# data[].attributes.headline
Advancing Literacy Website (Formerly TCRWP)

# data[].attributes.subject
Advancing Literacy Website (Formerly TCRWP)

# data[].attributes.attachment_link.description
Cultivating Meaningful Learning Communities through Literacy

# data[].attributes.headline
Radical Listening - Conferring with readers and writers

# data[].attributes.subject
Radical Listening - Conferring with readers and writers

# data[].attributes.body
Unpack the UOS to get clear on the learning journey ahead.

# data[].attributes.body
Conversations with researchers and scholars and how to apply what research suggests in classrooms.

# data[].attributes.attachment_link.readable_text
conversations with researchers and Educators

The collection of knowledge and advice about best practices in literacy education is always evolving. This is both a gift and a challenge. In my new podcast for educators,I interview leading researchers and scholars to understand current, relevant, and digestible answers to all things literacy, learning, and best-practice, regardless of an educator's approach to literacy instruction. I'm joined by colleagues from my consulting team, and classroom educators, to debrief the researcher interview and answer the question, "How will we take what we've learned to the classroom?"

# data[].attributes.attachment_link.title
To the Classroom: Conversations with Researchers and Educators - Jennifer Serravallo Author & Consulting

# data[].attributes.attachment_link.description
Jennifer Serravallo interviews leading researchers and scholars about important findings, and has post-interview conversations about practical takeaways with colleagues from her consulting team.

# data[].attributes.body
erika.olson@gmail.com
www.linkedin.com/in/erika-olson-a83272112

# data[].attributes.attachment_link.provider_name
Literacy Consultants & Consulting Services | Erin Kent Consulting

# data[].attributes.attachment_link.title
Literacy Consultants & Consulting Services | Erin Kent Consulting

# data[].attributes.attachment_link.description
EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

# data[].attributes.headline
Template for unpacking a TC UOS with PYP UOI

# data[].attributes.subject
Template for unpacking a TC UOS with PYP UOI

# data[].attributes.body
Make a copy of this template to support unpacking each unit.

# data[].attributes.attachment_link.readable_text
Research shows that vocabulary is the best support for students' comprehension of narrative and information texts. Often, vocabulary instruction focuses on a few target words in specific texts. However, to understand the many new words in complex texts students need to know how words work. This book, written by an award-winning authority on reading instruction, shows teachers how to make small changes to teach more words and also how words work. Many of these small changes involve enrichments to existing vocabulary practices, such as word walls and conversations with students. Each chapter includes descriptions of teachers' implementation of small changes to support big gains in students' vocabulary. This book, which has sufficient depth in research and theory for graduate and undergraduate courses in vocabulary instruction, also offers practical steps that K-8 teachers can use in any reading program to help all students grow their vocabulary.

Teaching Words and How They Work shows teachers how to:

Identify the most important word families to teach.

Teach students to use opening text as background knowledge for comprehending the rest of the text.

Use word walls with more purpose and greater student engagement.

Select the right words to teach from new information texts.

Better understand limitations of leveled texts and how to adjust.

Use assets and address challenges to support English learners.

Access free mentor and teacher resources online at textproject.org.

# data[].attributes.attachment_link.title
Teaching Words and How They Work: Small Changes for Big Vocabulary Results

# data[].attributes.attachment_link.description
Teaching Words and How They Work: Small Changes for Big Vocabulary Results

# data[].attributes.attachment_link.description
Log into Facebook to start sharing and connecting with your friends, family, and people you know.

# data[].attributes.attachment_link.readable_text
1. You Can Have It Both Ways: Reading Literature Deeply and Fostering Joyful, Independent Reading

2. Start with the Students: Identify the Skills Your Students Need

3. Look Beyond the Usual Suspects: Choose the Book Your Students Need

4. Map Out the Unit: Plan the Timing and the Strategies You'll Teach

5. Delight in the Details: Play Your Daily Instruction: Read-Alouds and Minilessons

6. Reach Everyone: Differentiate with Small Groups and Conferences

7. Keep Students Engaged: Address the Challenges of Teaching a Whole-Class Text

8. Track Growth: Assess Along the Way Through Writing About Reading

9. Launch Readers: Honor Choice to Develop Stronger, Independent Students

10. Celebrate Achievements: Assessing, Writing, and Making as an End to the Unit

Can't we provide both individualized instruction and challenging reading for our students? This book shows how we can do just that. In a nutshell:

1. We plan a unit in our classroom, naming the skill or skills that will be our primary focus.

2. We choose a whole-class novel that will both interest the kids and do the heavy lifting for the skills we plan to teach.

3. We plan our lessons accordingly.

That's it. Pretty simple. Of course, like many simple ideas in and out of education, the execution takes some doing. That's what the rest of the book is for. We'll begin with a deep dive into the troubles and triumphs of both whole-class novels and readers workshop and think about what we can aim for in our teaching (Chapter 1). Then, we'll follow the trajectory of a unit: choosing the skills and book you'll be using (Chapters 2 and 3), teaching with the whole-class novel (Chapters 4 and 5) and meeting individual needs while doing so (Chapters 6 and 7), assessing formatively (Chapter 8), helping students transfer the skills they've learned to book-club books (Chapter 9), and assessing summatively (Chapter 10).

- Introduction

"A Novel Approach dismantles timeworn methods for teaching whole class novels that consume class time, provide little relevance or rigor, and disengage students from reading. Kate Roberts offers an empowering road map for navigating whole class novels with your students while supporting their independent reading lives. A forward-thinking model for progressive literacy education."-Donalyn Miller, author of The Book Whisperer and Reading in the Wild

"I wish this book was around back when I completely stopped reading in High School. I lost years of my reading life, just as so many students turn away from reading in secondary grades because the assigned books are uninteresting, too confusing, or seem to drag on. Kate's approach shows us that when novel teaching is skills driven, brief, and complimented with book clubs, it can be more engaging to students and more rewarding for teachers."-Christopher Lehman, coauthor of Falling in Love with Close Reading and author of Energize Research Writing

"Increasing the volume of student reading starts with finding the right balance between independent reading, book club reading, and core work reading. And this is where A Novel Approach proves invaluable. Kate Roberts not only shows secondary teachers why achieving this balance is important, she demonstrates how to do it."-Kelly Gallagher, coauthor of 180 Days and author of Readicide

"There isn't a teacher among us who hasn't wondered, "How do I do all of this?" Reading this book is like having the world's best instructional coach by your side to help you craft a clear, manageable, and responsive approach to helping your students become better readers, thinkers, and people. Kate reminds us of the tremendous power of our instructional decisions on our students' reading lives, all the while, handing us resources, instilling in us a necessary confidence, and high-fiving us through pages of this book." -Allison Marchetti and Rebekah O'Dell, coauthors of Beyond Literary Analysis and Writing With Mentors

"Like any author worth her salt, Kate trusts her readers to bring their own expertise to the text. If you are expecting the definitive answer to the age-old question, "What's better: giving students opportunities for independent choice, or teaching with a whole class novel?" you won't get the answer. What you will get is Kate's straightforward, common sense approach on how to use both. Kate helps teachers weigh their options and make choices about what's best for their students. She shares her systems and structures and reassures readers that students of all levels can make growth."-Cris Tovani, coauthor of No More Telling as Teaching and I Read It, But I Don't Get It

"In A Novel Approach, Kate Roberts offers those of us in the classroom a witty, engaging, and thoughtful examination of a problem we are all grappling with one way or another: How to teach whole-classs novels in ways that challenge and engage not only our students but us! This thoughtful book provides a range of approaches that would work in different classes with different kids. Just as important, though, it shows us that it is still possible to be the sort of English teacher we wanted to be when we entered the profession."-Jim Burke, author of The English Teacher's Companion

# data[].attributes.attachment_link.description
A practical framework for creating units that combine whole-class novels and independent reading to truly help students grow as readers. Take a deep dive into the troubles and triumphs of both to find a student-centered, balanced approach to teaching reading.

# data[].attributes.body
https://erinkentconsulting.com/community

# data[].attributes.attachment_link.provider_name
Literacy Consultants & Consulting Services | Erin Kent Consulting

# data[].attributes.attachment_link.title
About the Community | Erin Kent Consulting (EKC)

# data[].attributes.attachment_link.description
A few special gifts for signing up now: a strategy call with Erin Kent or an EKC Senior Strategist to get started using the EKC Community to support your current literacy initiatives; and 5 free spots in our live, virtual winter courses ($1495 value!)

# data[].attributes.attachment_link.readable_text
1. Getting Your Classroom Conferring-Ready
What Is Conferring? Why Confer?
But . . . What Is the Rest of the Class Doing?
Spotlight on Emergent Bilinguals: Tips for Book Selections
Preparing an Environment for Conferring
What Are the Types of Conferences I'll Read About in This Book?
Mentor Spotlight: Richard Allington

2. Understanding What Readers Know and Need
Aligning Goals, Skills, Assessments, and Questions
Spotlight on Emergent Bilinguals: Assessment
How Do I Confer with a Reader When I Don't Know the Book?
Assessment Conferences: Structure and Timing
Watch and Read: An Assessment Conference Example
Finding a Goal
Take It to Your Classroom
Mentor Spotlight: Marie Clay

3. Setting Goals
Deciding on a Goal Together
Spotlight on Emergent Bilinguals: Goal Setting
Preparing for a Goal-Setting Conference
Goal-Setting Conferences: Structure and Timing
Watch and Read: A Goal-Setting Conference Example
Making Goals Visible
A Close-Up Look at Guided Inquiry
Take It to Your Classroom
Mentor Spotlight: John Hattie

4. Noticing and Naming Strengths
The Anatomy of an Effective Compliment
Spotlight on Emergent Bilinguals: Supporting Growing Language Skills
Compliment Conferences: Structure and Timing
Watch and Read: A Compliment Conference Example
Take It to Your Classroom
Mentor Spotlight: Peter Johnston

5. Teaching Strategies to Individuals and Groups
Building on Strengths
Spotlight on Emergent Bilinguals: Building on Strengths
Providing Feedback and Coaching Readers
Research-Compliment-Teach Conferences: Structure and Timing
Watch and Read: A Research-Compliment-Teach Conference Example
Coaching Conferences: Structure and Timing
Watch and Read: A Coaching Conference Example
Strategy Lessons: Structure and Timing
Watch and Read: Strategy Lesson Examples
Take It to Your Classroom
Mentor Spotlight: Lucy Calkins

6. Supporting Conversation and Collaboration
Partnerships and Clubs in the Classroom
Spotlight on Emergent Bilinguals: Leveraging Talk Time
Partnership Conferences with Young Readers: Structure and Timing
Watch and Read: A Partnership Conference Example
Teaching Talk (Speaking and Listening)
Partnerships and Book Club Conferences for Conversation: Structure and Timing
Watch and Read: A Book Club Conference Example
Take It to Your Classroom
Mentor Spotlight: Ellin Keene

7. Planning and Managing Conferring Time
Planning Your Conferring Time
Which Conference Type Do I Choose?
Balancing Individual Goals and Class Goals
Note-Taking
Take It to Your Classroom

Online Resources: Videos
Grade 1: Ian (Assessment Conference)
Grade 5: Gavin (Goal-Setting Conference)
Grade 8: Justin (Compliment Conference)
Grade 2: Lucas (Research-Compliment-Teach Conference)
Grade K: Ana (Coaching Conference)
Grade K: Group of students (Strategy Lesson)
Grade 8: Group of students (Strategy Lesson)
Grade K: Gabbie and Ashley (Partnership/Book Club Conference)

In this book, you'll read about the different types of student conferences. The book is organized in the order you're most likely to use the conference types as you get started. Assessment conferences will help you get to know your readers, and then once you do, meeting with them in Goal-Setting Conferences helps you establish goals. As soon as everyone has goals, you can offer positive feedback (Compliment Conferences) and support those goals with strategies (Coaching and Research-Compliment- Teach Conferences). Once you start noticing patterns in what your students need, it makes sense to work efficiently and pull small-group Strategy Lessons (Teaching In a Group). Once that feels solid, you might shift your attention to conferring during the conversation and collaboration time (Partnership and Club Conferences). In the final chapter, Jen offers advice for how to use each type of conference with purpose and at a time that will be most helpful to you.

"I love that this book includes blank resources, like notetaking charts, that teachers can use. The combination of transcripts, charts, table tents, and annotated examples makes me feel like I have what I need to be successful in this work."-Lori Yoshizaki, 4th Grade Teacher
"The videos are SO valuable.Not only the video examples of conferences but the talking points in the book to highlight Jen's moves. It's so helpful to have her notes from each conference as well."-Jennifer Conley, Instructional Coach
"I believe that the reason why teachers don't confer during reading workshop is because they don't know how to manage all the pieces. Jen gives clear directions on how to set things up from start to finish, and information on how to manage everything."-Lisa Aker, Assistant Professor in Literacy

# data[].attributes.attachment_link.title
A Teacher's Guide to Reading Conferences

# data[].attributes.attachment_link.description
"If you are a reading teacher, a curriculum coach, or a school leader, order a copy of A Teacher's Guide to Reading Conferences right now. It is a must-have

# data[].attributes.attachment_link.description
Your Research-based Guide to Developing Skilled Readers. 300+ strategies with learning progressions support 13 reading goals, with each strategy cross-linked to skills, teacher tips, prompts, research, and reading levels—everything from fluency to literary analysis.

# data[].attributes.body
Would like to know more about reaching all the different abilities in such a short time

# data[].attributes.body
How to select vocab to teach based on different levels if vocabulary aids comprehension

Are there any strategies to use to help kids maximize use of new vocabulary?

Finding the balance between LLI support and workshop - I find my readers often miss the workshop and I can't get my students into rhythm.

# data[].attributes.body
Grade 3

Wants:

Specific needs of language learners when reading to learn.

More resources to help support second language learners.

Specific phonics materials for phonological centers.

Gots:

The importance of tiering vocabulary and text difficulty.

We are not born wired to read and write but we are born wired to listen and speak.

Alternative structures of the workshop model.

# data[].attributes.body
Thank you for the opportunity to gather the teaching teams and provide a framework to talk reading. We all appreciated the synthesis of reading research and how this impacts our current reading programs. We also appreciated the time spent elaborating on our plan to push reading instruction forward at SIS.

We wondered how manipulating the structure of our instructional day would reduce the cognitive overload experienced by our EAL readers?

We wondered how reducing the content and background 'curriculum' knowledge required of our readers would impact their future success?

We wondered how introducing break breaks during instructional time would improve reading outcomes?

We all agreed, we look forward to our laboratory sessions where we could unpack these and other ideas further. Thank you for taking the time to work with us and we look forward to seeing you again soon (hopefully in person).

The Grade 5 Teaching Team

# data[].attributes.body
The recording from our session can be found here:

https://erinkentconsulting.com/ekc-partner-shekou-is

Password: SIS2023EKC

# data[].attributes.body
Analyzing sentence and text structure, writing about reading. Tips for connecting reading and writing to enhance both.

# data[].attributes.body
A series of read alouds with free downloadable activities for studying words.

# data[].attributes.body
A bit of advice from the EKC community

# data[].attributes.headline
Blog - How best to teach reading comprehension (Shanahan)

# data[].attributes.subject
Blog - How best to teach reading comprehension (Shanahan)

# data[].attributes.attachment_link.title
Main Idea Instruction | Shanahan on Literacy

# data[].attributes.attachment_link.description
This blog entry explains why main idea instruction tends to be ineffective at raising reading achievement and explains the instructional features that do improve reading ability.

# data[].attributes.body
What might be next steps for your team in reading practice?

What support might you need?

# data[].attributes.body
From Shifting the Balance

# data[].attributes.attachment_link.title
3-5 Download_Template for Planning Interactive Text Experience.pdf

# data[].attributes.body
From Can Do Kids Project

# data[].attributes.body
From Shifting the Balance

# data[].attributes.attachment_link.title
Multi-Year Morphology Plan Example - The Six Shifts    .pdf

# data[].attributes.body
You can use this resource, or your students can use this resource to learn more about the etymology of words.

# data[].attributes.body
A site to look up word structure and stories

# data[].attributes.attachment_link.title
Etymonline - Online Etymology Dictionary

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.title
On the Podcast: Getting to Know Your Readers with Sonja Cherry-Paul and Dana Johansen

# data[].attributes.attachment_link.description
In this episode, Sonja and Dana chat with Brett Whitmarsh about the role of technology in book clubs, and what is at the heart of starting a strong book club.

# data[].attributes.body
From A Novel Approach by Kate Roberts

# data[].attributes.headline
Great Website matching books with morpheme bases (and sometimes concepts)

# data[].attributes.subject
Great Website matching books with morpheme bases (and sometimes concepts)

# data[].attributes.body
Could use as a resource...

# data[].attributes.attachment_link.readable_text
Skip to content

We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept All", you consent to the use of ALL the cookies. However, you may visit "Cookie Settings" to provide a controlled consent.

# data[].attributes.attachment_link.title
Literacy Resources | Can Do Kids Academy

# data[].attributes.attachment_link.description
The Can Do Kids website is full of ready-made resources to support teachers and learners in their study of English orthography.

# data[].attributes.body
Filled with ideas to explore...

# data[].attributes.headline
Article on SWI - Q&A with Shanahan and Peter Bowers

# data[].attributes.subject
Article on SWI - Q&A with Shanahan and Peter Bowers

# data[].attributes.attachment_link.readable_text
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!

# data[].attributes.attachment_link.title
Morphology Instruction in Reading | Shanahan on Literacy

# data[].attributes.attachment_link.description
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.