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LESSON 13LATIN BASE duc, duct “lead” (cont.)UNIT 3Use Definitions at a Glance to practice specificwords, or invite students to choose their own duc,duct words from the classroom word wall or StudentGuided Practice Book activities. See Bonus Pageson the Digital Resources for additional studentactivities for the unit. These exclusively digitaloptions can be used to pre-teach or reteach a lessonor give students another chance to play with theunit’s newly learned roots!Above-Level SupportExtend the activity in Read and Reason by havingstudents create additional deductions for the classto solve. They each will come up with a premise,evidence, and deduction—obviously keeping thefinal deduction secret till the class has a chanceto guess!English Language SupportHave student pairs share their experiences in theireducations. Tell them to describe how educationcomes from the base duc.See Cognate Connections for Spanish words builton this base, and point out the similarities withEnglish.Below-Level SupportIn a small group, lead students in a discussion abouthow specific words from this lesson relate to theirlives. Also, see Bonus Page 16. Teacher Created Materials100887 9781493889891 BV L5 TG.indd 107Cognate ConnectionsSpanish-English cognates with thebase duc, duct to share with students:acueducto (aqueduct); conducente(conducive); conducto (noun)(conduct); conductor (conductor);deducir (deduce); deductivo (deductive);deducción (deduction); deducir(deduct); duquesa (duchess); conducto(duct); dúctil (ductile); duque (duke);educar (educate); educador (educator);educación (education); inducir (induce);inducción (inducement; induction);introducir (introduce a topic, not aperson); introducción (introduction);introductorio (introductory);producir (verb) (produce); productivo(productive); productividad(productivity); producto (product);producción (production); productor(producer); reducir (reduce); reducción(reduction); reproducir (reproduce)More Latin BasesDifferentiation StrategiesSpelling MattersIn the word duke, the base is spelledwith a k instead of a c. But in thefeminine form of the same word,duchess, the base is spelled duc. Dukesand duchesses are aristocratic “leaders”of European regions called duchies.100887—Building Vocabulary: Teacher’s Guide10711/14/19 12:22 PM

LESSON 13More Latin BasesUNIT 3LATIN BASE duc, duct “lead” (cont.)DAY 1Meet the RootIntroduceApplyWrite duc, duct on the board. Underneath, writethe words abduct, hot air duct, induct, conductor,and introduce on the board.Show students Meet the Root Slide 41.Say, “Turn to a neighbor to explain what youthink each word means.” Make sure all studentshave a good idea about what these words mean.DiscussHave students find the correct word or phrasefor each description on Meet the Root Slide40. Have a volunteer match the words withthe descriptions. Ask, “Who has figured out what the baseduc, duct means?” Accept their predictions. Say, “Duc and duct means ‘lead.’ Duc,duct words are often combined withfamiliar prefixes.” Ask them to use the meaning of the boldprefix to match the right duc, duct word toits definition. As students identify each answer, emphasizethe meaning of both the prefix and base(deduct, reduction, produce).PracticeTell students that words have an interestingand often surprising history. Read the Did YouKnow? on Meet the Root Slide 42 about theword education.Direct students to the Meet the Root WordSpokes activity on Student Guided Practice Bookpage 88. In pairs, have students figure out themeaning of “lead” in conduct, education,produce, and introduction. After a few minutes, have volunteers explainhow each of the words means “lead.”Point out the two blanks. Have students thinkof two other duct words with the meaning of“lead.” Tell them to put the words in each blankand then write sentences for four of the words.Invite students to share their words and sentenceswith classmates.108100887—Building Vocabulary: Teacher’s Guide100887 9781493889891 BV L5 TG.indd 108 Teacher Created Materials11/14/19 12:22 PM

LESSON 13LATIN BASE duc, duct “lead” (cont.)Divide and ConquerDirect students to the Divide and Conquer activity on page 89 in the Student Guided Practice Book.Say, “Let’s ‘divide and conquer’ five new words with the base duc, duct. Let’s do the first word together.We will draw a slash between the prefix and the base. Next, let’s write the meaning of the prefix on thefirst line. Then, let’s write the meaning of the base on the second line.” Place emphasis on the meaning ofthe base.More Latin BasesDAY 2UNIT 3Say, “I see a box titled ‘Prefix Bank,’ which is helpful because it includes the meanings of the prefixes. Ialso see an X in the prefix box for one of the words, so that tells me there will not be a prefix. Thinkingabout the meaning of the base duc, duct and each prefix, we can decide which definition from theDefinition Bank matches and put the letter in the box.” If necessary, use a short phrase with the wordlead to ensure that the definition makes sense.Discussion of each new word is essential to expand students’ vocabulary and knowledge of how Englishwords work. As you guide students, use the questions below to generate discussion about each ofthe words: Where is the meaning of “lead” in the word ? Where might you see the word ? Can you think of an example of ? Does have more than one meaning? If so, how are those meanings the same? How arethey different? In what situations might you find or use the word ?Have students complete the Make It Yours! section independently or in pairs on a separate sheet of paper.Answers1.WordreducePrefix meansback, againBase meansleadA2.abductionaway, down, offleadD Teacher Created Materials100887 9781493889891 BV L5 TG.indd 109100887—Building Vocabulary: Teacher’s Guide10911/14/19 12:22 PM

LESSON 13More Latin BasesUNIT 3LATIN BASE duc, duct “lead” (cont.)Guide students through pages 90–93 to complete the rest of this lesson. Read the directions at the top ofeach page.DAY 3Read and ReasonThis activity gives students practice using wordsin context to make deductions.Answers1. Rover is a mammal.2. Answers will vary.DAY 4Combine and CreateThis activity gives students practice with literaland figurative meanings.Answers1. reduce2. produced3. introduction4. conductor5. ducedintroductionExtend and ExploreThis activity gives students practice usingdescriptive phrases to figure out academicvocabulary words with the base duc, duct.Answers1. B2. I3. H4. J5. AREVIEW100887—Building Vocabulary: Teacher’s Guide100887 9781493889891 BV L5 TG.indd 110DAY 56.7.8.9.10.FGDCECloze TextScoring Guide7–8 blanks filled correctly: Outstanding5–6 blanks filled correctly: Satisfactory4 or fewer blanks filled correctly: Unsatisfactory1.2.3.4.duke (or duchess)duchess (or duke)productseducation5.6.7.8. conductorintroducedreproduceabduct Teacher Created Materials11/14/19 12:22 PM

LESSON 13LATIN BASE duc, duct “lead” (cont.)UNIT 3abduct: to kidnap; to seize or “lead” awayfrom a home or other premises (ab – away,from) (nouns : abduction, abductor)aqueduct: a structure or system that“leads”water from the source to its place of use(aqua/e – water)conductor: one who guides and “leads”musicians together as they perform; also,asubstance that channels or “leads” a currentor electrical force (con – with, together)deduce: to figure out or conclude (de– down, off ); literally, to “lead” a conclusion“down” from a general premise (adjective :deductive, noun : deduction)deduct: to subtract from the total (de– down, off ); literally, to take or “lead”anumber “off,” down from the sum (noun :deduction)duchess: the female “leader” of a Europeancounty or duchy; also, the wife of a dukeduct: a tube for “leading” air from a furnaceto a vent or from a vent back to the furnace(see Did You Know? on Meet the RootSlide 45 for “duct tape”); a small tube thatdrains tears (tear duct)duke: the male “leader” in a Europeancounty or duchyeducate: to instruct, teach, or train (e– out); literally, to raise or “lead” “out”ofchildhood by teaching (noun : educator)education: the act or process of teachingand instructing; literally, the raising or“leading” “out” of childhoodinduct: to “lead” into a society or specialgroup; to draft or “lead” into the army (in– in, on, into) (nouns : induction, inductee) Teacher Created Materials100887 9781493889891 BV L5 TG.indd 111introduce: to “lead” or bring someoneinside a group; also, to “lead” or bringsomething inside a standing body forthefirst time (as in “to introduce an idea”)(intro– inside)introduction: the opening portion ofabook designed to “lead” the reader insidethe main text; also, the opening sectionofa musical performance designed to “lead”listeners inside the entire work; also, themeeting of someone who is “led ” insideagroup for the first time (intro– inside)(adjective : introductory)produce: to generate and “lead” forthintoexistence; to create or give birth to; to“lead”forth a play or program for an audience;as a noun (accented on first syllable), fruitsand vegetables that are “led ” forth fromthe earth (pro – forth, forward, ahead)(adjective : productive, noun : productivity)product: anything made, created, or“led ”forth into being; anything produced;inmath, the result of multiplying two ormorenumbers (pro – forth, forward, ahead)production: the act or process of creatingand “leading” something forth into being;also, a play or presentation for screenorstage that is “led ” forth (noun : producer)reduce: to make less or smaller (re– back,again); literally, to “lead” “back” to anearlier and smaller size, scale, or amountreproduce: to make copies; to procreate orhave offspring (re– back, again; pro – forth, forward, ahead); literally, to “lead”“forth” into being “again” by copyingor bygiving birth (noun : reproduction)100887—Building Vocabulary: Teacher’s GuideMore Latin BasesDefinitions at a Glance11111/14/19 12:22 PM

Parallel Latin and Greek BasesUNIT 4 REVIEWThe information on this page should be read prior toteaching, as many instructional choices may need to bemade based on the information provided.Two informal assessments are provided for each unit.Use either or both of the assessments. The Cloze text canbe found at the end of each unit in the Student GuidedPractice Book. The multiple-choice format quizzes areavailable in the Assessment section.Build Teacher KnowledgeThis unit has introduced students to “parallel” Latin andGreek bases that share the same English meanings: aquaand hydr(o) (“water”); dent and odont (“tooth, teeth”); pedand pod (“foot, feet”); temp, tempor and chron(o) (“time”);sol and mon(o) (“alone, only, one”).All lessons in this unit emphasize the concept that thebase provides the word with its core meaning. Ourmotto is: “Bases are basic!”Digital GamesAllow students to access the DigitalGames as a fun culminating activityfor the unit. Have students referenceStudent Guided Practice Book page 176as you model how to access the DigitalGames. Follow the tutorial. Then,model how to play the game (e.g., usethe wrench, check your answer).See page 11 for QR code, or visittcmpub.com/bv-games to play.In general, English words built on Latin bases are found in everyday vocabulary and in general academicvocabulary, while words built on Greek bases tend to be specialized, scientific, technical, or medical.These parallel Latin and Greek bases appear at the beginning of many words, with no prefix (e.g.,aquatic, hydrate, dental, pedestal, podium, tempo, chronic, solitary, monastery).These bases also attach to Latin and Greek prefixes to generate vocabulary in the content areas of scienceand social studies (e.g., dehydrate, indent, periodontal, expedition, contemporary, synchronize, console).These bases also attach to other Latin and Greek bases to generate academic words that describeinventions and discoveries in science, technology, and the arts (e.g., aqueduct, hydroplane, dentifrice,orthodontist, millipede, tripod, chronometer, soliloquy, monotone).Build Student KnowledgeThree aspects of language are particularly important for students to understand:1. The same word can have multiple meanings, depending on the context in which it is used.2. Words can have literal and figurative meaning.3. A suffix can change the function (i.e., part of speech) and meaning of a word.156100887—Building Vocabulary: Teacher’s Guide Teacher Created Materials

AssessmentA WORD ABOUT ASSESSMENTOne aspect of an effective vocabulary program is the assessment that accompanies it. Successful teachersknow that students’ active and passive vocabularies are growing. Unfortunately, this is a difficult task.According to Pearson, Hiebert, and Kamil, “our measures of vocabulary are inadequate to the challenge ofdocumenting the relationship between word learning and global measures of comprehension” (2007, 283).Until the research community develops a single accurate vocabulary assessment, teachers need tocontinue using a combination of informal assessment measures. Each level of Building Vocabulary fromWord Roots contains a diagnostic pre-test and post-test that focus on some roots addressed at that level.Using the pre-test will help determine how to differentiate instruction: who needs to be challenged, forexample, as well as who needs extra support. Using the post-test will provide some information on theextent to which students have learned the new roots.Here are some additional assessment ideas to try that are geared toward more general vocabularyassessment. Keep in mind that none of these offers a complete picture of students’ word learning, buteach adds information that allows teachers to see the picture more completely.1. When conferring with students and listening to them read, select several words from the textselection. Ask students to define the words or use them in sentences that show their meaning.Judge student success with a three-point rubric: Outstanding, Satisfactory, or Unsatisfactory.Unsatisfactory responses are either clearly wrong or absent, as in a student indicating that he or shedoesn’t know what a word means. The difference between satisfactory and outstanding is a matter ofdegree—outstanding responses tend to be more elaborate or offer extended examples. Keep trackof students’ performance anecdotally or by using a simple two-column chart with the titles “Word”and “Rating.” Return to words initially rated satisfactory or unsatisfactory at a later time to seewhether student knowledge of the words in question has deepened.2. Have students make lists of special words from their unaided writing. Look at these lists, andevaluate the sophistication of the words using the O-S-U scale previously described.3. Use Knowledge Rating Charts. Select key words from a text that students will read. Make a threecolumn chart for students to indicate whether they know a word well, have seen or heard it, or don’tknow it at all. Blachowicz and Fisher note that this activity helps students come to understand “thatknowing the meaning of a word is not something that happens all at once” (2005, 100). Of course,perusing students’ responses can provide you with good assessment information as well. Usinga student’s chart for assessment purposes means trust has been established that the student hasanswered thoughtfully. Nonetheless, what could the teacher learn if a student marked that he or sheknew all these words well? What could the teacher do to check quickly on the student’s perceptionsof his or her word knowledge?4. Encourage self-assessment. Students can and should have some say in evaluating their ownvocabulary growth. In addition to fostering students’ sense of responsibility for their own learning,self-assessment is often motivating. Moreover, self-assessment sends a subtle reminder about theimportance of words and word learning. Each time they assess themselves, students will thinkabout vocabulary as an abstract concept. Over time, they will think about “word awareness” asthey read. Ask students to write about their own word knowledge in their journals, for example.They will write definitions of new concepts in their own words or reflect more broadly on the newwords they have learned or on the value of word learning. Ask them to describe where they find newand interesting words. Ask them to identify which strategies they use most often to figure out themeaning of new words (Newton, Padak, and Rasinski 2008).180100887—Building Vocabulary: Teacher’s Guide Teacher Created Materials

DATA-DRIVEN INSTRUCTIONAssessmentData-driven instruction uses student-generated data to guide curriculum and instructional strategies.Formative data is generated daily through student-teacher interaction, practice, and assessments. One keyto data-driven instruction is to collect this data, organize it, and effectively analyze it. When analyzingthe data, reflect on the influence of teaching these strategies. Then, develop action steps to refineinstruction and target students’ needs. Once these steps are followed, the new data collected shouldreflect academic growth. If not, new plans for reteaching and/or intervention should be made.Diagnostic AssessmentThe Diagnostic Pre-test encompasses all of the lessons taught in this Building Vocabulary kit and servesas a tool for planning instruction and monitoring students’ growth. The Diagnostic Pre-test should begiven during or before the first lesson of the program. This assessment covers all the roots in the programand is used to determine which concepts have already been mastered by each individual student.Decisions about which lessons need to be taught as they are written and which need to be accelerated ordecelerated can then be made.The Post-test can be given at the end of the program. It is meant to show what concepts have beenmastered and whether students are ready for the content of the subsequent grade level. Use the sameDiagnostic Pre-test Item Analysis (page 183) to analyze students’ results.Analyzing the Diagnostic TestsAfter giving the Diagnostic Pre-test or the Post-test, grade each student’s test using the answer key(page 188 or 208). Then, complete the Diagnostic Pre-test Item Analysis (page 183). In this chart,each item on the assessment is correlated to one lesson in the program. The chart is provided as botha Microsoft Word file (L5 test itemanalysis.docx) and a Microsoft Excel file (L5 test itemanalysis.xlsx). Use the files directly on the computer or print the pages and analyze students’ work using paperand pencil.To complete the chart: Write/type students’ names in

Latin Base grad, gress “step, go” . . . . . . . . . . . 112 . and report cards may have a section for conduct. 2. Words can have literal and fi g u r a t i v e . Invite students to call out words and write them on chart