A whole school vocabulary project28/01/20
‘The Power of Words’: a whole school vocabulary project
At The Sittingbourne School, we are committed to preparing all our students for a successful future. A major factor in this is their ability to use and understand a wide range of vocabulary. Researchers at Oxford University Press found that students with a strong command of vocabulary cope better in lessons, gain higher qualifications and have better employment prospects after leaving school.
In order to broaden students’ vocabulary, and improve their ability to decode unfamiliar or more specialised vocabulary, we are increasing our focus on word roots. We know that 60% of the English language is drawn from Latin and Greek origins, a figure which is even higher in technical language. Understanding word roots, and the word families they belong to, makes unfamiliar vocabulary more accessible, whilst introducing students to the ‘hidden stories’ behind words. Recognising word roots helps our students develop deeper word knowledge, which, in turn, accelerates the growth of their vocabulary.
Over the next three terms, students will be introduced to two word roots a week, along with the subject specific vocabulary drawn from them. Students will be challenged to use the vocabulary creatively in tutor groups, with the best sentences shared across the school!
You can view the word roots here. These will be updated each week:
|Term / Week||Root 1 and meaning||Examples||Root 2 and meaning||Examples||Best student sentence|
|3.1||photo - light||photosynthesis; photosensitive||inter - between||intercept; interpret; international||
The photocopiers and internet systems were only intermittently working due to a lack of interchangeable which would have fixed the the problem.
|3.2||aqua - water||aquarium; aqueduct; aquifer||port - carry||portly; export; reporter||
I am currently building a portfolio of evidence to support my application for the role of aqua culturist, where I will be responsible for the cultivation, importation and exportation of live plants and fish across the globe.
|3.3||lumen - light||luminous; illuminate; luminescent||contra - against||contrast; controversy; contradict|
|3.4||auto - self||automate; autobiography; automatic||trans - across||transverse; translate; transportation|
|3.5||sub - under||submarine; subvert; submissive||uni - one (same)||uniform; unique; universe|
|4.1||terra - earth||terracotta; terrain; terrestrial||sphere - ball||spherical; atmoshpere; biosphere|
|4.2||cent - hundred||century; centipede; percentage||audi - hear||auditory; audience; auditorium|
|4.3||hydro - water||hydrate; hydroelectric; hydrophobia||con - with||consequence; converse; connection|
|4.4||tri - three||triumverate; tricycle; triangulate||graph - draw||photograph; graphic; biography|
|4.5||leg - of the law||legacy; illegal; legislate||tele - far||telescope; telepathy; television|
|5.1||thermo - heat||thermostat; thermometer; thermal||cog - learn||cognitive; cogent; recognition|
|5.2||vis - see||vision; invisible; visualise||magna - great||magnify; magnificent; magnanimous|
|5.3||bi - two||bias; bicycle; bilateral||integer - whole||integrate; integral; integrity|
|5.4||spec - look||inspector; spectacle; spectator||dict - speak||dictator; dictionary; predict|
|5.5||geo - earth||geography; geology; geode||extra - outside||extraterrestrial; extraordinary; extraction|
Please share our love of language with your children at home! Perhaps you have a fantastic sentence using the word roots of the week that you would like to contribute? Please contact Mr Andy Trigwell, the school’s Literacy Lead – email@example.com with your ideas!