Teaching Vocabulary to Improve Reading Comprehension
The national standards require that students beginning at fourth grade know common Greek and Latin roots and affixes and use this knowledge to analyze the meaning of complex words. Each of the 30 units in this resource includes a word list, vocabulary sort cards, review game cards, and a vocabulary quiz. Students will learn over 300 vocabulary words and become more comfortable "dissecting" words and defining their parts.
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"I love my purple Greek and Latin Roots and my blue More Greek and Latin Roots books. I have had both books for three years, and I have worn the purple book out. I love how the questions have clues embedded in the sentence. Students love the practice with the matching and the Around the Word Review. Thanks for making such a great product."
–Andrea R.
Seventh Grade Reading Specialist
Texas
A strong vocabulary is the foundation for reading comprehension. In fact, vocabulary is the foundation of all areas of literacy - listening, speaking, reading, and writing. Since increasing and developing a student's vocabulary will improve his or her overall reading comprehension, research recommends teaching students the parts of words. Beginning at third grade, the national standards require that students use their knowledge of prefixes and suffixes to determine the meaning of words, and that they use their knowledge of root words to determine the meaning of unknown words within a passage.
By using the activities in Greek and Latin Roots, your students will become increasingly more confident in their ability to understand larger words as they become more comfortable with "dissecting" words and defining the parts of words. They will also start using the vocabulary words you teach in their oral language and in their writing. The key is incorporating ongoing review activities and games into your everyday curriculum. The activities in this resource incorporate all areas of literacy to maximize the transfer of vocabulary into your students' reading comprehension.
