Monday, November 19, 2012

Prefixes, Roots & Suffixes, Oh My!

What a document!  Here is a preview:

Building Vocabulary: Prefixes, Roots, and Suffixes Page 1 Developed by Judith Wilde, PhD for Beta Group – Albuquerque, NM and Arlington, VA (rev 8/06). Reprinted by NCELA with permission. Multiple copies permitted for educational purposes and with this credit line.

Building Vocabulary: Prefixes, Roots, and Suffixes

Many studies show the importance of building children’s vocabulary. One study has shown that a set of 20 prefixes and 14 roots, and knowing how to use them, will unlock the meaning of over 100,000 words. A similar study showed that a set of 29 prefixes and 25 roots will give the meaning to over 125,000 words. Imagine adding suffixes! Below are lists of prefixes, suffixes, and roots – with their meanings and example words.

Reviewing these also can help many ELL students to see relationships between and among languages. Many prefixes have a basis in Latin – also the basis for Spanish, French, and Italian – or Greek.

Table 1: 32 Prefixes

Example words and meanings

a, ab, abs

away from

  1. absent
  2. abscond
  1. not to be present, away
  2. abscond – to run away
ad, a, ac, af, ag, an, ar, at, as

to, toward

  1. adapt
  2. adhere
  3. annex
  4. attract
  1. to fit into
  2. to stick to
  3. to add or join
  4. to draw near


  1. antifreeze
  2. antisocial
  1. a substance to prevent freezing
  2. refers to someone who’s not social
bi, bis


  1. bicycle
  2. biannual
  3. biennial
  1. two wheeled cycle
  2. twice each year
  3. every two years
circum, cir


  1. circumscribe
  2. circle
  1. to draw around
  2. a figure that goes all around
com, con, co, col

with, together

  1. combine
  2. contact
  3. collect
  4. co-worker
  1. to bring together
  2. to touch together
  3. to bring together
  4. co-worker

away from, down, the opposite of

  1. depart
  2. decline
  1. to go away from
  2. to turn down
dis, dif, di


  1. dislike
  2. dishonest
  3. distant
  1. not to like
  2. not honest
  3. away

upon, on top of

  1. epitaph
  2. epilogue
  1. writing upon a tombstone
  2. speech at the end, on top of the rest
equ, equi


  1. equalize
  2. equitable
  1. to make equal
  2. fair, equal
ex, e, ef

out, from

  1. exit
  2. eject
  3. exhale
  1. to go out
  2. to throw out
  3. to breathe out
in, il, ir, im, en

in, into

  1. inject
  2. impose
  1. to put into
  2. to force into
in, il, ig, ir, im


  1. inactive
  2. ignoble
  3. irreversible
  4. irritate
  1. not active
  2. not noble
  3. not reversible
  4. to put into discomfort

Thursday, November 15, 2012

Friday, October 5, 2012

It's a New Age!

Welcome to the O'Bannon News blog.  I want this to be a place where I can share ideas, information, inspiration, and my random thoughts with those who are interested.  I chose the blog format because if I'm expecting my teachers to incorporate more technology into their 21st century common core lesson plans, then I should probably be delivering information in the same manner.  Plus, I can link to websites and information on here that the teachers can then directly link to.

My first piece of very important advice is brought to you by one of our pre-k students:

(used with the student's permission)

I came across a principal's blog last night while on Pinterest (surprise, surprise) and he published a story about a lesson he saw in a classroom while doing a formal observation.  Even though it was in a 9th grade classroom, I could see our students getting excited about a lesson like this as well.  I'll give you the link to the site as well as provide a snippet of the lesson here:

During the opening moments of the 9th grade English class I was pleasantly surprised when the teacher quickly reviewed the summer choice reading assignment that was due in a few days. She used social media, specifically Twitter, to increase student engagement as well as relevancy and meaning. Below is a description of the assignment that was handed out to the students:

Choose 4 characters from your book – the protagonist, the antagonist, and two others. Then write a set of three tweets that the character might send if he, she, or it had access to technology (Total of 12 tweets, 140 characters or less). This assignment must be attached to your final product.

Requirements for each set of tweets:
  • The first tweet should be a message the character would send at the beginning of the novel and should illustrate the character’s concerns, conflicts, and character traits.
  • The second tweet should be a message the character would send at the climax of the novel (or the point of greatest conflict) and should illustrate the character’s role in that conflict.
  • The third tweet should be a message the character would send at the end of the novel and should illustrate the character’s feelings about the book’s resolution.
Here is the link to the original website:

Happy Friday!