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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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Literacy Through Language - Morphology Instruction

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Morphology is the binding agent between phonology, orthography, and semantics. English is morpho-phonemic, meaning it represents both morphology and phonology within spellings; however, morphology is a central organizing element of written language. Because of this, the morphological structure of

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books by john ayto oxford school dictionary of word origins 9780192733740 oxford university press united kingdom v9780192733740

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Oxford School Dictionary of Word Origins

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Paperback. This new edition of the Oxford School Dictionary of Word Origins, now available in paperback, is an engaging, funny, and absorbing history of thousands of words and phrases used in everyday language. It is perfect for additional language reference and helps develop an insight into the words we use every day.

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The English language is made up of words from different places, events, and periods of time. Each of those words has an exciting story to tell us about where, when, how, and why they came about. Once Upon a Word is packed with easy-to-understand definitions and awesome word origin stories. With this dictionary for kids, you can understand the history and meaning of English words, improve your vocabulary and spelling, and learn to play with language.

Explore how weird words like gnome , fun words like zombie , and common words like caterpillar came to exist. Discover why some words sound funnier than others (like cackle , sizzle , and twang ) and why some groups of words start with the same few letters (like hydrate , hydrogen , and fire hydrant ). In this dictionary for kids, there's a whole world of English words to uncover!

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Kid-friendly definitions --Look up definitions designed for your reading level in this dictionary for kids.

See how the English language evolved with this colorful dictionary for kids.

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Once Upon a Word: A Word-Origin Dictionary for Kids--Building Vocabulary Through Etymology, Definitions & Stories

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Once Upon a Word: A Word-Origin Dictionary for Kids-Building Vocabulary Through Etymology, Definitions & Stories : Zafarris, Jess: Amazon.co.uk: Books

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Please enable JavaScript for this site to work properly.

Learning about the building blocks of words can help you make sense of unfamiliar words.

Differentiated vocabulary for your students is just a click away.

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Learning about the building blocks of words can help you make sense of unfamiliar words.

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The Lazy Schwa Sound - Dynamite - BTS (Parody)

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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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This blog explores the newest ways of teaching children to make sense of word meaning through morphological analysis. Unlike past approaches, this one focuses on younger students--and not just older ones.

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I've just added some morpheme-based word lists to the Spelfabet spelling lists.

Morphemes are meaningful word parts, and are listed in the following order: inflectional suffixes (part of grammar), prefixes, derivational suffixes, and bound bases from Germanic, Latin and Greek.

These lists have been harder to make than I'd expected, but also more interesting, because so many morphemes, er, morph.

For example, the 'fact' in factory has the same origin as the 'fect' in 'confectionery' and the 'fic' in 'artificial' and 'fiction'. They're all to do with making stuff, of course. I've therefore put them all on the same list, which starts like this:

Sometimes it's hard to know how to classify morphemes, especially Greek ones. The Greek base 'logue/log', as in 'catalogue' and 'analogous', has the same origin as the -ology suffix in 'biology', 'mythology' and 'psychology', so I tried hard to keep them together, but in the end settled on two linked entries, here's the bound base one:

If you're using teaching resources like Word Sums or the Base Bank , you might notice that sometimes my lists have a single entry for a morphing morpheme (e.g. 'vene', 'ven' or 'vent' meaning 'come'), whereas their resources have two entries. I don't think this matters, and hope that those resources and my lists are complementary, since it's easier to work with just one version of a morpheme (what linguists call an allomorph), but it can be interesting and useful to link other versions.

It will probably take a while for Google's bots to crawl all over the new lists and make it possible to search for e.g. 'spelfabet base logue' and get the relevant list straight away. However, it's been possible to Google e.g. 'spelfabet igh as in night' for years, so I'm hoping that soon the bots will do their work, and make it easy for teachers and others to find the morpheme-based spelling lists.

I'll keep adding more morphing morphemes to the site as time permits, but wanted the lists made available before this week's DSF Language, Literacy and Learning Virtual Conference, as I talk about morphology quite a bit in my session. Hope you're looking forward to this conference as much as I am, and that you find my morpheme-based lists useful.

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I've just added some morpheme-based word lists to the Spelfabet spelling lists. Morphemes are meaningful word parts, and are listed in the following order: inflectional suffixes (part of grammar), prefixes, derivational suffixes, and bound bases from Germanic, Latin and Greek. These lists have been harder to make than I'd expected, but also more interesting, because so many morphemes, er, morph.

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English spelling has an undeserved reputation as unreliable and riddled with frustrating quirks. In the pages of this book, you'll find stories, examples, and explanations that will reorient your perspective and reveal the integrated system that makes sense of the spelling of English words.

This book will answer questions like these:

- Why is there a W in answer and an L in talk? move and comfortable ?

- What's going on with words like hasten spelled like basin or mason About the Author:

These spellings make sense once we are aware of all that's conveyed by a written word-information about so much more than just its pronunciation. This book will introduce the structural (morphological) framework that is present in every English word, reveal the signals of relationships that are embedded in our most interesting spellings, and provide enlightening evidence to support a reevaluation of some traditional spelling rules.

The compelling explanations of English spelling contained in this book allow all of us to understand and reconstruct many spellings, rather than memorizing them, while expanding vocabulary and deepening reading comprehension. This is particularly important for those with dyslexia.

Set aside what you know about spelling for the moment, and take a journey below the surface of words. Together, we'll uncover the surprising coherence, depth, and clarity of the English writing system.

Sue Scibetta Hegland is an educator and frequent speaker on topics related to spelling. She began her career doing research and instructional design, but her focus shifted in 2003, when she learned that one of her children is dyslexic. Trained in the Orton-Gillingham approach to literacy instruction, she has been studying and teaching about orthographic linguistics since 2014. Sue has served on the Board of Directors for the Upper Midwest Branch of the International Dyslexia Association, on the Board of Education for the Brandon Valley School District, and as Editor-in-Chief for the International Dyslexia Association's Fact Sheet publications. She is also the founder of the website LearningAboutSpelling.com.

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Beneath the Surface of Words: What English Spelling Reveals and Why It Matters

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Buy Beneath the Surface of Words: What English Spelling Reveals and Why It Matters by Hegland, Sue Scibetta (ISBN: 9780578326719) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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The updated second edition of Unlocking Literacy is here―and now pre- and inservice educators will have the very latest research and practical guidance on teaching good reading and spelling skills. Developed for general and special educators of students from prekindergarten to middle school and beyond, the new edition of this bestselling textbook arms teachers with the most recent developments in reading research and shows them how to apply their knowledge in the classroom to help all students learn.

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Unlocking Literacy: Effective Decoding and Spelling Instruction

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The updated second edition of Unlocking Literacy is here―and now pre- and inservice educators will have the very latest research and practical guidance on teaching good reading and spelling skills. Developed for general and special educators of students from prekindergarten to middle school and b...

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IMSE | institute for multi-sensory education

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Orton-Gillingham is a sequential, multi-sensory approach to teach literacy. Our program breaks reading and writing into smaller skills, and builds on them.

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Nessy Spelling Strategy | Learn the 3 sounds of -ed |  Spell Words Ending in -ed

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EdShed is the home of The Literacy Shed, Literacy Shed Plus, Spelling Shed and MathShed.

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The morpheme mapper lets you type in a word and see its morphemes and meanings mapped out.

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Timeline of the English Language - The Children's University of Manchester