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Hi everyone! Here is a great resource that was shared w me a while back. A site shows the etymology of words in English. Enjoy!

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Etymonline - Online Etymology Dictionary

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The online etymology dictionary (etymonline) is the internet’s go-to source for quick and reliable accounts of the origin and history of English words, phrases, and idioms. It is professional enough to satisfy academic standards, but accessible enough to be used by anyone.

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I used to think that words study was for Middle and Secondary school. Now I think that it is possible to introduce it to KG students, with a variety of strategies and tips, isolated phonics, mini lessons, shared reading and writing, interactive reading and writing.

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I used to think that words study was for Middle and Secondary school. Now I think that it is possible to introduce it to KG students, with a variety of strategies and tips, isolated phonics, mini lessons, shared reading and writing, interactive reading and writing.

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Fernanda

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I used to think that there was no way to successfully conduct word study, shared reading, and writing. Now I know that it is possible to do so when planning backwards and with purpose & intention.

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I used to think it might be stressful and hard to teach young learners words, phonemes, morphology etc, but now I think word study might be funny, interesting if I apply this knowledge to the classroom.

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I used to think that using an inquiry model for spelling would be really difficult. Now I think it would be quite easy to take a student question and investigate it.

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I used to think  about phonics by teaching the rules of writing.... 

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I used to think  about phonics by teaching the rules of writing.... 

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Now I think of the 'Art of writing'

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I used to think English spelling was sometimes random. Now I think that English spelling is not random, but a combination of languages.

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I used to think that it was stressful trying to fit word work into our schedules, but now I think that if we are INTENTIONAL about it, there are many ways to do so. And it doesn't have to sit on its own as a 'block'!

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I used to think that Word Study required a lot of rote learning and direct instruction. Now I think that inquiry can drive our learning.

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I used to think phonics was behind all learning, now i want to think about how words are made rather than just sounds

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I used to think more about rules when teaching word study, what fits the rule and what doesn't fit the rule.

Now I think more about exploring and investigating words.  What makes this word interesting?  Or What patterns do we notice and what is our theory?

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I used to think teaching phonics rules was best practice, now I understand the importance of diving deeper with discovery lessons (phonics investigations) and using sound walls

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Inquiry vs. systematic explicit teaching

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Inquiry vs. systematic explicit teaching

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I used to think that teaching word study through inquiry was directly opposed to systematic phonics teaching. Now I think there's room for both in my practice, and not at separate times.

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Simple

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Make a Copy before planning.

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More Detailed

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from Vocabularians (2015)

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Potential small group, partner, or individual inquiry

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A great resource where you can (or you can teach the kids to) make matrices.

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Morphology Home / Matrix Home

Welcome

Welcome to the main information page for Mini Matrix-Maker.

We aim to provide a simple low-cost web-based tool for creating word matrices, similar to the one below. For the moment, the current version is free.

Visit our Morphology Home page for other useful tools, which can help you improve your matrices.

Run Mini Matrix-Maker (free version)

Click the link below to run the program.

www.neilramsden.co.uk/spelling/matrix/run.html?version=temp

You may wish to add a bookmark to this link.

Please read the current terms and conditions before running it. They may be updated periodically.

Free Usage

We may charge for using the Mini Matrix-Maker in future, but for the moment usage is free. The most likely next step will be to include a voluntary donation box to help keep this web-site active.

Using Mini Matrix-Maker now doesn't commit you to any future involvement.

Example Matrix

View a sample Matrix Results Page, built from word sums around the base element <mode>.

What is Mini Matrix-Maker?

Mini Matrix-Maker will automatically build a word matrix for you from the set of word sums in your word family.

Normally, deciding how to organise your word matrix can be hard to get right and even one small change to your word sums can make a big difference in how the matrix looks.

Mini Matrix-Maker makes life easy for you, because all you have to do is concentrate on the word sums. From there, building an accurate, attractive matrix is all done for you.

How do you use a Word Matrix?

Word matrices are powerful tools for exploring and testing knowledge of word structure. They provide a graphical shorthand for illustrating families of interrelated words.

Word matrices read from left to right.

From them, you make single, complete words.

You may use one element from a column at a time.

You don't have to take an element from every column of a matrix - but you must not "leapfrog" over a column.

How does Mini Matrix-Maker compare with Word Microscope?

The Word Microscope program can more actively guide you in creating word sums and matrices. It recognises prefixes, bases, connecting vowels and suffixes, and includes checks and reference tools. You can also easily save and retrieve your work, or print a customised findings log.

Learn more by reading the quick comparison between Word Microscope and the Mini Matrix-Maker.

There is a Word Microscope download for Microsoft Windows, which can be used for free for a limited period.

Word matrices originated within Real Spelling. Visit the Real Spellers web-site to discover more about Real Spelling concepts and the role of matrices in understanding English orthography.

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Welcome to the main information page for Mini Matrix-Maker.

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Filled with ideas to explore...

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Isolated Lessons and Across Lit. Components

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Whole Class Word Study: K-2 Planning for Transfer

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Wiley Blevins

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grades k-2: common causes of failure and 7 ingredients for success (corwin literacy)

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teaching methods & materials - reading & phonics

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education / teaching methods & materials / language arts

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education / teaching methods & materials / reading & phonics

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educational: first / native language: reading and writing skills

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english language - orthography and spelling

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phonics; phonics instruction; teaching phonics; phonemic awareness; reading comprehension

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reading - phonetic method - united states

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teaching methods & materials - reading & phonics

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native language: reading and writing skills

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education / teaching methods & materials / language arts

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education / teaching methods & materials / reading & phonics

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educational: first / native language: reading and writing skills

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A Fresh Look at Phonics, Grades K-2: Common Causes of Failure and 7 Ingredients for Success (Corwin Literacy)

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Amazon.com: A Fresh Look at Phonics, Grades K-2: Common Causes of Failure and 7 Ingredients for Success (Corwin Literacy) (9781506326887): Blevins, Wiley W.: Books

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Images of using Morphology Tools with Students

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Images of using Morphology Tools with Students

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Louisa Moats

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For two decades, Speech to Print has been a bestselling, widely adopted textbook on explicit, high-quality literacy instruction. Now the anticipated third edition is here, fully updated with ten years of new research, a complete package of supporting materials, and expanded guidance on the how of assessment and instruction in today's classrooms.

Filling a critical gap in teacher preparation courses, Speech to Print supplies K-12 educators with in-depth knowledge of the structure and function of language-fundamentals they need to deliver successful structured literacy instruction. Renowned literacy expert Louisa Cook Moats gives current and future teachers comprehensive, accurate, and accessible information on the underpinnings of language instruction, including:

the history of the English language and its effect on spelling

English phonology, including speech sounds and their distinctive features

how print represents speech in English

the morphological aspects of words

syntax and its instruction

how meaning is conveyed with language

Through case studies, activities, recommended teaching principles, and close analysis of real-world student work samples, teachers will also receive invaluable insight into how their students should be taught. Ideal for use in preservice courses and in-service professional development sessions, this essential textbook will give educators the strong foundation they need to teach language and reading skills to students with and without disabilities.
WHAT'S NEW:

New and expanded practical content on the how of language and reading instruction

New and updated chapter exercises

New faculty support materials

More on key topics like program and curricula selection, frameworks for instructional planning, and problem solving when students are slow to respond to intervention

More accessible, undergraduate-friendly tone and structure

Additional graphics to illustrate key concepts

NEW FACULTY SUPPORT MATERIALS! Support your instruction with a complete package of online companion materials, including chapter quizzes, a sample syllabus/course outline, PowerPoints to accompany each chapter, PDF handouts for selected concepts, and a video demonstrating production of all the sounds in the English language. Learn more about the new edition! Watch the webinar recording

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speech to print: language essentials for teachers

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education / teaching methods & materials / language arts

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education / teaching methods & materials / reading & phonics

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education/teaching methods & materials - language arts

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education/teaching methods & materials - reading & phonics

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language arts & disciplines / reading skills

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language arts & disciplines/reading skills

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teaching methods & materials - language arts

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teaching methods & materials - reading & phonics

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language development; language arts instruction; literacy; literacy instruction; language assessment; literacy assessment; teaching literacy skills; language arts teachers; language arts textbook; reading teachers

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education / teaching methods & materials / language arts

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education / teaching methods & materials / reading & phonics

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education/teaching methods & materials - language arts

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education/teaching methods & materials - reading & phonics

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language arts & disciplines / reading skills

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language arts & disciplines/reading skills

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Speech to Print: Language Essentials for Teachers

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Amazon.com: Speech to Print: Language Essentials for Teachers (9781681253305): Moats Ed.D., Louisa Cook, Brady Ph.D., Dr. Susan: Books

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Flyleaf Publishing - Online Materials Portal

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For Students - Flyleaf Publishing - Online Materials Portal

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The Reading GPS gives teachers information about whether students are moving toward the goal of proficient reading.

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I really enjoyed hearing more about the process of orthographic mapping and heart words.

When talking about time and structure tomorrow, it would be great to hear a bit about word study at home. How much word study homework is suitable? Is it suitable at all?

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I really enjoyed learning about the orthographic mapping. The tips are very helpful, specially the sound wall. I also enjoyed hearing about us teachers inspiring wonder and curiosity when it comes to grammar.  Fernanda

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I really enjoyed learning about the orthographic mapping. The tips are very helpful, specially the sound wall. I also enjoyed hearing about us teachers inspiring wonder and curiosity when it comes to grammar.  Fernanda

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Wow! so many good nuggets....wondering about words wall, inquiry into phonics lessons, sound walls, orthographic mapping, mentor sentences. Good stuff,  I think it might be helpful to start thinking about some good jumping off points, some typical planning progressions, over say a week or a unit.  For sustainability, it feels like we need to make a plan to keep the prof. discussion going and building our shared knowledge at our school beyond this workhsop.

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Really keen to think more about the sound wall.

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Really keen to think more about the sound wall.

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Loved the idea of wall stories and the sound wall.

I wanted to know strategies to do the "Imitate" grammar invitation phase with non native English speaking kindergarten students?

Also, what were the names of the two decodable readers again? I can't seem to find them on the Padlet.
COLUMN TO THE LEFT... FLYLEAF AND TEXT PROJECT

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I loved learning about orthographic mapping, understanding that the brain has to make the connection, the word can't just be learned visually. "Heart words" for sight words. I'm also even more excited about creating a sound wall in my classroom this year.

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Wall stories are a new idea for me. I have done class books before, so I love this idea to have kids read the room and then combine it into a class book.
Word gradiants are also a new idea that I am eager to try.

I would love to know more about time - balancing grammar with word study with sight words in addition to reading/writing instruction and small group time.

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Possible Lesson Sequence (adapt to YOUR kids!)

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Possible Lesson Sequence (adapt to YOUR kids!)

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Free resource from Stenhouse

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Metalinguistic Grammar Comparisons... - Google Jamboard

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Wonderful tool! I had never thought of doing it this way and I love how simple of a visual the check is.

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I found it very important the diagnostic assessment and how can we use it, or how often.

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I found it very important the diagnostic assessment and how can we use it, or how often.

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I am wondering if the early diagnostic assessment is the pre assessment we can do at the beginning of the school year.

YES, ABSOLUTELY! IT GIVES US SOME GOOD DATA RIGHT AT THE BEGINNING. WE JUST WANT TO PROCEED WITH THINKING ABOUT HOW WE USE THAT DATA...

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Writing Record - very systematic and useful

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I was challenged by the idea of not teaching rules

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I was challenged by the idea of not teaching rules

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YES, THAT CAN BE CONFUSING... BUT I THINK THAT IT WAS GETTING AT THE IDEA OF INSTEAD OF TEACHING A RULE AND THEN EXPLAINING ALL THE EXCEPTIONS, LET 'S TEACH INTO MORE RELIABLE PATTERNS AND LEAN ON OTHER ORTHOGRAPHIC SUPPORTS AS WELL, SUCH AS MORPHOLOGY. AND, ALSO BEING AWARE OF THE WORD CHOICE WE USE (LIKE "<S> ALWAYS MAKES /S/") AND THEN HAVING TO GO BACK AND EXPLAIN THAT <S> CAN MAKE OTHER PHONEMES WHEN IT IS INSIDE OF A WORD....

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I am happy to have the tool of writing records to closely analyze transference into student writing.  I like the focus on what your students are showing you.
I think we always struggle with time management and fitting it all in, so any help with fitting it all in. As well, almost all of our students are multilingual so continually using that lens too.

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games to play with the children to teach phonological awareness and phonics

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games to play with the children to teach phonological awareness and phonics

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Would love to see the Reading Rules! one and see how we can bring it back to our K-2 teams for our school.

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I would like to know more regarding the "Letter Name Learning Considerations." Is there a specific order to teach the letters in after students learn the letters within their names?

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inquiry into words students read in books. Example, /s/ sounds.

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It is great to know that most systematic programs have scope and sequences that are similar.

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I'm learning that Word Study can't be taught in isolation. It should be part of Reading and Writing Workshop -- even Morning Meeting.

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Something that resonated with me was the idea that oral language is so important, especially for our ELL students. We need to remember not to skip right to reading and writing.

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Are we getting a copy of the slides to go back and review?

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Example - Planning a Spelling Investigation K-2

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Example - Planning a Spelling Investigation K-2

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Example of Documenting Word Feature Understandings

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Example of Documenting Word Feature Understandings

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EXAMPLE Whole Class/Small Group Word Feature Concepts 

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Whole Class/Small Group Word Feature Concepts 

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Writing Samples to Do Writing Records with...

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Writing Samples to Do Writing Records with...

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Reflection on Word Study Course - Google Jamboard

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Many, many articles and resources

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Blog

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"A few years ago several colleagues and I were engaged in a study of reading fluency in high school students. Our study involved having ninth-grade students from a local urban high school read orally a relatively short informational text. Our intent was to check their reading rate (words read correctly per minute) to see if fluency may be an issue that is causing students difficulty in their reading. Our findings confirmed our hypothesis. Many 9th graders experienced difficulty in fluency and this appeared to be a contributor to their reading difficulties..." Read More

"November is one of my favorite times of year. Despite the weather getting increasingly colder and the threat of winter weather on the horizon, I view November as a time for nesting, when family and friends often come for visits. During these visits it is not unusual to bring out a board or card game...Read More

"Teaching Is Joyous Work: It's early September and school has begun or will begin soon for teachers, principals, and other educators. I certainly believe that teaching is a joyous profession; however, it is also a profession that requires lots of work. Thankfully, Labor Day rolls around on the first Monday in September and gives teachers a chance to take a quick breather. Here's a word ladder I did that connects work to labor..." Read More

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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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from Tim Rasinksi

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Great resource to understandings and planning for phonics

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If you're not sure how phonics fits within your daily instruction, or crave a more effective process for teaching phonics, Heidi Anne Mesmer is here to help. In Letter Lessons and First Words, Heidi Anne provides a research-based vision of what lively, engaging phonics instruction can look like, along with practical, classroom-tested tools to make it happen in your classroom.

Heidi Anne provides a one-stop shop for phonics instruction, including a clear scope and sequence of what to teach, a quick assessment to differentiate instruction, a simple lesson framework, and three activity-filled units matching key developmental milestones.

More than twenty classroom videos bring the content to life, showing children working with letters, words, and books at various stages of learning. Additional resources include:

A "know the code" chapter explaining English spelling (and online glossary)

Answers to common questions

Guidance about choosing books for readers at different stages

new info about how children cognitively store words and why inductive tension is important.

Isn't it time to re-imagine how you teach phonics? Letter Lessons and First Words will show you the way toward joyful instruction for today's classrooms.

Read Heidi Anne's Blog post Developmentally Responsive Phonics Instruction: A Research-Based Approach

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Research-based strategies for lively, engaging phonics instruction with young children. - Heinemann

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Article on SWI - Q&A with Shanahan and Peter Bowers

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Article on SWI - Q&A with Shanahan and Peter Bowers

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Are there any resources that provide a list of morphemes to teach at each K-5 grade level? I have been looking for a definitive list of morphemes that is organized by grade level like the Fry sight word list. I often come across research about how L1 and L2 students acquire morphemes, but I am looking for a list that represents the morphemes that students will most likely see in print at each K-5 grade level. Does anything like that exist? Thank you for your time. Shanahan response:
The short answer to this question is, "No, I don't know of such a list."

But when have I ever been satisfied with the short answer to anything?

Let's make sure we're all in agreement as to what constitutes a morpheme? Basically, a morpheme is the "smallest grammatical unit." It isn't the same thing as a word, and yet many words are morphemes. The distinction turns on whether the unit (the morpheme or word) can stand on its own. Words have to have that kind of independence, while morphemes don't require it.

Thus, bags, trucked, running, and redirect are all words in the English language while bag, s, truck, ed, run, ing, re, and direct are all morphemes. Each morphemic unit carries meaning, but sometimes morphemes can do that independently (bag, truck, run, direct), and sometimes they need to be combined with other morphemes to be considered a word (s, ed, ing, re).

I admitted ignorance on this issue, and I've tried to turn that ignorance to your advantage. I contacted Jeffrey and Peter Bowers. Both are outstanding scholars (Jeff at the University of Bristol in the UK, and Peter at WordWorks Literacy Centre, in Ontario) who are particularly knowledgeable about teaching morphology to improve literacy. They've both published widely on the issue, and both have chided me when they felt I wasn't paying sufficient attention to how words work morphologically. These days I know no one better able to provide you with a thoughtful answer to your question, and boy was I right! I apologize for the poor renditions of the Word Matrix and the Word Sums. I'll be working with my webmaster to get the real graphics in, but in the meantime you can go to the Word Works website to see them in their full glory. http://www.wordworkskingston.com/WordWorks/Home.html
Word Matrix:
A map of a word family Here is Peter Bower's response (with my light editing):
Word Sums: reveal underlying structure of any complex word (a word with more than just a base)

"I have no knowledge of such a list, but I wouldn't recommend one anyway.

"My recommendation based on theory not direct research evidence - is that the main value comes from teaching all or many members of a morphological family at one time with the matrix and word sums (see the attached figure illustrating a matrix and word sum). In the younger grades I start with free bases [those morphemes that stand alone as words], but once that is established, I have no trouble introducing bound bases [the units that can't stand alone]. This relates to the research we cite about the value of studying meaningfully related items at one time rather than disconnected items.

"Instead of a "scope and sequence" of morphemes to teach, what I recommend is starting with words in the children's vocabulary, analyzing such words to find their bases, then looking for other members of that family.

"The point is not that there is a "scope and sequence" of morphemes to teach. Rather there is a kind of a "scope" of orthographic concepts that we want students to learn, and teachers can address those concepts based on whatever words are central to the readings they are introducing to the students.

"A brief list of those concepts that should be taught would include:

Every word is a base or a base with something else (another base or affix)

Bases and affixes (morphemes) are the meaningful building blocks that construct words.

We can analyze complex words into constituent morphemes with word sums and show their interrelationship with a matrix.

English spelling prioritizes consistent spelling of morphemes over consistent pronunciation of morphemes. (This is why we refer to morphemes by their spelling not their pronunciation. The base of the word action is not referred to by the pronunciation of the wordact. Instead it is referred to by its spelling. The base "a - c - t". This is the same as the fact that we don't refer to the <-ed> suffix by one or all of its three pronunciation, we call it by it's spelling "e-d suffix.")

Thus, we need to understand grapheme-phoneme correspondences from within the context of morphological families. (e.g. we learn the phonology of the grapheme by studying morphological families).

There are reliable conventions for the three suffixing conventions.

Studying and understanding the suffixing conventions is not primarily about improving spelling accuracy, it is about being able to analyze hypotheses about connections between words. We can test the hypothesis that "imagine" has a base "image" only if we know vowel suffixes replace final, non-syllabic "e" (image/ + ine -> imagine).

The "structure and meaning test": To determine that two words share a base, we need evidence from both structure (word sum) and meaning (etymology). So with the earlier example of words related to "play" (play, playing, playful, replay, playhouse), we can prove all of those words can be analyzed with word sums with coherent affixes and bases. But we can also show that they all go back to an Old English rootplegan, plegian for "frolic, move rapidly". However, the word "display" which can be analyzed structurally turns outnot to be related. It does not belong in the morphological family with the others because it goes back to a Latin rootplic(ere) for "fold". So to "display" is to "unfold".

"If we are going to teach children how their writing system works, we need to teach them the interrelation of morphology, phonology, and etymology. As we have pointed out, this is why Structured Word Inquiry (SWI) is not about "adding" morphological instruction to phonics instruction - its about teaching how the system works. This is why I argue that SWI teaches grapheme-phoneme correspondences more explicitly and accurately than phonics. Phonics instruction (under the definition of associations of pronunciations and letters without reference to morphology or etymology) cannot explain the grapheme-phoneme correspondences in countless words like does or rough or every or homophones, and so on. So many people miss the absolute detail into orthographic phonology that comes with SWI.

"Here are some videos to illustrate my point:

Gr. 2 teacher showing investigations from his class Grade 2 morphology video

Investigating grapheme-phoneme correspondences in a Gr. 1 class - with the context of morphological word sums Grade 1 morphology video

A kindergarten lesson I taught introducing the word sum and matrix that touches on grapheme-phoneme correspondences like the pronunciation of the <-s> suffix for /z/ and /s/ Kindergarten morphology video

"It's as simple as starting with the "known" and then expanding from that. Even if kids know all the words in a morphological family (e.g. play, playing, playful, replay, playhouse) the lesson is not about new vocabulary, but learning how word structure links words. That concept can then be applied anywhere.

"The other thing I keep in mind when choosing morphological families to investigate is the orthographic concepts a family has to offer. If I've established the fact that words that share a base share a spelling and a meaning connection, then I can introduce a base like with words like actor, acting, react, and action as a way to introduce the fact that the pronunciation of morpheme might change but keep the spelling. In that way we learn the phonology of t is not the "t sound", but that the grapheme can write/t/ when that is the appropriate sound. I've attached an example of a lesson I've used for that before.

"I also draw on the <-ed> suffix from early on to highlight this same concept that morphemes do not have pronunciations until they are in a word. The pronunciation of a word like is another useful one to get rid of this idea of a "t sound" since this very common pronunciation of a very common suffix is what is typically thought of the "t sound," but their ain't no /t/!

"And then you also encounter words that give rise to the need to teach all the suffixing changes.
Shanahan again:
"These are concepts teachers need to learn and they can bring into work with their class as they investigate words."

I don't disagree with Peter on any of this, except I'm not as dismissive of the kind of list that you are requesting. I don't see it as mutually exclusive from the curriculum goals that he specified or contradictory of the kind of instruction he described.

Many teachers, when referring to morphology or "structural analysis", actually are talking about affixes alone, and not the bases. If that is the case here, there are some lists like that which present the most common prefixes and suffixes from textbooks in grades 3-9 (White, Sowell, & Yanagihara, 1989). You can easily find those lists on line and you could definitely make use of those lists to make sure that you are hitting all the notes if you do the word sums and matrixes that Peter recommends.

Otherwise, I haven't been able to come up with a graded list of bases for you to use. But I have passed your letter along to my friends at MetaMetrics (the Lexile people) and have asked if they could produce such a list from their language corpus of more than 1 billion words. Stay tuned!

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Morphology Instruction in Reading | Shanahan on Literacy

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Are there any resources that provide a list of morphemes to teach at each K-5 grade level? I have been looking for a definitive list of morphemes that is organized by grade level like the Fry sight word list.

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Patricia Cunningham on 'most useful' morphology words

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Patricia Cunningham on 'most useful' morphology words

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natashya@erinkentconsulting.com

Website: erinkentconsulting.com