greek and latin roots presentation

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Classroom in the Middle

Language arts activities for middle school and upper elementary..

Latin and Greek Roots Activities

This updated resource now includes 21 activities  plus a large slide presentation for teaching Latin and Greek roots The activities include a game and a set of practice cards. The PowerPoint introduces LOTS of roots, divided into three groups for easier use.

The  Roots Are:

Set 1:  – meter-, -bio-, -man-,  -ped-, -photo-, -hydro-, -phon-, -rupt-,

-geo-, -mit-, -mis-, -struct-, -graph-, -gram-, -scope-, -therm-,

-chron-, -terr-, -aqua-, and -sol-

Set 2:  -dem-,  -vid-,  -vis-,  -vit-,  -viv-,  -spec-,  -vert-,  -vers-,  -aud-,

-corp-, -astro-,  -scribe-,  -script-,  -pan-, -jur-,  -jud-,  -jus-,  -voc-,

-vok-,  -tempo-,  -dent-, -dont-,  -capit-,  -capt-,  -liber-,  -luna-,  -polis-

Set 3:   -port-, -fract-, -frag-, -dic-, -ject- , -tract-, -pos-, -posit-, -pend-,

-cede-, -ceed-, -cess-, -bel-, -cred-, -log-, -logue-, -grad-, -gred-,

-gres-, -vac-, -path-, -ignis-, -phobo-, -verb-, -sci-

The three activities for each of these groups are:

• Write the Word
• Map the Word
• Match the Root and Choose the Word

Practice continues with these activities that include a mix of roots from all three sets in the following activities :

1. Using Latin and Greek Roots in Words and Sentences 2. Sorting Words by Their Roots 3. Choose Your Root – Cut and Paste 4. Identifying Latin and Greek Roots 5. Make New Words with Roots and Affixes 6. Identify the Prefix, Suffix, and Root 7. Root Change Up 8. Root Bingo 9. Practice Cards 10.Graffiti Wall of Roots

11. Complete the sentence

12.  Add Up the Words

To make teaching a little bit simpler, a teacher’s list of roots and their meanings is also included, and there are three notebook pages for the students included at the end of the slide presentation.  Students can fill them in as they view the slides.

Here you can see some of the activity sheets, or click on one of the images download the free preview where you can see all of them:

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Great resources to improve vocabulary

SHOP CLASSROOM IN THE MIDDLE

Greek and Latin Roots: Part I - Latin

Peter Smith, University of Victoria

Copyright Year: 2016

Publisher: BCcampus

Language: English

Formats Available

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Reviewed by Kirsten Day, Associate Professor of Classics, Augustana College on 11/14/18

Smith provides an impressively thorough overview of the many ways Latin has made an imprint on the English language. In doing so, he includes the grammatical principles of Latin that are essential to understanding how a knowledge of Latin roots,... read more

Comprehensiveness rating: 3 see less

Smith provides an impressively thorough overview of the many ways Latin has made an imprint on the English language. In doing so, he includes the grammatical principles of Latin that are essential to understanding how a knowledge of Latin roots, prefixes, and suffixes can greatly enhance one’s fluency in English, but leaves out the aspects of the language that are extraneous in this context. This book will give native English speakers enhanced appreciation for the vocabulary they use everyday, while providing them the tools necessary to analyze and understand a vast number of words with which they are unfamiliar. Sections on the historical development of the English language are useful in understanding how language is transferred and transformed. Diligent students will undoubtedly complete this text with a much richer appreciation for their own language, as well as some basic understanding of the grammar and vocabulary of Latin. In light of the book’s title, however, I did expect to find more specific focus on specialized roots used in scientific terminology. In large part, this text seemed more appropriate to an English linguistics course than to one primarily catering to students in either the sciences or the social sciences. The book provides appendices at the back with answers to the exercises and vocabulary charts, but no index or glossary.

Content Accuracy rating: 4

I did not see any errors in subject matter, and very few typographical or proofreading errors (the few I did notice include “ADN” for “AND” in §26 (p. 70); a space in the first bullet point of the second box in §38 (p. 96) that results in an awkward comma at the beginning of a line; in §78 (p. 188), “armée” is rendered “arme!e”; and §87 (p. 212) note 3 refers to §74 number 4, while the bullet points in this section are not numbered). Overall, however, this is a well-edited and polished text.

Relevance/Longevity rating: 4

The overall subject of this text is timeless and will be useful indefinitely, and for the most part, the author has done a good job in keeping his discussion of word development up to the moment. There are a few references, however, that will make this 2016 text seem dated to today’s students: in §31 (p. 77), “Present-Day English” is described as referring to the 19th and 20th centuries (despite the fact that many of today’s students were not even born until the 21st century); references to Ben Cartwright’s ranch (§42, p. 105) or to Perry Mason (§65, p. 155) will likely be lost entirely upon most students, as too might an excerpt from the Pirates of Penzance (§93, p. 223); while most students will not have heard of actor Lee Marvin (§49, p. 123), the reference might be considered more relevant (though it might need Googling).

Clarity rating: 4

Most explanations are clear and accessible to those who have no Greek or Latin (and indeed, few assumptions are made about students’ familiarity with English grammatical terms). For me, the explanation of the Latin pronunciation of vowels in §7 (pp. 17-18) might be cleaned up a bit (that E = “English” is not necessarily to be taken for granted when vowel sounds are being discussed). Some other of the abbreviations that are used in giving the shorthand of etymologies are not explained (like the E); these usually can be figured out, but a key would be nice (modF = modern French: see §23, p. 63).

Consistency rating: 5

Smith’s book impressed me with its consistency in treatment and comprehensiveness across sections.

Modularity rating: 5

This text seems very useful in terms of modularity. The reading sections are short, and would allow an instructor much flexibility in terms of how much to assign in each class. While concepts necessarily build on one another, links within each section lead students to appropriate places to fill in or review the concepts that have been covered previously. In addition, there are some sections that might be regarded as supplemental and thereby excluded, depending on the needs of the course and time constraints.

Organization/Structure/Flow rating: 4

While I understand the reasons behind dedicating the first volume to Latin (accessibility/familiarity, volume of material) and the second to Greek, this seems an odd choice to me in terms of chronology. Within the volume itself, the organizational logic and breakdowns of section are usually clear and logical. I did have a few quibbles within chapters: for example, on the first set of exercises, it would be useful to reiterate the numbering scheme rather than referring back to a chart much earlier in the text (§17, p. 45 #3). And while Smith’s exhaustive list of examples of words for analysis or consideration is useful, it might be a bit overwhelming in its presentation for many students (i.e. §83, p. 200).

Interface rating: 4

The online version is fairly easy to navigate, but the sections are fairly short: this results in a lot of clicking, but is useful in other ways. The downloadable PDF has a lot of blank pages. §19 (p. 53) has a spacing issue within a paragraph, which also appears in the online version. In both cases, there seem to be some reference errors: for instance, we are told to “consult the Bestiary” in §41 (p. 94), but this should read §42.

Grammatical Errors rating: 5

The breadth and depth of Dr. Smith’s language expertise is impressive. I did not find any grammatical errors in this text.

Cultural Relevance rating: 3

There are potentially minor slights to Smith’s fellow Canadians in §18 (p. 51) n. 1, and a comment that seems to equate “ardent feminists” with man-haters who are unable to set aside their biases to study language as objectively as male linguists in §42 (p. 105) might best be omitted. And although minor, making light of terms associated with abortion as a political issue (p. 225) also might sit badly with some in today’s divisive political climate.

The text will provide students far more information about the history of English, its relationship to Latin (and other languages), and about the grammar of Latin than many other texts on this subject. In places, I would like to see citations for references (i.e., the references to Juvenal on p. 71 and to Plautus in n. 1 in §56 (p. 137). There are many interesting cultural tidbits (such as the relationship of the political term “fascist” to the Roman fasces (§56, p. 137). Occasionally, the text offers a tease, which in some cases can prompt to further study (the etymology of “vanilla” might make you blush: again, §56, p. 137), but in other cases seems just to assume too much (as with the above noted reference to Lee Marvin and the origin of the word “palimony”). Overall, I think this text is highly useful for a course on English linguistics, but less useful as a stand alone text for a course that focuses on equipping those in the sciences and social sciences with an arsenal of word roots pertinent to their field (though as a supplemental text, for this sort of course, I think it could be very useful indeed).

Table of Contents

• Chapter 1: Introduction
• Chapter 2: The Latin Noun (Declensions 1 & 2)
• Chapter 3: The Latin Noun (Declensions 3, 4, 5)
• Chapter 4: Simple Latin Adjectives
• Chapter 5: Turning Latin Nouns into Adjectives
• Chapter 6: Turning Latin Adjectives into Latin Nouns
• Chapter 7: Latin Diminutives
• Chapter 8: Latin Prefixes
• Chapter 9: The Latin Verb System
• Chapter 10: Turning Latin Verbs into Latin Nouns
• Chapter 11: Turning Latin Nouns into Latin Verbs
• Chapter 12: Latin Present Participles and Gerundives
• Chapter 13: Turning Latin Verbs into Latin Adjectives
• Chapter 14: Compound Words in Latin
• I. Key to Exercises (Latin)
• Key to Exercises (Latin)
• II. Summary of Vocabulary Tables (Latin)
• Appendix II
• Summary of Vocabulary Tables (Latin)

Ancillary Material

About the book.

Greek and Latin Roots: Part I - Latin is part one of a two part series. This series examines the systematic principles by which a large portion of English vocabulary has evolved from Latin and (to a lesser degree) from Greek. This book focuses on Latin roots. A link to the second part focusing on the Greek roots can be found below. Part I will try to impart some skill in the recognition and proper use of words derived from Latin. There is a stress on principles: although students will be continually looking at interesting individual words, their constant aim will be to discover predictable general patterns of historical development, so that they may be able to cope with new and unfamiliar words of any type that they have studied. They will be shown how to approach the problem by a procedure known as “word analysis,” which is roughly comparable to the dissection of an interesting specimen in the biology laboratory. The text assumes no previous knowledge of Latin, and does not involve the grammatical study of this language—except for a few basic features of noun and verb formation that will help students to understand the Latin legacy in English. Although there will be some attention paid to the historical interaction of Latin with English, this text is definitely not a systematic history of the English language. It focuses on only those elements within English that have been directly or indirectly affected by this classical language. In order to provide the broadest possible service to students, the text emphasizes standard English vocabulary in current use. The more exotic technical vocabulary of science and medicine can be extremely interesting, but is explored in only summary fashion. Nevertheless, this text should be of considerable value, say, to a would-be botanist or medical doctor, if only by providing the foundation for further specialized enquiry.

About the Contributors

Peter Smith (1933 – 2006) was founding Chair of the Classics Department (now named Greek and Roman Studies) and later served as Dean of the Faculty of Fine Arts, both at the University of Victoria.

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Greek and Latin roots and affixes are the “building blocks” of the English language. Incorporating them into your instruction or curriculum not only provides students with word meanings, but helps them with spelling conventions as well. Students will learn how to break down larger words in their reading. Studying Greek and Latin roots and affixes has proven to be effective time and time again in my reading instruction and I’m never surprised to see them on state and national assessments.

WHERE DO YOU BEGIN?

If you know me, you know I am the biggest fan of scaffolding. Start off simple. Step-by-Step . I like to start by explaining the differences between prefixes, suffixes, and root words so students have the basic foundation of what we will be studying. Then, the first two units is studying number prefixes like mono- uni- bi- tri- quad- pent- hex- oct- dec-. Students have seen these prefixes in their reading, so it eases them into the study of words. It introduces them to the study of Greek and Latin Root Words and Affixes without being too overwhelming.

WHAT’S NEXT?

Introduce 5 ROOTS OR AFFIXES per week. Group the units into prefixes, roots, or affixes. Then provide 2 words to study with each one. For example:  mono-  means one.  Monotone means one tone, unchanging voice. Monopoly means controlled by one. Students will learn a total of 15 definitions per week (5 roots or affixes and 10 words). If you teach our 20 units, they will learn a total of 300 words (100 roots or affixes and 200 words). Wowzer!

WHY HAVE 5 ROOTS OR AFFIXES ALL IN ONE STUDY?   

Students will learn more tools to break down words. With the roots and affixes categorized, students can easily learn all of them within a week. STUDENTS LEARN MORE IN A SHORTER PERIOD OF TIME . I even like to break my units down into the origin of the words. For example, all Greek words one week and all Latin words the next week.

WHAT DOES A WEEK OF GREEK AND LATIN STUDY LOOK LIKE?

Spend 4 days studying a unit of words and assess on the 5th day. Here is a sneak peek into what I found to be effective and is included in my resource:

Introduce the five root words or affixes.

• Use anchor charts with visuals . Students (especially your visual learners) will be able to connect the words to the image. Research indicates that visuals help with long-term memory.
• Take these visuals either on the anchor chart or create cards for a word wall or bulletin board. Keep it up for the whole study and add to it each week. Soon your room will be filled with words!

• Have students take notes and/or look up the meanings of the 10 words that go along with the roots or affixes. I like to provide definitions where students use a dictionary and match up the meanings to the words. This helps them find the definition you want them to learn for your study.
• Go over the definitions together, so students have the correct answers to study and use for the rest of the activities.
• Idea: Give students a mini card with the definitions to place on a metal ring. Then each week, they add to their ring.

For homework or centers:  Have students draw a picture of the root word or affix, write out the definition, and create a sentence for each word. These can be placed in a folder or stapled into a booklet.

Help students brainstorm more words.

Use a dictionary (printed or online) to look up other words with the same root or affix. Students will get to see how many words actually have the same root or affix! Then have them create a nonsense word using that root or affix.

Provide a comprehension practice.

Students need to be able to understand how the words fit or “look” in a sentence. A great way to do this is with a fill-in-the-blank story.

Review, Review, Review.

Did you know that students should encounter a word up to 70 times before it is mastered ? That is why we practice, practice, practice!

• Game for whole group- I Have, Who Has? Kids love to play this game!
• Use flashcards to play concentration, Pictionary, board game, Headbandz, or study with friend.
• Offer GOOGLE OR POWERPOINT Self-Check slides. These are great for centers and distance learning.

Assess their knowledge.

Provide a quiz for the 5 roots or affixes in addition to the 10 words for the week.

SPIRAL REVIEW:

In addition to the weekly practice, students need to remember the past roots and affixes introduced. Provide a spiraling section of 5 questions with each quiz after Unit 1. (Require students to study all the words on their metal ring!)

OTHER ACTIVITIES

•Create a crossword puzzle on www.puzzlemaker.com and exchange with classmates.

•Create a jingle for the words.

•Act out the word and have students write the word on their whiteboards.

•Create fill-in-blank sentences and exchange with classmate to fill in the correct word.

•Use both words for each root in a sentence.

•Draw pictures for each word and exchange with classmate to guess the word.

DO YOU WANT ALL OF THIS DONE FOR YOU?

We currently have 20 units with all these activities for both printable and digital versions.

• A small study page to create a ringed booklet. Copy them on card stock each week. Students add this card to their ring each week.
• An anchor chart for each of the roots or affixes.
• Cards for word wall or bulletin board .
• Cards for studying or concentration  (print front to back).
• Study guide with matching and open-ended questions.
• Boxes or sentence strips to create sentences.
• Brainstorm other words with the same root or affix.
• Fill-in-the-blank story.
• I have Who Has activity for review.
• Quiz with spiraling section after the first unit. Students are responsible for going back and reviewing the prior lessons.

GOOGLE | POWERPOINT

• Unit Study:  anchor charts, study guide, questions, boxes for sentences, brainstorm slide, fill-in-the-blank story, quiz.
• Self-Check:  Review activity.
• Google only- Google Forms Quiz for automatic grading.

GRAB UNIT 1 FOR FREE!!!

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Greek & Latin Roots Introduction PowerPoint & Quiz - Prefixes, Roots & Suffixes

What educators are saying

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Description

I love using this visually rich PowerPoint presentation bundle as a fun, interactive way to introduce my students to Greek & Latin roots, prefixes, and suffixes. I created this presentation, quiz, and answer key bundle for a summer school acceleration class for incoming 6th graders a few years ago. Since then, I have used these digital resources with students in grades all the way up to tenth, and teachers from grades three on up have told me that they love it and use it on a regular basis.

The resource includes:

Greek & Latin Roots Introduction PowerPoint Presentation

Greek & Latin Roots Introduction Quiz and Answer Key

✱ ✱ ✱ This product is included in my Greek and Latin Roots Mega Bundle. Buy the bundle and save! ✱ ✱ ✱

The topic of Greek and Latin roots is part of the larger topic of morphology, stems, and affixes found in academic language. Knowledge of Greek and Latin roots is important and useful for my students because it gives them the ability to spot patterns and a strategy to decode the meaning of unfamiliar words in a variety of situations.

Items Included

Greek and Latin Roots Intro Presentation (Microsoft PowerPoint - 104 Slides)

Greek and Latin Roots Intro Presentation - Quiz (Word, PDF, and Google Forms)

Resource Overview

View the Preview File

Check out the free preview file for a closer view of this Common Core aligned Greek and Latin roots introduction resource.

The 104-slide presentation, contains background information about the Greek and Roman civilizations, connections to modern English. 104 may sound like an enormous number of slides, but it's designed to be pretty fast paced, with just the right amount of info on each slide.

Everything in this resource is 100% editable, so you can fine-tune it to fit your needs! The Word and PowerPoint files will work with versions 2003 and newer.

The presentation ends with a transition into a fun Greek and Latin roots project, my free Greek and Latin Roots Art Book Lesson Plan

The presentation is designed for note-taking. Slides that are meant to be copied have pencil image on the bottom. Slides that provide supplemental information don't have the pencil. I developed this system because I often want to have extra information in a presentation to embellish the core ideas, but I don't want students to constantly ask, "Do I need to write this down or not?"

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Greek and Latin Roots - PowerPoint PPT Presentation

Greek and Latin Roots

Quad. four. cycl, orb. roundness. dis, im, in. not. meter. to measure ... love. pater. father. graph, gram, scrib, script. to write, record. bene, bon. good ... – powerpoint ppt presentation.

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Greek and Latin Roots and Affixes

Published by Verawati Susman Modified over 5 years ago

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• Hurricanes : North Atlantic and the eastern/central North Pacific oceans. It is extremely rare for one to form in the South Atlantic Ocean.  
• Cyclones : western South Pacific and Indian oceans
• Typhoons : western North Pacific (around the Philippines, Japan, and China)

Hurricanes 

The term "hurricane" finds its roots in the Caribbean, where the indigenous Taíno people of the Greater Antilles worshiped a storm deity named Juracán. This god’s name may also have come from the Mayan god of wind, Huracan. The Spanish explorers later adopted the words "huracán" and “furacán” to describe these intense storms and brought them to Europe.  The word eventually became widespread in the English language as European colonial powers expanded their territories and often encountered these powerful storms in the Atlantic basin. Huracán is also the source of the word “orkan,” another word for a particularly strong European windstorm. Additionally, storms with characteristics similar to hurricanes/tropical cyclones occasionally form over the Mediterranean Sea. These are sometimes informally called “ medicanes ,” a combination of the words “Mediterranean” and “hurricane.” 

The word "cyclone" has its origins in ancient Greek, though sources disagree on exactly which term. It was likely derived from either κύκλος ( kúklos , “circle, wheel”) or κυκλόω ( kuklóō , “go around in a circle, form a circle, encircle”) , which fittingly describes the spiraling nature of these storms. However, "cyclone" was initially a term used to describe any system characterized by circular motion, including tornadoes and whirlpools.  But how did a Greek word come to describe these storms in a different region of the world? From the sixteen to late eighteen hundreds, sailors for the British East India Company would not have seen such storms near their homeland.  Sometime around 1840, Henry Piddington, an official with the East India Company who also studied meteorology, specifically adopted the term "cyclone" based on this root to describe tropical storms in the Indian Ocean and the South Pacific, since it was customary within academia to name things in Greek or Latin. It has since become the preferred term for these storms in these regions.

The word "typhoon" does not have as clear an origin as “hurricane” and “cyclone.” You could say that it’s a whirlwind of an etymology!  Like the word “cyclone,” the name of these storms might have a Greek basis due to European influence. Some believe that it comes from the Greek word, Τυφῶν (Typhôn), who was a dangerous mythological monster associated with the power of the winds. This word may have also had some influence on the Persian word, tūfīdan, which means “to roar or blow furiously.” Portuguese sailors traveling through this part of the world also brought back the word tufão. This comes from a root that is based in both Urdu and Hindi—tūfān—which may in turn be derived from an even older Chinese word, tai fung, meaning “great wind.” This word has since evolved to become dà fēng in modern Mandarin Chinese, and taifū in modern Japanese. Other scholars might even argue that the Arabic word, tāfa, may have contributed to the modern word as well, which means, “to turn around.”   Although we aren’t exactly sure exactly how it became the English word “typhoon” that we know today, it is likely that European sailors and traders in the South China Sea encountered these powerful storms and adopted the local terminology to describe them.

Why Don't We Standardize the Names?

Given the shared characteristics of these storms, standardizing a single name for them might seem logical. However, the current system of using different names serves several practical purposes:

• Tradition and Adaptation: These names have been used for centuries, and meteorological agencies have built forecasting and tracking systems around them. Changing the naming conventions would require significant adjustments in existing infrastructure and might lead to confusion.  
• Geographical Relevance: The use of region-specific names helps in identifying and localizing storms for affected communities and emergency response personnel. Local names increase the sense of urgency and preparedness when a storm is approaching, as they feel more relevant to the people in the affected area.  
• Cultural and Historical Significance: Retaining indigenous names preserves the cultural heritage of the affected regions. It acknowledges the long-standing relationship that communities have had with these storms and their efforts to cope with their devastating impacts.  

While hurricanes, cyclones, and typhoons share the same attributes and are essentially the same type of storm, their names bear the imprints of history, culture, and geography. Understanding the origins behind these names provides us with a glimpse into the diverse ways in which humanity interacts with nature. Plus, by embracing the varied nomenclature, we acknowledge the significance of these storms in different parts of the world by respecting the experiences of the communities that have endured them throughout history.   

Learn more about hurricanes and check out NOAA’s live Hurricane Tracker .

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Greek and Latin Prefixes, Suffixes, and Roots

Aug 28, 2014

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Greek and Latin Prefixes, Suffixes, and Roots. Part 1. hypo- hyp -. Greek Below; less than normal. mega-. Greek Great; huge. ultra-. Latin Beyond in degree; extreme. - ent -ant. Latin An action; condition Often a noun; the suffix –ant often indicates a person. - ent -ant. Latin

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Greek and Latin Prefixes, Suffixes, and Roots Part 1

hypo-hyp- • Greek • Below; less than normal

mega- • Greek • Great; huge

ultra- • Latin • Beyond in degree; extreme

-ent-ant • Latin • An action; condition • Often a noun; the suffix –ant often indicates a person

-ent-ant • Latin • Causing a specific action • Often an adjective

-ous-ious-eous • Latin • Full of; characterized by • Usually an adjective

scope • Greek • To watch; see

tract • Latin • To draw; pull

form • Latin • To shape

bene • Latin • Well; good

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