This root word list provides definitions for common Latin and Greek roots found in scientific terms. Keeping this list in a science notebook can help students figure out the meanings of new terms by recognizing their component word parts. The list is organized alphabetically and provides brief, one-word definitions for each root.
This document provides information about plane (2D) and 3D figures, including their definitions, examples, and formulas to calculate their areas and volumes. Plane figures are flat shapes that can be made of straight lines, curved lines, or both. 3D figures have height, depth and width and do not lie entirely in a plane. Examples of plane figures include squares, rectangles, trapezoids and circles, while 3D figures include cubes, cuboids, cylinders, cones, spheres and hemispheres. Formulas are given to calculate the areas of common plane shapes like squares, rectangles, triangles and circles, as well as the volumes and surface areas of various 3D solids.
The document provides examples of root words and their meanings to help with word origins and definitions. It includes Greek and Latin root words commonly found in English and provides example words using those roots. The roots are organized alphabetically and their meanings are given such as "agon" meaning "to struggle" with example words like agony, protagonist, and antagonist. Overall, the document serves as a reference guide for understanding the roots of many English words and their connections to Greek and Latin origins.
The document discusses word roots, prefixes, and suffixes. It provides tables defining 30 common Greek and Latin roots, 26 noun and verb suffixes, and 35 prefixes. Understanding these roots, prefixes and suffixes can help deduce the meanings of unfamiliar words by recognizing their component parts. However, some elements have multiple meanings, so a dictionary should be consulted to determine a new word's precise definition.
The document provides information about using Greek and Latin word roots to determine the meaning of complex words. It discusses word roots, prefixes, and suffixes. The key points are:
- Word roots are the basic meaningful parts of words and prefixes and suffixes can be added to word roots to create new words.
- Knowing Greek and Latin word roots can help determine the meaning of unfamiliar words.
- A series of steps are outlined to analyze words by identifying word roots, prefixes, and suffixes and determining their meanings to understand the overall meaning of the word.
This document provides an overview of the AVKO Foundation and its educational materials, including The Patterns of English Spelling. It describes how The Patterns of English Spelling was created to provide a systematic reference for word families. It also summarizes some of the other educational materials developed from The Patterns of English Spelling, including Sequential Spelling, Let's Write Right, and Starting at Square One. Finally, it provides guidance for teachers on how to assign homework using words from The Patterns of English Spelling and how to check assignments without extensive correcting.
The document provides a list of Greek and Latin roots and affixes along with examples of English words that contain each root or affix. It is organized into three lists that group roots and affixes based on their meaning or function. The roots and affixes relate to concepts like earth, measurement, humanity, water, spheres, movement, light, size, heat, and vision. Examples are given to illustrate how each root or affix is used to form English words across various domains like science, technology, and language.
Prefixes ,suiffixes and root words by Sajjad Ahmad Awan PhD Scholar TE PlanningMalik Sajjad Ahmad Awan
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This document discusses prefixes, suffixes, and root words. It provides examples of how prefixes are added to the beginning of words to change their meaning, such as "unhappy" and "redo." Suffixes are added to the end of words, as in "wonderful" and "restful." The document also discusses identifying base words, roots, and using context clues and word parts to determine a word's meaning. It emphasizes the importance of understanding Greek and Latin roots to help determine the meaning of unfamiliar words.
The document discusses word formation exercises in the Use of English sections of the First Certificate in English (FCE) and Certificate in Advanced English (CAE) examinations. It focuses on the word formation part, where students must fill gaps in a text with words from the same family as a given word by adding suffixes or prefixes. Diagrams are provided to help students identify possible suffixes and prefixes to use based on the grammatical form of the given and missing words. Contact information is provided for giving feedback on the diagrams.
This document provides examples of linking words and their pronunciations in English. It also discusses dropping letters from words and how that changes pronunciation. Some words with challenging pronunciations are presented along with their syllables and sounds. There are also examples of nouns that can be used as verbs and their meanings. Finally, the document lists some English words that are similar to Spanish words along with their pronunciations.
A root is a word element that forms the base of a word and can have prefixes or suffixes added to derive new words. Roots often come from Latin or Greek and carry a specific meaning. Examples provided describe common roots such as "voc" meaning word/name and "audi" meaning hear. Common prefixes and suffixes are also described, including how they can change a word's meaning or class. Prefixes are added to the beginning of a word while suffixes are added to the end.
The document provides a table defining Greek and Latin roots used in scientific vocabulary. It then lists 20 terms and asks the reader to use the definitions in the table to write their own definitions for each term in their own words. Understanding scientific vocabulary can be difficult for students due to unfamiliar words, but breaking down terms into their component root words makes their meanings easier to grasp.
Sally Lee provides examples of root words and their definitions in a study guide for period 8. The document defines root words like "manu" meaning hand, "mater" meaning mother, "micro" meaning very small, "ortho" meaning straight, and "path" meaning feeling or emotion. For each root word, a sentence using it and examples of other words using the root are given to illustrate its meaning and use in context.
This document lists and defines numerous scientific root words, prefixes, and suffixes used in medical and biological terminology. It provides over 200 entries explaining the meaning or derivation of prefixes like "a-", "ab-", "-able", suffixes like "-aceous", "-ate", and combining forms like "aden-", "adip-", "aero-", relating to parts of the body, processes, conditions, numbers, and other scientific concepts.
This document provides definitions and examples of prefixes, stems, and suffixes in the English language. It lists 29 prefixes with their meanings and example words. It also lists 50 stems derived from Greek and Latin with their meanings and example words formed from them. Finally, it lists 13 common suffixes with their meanings and examples of words that use each suffix. The purpose is to outline and define key word parts and their functions in English vocabulary.
Project on – greek and latin root words Sarvesh Bafna
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This document provides a list of Greek and Latin roots with their meanings and English examples. There are over 30 roots listed from A-Z with their definitions, origins in Greek or Latin, and example English words that use each root. The roots cover a wide variety of meanings including parts of the body, locations, sizes, tools, sensations, and more. Many common English words are derived from these classical language roots.
The document discusses using Greek and Latin word roots to determine the meaning of words. It explains that word roots provide the basic meaning of a word, and prefixes and suffixes can be added to modify the root's meaning. Knowing Greek and Latin roots can help readers understand unfamiliar words and improve reading comprehension.
This document contains prefixes used in medical terminology to describe parts and functions of the body, conditions, processes, and other medical concepts. Many prefixes are derived from Greek and Latin and relate to locations, quantities, conditions and other descriptors. Over 200 prefixes are defined with short explanations of their meaning in medical contexts.
This document contains lists of words with common prefixes, suffixes, and root words to help teach phonics. It includes prefixes like "dis," "re," and "un" and suffixes like "able," "ion," and "ly." The word lists are from the book Teaching and Assessing Phonics: A Guide for Teachers and are intended as a reference for educators.
Introduce prefixes suffixes roots affixes power pointDaphna Doron
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This document discusses root words, base words, prefixes, and suffixes. It explains that root words and base words form the core of a word and prefixes and suffixes can be added to change the meaning. Many examples of common prefixes and suffixes are provided along with their meanings such as "un-" meaning "not" and "-able" meaning "able to." Roots from various languages are also explained, such as "chron" meaning "time" and "bio" meaning "life." The document serves as an introduction to word structures and origins.
This document discusses the concept of close reading and strategies to support students in close reading. It defines close reading as carefully analyzing short passages through repeated readings, annotation, text-dependent questioning, and discussions. The document provides examples of using these techniques on a passage about the psychological impact of the song "Gangnam Style" and recommends implementing a thinking curriculum through interactive read alouds that encourage student thinking and questioning.
Inquiry as a vehicle for intervention MAASFEPjenniferplucker
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This document discusses a new approach to literacy intervention for struggling middle school readers. It focuses on starting with the whole text and moving to parts, rather than the traditional approach of starting with parts and moving to the whole. The new approach emphasizes student ownership, engagement, voice, choice, and seeing the student as a knowledge creator. It involves embracing student questions, using multiple resources, and the teacher acting as a model and coach. Integration of reading, writing, language, and publishing is encouraged. The goal is to foster "productive struggle" and view standards as recursive on a continuum of learning.
This document discusses differentiation and making adjustments to instructional culture and structure. It begins by asking teachers to define differentiation and consider their current instructional culture. Teachers are encouraged to shift from a traditional model of instruction plus time equals learning, to a model where targeted instruction and time are tailored to how students learn best. The document presents an example instructional structure that incorporates explicit instruction, work time for student practice, and debriefing. It emphasizes using work time to confer with students and provide targeted interventions or enrichment. Overall, the document advocates for minor adjustments to increase student learning through a more differentiated approach and inquiry-based learning.
This document summarizes a presentation about motivation and engagement in the classroom. It outlines five guiding principles: 1) Meaning and mastery are motivating, 2) Learning is social, 3) Self-efficacy, 4) Interest/relevance, and 5) Control and choice. The document focuses on the first principle, explaining that extrinsic rewards like candy may temporarily motivate students but do not inspire deep learning or thinking. Instead, the presenter advocates for mastery goals that emphasize understanding over performance and help students find meaning and relevance. Examples of practices to promote mastery motivation include hands-on activities, making tasks relevant, and rewarding effort.
This document summarizes research on student motivation and engagement in the classroom. It outlines five key principles: 1) Meaning and mastery are motivating, 2) Learning is social, 3) Self-efficacy, 4) Interest/relevance, and 5) Control and choice. For principle 1, it discusses how extrinsic rewards can sometimes undermine intrinsic motivation and recommends focusing on helping students find meaning and mastery in their learning through relevance, scaffolding, and emphasizing effort over performance.
The document discusses word formation exercises in the Use of English sections of the First Certificate in English (FCE) and Certificate in Advanced English (CAE) examinations. It focuses on the word formation part, where students must fill gaps in a text with words from the same family as a given word by adding suffixes or prefixes. Diagrams are provided to help students identify possible suffixes and prefixes to use based on the grammatical form of the given and missing words. Contact information is provided for giving feedback on the diagrams.
This document provides examples of linking words and their pronunciations in English. It also discusses dropping letters from words and how that changes pronunciation. Some words with challenging pronunciations are presented along with their syllables and sounds. There are also examples of nouns that can be used as verbs and their meanings. Finally, the document lists some English words that are similar to Spanish words along with their pronunciations.
A root is a word element that forms the base of a word and can have prefixes or suffixes added to derive new words. Roots often come from Latin or Greek and carry a specific meaning. Examples provided describe common roots such as "voc" meaning word/name and "audi" meaning hear. Common prefixes and suffixes are also described, including how they can change a word's meaning or class. Prefixes are added to the beginning of a word while suffixes are added to the end.
The document provides a table defining Greek and Latin roots used in scientific vocabulary. It then lists 20 terms and asks the reader to use the definitions in the table to write their own definitions for each term in their own words. Understanding scientific vocabulary can be difficult for students due to unfamiliar words, but breaking down terms into their component root words makes their meanings easier to grasp.
Sally Lee provides examples of root words and their definitions in a study guide for period 8. The document defines root words like "manu" meaning hand, "mater" meaning mother, "micro" meaning very small, "ortho" meaning straight, and "path" meaning feeling or emotion. For each root word, a sentence using it and examples of other words using the root are given to illustrate its meaning and use in context.
This document lists and defines numerous scientific root words, prefixes, and suffixes used in medical and biological terminology. It provides over 200 entries explaining the meaning or derivation of prefixes like "a-", "ab-", "-able", suffixes like "-aceous", "-ate", and combining forms like "aden-", "adip-", "aero-", relating to parts of the body, processes, conditions, numbers, and other scientific concepts.
This document provides definitions and examples of prefixes, stems, and suffixes in the English language. It lists 29 prefixes with their meanings and example words. It also lists 50 stems derived from Greek and Latin with their meanings and example words formed from them. Finally, it lists 13 common suffixes with their meanings and examples of words that use each suffix. The purpose is to outline and define key word parts and their functions in English vocabulary.
Project on – greek and latin root words Sarvesh Bafna
Ìý
This document provides a list of Greek and Latin roots with their meanings and English examples. There are over 30 roots listed from A-Z with their definitions, origins in Greek or Latin, and example English words that use each root. The roots cover a wide variety of meanings including parts of the body, locations, sizes, tools, sensations, and more. Many common English words are derived from these classical language roots.
The document discusses using Greek and Latin word roots to determine the meaning of words. It explains that word roots provide the basic meaning of a word, and prefixes and suffixes can be added to modify the root's meaning. Knowing Greek and Latin roots can help readers understand unfamiliar words and improve reading comprehension.
This document contains prefixes used in medical terminology to describe parts and functions of the body, conditions, processes, and other medical concepts. Many prefixes are derived from Greek and Latin and relate to locations, quantities, conditions and other descriptors. Over 200 prefixes are defined with short explanations of their meaning in medical contexts.
This document contains lists of words with common prefixes, suffixes, and root words to help teach phonics. It includes prefixes like "dis," "re," and "un" and suffixes like "able," "ion," and "ly." The word lists are from the book Teaching and Assessing Phonics: A Guide for Teachers and are intended as a reference for educators.
Introduce prefixes suffixes roots affixes power pointDaphna Doron
Ìý
This document discusses root words, base words, prefixes, and suffixes. It explains that root words and base words form the core of a word and prefixes and suffixes can be added to change the meaning. Many examples of common prefixes and suffixes are provided along with their meanings such as "un-" meaning "not" and "-able" meaning "able to." Roots from various languages are also explained, such as "chron" meaning "time" and "bio" meaning "life." The document serves as an introduction to word structures and origins.
This document discusses the concept of close reading and strategies to support students in close reading. It defines close reading as carefully analyzing short passages through repeated readings, annotation, text-dependent questioning, and discussions. The document provides examples of using these techniques on a passage about the psychological impact of the song "Gangnam Style" and recommends implementing a thinking curriculum through interactive read alouds that encourage student thinking and questioning.
Inquiry as a vehicle for intervention MAASFEPjenniferplucker
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This document discusses a new approach to literacy intervention for struggling middle school readers. It focuses on starting with the whole text and moving to parts, rather than the traditional approach of starting with parts and moving to the whole. The new approach emphasizes student ownership, engagement, voice, choice, and seeing the student as a knowledge creator. It involves embracing student questions, using multiple resources, and the teacher acting as a model and coach. Integration of reading, writing, language, and publishing is encouraged. The goal is to foster "productive struggle" and view standards as recursive on a continuum of learning.
This document discusses differentiation and making adjustments to instructional culture and structure. It begins by asking teachers to define differentiation and consider their current instructional culture. Teachers are encouraged to shift from a traditional model of instruction plus time equals learning, to a model where targeted instruction and time are tailored to how students learn best. The document presents an example instructional structure that incorporates explicit instruction, work time for student practice, and debriefing. It emphasizes using work time to confer with students and provide targeted interventions or enrichment. Overall, the document advocates for minor adjustments to increase student learning through a more differentiated approach and inquiry-based learning.
This document summarizes a presentation about motivation and engagement in the classroom. It outlines five guiding principles: 1) Meaning and mastery are motivating, 2) Learning is social, 3) Self-efficacy, 4) Interest/relevance, and 5) Control and choice. The document focuses on the first principle, explaining that extrinsic rewards like candy may temporarily motivate students but do not inspire deep learning or thinking. Instead, the presenter advocates for mastery goals that emphasize understanding over performance and help students find meaning and relevance. Examples of practices to promote mastery motivation include hands-on activities, making tasks relevant, and rewarding effort.
This document summarizes research on student motivation and engagement in the classroom. It outlines five key principles: 1) Meaning and mastery are motivating, 2) Learning is social, 3) Self-efficacy, 4) Interest/relevance, and 5) Control and choice. For principle 1, it discusses how extrinsic rewards can sometimes undermine intrinsic motivation and recommends focusing on helping students find meaning and mastery in their learning through relevance, scaffolding, and emphasizing effort over performance.
This document discusses principles of student motivation and engagement in learning. It summarizes five key principles: 1) Meaning and mastery are motivating, while extrinsic rewards can undermine intrinsic motivation; 2) Learning is social and students are motivated by collaboration; 3) Students are motivated by developing self-efficacy through setting goals and recognizing progress; 4) Interest and relevance motivate students by connecting learning to their lives; and 5) Students feel motivated when they have some control and choice over their learning. The document provides examples of classroom practices that align with each principle to increase student engagement.
This document discusses principles of student motivation and engagement in learning. It examines 5 key principles: 1) Meaning and mastery are motivating, while extrinsic rewards can undermine intrinsic motivation; 2) Learning is social and students are motivated by collaboration; 3) Students are motivated by developing self-efficacy through setting goals and recognizing progress; 4) Interest and relevance motivate students by connecting learning to their lives; and 5) Students feel motivated when they have some control and choice over their learning. The document encourages teachers to reflect on how to apply these principles in their own practices to increase student engagement.
This document summarizes a double-dose reading intervention program for struggling middle and high school students. The program provides an additional 205 minutes of reading instruction per week through three strategically designed reading classrooms staffed by four licensed reading teachers. It serves 174 high-need students in grades 7-8 and another 205 students in a tier 2 intervention class. The program aims to increase students' reading engagement, volume, and achievement through small group instruction, independent reading time, data-driven teaching, and celebration of student success. Student testimonials indicate the program is helping them read longer and make better connections to what they read.
This document discusses the changing story of American education from both high-level and classroom perspectives. Nationally, forces like international test scores, common standards, and new teacher evaluation systems are shaping education. At the classroom level, schools are shifting their focus from teaching to learning and embracing failure and confusion as part of the learning process. The document advocates for a capacity building approach through differentiated, data-driven instruction and interventions rather than a discrepancy model of remediation. It emphasizes aligning upper-level goals and lower-level classroom practices to focus relentlessly on student learning.
From Frustration to Freedom: Tier 2 Intervention for Secondary Striving Readersjenniferplucker
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This document outlines strategies for improving adolescent reading skills, including intervention strategies, assessment and data use, instructional practices, professional development, and resources. It discusses using strategic reading, increasing reading volume and engagement, pairing students for discussion, goal setting, and data-driven instruction. The document promotes a homegrown and inquiry-based approach to reading and celebrating progress.
The document discusses principles for engaging students in learning. It advocates changing the verb "manage" to "engage" when thinking about students. Principle 1 notes that once students understand material, they become engaged. Principle 2 states that carrots, sticks, and punishments should be removed from the classroom. Principle 3 suggests giving students control over their own learning.
This document discusses close reading as a deliberate downshift from other reading strategies. It defines close reading as rereading short complex passages with limited frontloading and repeated readings to model strategic reading. Close reading uses text-dependent questions and annotation to help students slow down and comprehend complex texts at an increasing level of difficulty. The goal is productive struggle through close analysis of vocabulary, text structure, author's purpose and inferences to expand students' knowledge and understanding.
This document summarizes a presentation about re-examining English language arts standards. It discusses the driving forces behind changing standards, including international assessments and the Common Core State Standards. It also explores challenges in implementing new standards, such as increasing text complexity, emphasizing informational text, and preparing students for college and careers. The presentation advocates for teaching practices like close reading, argumentation, extended writing, and emphasizing literacy across all subjects.
1) The document discusses principles of student motivation and engagement in reading. It outlines five key principles: meaning is motivating, learning is social, self-efficacy, interest/relevance, and control and choice.
2) Each principle is explained and examples are given of instructional practices that can help apply each principle, such as collaborative learning activities, choice in assignments, and connecting lessons to students' interests.
3) The importance of student motivation and reading engagement for achievement is discussed. Strategies are presented to help shift students from a performance to a mastery orientation in their learning.
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This document discusses strategies for teaching vocabulary across disciplines. It recommends teaching 2-3 essential vocabulary words per week in each class, as well as 2-3 Greek or Latin word parts or roots per week. Teaching both the essential words and their roots can significantly increase the number of words students learn. The document provides examples of word parts that could be taught in different subjects and recommends collaborating with colleagues to identify appropriate terms. It also describes techniques for teaching word parts, including demonstration lessons and activities to help students learn and reinforce the terms.
1) The document discusses five principles of student engagement: meaning is motivating, learning is social, self-efficacy, interest/relevance, and control and choice.
2) It provides examples of strategies for applying each principle, such as making tasks relevant, using hands-on activities, collaborative learning, and giving students choice and ownership.
3) The importance of student engagement for reading achievement is highlighted, as engagement and intrinsic motivation are stronger predictors of success than external factors like home environment.
This document provides a model plan for adolescent reading intervention and development in Minnesota schools. It was created by reading experts and updated in 2011 to align with current best practices and Response to Intervention frameworks. The plan is meant to guide schools in developing comprehensive assessment, instruction, and intervention systems to ensure all students achieve reading proficiency. It includes beliefs, a research base, how to use the model, a tiered intervention approach, and charts outlining developmental outcomes in areas like comprehension, vocabulary, and fluency.
This document discusses strategies for improving academic literacy at Eastview High School. It focuses on increasing reading volume through a "Time to Read and Write" period to boost engagement and achievement. The strategies include goal setting, feedback, self-reflection, and celebrating progress.
The document provides an overview of the R.E.S.C.U.E. framework for supporting striving secondary readers. R.E.S.C.U.E. stands for Relate, Expect, Scaffold, Uplift, Engage. Each letter provides strategies such as building personal connections, shifting to a growth mindset, providing scaffolding activities, uplifting students through praise of effort, and engaging students through choice and collaboration. Digital tools that can be used to increase engagement are also highlighted.
1. Root Word List
One of the most difficult things about studying science (especially biology and medicine) is the many names and terms that
seem difficult. Most of them are based on Latin or Greek words. By using the following glossary you may be able to figure
the meaning of many of these terms as you come across them, which might help you to understand
them and learn them. Keep this packet in your science notebook.
A
carcin- tumor
a- or an- without, lack of, not cardi- heart
ab- away from carn- flesh
acro- height, extremity carp- (-carp) wrist (fruit)
acu- needle, sharp cata- down
ad- toward, near, on cauda- stem
aer-, aero- air caus- burn
albu- white -cele tumor or swelling
alg-, -algia pain -centesis puncture, tap
allo- different centi- hundredth
alveol- a cavity centri- center; at the center
ambi-, amphi- both cephal- head
amyl- starch cereb-, cerebro- brain
ana- up, back, or apart cervic- neck
anemo wind, moving air chiasm- marked crosswise
angio- vessel, case, closed chel- claw
annel ring chemo- by chemicals
antho-, -anth flower chlor- green
anthro-, anthropo- human choano- a funnel
anti- against, opposed to chole- bile
ante-, antero- before, forward chondro- cartilage
apo- away from, separation chord string
aqua water chrom-, chromat- color
arachn- spider chym- juice
arch-, archaeo- ancient, beginning -cide kill, destroy
arthro- joint, jointed cilia- hair
arteri- artery circum- around
-ase an enzyme cocco- berry
-asis, -osis state of, condition of cochl- snail
aster, astro- star coelo-, celo- hollow, cavity
atmo- breath coit- a coming together
audi-, audio- hear coll- glue
auto- self co-, con-, com-, co- with, together
aux- grow, enlarge contra- against, opposite
corpor-, corpus body
cost ribs
B cotyl cup
cranio- head, skull
bac- rod, stick crypto- hidden
bentho- depths (of the sea) -cule little
bi-, bis- double, twice, two cuti- skin
bio- life cyan- blue
blasto-, -blast germ cyclo- circle
blephero- eyelid cysto-, cyst- bag
bot- graze, feed cyt-, cyto-, -cyte cell
brachi- arm
brady- slow
brevi- short D
bronchi windpipe
bry-, bryo moss or grow dactyl- finger
de- away from, down from
deca- ten
C deci- tenth
deutero- second
capi-, capit- hair, head demi- half
calor- heat demo- people
capsa- a box dendr- tree
carb- coal
2. dent-, -dont teeth gon- sex or seed
derm, dermat- skin -graph, -gram writing, description
-desma- band, bond gymn- naked
dextro right (not left, that is) gyn- female
di-, diplo-, dicho- double, two
dia- through
dino- terrible H
dis- apart, reversal OR bad
dors- back hapl- single
duct lead helic- a spiral
-dynia pain helminth type of worm
dys- bad, difficult, painful hemi- half
hem-, hemat- blood
hepat- liver
E herb- non-woody plant
hetero- unlike; other
e-, ex-, ec- out, away from hiberna- winter
echino- spiny histo- tissue
eco-, oeco- house homo-, homeo- similar OR man
ecto- outside homin- man
-elle small hormono- excite
em-, en- in, into hydro- water OR hydrogen
-emia blood condition hyper- over, above, excessive
enanti- opposite hypo- under, below
encephalo- brain hystero-, hyst- uterus
endo- within
enter- intestine
epi- upon, on, beside I
equi- equal
ergo-, -rgy energy OR organ ichthy- fish
erythr- red idio- distinct one
ex-, extra- outside, beyond im-, in-, into, in (OR without)
eu- true, good immuno- safe, free
infra- below, beneath
insula island
F intra- within
inter between
-fer, -ferent carry or bear -ism condition, doctrine
ferro- iron iso- equal, same
fibr- fibers -ist one who…
fiss- split -ite like, similar to
flagel- whip -itis inflamed condition
flex- bend -ize combine with; to treat
flu-, flux flow
foli- (with 1 L) plant, leaf
folli- (with 2 L’s) bag, sac J&K
for- before
-form shaped like juxta-, junct near
-fuge expelling -karyo nucleus
fusi- a spindle kilo- 1000
kino-, kine-, kinesio- move
G
L
gameto- reproductive cell
-gamy marriage labi- lips
ganglio- knot lact- milk
gastro- stomach lamin- sheet, layer
gen-, -gen, -genesis to produce; born; offspring laryng- larynx
geo- earth later- side
germ seed lepido- a scale
gest carried leuco-, leuk-, leuko- white
-glia glue liga- bind
glob ball lingua tongue
glosso-, -glotti tongue lipo- fat
gluc-, glyc- sugar, sweet -lith stone
gnath the jaw limn- a lake
3. littor- the seashore oo- egg
loco-, loca- place op-, opto-, opthalmo- eye
-logy study of opercul- a covering, lid
lopho- a crest, tuft oro-, ora-, os mouth
lyso-, -lyte, -lysis, lyto- breakdown, dissolve ortho- straight
-osis disease, condition
os-, osteo- bone
M -ostomy, -otomy to make an opening into
oscul- a little mouth
macro- big, large ot-, oto- ear
magna- great, large -ous full of; similar to
mal- bad, poor ovi-, ova- egg
-malacia softening
mamm-, mast- breast
-mania madness P
marsupi- bag, pouch
med-, medio- middle paleo- ancient
medulla marrow -palp lip
mega large palpit- flutter
megaly enlargement pan- all
meio- less para- beside, beyond; or, against
mela-, melano- black par-, paro, -parous to bear, to bring forth
mer part path, patho disease, suffer
meri-, meristo- divide ped- foot (or child, sometimes)
meso- middle paed, paedo- child
meta- beyond/after OR change pelag- the sea
meter measure -penia decrease
mito- thread per- by, with
micro- small perfora- bore through
mono- one peri- around
morph form phago-, -phage eat
multi- many -phas- speak
muta- change pheno- appear
myco fungus -phil-, attraction to, love
myelo- spinal cord or bone marrow phleb, phlebo- vein
myo- muscle -phobia fear
phone sound
-phore carry, bearer
N photo- light
phre- diaphragm OR mind
narco- stupor, numbness phyll (2 L’s) leaf
naso- nose phylo- (1 L) tribe
necro- death phyto-, -phyte plant
nemato thread pil-, pilo-, pillo- hair
neo new pino- drink
neph-, nephro- kidney placo- a plate
neuro- nerve plankt-, wandering
neutro- neither plas-, -plasia, plasm form, grow
nitro- nitrogen -plasty repair, reconstruction
noci- harm platy flat, broad
nocti- night -plegia paralyze
nomo-, -nomy name pleio- more
non- not pluri- many
noto- back pne-, pneu- breath
nucleo- walnut, kernel pneumo- lung, air
pod-, podi- foot
poie- make
poly- many
O pom apple
-pore, poro- passage
ob- against post- after, behind
oculo- eye -potent- powerful
-oid, -ous, -ode like, full of, resembling pre-, pro- before, in front of, forward
oligo- few procto- anus
olfact- smell proto- first
-oma tumor pseudo- false
omni- all
4. psych- mind thio- sulfur
-pter- wing thorac- chest
-ptosis fall, drop thrombo- a clot
pulmo- lung thylaco- sac, pouch
pyo- pus thyro- oval shield
pyro- fire, fever -tion process of
-tom, -tomy cutting
topo- place
Q&R toti- all
toxi poison
quad, quadri- four trache- windpipe
radio- wheel, spoke, ray trans- across, through, beyond
re- back, again tri- three
ren- kidneys trocho- a wheel
retro- backward, located behind tropo-, -trope, -trophy nutrition, growth; or, turning
-rhea discharge tympan drum
rhin-, rhino- nose turg- swollen
rhizo- root
U
S ultra- beyond, excess
un- not, back
sacchar- sugar
uni- one
salta- leap
ur- earliest
sapiens thinking
uro-, -uria tail (or urine)
sapro- rotten
-saur- lizard
schiz- split
V
sclero- hard
vacci- cow
scolio- twisted
vacu- empty
-scope examine; to show
vario change
sect- cut
vas, vaso- vessel, duct, vein
semen, semin seed
ven- vein
semi- half
ventr- stomach
septic rotted
vermi worm
-simi- an ape
vert- to change or turn
soma-, somato-, -some body
vestigi- trace
soph wisdom/knowledge
viru slime, ooze
-spasm to cramp or convulse
virul- poisonous
speci- type
vis-, vid- see
sperm, spermato- seed
viv, vivi- living
spiro-, spira- breathe
vort-, -volv to change or turn
spleno- spleen
-vore, -vorous eat
sporo- seed
stamen threads
-stasis, -stat, stato- standing, stoppage, balance X&Z
steno- narrow
xantho- yellow
stimul tease, touch
xero- dry
-stom- mouth
xylo phone
sub- rear, less than, below
zona- a belt
super-, supra- above or excessive
zoo- animal
sym-, syn- similar, with
zygo- united or yolk
zyme ferment, leaven
T
tachy fast
tars ankle, foot Extras
taxo- arrangement
tele-, telo- end
ten to hold fast
teno-, tendo- stretching
tetan spasm
tetra- four
therap- treatment
-therm, thermo- heat
thigmo- a touch