BUILDING ACADEMIC VOCABULARY

A workshop presented at Montgomery Complex 12/5/09

Highlighting Marzano strategies for direct instruction of academic vocabulary

MAIN IDEAS:

Marzano (2005) says the best thing teachers can do to help students understand the content is to
give them direct instruction for the vocabulary of the content area. When all teachers in a school
focus on the same academic vocabulary and teach in the same way, the school has a powerful
comprehensive approach. It’s even more powerful if an entire district uses the same method.
Choosing critical words (not just any words) is key to developing the students’ background
knowledge.

Students from low socio-economic status neighborhoods tend to come to school without the
vocabulary that helps them to be successful in school. If students can learn 20 critical words in
each content area per year through direct instruction, they are very likely to indirectly learn
another 750 to 1500 words in those content areas. If you think that’s too optimistic, halving or
quartering those numbers still offers the potential for great gain. Some studies show a 24% to
40% gain in general achievement after using Marzano’s six-step process for direct instruction of
vocabulary. Without direct instruction, lower performing students tend to learn only 8% of the
vocabulary indirectly (through independent reading, for example). Higher performing students
may learn 16% of the vocabulary indirectly.

Research shows that a general education student requires about 12 encounters with a new word
for the student to really know that word. A special education student may require as many as 50
encounters with a new word. In addition, if students do not know the vocabulary, they really do
not know the content area. Therefore, if we want them to learn our content area, vocabulary is a
good place to start.

Some examples of activities and games are attached so that students can have a variety of
encounters and experiences with a word.

Refer to Classroom Instruction that Works (p. 123-129) for more vocabulary information.

Peggy Jackson, SLP

Rio Grande High School
March 3, 2010
jackson_peg@aps.edu

CONTENTS:

Academic vocabulary ................................................. 1

The Marzano six-step process for vocabulary instruction . . . . . . . . . . . . . . . . . . . . . 2

Deepening Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

An example of vocabulary strategies for Social Studies . . . . . . . . . . . . . . . . . . . . . . .4

Forms that students can use to record their vocabulary words. . . . . . . . . . . . . . . . .5-12
including one rubric for knowledge level

Carousel Brainstorming, an example of an activity/game (one of the six steps) . . . . 13

Common Sense, a word game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Latin Roots and Greek Stems, ideas for using . . . . . . . . . . . . . . . . . . . . . . . . . . . 15-16

Common Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17-18

Vocabulary Sort . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Kangaroo Word . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Chart showing the Average Retention Rate after 24 hours . . . . . . . . . . . . . . . . . . . . 21

Lists of words by content area and grade levels (from other states) . . . . . . . . . . 22-25
Language Arts . . . . . . . . . . . . . . . . . . . 22
Math . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Science . . . . . . . . . . . . . . . . . . . . . . . . 24
Social Studies. . . . . . . . . . . . . . . . . . . 25
Academic Vocabulary Resources (sites, books, etc. for activities/games). . . . . . 25-26

ACADEMIC VOCABULARY

What is Academic Vocabulary?

It is the vocabulary critical to understanding the concepts of the content taught in schools. In
identifying academic vocabulary for instruction, teachers must remember that not all terms are of
equal importance.
Some terms are critically important.
Some are useful but not critical.
Some are interesting but not useful.
Staff of U-46 developed a “draft” list of academic vocabulary words that students are expected to
understand and use at each grade level. You can find the list on the U-46 web site (www.u-
46.org/roadmap).
Why teach Academic Vocabulary?
According to Marzano (2005) the strongest action a teacher can take to ensure that students have
the academic background knowledge to understand the content they will encounter is providing
them with direct instruction in these terms. When students understand these terms, it is easier for
them to understand the information they will read and hear in class.
Factoids
* Vocabulary assessed in first grade predicted over 30% of reading comprehension variance
in 11th grade (Cunningham and Stanovich, 1977).
* While four encounters with a word did not reliably improve reading comprehension, 12
encounters did (McKeown, Beck, Omanson, and Pople, 1985).
* One of the most critical services a teacher can provide, particularly for students who do not
come from academically advantaged backgrounds, is systematic instruction in important
academic terms (Marzano and Pickering, 2005).
* The same student placing at the 50th percentile in reading comprehension, with no direct
vocabulary instruction, placed at the 83rd percentile when provided specific instruction in
academic vocabulary (Stahl and Fairbanks, 1986).
ELL Students and Academic Vocabulary
Marzano and Pickering (2005), emphasize, the importance of teaching ELL academic
vocabulary in a systematic approach. They suggest that vocabulary programs that
emphasize high-frequency terms fail to provide the background knowledge needed for
student success in the content areas. Students learn high-frequency words through wide
reading of fiction and information text.

References

Cunningham, A. and Stanovich, K (1977). Earl reading acquisition and its relation to reading
experience and ability
10 years later. Developmental Psychology, 33, 934-945.
Marzano, R., and Pickering, D. (2005). Building academic vocabulary: Teacher’s manual.
Alexandria, VA: ASCD.
McKeown, M., Beck, I, Onanson, R., and Pople, M. (1985). Some effects of the nature and
frequency of vocabulary
instruction on the knowledge and use of words. Reading Research Quarterly, 20, 522-535.
Stahl, S. and Fairbanks, M. (1986). The effects of vocabulary instruction: A model-based meta-
analysis. Review
of Educational Research, 56, 72-110.

MARZANO SIX-STEP PROCESS FOR VOCABULARY INSTRUCTION 2

Step 1: DESCRIBE – Provide students with a description, explanation or example (not

a dictionary definition) using common language.
Determine prior knowledge
What do they think they know about this term?
Use imagery.

Step 2: RESTATE – Students restate the description in their own words. Results are not as
strong if they copy the teacher’s or a classmate’s description.
Discuss with a partner.
Students record it on a form teacher provides.
Step 3: PICTURE – Students represent the term nonlinguistically.
This is a critical step in learning new vocabulary. DO NOT SKIP THIS.
Graphic representation illustrating process
Draw the thing.
Draw a symbol.
Dramatize the term.
Students record the picture on the form teacher provides.

Step 4: ACTIVITIES – Engage students periodically in activities that add to their

knowledge of the terms.
Identify synonyms or antonyms.
List related words.
Write reminders of common confusions.
Draw an additional graphic.
Write metaphors and analogies.
Compare terms.
Classify terms.
Discuss similarities and differences of two terms.
Students record this on paper and put in their vocabulary folder.

Step 5: DISCUSS – Ask students to discuss terms with each other (or whole group)
Think-pair-share about targeted terms.
Add any pertinent info to the vocabulary folder.
Discuss terms that come up while reading in class.

Step 6: GAMES – Play games with your terms.

Crossword puzzles
Concentration
See “vocabulary packet” from Peggy Jackson.
See Resource page in “vocabulary packet” from Peggy Jackson.

DEEPENING ACADEMIC VOCABULARY 3

(Steps 4-5-6 in Marzano’s Six-step Process)

Periodically review the terms and phrases; provide students with activities that add to their
knowledge base.

If students experience a new term or phrase only once, they will be left with their initial partial
understanding of the term or phrase. To develop deep understanding of the terms and phrases in
their academic vocabulary notebooks, students must be engaged in review activities.

Once a week or perhaps more frequently students might be offered activities that add to their
knowledge base about the terms and phrases in their notebooks. For example, they might make
comparisons between selected terms in a given subject area or between subject areas. They might
create analogies or metaphors for selected terms. They could simply compare their entries with
those of other students. Finally, they could be engaged in games that use the terms and phrases
from their academic vocabulary notebooks.

After each of these activities students should be asked to make corrections, additions, and changes
to the entries in their notebooks. In this way, students’ knowledge of the academic terms and
phrases will deepen and become a sound foundation on which to understand the academic content
presented in class.
 Word:

In my own words:
___________________
___________________

________________ is Picture:
the same (synonym).

________________ is
the opposite (antonym).

Word:

In my own words:
___________________
___________________

________________ is Picture:
the same (synonym).

________________ is
the opposite (antonym).
CAROUSEL BRAINSTORMING 13.

Post newsprint or poster board showing questions, quotes, or concepts related to the week’s
learning.

Divide students into groups of 4-6.

Place each group with a poster.

Each group adds its ideas about the topic. They might list attributes, an opinion, or compare one
thing to another.

Groups are timed. They travel from one poster to the next until all posters have been visited.

Groups visit their original poster, read the comments, and write a short summary.

COMMON SENSE 14.

This is a card game for use in a small group of students or with the entire class divided into teams.
The game allows students practice with word associations and main idea. Given four words (from
your content area) that have something in common, the students must determine what the
commonality is. If a correct answer is given, the student or team keeps the card. If an incorrect
answer is given, the card is returned to the bottom of the pile. The winner is decided by the
student or team who has the most points.

DIRECTIONS

Prepare cards from poster board or card stock. Clip off one corner. This allows for easy sorting.

With permanent marker write the four common words on the front of the card. Remember to
make one card for the title of the game. Some prefer to use a database and label making software
for this entire step. The finished cards look professionally made.

With the marker, write the answer on the back of the card. Laminate the cards for durability if
you choose.

LATIN ROOTS/GREEK STEM 15.

Knowing some Latin and Greek will help any student with vocabulary.

I do this activity in two segments: a unit for the Latin roots and a unit for the Greek stems.

1. First I present the list of roots or stems and their meanings by using an overhead projector.

2. Next I assign each student one of the roots or stems. He/she is to research words containing this
root or stem and make a list of as many words as possible, noting the word’s definition and how
the root’s meaning pertains to it.

3. I then ask each student to select ten words from his/her list with which everyone should become
familiar. They write these words on an index card, along with their definitions and turn them into
me.

4. I compile these words into a master list from which I select 20-25 per week as a combined
spelling/vocabulary list. I have enough words to make lists for an entire grading period.

5. Finally, I have my students create a visual display of all the words they have found for their
root or stem: a tree for the Latin roots and a flower for the Greek stems. I supply the colored
construction paper; the students supply their imaginations.

* They cut out a tree trunk from black paper and write the Latin root with
white crayon.
• From green or autumn-colored paper, they cut leaves on which they write with
 marker all the words they have found for that root, using one leaf per word.
• Have them glue the leaves to the trunk and display the trees on a bulletin board.
• For the Greek stems, have them cut a flower stem from green paper on which they
write the Greek stem with black marker.
• From brightly colored paper, they are to cut flower petals on which they write all
the words they have found for their stem.
• Attach the petals to the stem and display their completed flower on a bulletin board.

From the Teacher’s Desk

16

LATIN ROOTS GREEK STEMS

Aqua (water) astro (star)

Audi (hear) auto (self)

Cent (hundred) bio (life)

Creat (make) geo (earth)

Equ (same, even) gram (something written)

Fract (break) graph (something that writes)

Gress (step, go) meter (measure)

Ject (throw) micro (small)

Liber (free) mono (single, one)

Loc (place) ology (study of)

Manu (make) phone (sound)

Mem (keep in mind) photo (light)

Mare (sea) tele (far away)

Miss/mit (go, send) phobia (fear)

Oct (eight)

Ped (foot)

Port (carry)

Scrib (write)

Script (write

Uni (one, single)

Vis (see) From The Teacher’s Desk

COMMON WORDS 17

This is a card game designed for an individual student to give him/her practice with synonyms for
common words.

DIRECTIONS:

1. On index cards, write the words from the first column of the table below. These are the
common words.
 2. On smaller cards made from poster board, oak tag, or card stock, write the words from the
second column of the table below. These are the synonyms to the common words.

3. On the back of the smaller cards, write the common word. Thus the activity can be self-
checking.

4. A database and label making software to print the words on removable labels can be used.
These get affixed to the cards. Then laminate. The final product looks professionally
made.

5. The cards are ready to use

6. Store in Ziploc bags or mailing envelopes on which the game’s name is written.

TO PLAY:

Spread the common words on a table or desk so all can be seen easily.
Shuffle the smaller cards.
Match the words on the smaller cards to the common word for which they are a synonym.
When all the smaller cards have been matched, turn them over to check the answers.

COMMON WORDS SYNONYMS 18

LAUGH chortle, chuckle, grin, guffaw, crow, titter, cackle, hoot,

giggle, snicker

CRY whimper, wail, blubber, howl, weep, moan, whine, bawl, sob, sniffle

HAPPY tickled, elated, thrilled, lighthearted, delighted, ecstatic,

blissful, jovial, overjoyed, jubilant
SAD pitiable, downhearted, woebegone, forlorn, dispirited, miserable, wretched, dejected,
disheartened, depressed

WALK swagger, trek, saunter, shuffle, plod, meander, amble,

trudge, step, stroll

RUN dash, speed, dart, race, scramble, chase, scamper, bolt, trot, scoot

www.teachersdesk.org/vocabcommon.html

VOCABULARY SORT 19

Vocabulary sort is an activity designed to get students actively involved with nonfiction or fiction
genres prior to reading a selection. It engages the students in group activity that requires them to
utilize prior knowledge, dictionary skills, and prediction.

DIRECTIONS:

1. Identify eight to ten words from your students’ upcoming reading selection that will
provide a clue as to what the selection is about. More can be utilized once your students
are familiar with the procedure.

2. Write or print the words on a sheet of unlined paper. Divide your students into
groups of three or four. Make enough copies of the words for each group.
 3. Distribute the word lists and have your students cut them apart. Tell them to glue the
words in any order they choose on another sheet of paper. They must have a reason for
their choices. Write the reason on the back of the paper.

4. Next they are to write the definition next to each word.

5. At the bottom of the paper they are to write what they think the selection will be about
based on the vocabulary words. They are also required to tell why they think this
prediction is so.

6. Allow the groups to share their definitions, order of words, and predictions.

Points are awarded for the quality of work and how well the students worked as a group. The
work is saved to refer to them after reading the selection to see how accurate the predictions were.

www.teachersdesk.org/vocabsort.html

KANGAROO WORD 20.

This is a fun, challenging way to practice working with synonyms. It can be played by individual
students, small groups, or the whole class.

Directions:

1. From heavy card stock, oak tag, or poster board, make a set of flashcards, approximately
2”x4”.
2. On one side of the card write the starting word, the longer word of the pair.
3. Place an asterisk in front of this word indicating that it is the starting word.
4. On the back of the card, write the kangaroo word, the shorter of the pair.

To play:
Read the first word. Find a synonym for it by using some of the letters in the first word. Start
with the first letter, and like a kangaroo, hop over letters that you don’t need.

Possible word pairs:

Starting Word Kangaroo Word Starting Word Kangaroo

slithered slid joviality joy

perimeter rim container can
indolent idle rampage rage
prattle prate curtail cut
evacuate vacate matches mate
encourage urge regulates rules
prosecute sue splotches spots
calumnies lies diversified diverse
rapscallion rascal respite rest
perambulate amble pinioned pinned

www.teachersdesk.org/vocabroo.html

Page 21
LANGUAGE ARTS VOCABULARY 22

6th grade 7th grade 8th grade

employ interaction w/texts allusion

foreign phrases paraphrase antecedent
genre etymology bias
hyperbole semantic change clincher sentence
imagery connotation coherent order
inference denotation composition
mnemonic devices stress cross-reference
writing modes pitch debate
multiple meanings juncture derivation
personification onomatopoeia dramatization
rhyme accent elaboration
rhythm repetition facilitator (role
point of view foreign phrases identification/groups)
propaganda internal rhyme gerund
relevant irony inferring
relevancy mood jargon
sequential order foreshadowing inductive reasoning
sidebars flashback deductive reasoning
simile tone inflection
symbolism inferences enunciation
text features viewpoint rate
thesis statement epilogue pitch
stressed assonance participles
unstressed consonance persuasive writing
syllables nuance preface
clauses climax reliability
double-negative sensory detail
shades of meaning
tension
thesis statement
mood/tone
acronyms
sidebars
footnotes
 endnotes
www.jc-schools.net/tutorials/vocab/index.html

from Jefferson County Schools in Tennessee

MATH VOCABULARY 23

6th grade 7th grade 8th grade

base (of exponent) absolute value angles:
Cartesian coordinate system additive inverses - adjacent
Circumference box & whisker plot - alternate exterior
compound event coefficient - alternate interior
degree (angles) cube root - complementary
dependent events function - corresponding
dilation function notation D=RT (distance =
equiangular greatest common rate X time)
equilateral divisor function families
experimental probability greatest common hypotenuse
inequality theorem factor infinite
integers histograms legs of
interior/exterior angles intercepts triangle
isosceles interquartile range line of best fit
negative least common multiple (conceptual)
odds linear equation monomial
percent negative exponents nonlinear equation
pi perfect square perfect square
poll property Pythagorean theorem
power proportional relationships quadratic equations
prime factorization quartile sequence
protractor scatter plots slope intercept form
pyramid scientific notation supplementary angles
qualitative graph slope transversal
random square root vertical angles
unit rates vertical line test
rate
ratio
repeating decimal
sample bias
sample space
sample, sample data
scalene
similarity
simple event
simulation
theoretical probability
triangle

www.jc-schools.net/tutorials/vocab/index.html

SCIENCE VOCABULARY 24

6th grade 7th grade

abiotic acceleration transverse wave
atmospheric connection amplitude trough
adaptive engineered asexual reproduction velocity
technologies cell division
assistive engineered cell organelles 8th grade
technologies ribosome
asteroid mitochondria acid
bias chloroplast atom (electron, neutron,
biome vacuole proton)
biosphere lysosome atomic mass, atomic number
biotic chromosome base
cause & effect crest biodiversity
chemical potential diffusion chemical change
energy dominant trait chemical equation
climate change gene class
conductivity genetic characteristic compound
control genetic engineering density
criteria genotype dichotomous key
design constraint igneous diffusion
elastic potential longitudinal wave domain
electrical conductor mechanical advantage electromagnet
energy transformation metamorphic electron
gravitational potential minerals element
energy mitosis endothermic
hygrometer momentum exothermic
meteorological data monohybrid cross family
ocean current organ system genus
protocol osmosis gravitation (universal law)
prototype phenomenon kingdom
psychrometer phenotype magnetic field
scavengers Punnett square neutral
simple circuits recessive trait neutron
tides respiration order
variable rock cycle particle motion
sedimentary physiological adaptation
www.jc-schools.net/ semi-permeable phylum
tutorials/vocab/index.
html sexual reproduction product
simple machines proton
speed reactant
synthesize species
tissue variation

SOCIAL STUDIES VOCABULARY 25

6th gr. 7th gr. 8th gr.

Ancient colonization altruism

Civilizations demographics antebellum
Irrigation urbanization absolute
Middle Ages impact exchange
Monarchy prime meridian commerce
Nomadic International Date Line congressional
Technological time zone civic efficacy
Empire GPS/GIS constitutional
Epics capitalism contract
Feudalism communism consumption
Renaissance socialism autocracy
Anthropology free enterprise oligarchy
Republic tributary dictatorship
Caste topography diplomacy
cultural diffusion physical processes domestic
archaeologists spatial doctrine
theocracy federalism
philosophy holocaust
geologist human impact
polytheism infrastructure
cuneiform insurrection
globalization interdependence
interdependence international
class map projections
dynasty nationalism
hieroglyphics Magna Carta
Dark Ages recession
Classical relative
Cartouche Republicanism
Plague social norms
Mythology totalitarian
Medieval vernacular

From Jefferson County Schools in Tennessee

(www.jc-schools.net/tutorials/vocab/index.html)

ACADEMIC VOCABULARY RESOURCES

Books
Bringing Words to Life: Robust Vocabulary Instruction by Beck, McKewon & Kucan; The
Guilford Press, 2002, ISBN: 978-1572307537
Rational for teaching vocabulary, how to choose words for RTI (response to intervention), how to
teach vocabulary
Building Academic Vocabulary: Teacher’s Manual by Marzano & Pickering; Association for
Supervision and Curriculum Development, 2005, ISBN: 978-1-4166-0234-7
How to create a list of academic vocabulary, how to teach vocabulary, word lists for content areas
Building Background Knowledge for Academic Achievement: Research on What Works in Schools
by Robert J. Marzano, Association for Supervision and Curriculum Development, 2004, ISBN
978-0-87120-972-6
Rationale for building background knowledge, how to build background knowledge, word lists for
content areas
Research-Based Methods of Reading Instruction for English Language Learners, Grades K-4 by
Linan-Thompson & Vaughn; Association for Supervision and Curriculum Development, 2007,
ISBN: 978-1-4166-0577-5 Field-tested
classroom lessons for ensuring English fluency, chapter on vocabulary
Teaching Basic and Advance Vocabulary, A Framework for Direct Instruction by Robert J.
Marzano, Heinle Cengage Learning, 2010, ISBN: 978-1-42—40-6713-8
Framework for direct instruction in basic terms, those words critical to understanding and using
the English language
Words, Words, Words, Teaching Vocabulary in Grades 4-12 by Janet Allen, Stenhouse Publishers,
1999, ISBN: 978-1571100856
How to develop effective practices in vocabulary instruction, graphic organizers to use

Vocabulary Websites
www.u-46.org/roadmap/dyncat.cfm?catid+246
Examples for all grade levels in English and Spanish

Literacytoolbelt.tripod.com/The%20FAB%20Five/The%20Fab%20Five%20Power
%20Points.htm Links
www.teachersdesk.org/spell_plans.html
spelling and vocabulary games

www.jc-schools.net/tutorials/vocab/TN.html
Tenn. Academic vocabulary games K-8, high school
Note: use the links in the left margin to access games.

www.mckinneyisd.net/departments/curriculum/MISD/Secondary/Language
%20Arts/support_for_academic_vocabulary.htm
Support links, game templates, concept maps, etc.
www.speedofcreativity.org/2007/07/10/building-academic-vocabulary-robert-marzano/
Notes from Marzano presentation at OK State Dept. of Education July 2007
www.jc-schools.net/tutorials/vocab/strategies.html
strategies outline

Academic Vocabulary Games/Activities Websites

www.teachersdesk.org/spell_plans.html
spelling and vocabulary games
www.readwritethink.org/student_mat/index.asp
International Reading Association and NCTE site, collection of online student materials for K-12,
interactive literacy tools incorporating technology
www.jc-schools.nettutorials/vocab/wordo.html
Wordo template

www.jc-schools.net/tutorials/vocab/wordgames-vocab.html
PowerPoint template and 2-fold game board template
www.jc-schools.net/tutorials/PPT-games/
PowerPoint Games (including Password, 20 Questions, Who Wants to be a Millionaire).
www.quia.com/web
Click on Tour Quia Web in the upper right hand corner. Click on “shared activities” to explore
activities currently available. Sign up for a free 30-day trial membership.
www.jc-schools.net/tutorials/read6-12/word/htm
Links to vocabulary activities and games for middle and high school
www.mckinneyisd.net/departments/curriculum/MISD/Secondary/Language
%20Arts/support_for_academic_vocabulary.htm
Game templates for secondary
www.murray.k12.ga.us/teacher/kara%20leonard/Mini%20T’s/Games/Games.htm
Classroom Game Templates and More includes game templates, music, sound clips and directions
www.4teachers.com
tools and online resources for integrating technology into the classroom
www.wordle.net
Generate word clouds from text
www.quia.com/rr/37717.html
QUIA – Rags to Riches, prefixes
www.vocabulary.co.il/
Learning Vocabulary Fun, Test Preparation and Vocabulary Building, learn basic words from
189 topics, play games (matching, hangman, quizzes, word searches, crossword puzzles).
www.eslfflow.com/gamesl.html
ESL vocabulary games

Vocabulary building was boring, unfortunately, dull and dry task. The good news is that
there is not one of them. And 'one of the most interesting. The only thing is the adoption
of the correct method so that the vocabulary is a joke. Fortunately, linguists have found
that with mastery of a handful of Latin roots, you can create a vocabulary that will
impress all found. Below is a list of only 25 of Latin roots easier, opening the
doorHundreds of new English words in a few minutes.

Latin root: meaning – examples from English

: Another change – alter ego, alternative, change

Altus: high – altitude, altimeter
Soul life, soul – breath, spirit animals, animistic, animosity
Aqua: water – water, aqua regia, aqueous
Avis: Bird – aviation, aviary, avian flu
War, war, war – rebellious, bellicose, belligerent
Well, well – nice, good
fall: Autumn – cascade, cadaver,decadent
CIDE cut: kill – Cutting, insecticide, murder, suicide
capitis: head – capital beheaded
carnis: Meat – carnal carnival embody Carnivore
Centre: Centre – eccentric, concentric, concentrated
Dentis: tooth – dentures, endodontics, tooth
Of: worship God – deity, deism
dict object to speak – to dictate, diction, edict, predict
leading to duc: to bring bear – result, produce, reduce
Congress wander on foot – progress,overcome
Project increase: – eject, inject objected project rejected, unless
ELP to drive: for strength – to scatter, drive, push out
pend to hang: – append, depend threaten, pendant, pendulum
Port: Wear behavior -, deport, export, import, report, support
Sanitas health, health – sanitation, Sanatorium
Write to Scrib: Scripting – report setting out the description, prescription, subscribe,
write subscribe
intestinal tract to move to: – gain, contract, detractdrag extract, withdraw, extend,
Traction, draw
vert convert to rotate: – reverse call forwarding, again

Although the above list is very short, but there is an idea of the reader about the
importance of mastering the Latin roots, and also shows how easy it is to understand
many of the words, if you know, is the root. This list is not definitive and you can have
as many roots and think of the word, according to the rules. In this way, enrich your
vocabulary will be arewarding experience.

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