There are just too many vocabulary words to teach one at a time! Kids with hearing loss need to ‘unlock clues’ so they can figure out new words. Children with hearing loss have access issues that reduce their opportunity to learn words by overhearing them in the naturally occurring communication in their everyday environments. Early intervention can greatly decrease barriers to language learning, but not eliminate them. Children who are identified early and receive early intervention demonstrate language in the “low average” level (i.e., standard scores 85-88%) compared to children without hearing loss. Even with early cochlear implantation, language abilities remain on average below those of hearing peers. There is a much evidence supporting that students with hearing loss experience increasing challenges in comprehension of print literacy. To compound this, students with hearing loss are less aware than hearing students when they do not comprehend what they are reading. (From Evidence-Based Practice in Educating Deaf and Hard-of-Hearing Students, Spencer & Marschark, 2010).
The reality for most students is that they start school with “low average” language ability and/or ‘Swiss cheese’ language. As new vocabulary is introduced more and more rapidly in increasing grades and students are expected to “read to learn” their reading comprehension increasingly falls behind. As of 2000, the median reading achievement among 18-year-old students with hearing loss in the US was roughly equivalent to that of a 9-year-old with typical hearing (Traxler, 2000). Vocabulary instruction needs to occur in meaningful contexts as opposed to simple drill or practice of definitions. However, vocabulary cannot be expected to develop sufficiently without direct instruction. It is necessary to teach students the use of context for identifying word meanings and provide them with an understanding of how root and base word, prefixes and suffixes can be used to infer the meaning of new words that are spontaneously encountered (pp. 99-100, Spencer & Marschark). In other words, students who are only taught whole words as a means to broaden their vocabulary will not be able to keep pace with their hearing peers. Karen Anderson, Director
Rummy Root & More Roots were created to increase English vocabulary in a fun and stress-free way. All learning styles have been incorporated into both ROOTS games, so that TEACHERS or PARENTS may open and increase the knowledge and long term memory of their students. Our goal is to develop a love of language and learning for all students!
Three Levels of Challenge: Simple enough for 3rd graders, levels challenging enough for highschoolers!
Why Learn Greek and Latin Roots?
Greek and Latin roots, when combined together, form many of our English words. Knowing these root meanings adds a deeper level of comprehension, increases reading fluency and helps increase academic performance, including S.A.T. scores.
Why Dictionary Competency Skills?
Most children find Dictionaries very frustrating and drill practice too boring. We have included dictionary skills in each game level to alleviate these problems. Alphabetizing skills and Dictionary Guide Words are reinforced by scanning the Word List and looking under “Headings”. Kids (and Adults!) actually enjoy looking up words in either the “Rummy Roots” and “More Roots” Dictionaries to “Stump” their opponents! Dictionaries need no longer be a place where no one wants to go, but rather a fun-filled place with interesting facts to find.
How Do You Play The Rummy Roots & More Roots Games?
There are 4 different card games in one deck. Each game (or level) is designed to be fun and stress-free for children and adults alike!
Pre-Roots is played like “GO FISH”. It teaches the English meanings to the 42 Greek and Latin roots included in Rummy Roots and More Roots. We have chosen the most familiar roots to give confidence to even the youngest of players. (Example: Micro, Phone, etc.) Alphabetizing skills are practiced in this game.
Level 1 is played by combining two Greek or Latin root cards together to form English words. (Example: Auto + Graph = Autograph) Players become familiar with Dictionary Guide Words in the Roots Word Lists and are introduced to the vocabulary words used in 1, 2 and 3.
Level 2 continues combining roots together to form English words. The Stump Card is used from the “Roots Dictionaries”. In this level players learn the definitions of 2 root combinations included in Rummy Roots and More Roots.
Level 3 is played similar to “Rummy”. Players now include 3 root card combinations from the Roots and More Roots Dictionaries. (Example: Auto + Bios + Graph = To stretch Players from familiar words to those of higher difficulty, players at this level may “steal” cards from opponents whenever possible and receive Double points!
Rummy Roots and More Roots Teacher Testimonials
I purchased a class set of “Rummy Roots” and a class set of “More Roots” for my district’s Gifted Program Resource Library. It has been so popular with teachers and students alike that I need to buy another set to meet circulation demands. I like the fact that the students’ vocabulary, reading comprehension, and spelling skills are enhanced almost effortlessly. The students enjoy the game aspect, while the teachers appreciate that the games are self correcting and that the knowledge of Greek and Latin roots will help their students academically succeed by giving them a strong understanding of the English language. I enthusiastically endorse the “Rummy Roots” line of products. In fact, as a presenter, I bring them to teacher training workshops to show teachers how to incorporate more activity based learning activities into their curriculum.
– Rosa Young,
Coordinator of the Program for the Academically Talented
In my search for ways to challenge high school talented and gifted students, “Rummy Roots” proved to be one of those rare classroom purchases which doesn’t become obsolete after several uses. In a cross-graded interdisciplinary course such as mine, students are often part of my program from grades 9 – 12. Rummy Roots brings life and fun to SAT Verbal Test preparation. Although I mainly use the beginning level for basic vocabulary building, the ability for students to move immediately to another set of words without disrupting the rest of the class makes challenging my students much easier to accomplish. The game is fun for my foreign exchange students and students in England loved it last summer! Latin and Greek have never been so much fun.
– Nancy Cartwright,
Vice President WAETAG (Washington Association for Educators of Talented and Gifted) Honors Humanities English/Fine Arts Department Chair at West Valley High School in Spokane, Washington
These games are an excellent, easy way to build vocabulary as well as students understanding of morphographic patterns within words. The latter is an important consideration for any spelling curriculum. According to the Hanna, Hanna & Rogers study (1962) sine 13% of English words are morphographically consistent. Obviously, having a concrete understanding of these patterns improves spelling. I highly recommend the games both in my book and during seminars which I conduct for teachers and home schoolers.
– Beverly L. Adams-Gordon, M.Ed.
Author of Spelling Power