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Systematic and explicit morpheme lessons, teaching activities, and more will create morphological awareness for teachers and students alike! Fifty-three lessons, covering suffixes, prefixes, roots, and Greek combining forms, share a systematic routine that draws from the research on how we develop deep word knowledge. This program is sure to enhance advanced word study while building interest and curiosity about words.
Assessments are included in the Book of Lessons.

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Systematic and explicit morpheme lessons, teaching activities, and more will create morphological awareness for teachers and students alike! Fifty-three lessons, covering suffixes, prefixes, roots, and Greek combining forms, share a systematic routine that draws from the research on how we develop deep word knowledge.

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How do we adjust teaching with the increase of AI (ChatGP, etc)

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How do we adjust teaching with the increase of AI (ChatGP, etc)

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I'd love to learn more ways/opportunities that others are using for small groupings for this work?  Or is everyone planning on doing this whole group?

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I'd love to learn more ways/opportunities that others are using for small groupings for this work?  Or is everyone planning on doing this whole group?

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LARGE anchor charts w/ latin and Greek morphemes for print or purchase

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LARGE anchor charts w/ latin and Greek morphemes for print or purchase

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Re: Morphology, Vocabulary, & Fluency - Dr. Tim Rasinski

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Re: Morphology, Vocabulary, & Fluency - Dr. Tim Rasinski

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If you email Dr Rasinski and ask to be put on his email list, he emails out three weekly emails: Morphology Monday, Word Ladder Wednesday, and Fluency Friday. His email address is: trasinsk@kent.edu

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Biography

Timothy Rasinski is a professor of literacy education at Kent State University and director of its award winning reading clinic. He has written over 200 articles and has authored, co-authored or edited over 50 books or curriculum programs on reading education. He's published numerous best-selling books with Teacher Created Materials and Shell Education, and has also authored books for Scholastic. His scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. His research on reading has been cited by the National Reading Panel and has been published in journals such as Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research. Dr. Rasinski is the first author of the fluency chapter for the Handbook of Reading Research.

Dr. Rasinski served a three year term on the Board of Directors of the International Reading Association and was co-editor of The Reading Teacher, the world's most widely read journal of literacy education. He has also served as co-editor of the Journal of Literacy Research. Dr. Rasinski is past-president of the College Reading Association and he has won the A. B. Herr and Laureate Awards from the College Reading Association for his scholarly contributions to literacy education. In 2010, Dr. Rasinski was elected into the International Reading Hall of Fame.

Prior to coming to Kent State, Timothy Rasinski taught literacy education at the University of Georgia. He taught for several years as an elementary and middle school classroom and Title I teacher in Nebraska. Tim is a veteran of the US armed forces.

Professional Development Areas of Expertise

Working with Struggling Readers

Developing Foundational Reading Skills in Young Readers

Effective Teaching of Phonics and Word Study

Teaching Fluency: The Neglected but Necessary Goal of the Reading Curriculum

Contact
E-mail: trasinsk@kent.edu
Phone: 330-672-0649
Twitter:@timrasinski1

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Timothy Rasinski is a professor of literacy education at Kent State University. He has written over 150 articles and has authored, co-authored or edited over 15 books or curriculum programs on reading education.

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Using student choice readings to assess for decoding and comprehension.

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Using student choice readings to assess for decoding and comprehension.

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Implementing instructional strategies to teaching critical reading skills to students.

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Implementing instructional strategies to teaching critical reading skills to students.

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I love it. The tests are actually kind of difficult. It's way better than any other trainings I have taken as a teacher

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I love it. The tests are actually kind of difficult. It's way better than any other trainings I have taken as a teacher

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I wish there was a written resource that I could annotate and mark up. I find it taking so long to take notes versus annotating an existing source. 

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I wish there was a written resource that I could annotate and mark up. I find it taking so long to take notes versus annotating an existing source. 

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How can we support fluency in different realms (whole class book, lit circle groups, poetry)

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How can we support fluency in different realms (whole class book, lit circle groups, poetry)

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Emily, Anabel, and I are working on explicit Tier 2/3 vocab instruction.

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The content is good, but does not feel as developed as LETRS. It would definitely benefit from a written/text component. While the "choose your own adventure" model allows for a lot of choice, it is almost TOO open-ended to support true collaborative learning.

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I'd love to how others are implementing. This year, we are trying bits and pieces, but would love to be systematic.