Identify and explain four ways you can use context clues to determine the meanings of unfamiliar words that you encounter as you read.

This is not an imaginary classroom. Leslie Montgomery, who teaches in a high poverty public elementary school, regularly witnesses this phenomenon. Her students have learned the power of using the meanings of prefixes, roots, and suffixes (especially common Greek and Latin roots) to figure out the meanings of words.

As they talk through their reasoning, it is clear her students are developing “morphological awareness,” or understanding about the structure and origin of words. This skill can often seem like magic to kids, but is really sophisticated vocabulary knowledge that they need in order to learn at higher levels.

The third word-learning strategy I want to suggest is that of using reference materials, which is a “beyond-the-word” technique.

Of course we need to teach students to use dictionaries, glossaries, and thesauruses to verify an inference and check the meaning of a word. But we can also teach students how to expand vocabulary into semantic networks by finding synonyms and antonyms in these reference materials as part of their word exploration.

For example, Susan invited her eighth graders to use a variety of digital sources to explore selected words. Students were astounded to find numerous definitions, synonyms, and antonyms for these words in different sources, leading to a natural discussion of multiple meanings and the context in which the word was introduced.

Because middle school students often just choose the shortest definition for a word, this type of investigation emphasized the importance of using multiple sources and considering the most accurate meaning in the context of the text.

1. read the following excerpt from franklin d. roosevelt's "fireside chat 19":

on the other side of the picture, we must learn also to know that guerilla warfare against the germans in, let us say serbia or norway, us; that a successful russian offensive against the germans us; and that british successes on land or sea in any part of the world strengthen our hands.

remember always that germany and italy, regardless of any formal declaration of war, consider themselves at war with the united states at this moment just as much as they consider themselves at war with britain or russia. and germany puts all the other republics of the americas into the same category of enemies. the people of our sister republics of this hemisphere can be honored by that fact.  

the true goal we seek is far above and beyond the ugly field of battle. when we resort to force, as now we must, we are determined that this force shall be directed toward ultimate good as well as against immediate evil. we americans are not destroyers — we are builders.

analyze the effectiveness of this excerpt. how does it function within the speech as a whole? how does the structure of the excerpt to convey the speech's purpose and key points? support your argument with evidence from the speech. (10 points)

ma”am had a granddaughter who lived a couple blocks away from her school who later on then met friends