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I have, who has - Etymology
4 5 6 Pre & Primary Essentials Games & Activities English Language for Expressing & Developing Ideas Phonic & Word Knowledge Language for Interacting With Others 7 Pages

I have, who has - Etymology

Consolidate knowledge of Latin and Greek roots with this fun, whole class activity! Included are 28 common Latin and Greek roots. A perfect warm up activity that has been created as part of a larger unit of work for Year 5- Word Etymology. 
 

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Learning goals

  • We are learning to build new vocabulary from a range of sources including technical and subject specific language.
  • We are learning to build new vocabulary from a range of sources including technical and subject specific language, such as synonyms and antonyms.
  • We are learning to use vocabulary to express precise meaning using subject-specific words for different contexts, e.g. cut – slice, dice, filet, segment.
  • We are learning to use vocabulary, including Latin and Greek roots, to express precise meaning using subject-specific words for different contexts, e.g. instead of mammal or whale – humpback whale.
  • We are learning that Standard Australian English is one of many dialects used in Australia and has been influenced by other languages.
  • We are learning to understand how to use letter patterns, spelling generalisations, morphological word families, affixes and word origins to spell more complex words.
  • We are learning to understand how to use letter patterns, spelling generalisations, morphemic word families, prefixes, suffixes and word origins to spell more complex words.
  • We are learning that the pronunciation, spelling and meanings of words have histories and change over time.
  • We are learning to use known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words.
  • We are learning to use known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words.
  • We are learning to use known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words including technical words.
  • We are learning to use known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words, including technical words.

Curriculum alignment

AC9E4LY10 9 Understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, common prefixes and suffixes, and word origins, to spell more complex words AC9E5LA08 9 Understand how vocabulary is used to express greater precision of meaning, including through the use of specialist and technical terms, and explore the history of words AC9E4LA11 9 Expand vocabulary by exploring a range of synonyms and antonyms, and using words encountered in a range of sources AC9E5LY09 9 Build and spell new words from knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations AC9E6LY09 9 Use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words ACELA1498 8.4 Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research ACELA1526 8.4 Understand how to use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words ACELA1513 8.4 Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words ACELA1500 8.4 Understand that the pronunciation, spelling and meanings of words have histories and change over time ACELA1779 8.4 Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words ACELA1487 8.4 Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages ACELA1512 8.4 Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts
EN2-9B old Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts EN3-6B old Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies EN3-4A old Draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts EN2-6B old Identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features EN2-5A old Uses a range of strategies, including knowledge of letter– sound correspondences and common letter patterns, to spell familiar and some unfamiliar words EN2-SPELL-01 new Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts EN2-OLC-01 new Communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting EN2-VOCAB-01 new Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words EN2-REFLU-01 new Sustains independent reading with accuracy, automaticity, rate and prosody suited to purpose, audience and meaning EN2-RECOM-01 new Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension EN3-OLC-01 new Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding EN3-VOCAB-01 new Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts EN3-RECOM-01 new Fluently reads and comprehends texts for wide purposes, analysing text structures and language, and by monitoring comprehension EN3-SPELL-01 new Automatically applies taught phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts, and justifies spelling strategies used to spell unfamiliar words
VCELA354 Understand how to use banks of known words, word origins, base words, prefixes, suffixes, spelling patterns and generalisations to spell new words, including technical words and words adopted from other languages VCELA312 Understand how to use banks of known words, syllabification, spelling patterns, word origins, base words, prefixes and suffixes, to spell new words, including some uncommon plurals VCELA333 Understand that the pronunciation, spelling and meanings of words have histories and change over time VCELA295 Understand how to use spelling patterns and generalisations including syllabification, letter combinations including double letters, and morphemic knowledge to build word families VCELA303 Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages VCELA325 Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts VCELA293 Incorporate new vocabulary from a range of sources, including vocabulary encountered in research, into own texts

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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