The first item on the list, “Notes and Attributions,” is really intended as a resource for teachers, though there are some things from the notes you’ll want to share, such as interesting etymologies or the age of some words. It’s important for students to develop an understanding that language is fluid and that word meanings change over time, so please do anything you can do to further their understanding of this.The first thing students should see and participate in is the Google Slides presentation. Each Readroots image represents a word (or words) that incorporates the root or affix. These representative words are in the “Speaker Notes” section of each slide and also in the “Intro” page document (see below).
Here is the link to the slideshows for the first twenty units:
https://bit.ly/readroots1-20. Each slideshow presentation, except for the Unit 1 and Unit 2 presentations, provides the parts, meaning, and images from the two preceding units. When you work through the slideshow with your students, stop at each slide and ask them to explain their perception of the connection between the image and the root or affix and its meaning. You should also share your thoughts and/or any mnemonic suggestions I made note of. As much as possible, make the presentation a conversation. This is vital work to get them started and hooked.
The “Roots and Affixes Intro,” is the next thing students should see and the first thing they should cut out and glue into their composition books. It provides each unit’s roots and affixes (hereafter referred to as “parts”), the words those parts create, and how the parts connect to some of the parts from previous units. The bolded words in the “Connections to Prior Units” section are words that contain parts from the previous two units.
There are thousands upon thousands of words derived from Greek and Latin roots and affixes. The Readroots lexicon is just the tip of the iceberg. Many of these words are captured, unit-by-unit, in the “Words Derived From the Unit and Prior Units” document. One thing you should know about Readroots is that every single Readroots word can only be made with Readroots parts. For example, the word “gravity” (“grav” and “_ity”) is included, because “grav” and “_ity” are both Readroots parts. The word “gravitas,” on the other hand, is not included, as the suffix “_itas” is not a Readroots part. When you talk with your students about the “Words Derived” document, you could mention that the words do not represent all of the words produced by that root or affix, just the words that can be produced by that part and previously-learned roots and affixes. When you put the “Words Derived” document in front of your students, please have them scan it for words they knowor words they’re interested in knowing. Maybe highlight for them the words that you think are most useful or most surprising (e.g., who would have guessed that “egregious” and “gregarious” have the same root?). My advice is to just talk with them as much as you can about the words and how to use them.
The “Concentration/Memory” game requires a bit of explanation. The game consists of three pages, all of which need to be cut into eighths (by cutting each page in half, then fourths, then eighths). Ideally, you should print or copy these pages onto card stock for durability. The third “Concentration/Memory” page contains four of each meaning, to simplify copying for classroom teachers (who should make three extra copies of each of the first two pages and no extra copies of the final page to create four total sets; if you are making a single set, just discard the unnecessary parts from the third page). Each set should have eighteen cards (six images, six parts, and six meanings), with students trying to find sets of three, therefore turning over three cards each time. For best results, each time a student turns over a card, she should say aloud the other two cards she needs to turn over in order to complete the match. This repetition will help students learn the parts more quickly. For an extra challenge, combine games from different units to increase the number of cards.
The instructions for the remaining tasks are located on the task pages themselves.