentence: “The dog’s bark was loud.”

The word bark can mean the sound a dog makes, or the outside of a tree.

Here, the sentence says dog’s bark. Dogs make sounds, so bark means the sound a dog makes.

Worked Example 2

Sentence: “The tree bark felt rough.”

The word is still bark, but now the sentence says tree bark.

Trees do not make barking sounds like dogs. The clue tree tells us that bark means the outside covering of a tree.

Worked Example 3

Sentence: “Please park the car by the school.”

The word park can mean a place where people play, or it can mean to stop a car.

The clue is the car. Cars can be parked, so here park means to stop a car.

Worked Example 4

Sentence: “We had lunch at the park.”

This time, park does not mean stopping a car.

The clue is had lunch at. That tells us it is a place. Here, park means a place where people play or relax.

Look at the sentence type, too.

Sometimes the job of the word in the sentence helps you.

• In “I watch the birds,” watch is an action word.
• In “My watch is blue,” watch is a thing.

This helps you know which meaning fits.

Try thinking through these words

Light

• “Turn on the light.” → brightness from a lamp
• “This backpack is light.” → not heavy

Duck

• “The duck swam in the pond.” → the bird
• “Duck when the ball comes!” → lower your head quickly

Ring

• “The bell will ring soon.” → make a sound
• “She wore a gold ring.” → jewelry

Helpful reading tip

If a word seems confusing, do not stop at that one word. Read the sentence again. Then read the sentence before and after it if you need more clues.

When you are writing

Choose words carefully so your reader knows what you mean.

For example, instead of writing only “I saw a bat,” you can add more detail:

• “I saw a bat flying in the night sky.”
• “I saw a bat in the baseball bag.”

The extra words make the meaning clear.

Quick check

Read each sentence and think: Which meaning fits?

1. “The kind girl shared her snack.”
2. “What kind of pet do you want?”
3. “In spring, flowers begin to grow.”
4. “The cat can spring onto the chair.”

Answers

1. kind means nice.
2. kind means a type.
3. spring means the season.
4. spring means to jump.

Summary

Multiple-meaning words are words with more than one meaning. To find the correct meaning, read the whole sentence and use context clues. The words around the tricky word will help you decide which meaning makes sense.

Homophones and Homographs

Words can be alike in different ways. Some words sound the same but have different meanings and spellings. Other words are spelled the same but can have different meanings and even different pronunciations. Learning these word pairs helps you read, write, and understand sentences better.

In this lesson, you will learn about homophones and homographs. You will see how they are alike, how they are different, and how to use clues in a sentence to tell them apart.

1. What are homophones?

Homophones are words that sound the same when we say them, but they have different spellings and different meanings.

Here are some common homophones:

• two = the number 2
• too = also
• to = shows place or direction

Even though two, too, and to sound the same, they do not mean the same thing.

More homophones:

• sun = the star in the sky
• son = a boy in a family
• blue = a color
• blew = did blow
• right = correct
• write = to put words on paper

2. What are homographs?

Homographs are words that are spelled the same but have different meanings. Sometimes they are said the same way, and sometimes they are said differently.

In this lesson, we will focus on homographs that are spelled the same but pronounced differently.

Look at these examples:

• bow
  • a bow in hair or on a gift
  • to bow to bend forward
• tear
  • a tear from your eye
  • to tear paper
• wind
  • the wind blows outside
  • to wind a toy

These words look the same, but the sentence helps you know which word is meant.

3. How are homophones and homographs different?

• Homophones sound the same but are often spelled differently.
• Homographs are spelled the same but may be said differently and have different meanings.

You can remember it like this:

• phone in homophone sounds like sound
• graph in homograph is about writing or how a word looks

4. Use sentence clues

When you read, do not look at only one word. Look at the whole sentence. The other words around it give you clues.

For example:

• I see the sun in the sky.
  The word sky helps you know it is sun, not son.
• Please write your name.
  The words your name help you know it means write, not right.
• The wind is strong today.
  The words strong today help you know this means moving air.

5. Worked Examples

Example 1: Easy homophones

Sentence: I have _____ apples.

Choices: two or too

Think: Are we talking about a number or saying "also"?

We are talking about how many apples. So the correct word is two.

Correct sentence: I have two apples.

Example 2: Homophones with meaning clues

Sentence: Please _____ your answer.

Choices: right or write

Think: Are we saying something is correct, or are we putting words on paper?

The sentence says Please _____ your answer. You put an answer on paper, so the correct word is write.

Correct sentence: Please write your answer.

Example 3: Homograph with different meanings

Sentence: A tear ran down her cheek.

Think: Is this about water from an eye, or ripping something?

The words ran down her cheek tell us it is water from an eye. So this homograph means tear from crying.

Meaning: a drop from the eye.

Example 4: Harder homograph with pronunciation change

Sentence: Dad will wind the clock.

Think: Does wind mean moving air, or does it mean to turn something?

The words the clock give the clue. You can wind a clock by turning it.

Meaning: to turn something.

6. Tips to help you choose the correct word

1. Read the whole sentence.
2. Think about what the sentence means.
3. Ask: Does this word name a thing, tell an action, or describe something?
4. Look for clue words around it.
5. Try each word and see which one makes sense.

7. Quick practice

Read each sentence and think about which word fits best.

• I went _____ the park. (to / two)
• My shirt is _____ . (blue / blew)
• The cat had one _____ toy. (to / too)
• Please tie a _____ on the gift. (bow / bow)
• Be careful not to _____ the paper. (tear / tear)

Answers:

• I went to the park.
• My shirt is blue.
• The cat had one too many toy.

Let’s fix that third sentence so it sounds right:

The cat had one toy too many.

Now the word too means more than needed.

• Please tie a bow on the gift.
• Be careful not to tear the paper.

8. Watch out for tricky pairs

Some word pairs can be confusing because they sound very close or look exactly the same. That is okay. Good readers slow down and use clues.

Here are a few more to remember:

• hear = to listen
• here = this place
• see = to look with your eyes
• sea = the ocean
• meet = to come together
• meat = food from animals

9. Summary

Homophones are words that sound the same but have different spellings and meanings, like sun and son.

Homographs are words that are spelled the same but have different meanings. Some are also pronounced differently, like wind and wind.

The best way to tell them apart is to read the whole sentence and use context clues. The more you read and write, the easier it becomes.

Semantic Gradients and Shades of Meaning

Words can be related and still not mean exactly the same thing. Some words are stronger, weaker, or a little different from other words.

When we put related words in order from least strong to most strong, we make a semantic gradient. A semantic gradient is like a word ladder or a word line.

This helps us understand shades of meaning. Shades of meaning are the small differences between words.

For example, the words cool, warm, and hot are all about temperature. But they do not mean the exact same thing. Cool is less warm than warm, and hot is the strongest word of the three.

Why is this important?

• It helps you choose the best word.
• It helps your writing sound clear and interesting.
• It helps you understand how a character feels.
• It helps you read more carefully.

Think of a word line

You can imagine a line that goes from a little bit to a lot. Words can be placed on that line.

Here is a simple example:

happy → glad → excited

All three words tell about a good feeling. But happy is a calmer feeling, glad can feel a bit stronger, and excited is the strongest feeling here.

How to make a semantic gradient

1. Choose related words. The words should be about the same idea, such as size, feeling, sound, or speed.
2. Think about strength. Ask, “Which word means a little?” and “Which word means a lot?”
3. Put the words in order. Start with the weakest word and move to the strongest word.
4. Check the meaning. Read the words again and see if the order makes sense.

Words can be about different kinds of meaning

• Feelings: calm, upset, angry
• Size: small, big, huge
• Speed: walk, jog, run
• Sound: whisper, talk, shout

Worked Example 1: Feelings

Put these words in order: angry, annoyed, upset

Step 1: All three words are feelings that are not happy feelings.

Step 2: Think about strength.

• Annoyed means bothered a little.
• Upset means more bothered or sad.
• Angry is the strongest feeling here.

Answer: annoyed → upset → angry

This order goes from a smaller feeling to a stronger feeling.

Worked Example 2: Sound

Put these words in order: shout, whisper, speak

Step 1: These words are all about using your voice.

Step 2: Think about how loud each word is.

• Whisper is very quiet.
• Speak is normal talking.
• Shout is very loud.

Answer: whisper → speak → shout

Now we can see the shade of meaning clearly: quiet to loud.

Worked Example 3: Speed

Put these words in order: sprint, walk, jog, run

Step 1: These words are all about moving.

Step 2: Think about how fast each one is.

• Walk is the slowest.
• Jog is faster than walking.
• Run is faster than jogging.
• Sprint is the fastest.

Answer: walk → jog → run → sprint

This semantic gradient shows speed from slowest to fastest.

Worked Example 4: Size

Put these words in order: tiny, large, medium, huge

Step 1: These words are all about size.

Step 2: Think about how big each one is.

• Tiny means very small.
• Medium means in the middle.
• Large means big.
• Huge means very big.

Answer: tiny → medium → large → huge

How semantic gradients help in reading

When you read, look for words that are close in meaning. Then ask yourself if one word is stronger, weaker, louder, faster, happier, or sadder than another.

For example, if a story says a character was upset, that feeling is not as strong as furious. Knowing that difference helps you understand the story better.

How semantic gradients help in writing

When you write, you can pick a word that matches exactly what you mean.

Instead of always using said, you might choose a more exact word:

• whispered for very quiet talking
• said for normal talking
• shouted for loud talking

This makes your writing more interesting and more clear.

Helpful questions to ask yourself

• Do these words talk about the same idea?
• Which word is the weakest?
• Which word is the strongest?
• Can I put the words in order like steps?
• Which word best fits the sentence?

Try this thinking:

If a person is tired, that is not the same as exhausted. Exhausted is much stronger. So on a gradient, tired would come before exhausted.

Common mistake to avoid

Do not put words together just because they are in the same topic if they do not fit in a clear order.

For example, book, pencil, and desk are all classroom words, but they do not show stronger and weaker meaning. They do not make a semantic gradient.

A good semantic gradient needs words that can go in an order, such as quiet to loud or small to big.

Mini Practice

Read each group and think about the order from least to most.

• cold, freezing, cool → cool → cold → freezing
• giggle, laugh, roar with laughter → giggle → laugh → roar with laughter
• peek, look, stare → peek → look → stare

Summary

Semantic gradients help us put related words in order by strength or intensity. Shades of meaning are the small differences between those words.

When you read or write, think about which word is softer, stronger, smaller, bigger, quieter, louder, slower, or faster. Choosing the right word helps you understand more and say exactly what you mean.

Compound Word Analysis

Sometimes we see a long word that is really made of two smaller words. This is called a compound word.

A compound word is a word made by putting two words together to make a new word with a connected meaning.

When you do compound word analysis, you look at the small words inside the big word. Then you use the meaning of each small word to help figure out what the whole word means.

For example, in the word sunflower, we can see the words sun and flower. A sunflower is a kind of flower. Its name helps us picture a flower that looks bright and sunny.

This is a smart reading skill because sometimes you may see a compound word you do not know. If you can break it apart, you can often figure it out.

How to analyze a compound word

1. Look for two smaller words inside the big word.
2. Say what each small word means.
3. Put the meanings together.
4. Ask: What could the whole word mean?

Here is a simple thinking pattern you can use:

small word + small word = new meaning

For example:

rain + coat = raincoat

A coat is something you wear. Rain is wet weather. A raincoat is a coat you wear in the rain.

Important idea: The whole word meaning should make sense with both smaller words.

Types of compound words

Compound words can be written in different ways:

• Closed compound words: written as one word, like bedroom or playground
• Hyphenated compound words: joined with a hyphen, like mother-in-law or well-known
• Open compound words: written as two words, like ice cream or post office

In 3rd grade, you will often read compound words written as one word, but it is helpful to know they do not always look the same.

Worked Example 1

Word: toothbrush

• Small word 1: tooth
• Small word 2: brush

A tooth is in your mouth. A brush is something used for cleaning or smoothing.

Put them together: A toothbrush is a brush used to clean your teeth.

Worked Example 2

Word: snowman

• Small word 1: snow
• Small word 2: man

Snow is frozen white flakes that fall in winter. A man is a grown person, but in this word it helps describe the shape.

Put them together: A snowman is a figure shaped like a person and made out of snow.

Worked Example 3

Word: mailbox

• Small word 1: mail
• Small word 2: box

Mail means letters or packages. A box is a container that holds things.

Put them together: A mailbox is a box that holds mail.

Worked Example 4

Word: classroom

• Small word 1: class
• Small word 2: room

A class is a group of students learning together. A room is a space inside a building.

Put them together: A classroom is a room where a class learns.

When a compound word is new to you

Sometimes you may see a compound word you have never read before. Do not panic. Break it apart and think.

Let us try starfish.

• star: a bright shape in the sky
• fish: an animal that lives in water

A starfish is not a shining star from the sky. It is a sea animal with a shape like a star. The small words help you get close to the meaning.

This is important because sometimes a compound word means exactly what the two words say, and sometimes it means almost that, with a small twist.

Tips for figuring out compound words

• Read the whole sentence. The sentence can give clues.
• Find the two smaller words.
• Think about both meanings together.
• Ask yourself: Does my idea make sense?

Example in a sentence

Sentence: Sam put his homework in his backpack.

Break apart backpack:

• back
• pack

A pack can hold things. Back tells where it is worn. So a backpack is a pack you wear on your back.

The sentence also helps us know it is something that can hold homework.

Be careful!

Not every long word is a compound word. A compound word must be made from real words that can stand on their own.

For example, pumpkin may look like pump and kin, but that does not help us understand the word. So pumpkin is not a good example for compound word analysis.

Let’s practice thinking

If you saw the word basketball, you could think:

• basket: a container
• ball: a round object used in games

Put them together: basketball is a ball used in a game where players try to score by getting the ball into a basket-like hoop.

If you saw the word fishbowl, you could think:

• fish: an animal that lives in water
• bowl: a round container

Put them together: A fishbowl is a bowl-like container that holds a fish.

Why this skill matters

Compound word analysis helps you become a stronger reader.

• You can figure out new words.
• You can understand what you read more easily.
• You can learn new vocabulary by using clues inside the word.

Summary

A compound word is made from two smaller words. To analyze it, break it apart, think about each small word, and then put the meanings together. This helps you figure out the meaning of new words when you read.

Common Prefixes are word parts added to the beginning of a word.

A prefix changes the meaning of the base word. The base word is the main part of the word.

When you know what a prefix means, you can figure out the meaning of new words.

In this lesson, we will learn five common prefixes:

• un-
• re-
• pre-
• dis-
• mis-

Let’s learn what each one means.

1. un-

The prefix un- often means not or the opposite of.

• happy → unhappy = not happy
• lock → unlock = not locked; to open
• kind → unkind = not kind

If you see un- at the beginning of a word, think: not.

2. re-

The prefix re- means again.

• read → reread = read again
• paint → repaint = paint again
• tell → retell = tell again

If you see re-, think: again.

3. pre-

The prefix pre- means before.

• heat → preheat = heat before
• view → preview = view before
• school → preschool = before school

If you see pre-, think: before.

4. dis-

The prefix dis- can mean not or opposite of. Sometimes it also means to do the reverse.

• agree → disagree = not agree
• honest → dishonest = not honest
• connect → disconnect = to take apart a connection

If you see dis-, think: not or opposite.

5. mis-

The prefix mis- means wrong or badly.

• spell → misspell = spell wrong
• place → misplace = put in the wrong place
• behave → misbehave = behave badly

If you see mis-, think: wrong.

How Prefixes Help You Read

When you come to a word you do not know, try these steps:

1. Look at the beginning of the word.
2. See if it has a prefix you know.
3. Find the base word.
4. Put the meanings together.

This can help you understand the word.

Worked Example 1

Word: unfair

Prefix: un- = not

Base word: fair

Put them together: unfair means not fair.

Sentence: It is unfair when one person gets all the turns.

Worked Example 2

Word: reread

Prefix: re- = again

Base word: read

Put them together: reread means read again.

Sentence: I will reread the story to find the answer.

Worked Example 3

Word: preview

Prefix: pre- = before

Base word: view

Put them together: preview means to view before.

Sentence: We watched a preview of the movie before it came out.

Worked Example 4

Word: misplace

Prefix: mis- = wrong

Base word: place

Put them together: misplace means to put in the wrong place.

Sentence: I always misplace my pencil when my desk is messy.

Let’s Compare

Sometimes two prefixes can seem alike, but they do different jobs.

• un- and dis- can both mean not.
  Example: unkind = not kind, dishonest = not honest
• re- means again.
  Example: rewrite = write again
• pre- means before.
  Example: prepay = pay before
• mis- means wrong.
  Example: misread = read something the wrong way

Tips to Remember

• un- = not
• re- = again
• pre- = before
• dis- = not or opposite
• mis- = wrong

Try Thinking About These Words

• unsafe = not safe
• replay = play again
• pretest = a test before
• dislike = not like
• miscount = count wrong

Why This Matters

Prefixes help you unlock big words. If you know the prefix and the base word, you can often figure out what the whole word means.

This makes you a stronger reader and writer.

Summary

A prefix is a word part added to the beginning of a base word.

The prefixes un-, re-, pre-, dis-, and mis- each change a word’s meaning in a special way.

When you see one of these prefixes, stop and think about what it means. Then combine it with the base word to understand the whole word.

Lesson: Common Suffixes

Words can have different parts. A suffix is a word part added to the end of a base word.

Suffixes can change a word’s meaning. Sometimes they also change what kind of word it is, like turning a describing word into a naming word.

In this lesson, you will learn five common suffixes:

• -able
• -ment
• -ness
• -ful
• -less

When you know what a suffix means, you can figure out the meaning of new words.

1. The suffix -able

The suffix -able means can be or able to be.

• washable = can be washed
• readable = can be read
• breakable = can be broken

Words with -able often describe something, so they are often describing words.

2. The suffix -ment

The suffix -ment often means the act of or the result of.

• enjoyment = the feeling or act of enjoying
• movement = the act of moving
• payment = the act of paying

Words with -ment are often naming words. They name an action, result, or thing.

3. The suffix -ness

The suffix -ness means the state of being something.

• kindness = the state of being kind
• sadness = the state of being sad
• darkness = the state of being dark

Words with -ness are often naming words. They name a feeling, quality, or state.

4. The suffix -ful

The suffix -ful means full of or having.

• hopeful = full of hope
• joyful = full of joy
• careful = full of care

Words with -ful often describe someone or something, so they are often describing words.

5. The suffix -less

The suffix -less means without.

• hopeless = without hope
• careless = without care
• fearless = without fear

Words with -less often describe someone or something, so they are often describing words.

How suffixes help you read and understand words

When you see a long word, look for the base word first. Then look at the suffix at the end.

Ask yourself:

• What is the base word?
• What does the suffix mean?
• What does the whole word mean?

This is a smart way to figure out words you may not know yet.

Worked Example 1

Word: helpful

• Base word: help
• Suffix: -ful
• -ful means full of
• helpful means full of help, or giving help

Sentence: My helpful friend carried my books.

Here, helpful describes the friend, so it is a describing word.

Worked Example 2

Word: sadness

• Base word: sad
• Suffix: -ness
• -ness means the state of being
• sadness means the state of being sad

Sentence: The movie filled him with sadness.

Here, sadness names a feeling, so it is a naming word.

Worked Example 3

Word: washable

• Base word: wash
• Suffix: -able
• -able means can be
• washable means can be washed

Sentence: This marker is washable.

Here, washable describes the marker, so it is a describing word.

Worked Example 4

Word: movement

• Base word: move
• Suffix: -ment
• -ment means the act of or the result of
• movement means the act of moving

Sentence: The movement of the leaves showed that the wind was strong.

Here, movement names an action, so it is a naming word.

Look at pairs of words

Sometimes two suffixes can make very different words from the same base word.

• careful = full of care
• careless = without care

These words are opposites in meaning. The suffix changes the meaning in an important way.

Here are more examples:

• hopeful = full of hope
• hopeless = without hope

Easy steps for finding meaning

1. Read the whole word.
2. Find the base word.
3. Find the suffix.
4. Think about what the suffix means.
5. Put the parts together to figure out the whole word.

Quick review chart

• -able = can be
• -ment = the act of, or result of
• -ness = the state of being
• -ful = full of
• -less = without

Tips to remember

• If a word ends in -ful or -less, it often describes something.
• If a word ends in -ness or -ment, it often names something.
• If a word ends in -able, it often tells what can be done.

Summary

A suffix is added to the end of a base word. Common suffixes like -able, -ment, -ness, -ful, and -less help you figure out what words mean.

When you know the meaning of a suffix, you can unlock the meaning of many new words. Look for the base word, then the suffix, and put the meanings together.

Introductory Greek and Latin Roots

Words can be like puzzles. Sometimes, one small part of a word can help you figure out what the whole word means.

Some word parts come from very old languages called Greek and Latin. These parts are called roots. A root is a word part that carries meaning.

When you learn a root, you can unlock the meanings of many words. In this lesson, we will learn three helpful roots:

• spect = look, see
• dict = say, speak
• geo = earth

Let’s learn how these roots work in words.

1. The root spect

The root spect means look or see.

If a word has spect in it, the word may have something to do with seeing or looking.

• inspect = to look at something carefully
• respect = to show care by how you treat or look at someone
• spectator = a person who watches

Example: A spectator at a soccer game is someone who watches the game.

2. The root dict

The root dict means say or speak.

If a word has dict in it, the word may have something to do with speaking or telling.

• predict = to say what you think will happen
• dictionary = a book that tells what words mean
• dictate = to say words out loud for someone to write

Example: If you predict rain, you are saying that you think it will rain.

3. The root geo

The root geo means earth.

If a word has geo in it, the word may have something to do with the Earth.

• geography = the study of places on Earth
• geologist = a person who studies Earth, rocks, and land
• geometry = a math word that began with a root meaning earth, though today it is about shapes and space

Example: In geography, students learn about maps, land, and places around the world.

How roots help you figure out words

When you see a new word, look for a root you know. Then ask yourself, “What does this root mean?”

You do not always need to know every part of the word. A root can give you a strong clue.

1. Look for a root you know.
2. Say the root meaning.
3. Think about how that meaning fits the whole word.

For example, if you see the word spectator and know that spect means look, you can guess that a spectator is someone who looks or watches.

Worked Example 1

Word: inspect

Step 1: Find the root. The root is spect.

Step 2: Remember the root meaning. spect means look.

Step 3: Figure out the word. Inspect means to look at something carefully.

Sentence: The teacher will inspect our science projects.

Worked Example 2

Word: predict

Step 1: Find the root. The root is dict.

Step 2: Remember the root meaning. dict means say.

Step 3: Figure out the word. Predict means to say what might happen.

Sentence: I predict our team will win the game.

Worked Example 3

Word: geography

Step 1: Find the root. The root is geo.

Step 2: Remember the root meaning. geo means earth.

Step 3: Figure out the word. Geography is about Earth and places on it.

Sentence: In geography, we use maps to learn about countries and land.

Worked Example 4

Word: spectator

Step 1: Find the root. The root is spect.

Step 2: Remember the root meaning. spect means look.

Step 3: Figure out the word. A spectator is someone who looks at or watches an event.

Sentence: The spectators cheered during the race.

Tips for learning roots

• Learn one root at a time.
• Think of 2 or 3 words that use that root.
• Say the root meaning out loud.
• Use the words in your own sentences.

Quick root chart

• spect = look, see
• dict = say, speak
• geo = earth

Let’s review

If you know the root spect, you can think about looking or seeing.

If you know the root dict, you can think about saying or speaking.

If you know the root geo, you can think about Earth.

Learning roots is a smart way to grow your vocabulary. One small word part can help you understand many big words.

Figurative Language Fundamentals

Sometimes authors do not mean exactly what the words say. They use figurative language to make writing more interesting, colorful, and fun.

Figurative language helps us make pictures in our minds. It can help us understand feelings, actions, and ideas in a stronger way.

In this lesson, you will learn about three kinds of figurative language:

• similes
• metaphors
• idioms

You will also learn how to figure out what they mean when you read them in a sentence or story.

1. What is nonliteral language?

Literal language means the words say exactly what is true.

Example: The ice is cold. That is literal. Ice really is cold.

Nonliteral language means the words do not mean exactly what they say. The writer means something more than the exact words.

Example: My backpack weighs a ton. A backpack does not really weigh a ton. The speaker means it feels very heavy.

When you read figurative language, stop and ask yourself, “Does this make sense exactly as written?” If not, the author may be using nonliteral language.

2. Similes

A simile compares two different things using the words like or as.

Similes help readers imagine something clearly.

• The baby was as quiet as a mouse.
• The pillow was soft like a cloud.
• He ran as fast as a cheetah.

In each simile, one thing is compared to another to help us understand it better.

Look for the clue words like and as. These words often show a simile.

What do similes mean?

• as quiet as a mouse means very quiet
• soft like a cloud means very soft
• as fast as a cheetah means very fast

3. Metaphors

A metaphor also compares two different things, but it does not use like or as.

A metaphor says one thing is another thing to help us see a strong picture.

• The classroom was a zoo.
• My brother is a rock.
• Her smile was sunshine.

These sentences are not meant to be taken exactly.

• The classroom was a zoo means the classroom was noisy or wild.
• My brother is a rock means my brother is strong or dependable.
• Her smile was sunshine means her smile was warm and happy.

How are similes and metaphors alike?

• Both compare two different things.
• Both help readers make mental pictures.
• Both have nonliteral meanings.

How are they different?

• A simile uses like or as.
• A metaphor does not use like or as.

4. Idioms

An idiom is a group of words that has a special meaning. The meaning is different from the exact words.

Idioms are often used in everyday speaking and writing.

• It is raining cats and dogs.
• Hold your horses.
• Break the ice.
• I have butterflies in my stomach.

These idioms do not mean exactly what the words say.

• raining cats and dogs means raining very hard
• hold your horses means wait
• break the ice means help people feel comfortable
• butterflies in my stomach means feeling nervous

Idioms can be tricky because the exact words may sound silly. That is why it is important to use the other words around them to help figure out the meaning.

5. How to figure out figurative language in context

Context means the words and sentences around a word or phrase. Context gives clues.

When you find a phrase that seems strange, you can use these steps:

1. Read the whole sentence.
2. Ask, “Does this mean exactly what it says?”
3. Look for clue words such as like or as.
4. Think about what is happening in the story.
5. Choose the meaning that makes the most sense.

Questions to ask yourself:

• Is this comparing two things?
• Does it use like or as?
• Could it be an idiom with a special meaning?
• What feeling or picture is the author trying to show?

6. Worked Examples

Example 1: Simile

Sentence: Lena was as busy as a bee before the school play.

Step 1: Look for clue words. The sentence uses as.

Step 2: Ask what is being compared. Lena is being compared to a bee.

Step 3: Think about what bees are like. Bees move around a lot and work hard.

Meaning: Lena was very busy.

Example 2: Metaphor

Sentence: The moon was a flashlight in the night sky.

Step 1: Does this mean exactly what it says? No. The moon is not really a flashlight.

Step 2: Is it comparing two things? Yes. It compares the moon to a flashlight.

Step 3: What does a flashlight do? It shines light in the dark.

Meaning: The moon was bright and lit up the sky.

Example 3: Idiom

Sentence: When it was my turn to read aloud, I had butterflies in my stomach.

Step 1: Does this mean real butterflies were inside the stomach? No.

Step 2: Look at the context. It was the speaker's turn to read aloud.

Step 3: How might someone feel in that moment? They might feel worried or shaky.

Meaning: The speaker felt nervous.

Example 4: Mixed practice

Sentence: After the long race, Jamal said, “My legs are jelly.”

Step 1: Does this mean his legs really turned into jelly? No.

Step 2: Is it a comparison? Yes. It says his legs are jelly.

Step 3: What is jelly like? It is wiggly and weak.

Meaning: Jamal's legs felt weak and shaky.

Type: This is a metaphor.

7. Quick tips for telling them apart

• If it compares using like or as, it is probably a simile.
• If it compares without like or as, it may be a metaphor.
• If it is a common saying with a special meaning, it may be an idiom.

8. Why authors use figurative language

Authors use figurative language to make writing more exciting.

• It paints a picture in your mind.
• It helps you understand feelings.
• It makes descriptions stronger.
• It makes reading more fun.

Compare these two sentences:

• The soup was hot.
• The soup was as hot as fire.

The second sentence gives a stronger picture. That is the power of figurative language.

9. Let’s review

• Figurative language means words are used in a nonliteral way.
• A simile compares two things using like or as.
• A metaphor compares two things without using like or as.
• An idiom is a saying with a special meaning.
• Context helps you figure out what figurative language means.

10. Brief summary

Figurative language helps authors say things in a creative way. Similes, metaphors, and idioms do not always mean exactly what the words say. Good readers use clue words and context to figure out the real meaning.

Tier 2 Academic Vocabulary are important words that students use in many school subjects.

These words are not just for one topic like science or music. They are words you can hear in reading, writing, math, science, and social studies.

Words like analyze, evaluate, summarize, and demonstrate are Tier 2 words. They help us talk about thinking and learning.

Learning these words is helpful because teachers use them often. When you know what they mean, you can understand directions better and explain your ideas clearly.

What makes a word a Tier 2 word?

• It is used in many subjects.
• It is useful in school.
• It helps you explain thinking.
• It is more special than everyday words like go or big.

Tier 2 words are different from other kinds of words.

• Everyday words are words we use all the time, like happy, run, and book.
• Tier 2 academic words are strong school words, like compare, describe, explain, and summarize.
• Subject words are mostly used in one subject, like habitat in science or continent in social studies.

Let’s learn some common Tier 2 academic words.

Analyze means to look closely at something and think about its parts.

If you analyze a story, you might look at the characters, setting, and problem.

Evaluate means to judge something by thinking carefully about how good, helpful, or correct it is.

If you evaluate two posters, you decide which one teaches the idea better and why.

Summarize means to tell the most important parts in a short way.

If you summarize a book, you do not tell every small detail. You tell the big ideas.

Demonstrate means to show how something works or show that you know how to do it.

If you demonstrate how to solve a problem, you show each step.

Other Tier 2 words you may hear include:

• compare — tell how things are alike
• contrast — tell how things are different
• describe — tell about something using details
• explain — tell how or why
• support — give reasons or facts
• identify — name or point out

How can you figure out a Tier 2 word?

1. Look at the sentence around the word.
2. Think about what the teacher is asking you to do.
3. Look for clues in other words nearby.
4. Ask yourself, “Is this a thinking word or a school direction word?”

Example 1: Understand the word from a direction

Sentence: Summarize the paragraph in one or two sentences.

What is the student supposed to do?

The student should tell the main idea in a short way. The words one or two sentences are a clue that summarize means to make it short and include only the important parts.

Example 2: Use the word in reading

Sentence: Analyze how the character changes from the beginning to the end of the story.

Here, analyze means to look closely and think carefully. The student should study the character at the start and at the end, then explain the change.

A good answer might be: At first, Maya was shy. By the end, she was brave enough to speak in front of the class.

Example 3: Use the word in science

Sentence: Evaluate which plant grew best in sunlight.

Here, evaluate means to judge by looking at information. The student may compare the plants and decide which one grew best.

A good answer might be: The plant in sunlight grew best because it was taller and had more leaves.

Example 4: Use the word in math

Sentence: Demonstrate how you solved the problem.

Here, demonstrate means to show your steps. The student should not just give the answer. The student should show the work and explain it.

A student might say: I added 12 and 8 to get 20. Then I added 5 more, so the answer is 25.

How to use Tier 2 words in your own speaking and writing

You can make your school talk stronger by using these words.

Instead of saying I looked at it, you can say I analyzed it.

Instead of saying I told the short version, you can say I summarized it.

Instead of saying I showed my work, you can say I demonstrated my work.

Try these sentence frames.

• I can summarize the passage by saying ______.
• I can analyze the character by noticing ______.
• I evaluate this answer as correct because ______.
• I will demonstrate my thinking by showing ______.

Tips for remembering Tier 2 words

• Listen for them when your teacher gives directions.
• Practice saying them out loud.
• Use them in different subjects.
• Match each word to an action.

For example:

• analyze = look closely
• evaluate = judge carefully
• summarize = tell the big ideas briefly
• demonstrate = show how

Let’s review.

Tier 2 academic vocabulary includes useful school words that show thinking and learning.

These words can be used in many subjects, not just one.

When you know words like analyze, evaluate, summarize, and demonstrate, you can follow directions better, understand lessons more clearly, and explain your ideas in a stronger way.

Tier 3 Domain-Specific Vocabulary means words that are used mostly in one subject or one area of learning.

These words are special topic words. You may see them in science, math, social studies, health, music, or art. They help us talk clearly about that subject.

For example, the word fraction is used a lot in math. The word habitat is used a lot in science. The word citizen is used in social studies. These are not words we use all the time in everyday talk, so they are called domain-specific vocabulary.

Let’s learn how to spot these words, understand them, and use them.

What does Tier 3 mean?

Words can be grouped by how often we use them.

• Tier 1 words are everyday words, like dog, run, and happy.
• Tier 2 words are useful school words that fit in many subjects, like compare, explain, and observe.
• Tier 3 words are special words for one subject, like evaporation, polygon, and legislature.

Why are Tier 3 words important?

Tier 3 words help you understand books, lessons, and class talks in each subject. If you know these words, it is easier to learn new ideas.

These words also help you speak and write like a learner in that subject. Instead of saying, “the animal’s home,” you can say habitat. Instead of saying, “water turning into gas,” you can say evaporation.

How can you tell if a word is Tier 3?

Ask yourself these questions:

• Is this word used mostly in one subject?
• Does this word name a special idea, thing, or process?
• Do I mostly see this word in a textbook, lesson, chart, or experiment?

If the answer is yes, it may be a Tier 3 word.

Examples of Tier 3 words by subject

• Science: habitat, predator, prey, evaporation, energy
• Math: fraction, numerator, denominator, polygon, product
• Social Studies: citizen, government, map key, community, continent
• Health: nutrient, muscle, skeleton
• Art: collage, texture, sculpture

How to learn Tier 3 words

There are several smart ways to figure out what a domain-specific word means.

1. Use the subject. Think about what class you are in. A word in math may have a math meaning. A word in science may have a science meaning.
2. Use context clues. Read the words and sentences around the word. They often give hints.
3. Look at pictures, charts, and labels. Text features can help explain the word.
4. Look for parts you know. Sometimes part of the word gives a clue.
5. Ask, “What special idea does this word name?” Tier 3 words often name a topic idea.

Using context clues

Context clues are hints in a sentence or paragraph. They can help you figure out a new word.

Read this sentence:

The cactus lives in a dry habitat with very little water.

The words lives and dry help us know that habitat means the place where something lives.

Using word parts

Sometimes a word has a part you know. This can help.

Look at triangle. You may know that tri means three. A triangle is a shape with three sides.

Look at bicycle. You may know bi means two. A bicycle has two wheels.

Word parts do not always tell the whole meaning, but they can give a helpful clue.

Worked Example 1: Science

Sentence: Frogs need a habitat with water, plants, and space to hide.

Step 1: Notice the subject. This sounds like science.

Step 2: Look at the clues: water, plants, and space to hide.

Step 3: Think about what special idea the word names.

Answer: Habitat means the place where a plant or animal lives.

Worked Example 2: Math

Sentence: In the fraction \(\frac{3}{4}\), the numerator is 3.

Step 1: Notice the subject. This is math.

Step 2: The word fraction is a special math word. It names part of a whole.

Step 3: The sentence tells us that in \(\frac{3}{4}\), the numerator is 3.

Answer: Numerator is the top number in a fraction.

Here is the fraction again:

$$\frac{3}{4}$$

In this fraction, 3 is the numerator, and 4 is the denominator.

Worked Example 3: Social Studies

Sentence: A citizen helps the community by following rules and helping others.

Step 1: Notice the subject. This is social studies.

Step 2: Look at the clues: community, following rules, and helping others.

Step 3: Think about who does those things.

Answer: A citizen is a person who belongs to a country or community and has rights and jobs to do.

Worked Example 4: Harder Example with Choosing the Tier 3 Word

Read the sentence:

During the water cycle, evaporation happens when the sun warms water and it changes into gas.

Which word is the Tier 3 domain-specific word?

• during
• sun
• evaporation
• warms

Step 1: Ask which word belongs mostly to one subject.

Step 2: During, sun, and warms can be used in many everyday sentences.

Step 3: Evaporation is a special science word about the water cycle.

Answer: The Tier 3 word is evaporation.

Tier 3 words in sentences

It is important not only to know the meaning, but also to use the word correctly.

• Science: A polar bear’s habitat is very cold.
• Math: A polygon is a closed shape with straight sides.
• Social Studies: A good citizen helps others.
• Health: Milk has a nutrient called calcium.

How Tier 3 words are different from everyday words

Sometimes you can say an idea in a simple way or with a domain-specific word.

• everyday words: the place an animal lives
• Tier 3 word: habitat

• everyday words: water changing into gas
• Tier 3 word: evaporation

• everyday words: top number in a fraction
• Tier 3 word: numerator

Using the Tier 3 word makes your speaking and writing more exact.

Tips to remember Tier 3 words

• Keep a word notebook for each subject.
• Draw a picture of the word.
• Write the word in your own sentence.
• Say the word out loud.
• Connect the word to the lesson you are learning.

Quick Check

Try thinking about these on your own:

1. Which word sounds like a science Tier 3 word: habitat or chair?
2. Which word sounds like a math Tier 3 word: denominator or jump?
3. Which word sounds like a social studies Tier 3 word: citizen or sandwich?

The answers are habitat, denominator, and citizen because they are special words used in those subjects.

Summary

Tier 3 domain-specific vocabulary is made of special words used mostly in one subject. These words help you understand lessons in science, math, social studies, and other subjects.

You can learn Tier 3 words by using the subject, context clues, pictures, and word parts. When you know these special words, you can read, write, and talk more clearly about what you are learning.

Reference Tool Navigation means knowing how to use tools that help us with words.

These tools include a dictionary, a glossary, and a thesaurus. Some are in books, and some are online. When you know how to use them, you can check a word’s spelling, pronunciation, and meaning.

This is an important reading and writing skill. Good readers and writers do not have to know every word right away. They know how to find help.

Let’s learn what each reference tool does.

• Dictionary: tells how to spell a word, say a word, and what a word means.
• Glossary: a small word list, usually in the back of a book, that explains important words from that book.
• Thesaurus: gives words that mean the same or almost the same thing, and sometimes words with opposite meanings.

How to use a print dictionary

A print dictionary is in alphabetical order. That means the words are listed from A to Z.

To find a word, think about the first letter. Then look at the second letter if you need to. Keep comparing letters until you find the right place.

Many dictionaries have guide words at the top of the page. These are the first and last words on that page. Guide words help you know if your word is on that page.

For example, if the guide words are cat and chair, a word like circle would not be on that page. But a word like cent might be.

Once you find the word, you may see:

• the correct spelling
• how to pronounce it
• the definition, or meaning
• sometimes a sentence that shows how to use it

How to use a digital dictionary

A digital dictionary works on a computer, tablet, or phone. You type the word into a search box.

Be careful when typing. Check each letter so the tool can find the right word.

Digital dictionaries may also let you:

• press a button to hear the word said aloud
• see the word used in a sentence
• find more than one meaning

If you are not sure about a spelling, type the letters you know. Sometimes a digital tool will suggest the word you want.

How to use a glossary

A glossary is often found in the back of a book. It gives meanings for special words in that book.

This is helpful when you are reading about a topic with new words, like animals, weather, or history.

For example, if you are reading a science book and see the word habitat, you can check the glossary to find the meaning used in that book.

A glossary is also in alphabetical order, so you use the same A-to-Z thinking to find words.

How to use a thesaurus

A thesaurus helps you choose a better word when writing.

If you keep using the same word again and again, a thesaurus can give you other choices.

For example, if you write, “The movie was good,” a thesaurus might suggest words like great, fun, or excellent.

But be careful: words in a thesaurus are not always exactly the same. You must choose the word that fits your sentence best.

What to look for in a word entry

When you look up a word, do not stop after finding it. Read the entry carefully.

• Spelling: Is this how the word is written?
• Pronunciation: How do I say it?
• Definition: What does it mean?
• Example sentence: How is it used?

Some words have more than one meaning. You need to pick the meaning that matches your sentence.

For example, the word bark can mean the sound a dog makes. It can also mean the outside layer of a tree. The sentence helps you choose the correct meaning.

When should you use each tool?

• Use a dictionary when you need spelling, pronunciation, or meaning.
• Use a glossary when you are reading a book with special topic words.
• Use a thesaurus when you want a stronger or more exact word in your writing.

Worked Example 1: Finding a word in a print dictionary

You want to look up the word frog.

1. Think about the first letter: f.
2. Open the dictionary to the section with words that start with F.
3. Look at the guide words on each page.
4. Find the page where frog would fit in alphabetical order.
5. Read the entry to check the spelling and meaning.

Now you know that frog is spelled correctly, and you can read what it means.

Worked Example 2: Using a glossary while reading

You are reading a social studies book. You see the word citizen, and you do not know what it means.

1. Turn to the glossary in the back of the book.
2. Look for the letter c.
3. Find citizen in alphabetical order.
4. Read the meaning.

Now you can go back to the page and understand the sentence better.

Worked Example 3: Using a digital dictionary for pronunciation

You see the word enormous. You think you know what it means, but you are not sure how to say it.

1. Open a digital dictionary.
2. Type enormous in the search box.
3. Find the speaker button or sound button.
4. Listen to the word.
5. Say it again yourself: enormous.

This helps you learn both the word’s meaning and how to pronounce it.

Worked Example 4: Using a thesaurus to improve writing

Your sentence says: “I was happy when my friend came over.”

You want a more exact word.

1. Look up happy in a thesaurus.
2. Read some choices, such as glad, cheerful, or joyful.
3. Try one in your sentence.

New sentence: “I was joyful when my friend came over.”

This new word gives the reader a stronger picture of your feeling.

Helpful tips

• Always use alphabetical order when using print tools and glossaries.
• Check the whole word carefully. Some words look alike.
• Read all the meanings if there is more than one.
• Use the sentence to help choose the correct meaning.
• When using a thesaurus, make sure the new word makes sense in your sentence.

Let’s practice thinking

If you need to know how to spell beautiful, which tool should you use? A dictionary.

If you are reading a book about space and need the meaning of orbit from that book, which tool should you use? The glossary.

If you wrote the word said too many times and want a different word, which tool should you use? A thesaurus.

Summary

Reference tools help you become a stronger reader and writer. A dictionary helps with spelling, pronunciation, and meaning. A glossary helps with special words in a book. A thesaurus helps you find better word choices when you write.

When you know how to use these tools, you do not have to guess about words. You can look them up, learn them, and use them with confidence.

Root Words are the main part of a word.

A root word is the word we start with. Sometimes we add a small part to the beginning or the end of the word. But the root word is the part that tells the big idea.

For 1st grade, we can think of a root word as the base word. It is the word hiding inside a bigger word.

Why do root words matter?

• They help us read longer words.
• They help us figure out what a word means.
• They help us spell and use words.

How to find the root word

1. Look at the whole word.
2. Check if there is a small part at the beginning.
3. Check if there is a small part at the end.
4. Say the part that is left.
5. Ask, “Is that a real word?” If yes, that may be the root word.

Let’s look at some small parts we may add:

• -s means more than one: cats
• -ed can tell about the past: jumped
• -ing can tell an action is happening now: playing
• un- can mean not: unhappy
• re- can mean again: refill

When we take away the added part, we can often find the root word.

Worked Example 1

Word: cats

The word has -s at the end.

Take away -s. We get cat.

Root word: cat

Cat is a real word. So cat is the root word.

Worked Example 2

Word: jumped

The word has -ed at the end.

Take away -ed. We get jump.

Root word: jump

Jump is a real word. So jump is the root word.

Worked Example 3

Word: playing

The word has -ing at the end.

Take away -ing. We get play.

Root word: play

Play is a real word. So play is the root word.

Worked Example 4

Word: unhappy

The word has un- at the beginning.

Take away un-. We get happy.

Root word: happy

Happy is a real word. So happy is the root word.

Let’s try more root words

• dogs → dog
• helped → help
• looking → look
• refill → fill
• undo → do

Be careful!

Sometimes a big word looks like it has a root word, but we need to make sure the part left over is a real word we know.

For example, in sing, we see -ing at the end, but the root word is not s. The whole word sing is already a root word.

So always ask: “Is the part left over a real word?”

Tips for finding root words

• Look for a word you already know.
• Check the beginning and the end.
• Take away only the added small part.
• Make sure the part left is a real word.

Practice on your own

Find the root word in each word:

• liked
• reread
• hops
• unsafe

Answers

• liked → like
• reread → read
• hops → hop
• unsafe → safe

Summary

A root word is the main word inside a bigger word. Small parts can be added to the beginning or end, but the root word stays the big idea. When you find the root word, you can understand the word better.