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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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This is a great resource to discuss reading with others.

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What Should Morphology Instruction Look Like?

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What Should Morphology Instruction Look Like?

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Dr. Tim Shanahan

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Teacher question:
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's 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!

Word Matrix: a map of a word family

Word Sums: reveal underlying structure of any complex word (a word with more than just a base)

un + help + ful + ness > unhelpfulness

Here is Peter Bower's response (with my light editing)

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 word act. 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 has a base only if we know vowel suffixes replace final, non-syllabic s (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, 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 root plegan, plegian for "frolic, move rapidly". However, the word which can be analyzed structurally turns out not to be related. It does not belong in the morphological family with the others because it goes back to a Latin root plac(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.

Grade 2 Morphology

A teacher showing investigations from his class.

Grade 1 Morphology

Investigating grapheme-phoneme correspondences - with the context of morphological word sums.

Kindergarten Morphology

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/.

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.

These are concepts teachers need to learn and they can bring into work with their class as they investigate words."

Shanahan again

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!
See comments here ›

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What Should Morphology Instruction Look Like?

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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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What Should Morphology Instruction Look Like?

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What Should Morphology Instruction Look Like?

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Language is an intricate system that allows us to communicate and express our thoughts and ideas. Morphology, the study of word formation and structure, provides a window into the world of prefixes, suffixes, bases, and more. Effective instruction in morphology can significantly enhance vocabulary acquisition, reading comprehension, and language proficiency.

Morphology instruction should begin by fostering an awareness of morphemes, the smallest meaningful units of language. Students should be introduced to common prefixes, suffixes, and bases, accompanied by clear explanations of their meanings and functions. Teachers should provide explicit explanations and modeling of how morphemes work in different words.

One of the primary benefits of morphology instruction is its impact on vocabulary growth. By understanding how words are formed, students can decipher the meanings of unfamiliar words encountered in reading and expand their vocabulary bank.

When teaching morphology, one must also consider semantics, orthography, and phonology as integral parts of understanding the structure and meaning of language. Each component contributes to the overall comprehension and production of words and sentences. When teaching these linguistic aspects, adopting an integrated approach that highlights their interconnections is crucial.

Morphology and Semantics

Morphology contributes to semantic understanding by adding prefixes or suffixes that modify the meaning of a base. Educators should emphasize the relationship between morphological changes and shifts in word meaning. They can provide examples of how adding or altering morphemes can change the semantic category (e.g., turning a verb into a noun) or alter the overall meaning of a word. Activities such as word analysis, semantic mapping, and vocabulary development exercises can help students grasp the connection between morphology and semantics.

Morphology and Orthography

Orthography refers to the spelling and writing system of a language. Morphology significantly impacts orthography because morphological changes often affect the spelling of words. Teaching morphology alongside orthography can help students understand spelling patterns and rules. By recognizing morphemes within words, students can identify spelling patterns associated with specific prefixes, suffixes, or bases. For instance, they can learn that adding "-ed" to a verb typically indicates the past tense. Explicit instruction, word sorts, word families, and spelling exercises can enhance students' understanding of the relationship between morphology and orthography.

Morphology and Phonology

Phonology refers to the sound system of a language. The English language is morphophonemic, meaning that the spelling of English words is influenced by phonics and morphology. Teaching morphology and phonology together allows students to understand how each of these components plays a role in spelling and pronunciation. For instance, the plural marker "-s" in English is pronounced differently depending on the final sound of the word to which it is attached. Teachers can engage students in activities that involve analyzing the phonological changes caused by morphological processes, such as assimilation, vowel harmony, or consonant alternation.

Strategies To Unlock Word Formation Skills

Unlocking word formation skills requires the application of various morphological strategies. These strategies enable learners to analyze and decode the structure and meaning of unfamiliar words. Here are some morphological strategies to help unlock word formation skills:

Recognizing Affixes

Developing the ability to identify common prefixes and suffixes is a valuable skill for understanding word formation. Encourage learners to recognize affixes and understand their meanings. Provide lists of common prefixes (e.g., un-, re-, pre-) and suffixes (e.g., -able, -ful, -less) along with their definitions. Engage students in activities like word analysis, where they identify and highlight affixes in given words. This strategy helps learners infer the meaning of unfamiliar words by focusing on the known affixes.

Analyzing Bases

Bases are the building blocks of meaning from which words are formed. Encourage students to analyze basesand understand their core meanings. By identifying familiar bases and linking them to related words (e.g., identifying the Latin base in and ), learners can make educated guesses about the meaning of unfamiliar words. Provide word lists with shared bases, and encourage students to explore their definitions and connections. This strategy strengthens their word formation skills and expands their vocabulary.

Understanding Word Families

Word families consist of words derived from the same base, often by adding affixes or other morphological changes. Encourage students to explore word families to deepen their understanding of word formation. Provide word charts or graphic organizers that showcase the various forms of a base (e.g., act, actor, action, active). This strategy helps learners recognize patterns and make connections between related words, facilitating comprehension and vocabulary expansion.

Exploring Borrowed Words and Loanwords

Languages often borrow words from other languages, resulting in loanwords. Encourage students to explore borrowed words and their origins. This strategy helps learners understand the influences and patterns of word formation across languages. Introduce loanwords from various cultures and languages, and discuss their meanings and etymology. This approach broadens students' linguistic horizons and enhances their understanding of word formation principles.

Consistent practice and exposure to various words and word formation patterns are essential for mastering morphological strategies. By incorporating these strategies into instruction and providing ample opportunities for application, learners can unlock word formation skills and become proficient in analyzing and understanding the structure and meaning of words.

Are you looking for professional development to expand your knowledge regarding morphology? IMSE Impact Morphology+ Structured Literacy Professional Development and Curriculum provides a complete understanding of morphology, fluency, vocabulary, and comprehension and how to apply it in the classroom. Sign up for training today to make an impact in your classroom tomorrow!

Resources:

1. https://www.readingrockets.org/blogs/shanahan-literacy/what-should-morphology-instruction-look

2. The Effects of Morphological Instruction on Literacy Skills: A Systematic Review of the Literature

3. Teaching Morphology to Improve Literacy

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What Should Morphology Instruction Look Like? - IMSE - Journal

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Discover the key elements of successful morphology instruction, including the crucial relationship between morphology, semantics, orthography, and phonology.

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Teaching How the Written Word Works By Peter Bowers - William Van Cleave

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takes teachers through how English spelling uses morphology to represent the meaning of words

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Rockstar William Van Cleave- Watch this to really understand how to teach Morphology!

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Rockstar William Van Cleave- Watch this to really understand how to teach Morphology!

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Van Cleave - Morphology Matters: Using Bases & Affixes to Develop Vocabulary in Students of All Ages

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Morphology Matters: Building Vocabulary through Word Parts

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Morphology Matters: Building Vocabulary through Word Parts

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Upcoming SWI On-Line Workshops with Pete

Two new on-line courses hosted by EduSpark (live and recorded)

One new on-line session hosted by Reading with TLC (live and recorded)

One new on-line course from WordWorks (real-time only, not recorded)

November 2, 7-9 pm EST "Hot Topic Webinar" hosted by Reading with TLC (live and recorded) $40. Info and register .

This same series has hosted talks by David Kilpatrick, Louisa Moats, Maryanne Wolf, and Jan Hasbrouck.

5-Session General SWI Course for the Seriously Curious

Nov 9, 15, 22, 29, Dec 6 (Wednesdays, North America)

(7:30 - 9:30 EST 4:30 - 6:30 PST)

Click HERE for a video describing the course.

2-Session Spelling-Out Orthography Course

Dec 5 & 12 (Tuesdays, North America)

(7:30 - 9:30 EST 4:30 - 6:30 PST)

Click HERE for a video describing the course.

See video below for an interview on this topic with Pete.

Understanding the Tools of SWI & Teaching How the Written Word Works (Special 2-session version 3 hrs ea)

Nov 19 & 26 (Sundays in Australia & Thailand)

11:30 am - 2:30 pm (Melbourne)

7:30 am - 10:30 am (Bangkok)

Nov 18 & 26 (Saturdays in North America)

4:30 pm - 7:30 pm PST

7:30 pm - 10:30 pm EST

Click HERE for a flyer with more details. Email Pete < peterowers1@mac.com> to register or inquire.

New video on "Spelling-Out Orthography"

For more on this key practice in SWI lick HERE for a recent video in which Shawna Pope-Jefferson interviews me on "Spelling-Out Orthography."

This is an in-depth hour-long talk that includes discussing videos of young students using this process. To jump directly to that part of the video, click here.

See my webpage with many resources and videos on this topic HERE.

Consider these messages about the effect of my courses:

1. Click THIS LINK for details about my on-line and in-person PD, fees etc.

New videos of tudents 'spelling-out orthography' for reading and spelling.

Explore my archive of WordWorks Newsletters and Special Publications at THIS LINK.

Here are a couple of recent special publications about learning in my courses with many orthographic concepts and resources to support your learning.

Click for my most recent special publication of a teacher new to SWI having great success with her pull-out group.

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Upcoming SWI On-Line Workshops with Pete Two new on-line courses hosted by EduSpark (live and recorded) One new on-line session hosted by Reading with TLC (live and recorded) One new on-line course from WordWorks (real-time only, not recorded) November 2, 7-9 pm EST "Hot Topic Webinar" hosted by Reading with TLC (live and recorded) $40.

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William Van Cleave- the meat and potatoes of this presentation

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William Van Cleave- the meat and potatoes of this presentation

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Teaching Morphology to Improve Literarcy

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Teaching Morphology to Improve Literarcy

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This is an excellent resource to teach students to understand the process of learning to read.

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Brain Builders E1: Reading: Why Though? l Amplify

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What research is out there on using morphology instruction in grades 2-3 with Tier 2 students to promote fluency and comprehension?

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What research is out there on using morphology instruction in grades 2-3 with Tier 2 students to promote fluency and comprehension?

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Home Ask A REL What research is out there on using morphology instruction in grades 2-3 with Tier 2 students to promote fluency and comprehension?

What research is out there on using morphology instruction in grades 2-3 with Tier 2 students to promote fluency and comprehension?

Mid-Atlantic | August 19, 2021

Response:

Thank you for the question you submitted to our REL Reference Desk regarding morphology instruction in grades 2-3 with Tier 2 students. We have prepared the following memo with research references to help answer your question. For each reference, we provide an abstract, excerpt, or summary written by the study's author or publisher. The references are selected from the most commonly used research resources and may not be comprehensive. References are listed in alphabetical order, not necessarily in order of relevance. Other relevant studies may exist. We have not evaluated the quality of these references, but provide them for your information only.

Research References

Foorman, B., Herrera, S., Dombek, J., Schatschneider, C., & Petscher, Y. (2017). The relative effectiveness of two approaches to early literacy intervention in grades K-2. REL 2017-251. Regional Educational Laboratory Southeast. Retrieved from https://eric.ed.gov/?id=ED572933
From the abstract: "Understanding written language is crucial to academic success in all content areas. Ensuring a strong foundation in the components of written language--that is, the literacy skills of reading, writing, and oral language--is essential if students are to read with understanding and, thus, is a primary goal of early literacy instruction and of the Regional Educational Laboratory Southeast Improving Literacy Research Alliance. When students fall behind in developing literacy skills, early literacy intervention in kindergarten through grade 2 can reduce the number of students failing to attain grade-level expectations. There is a strong research base on the skills targeted by effective early literacy intervention. Effective early literacy instruction includes explicit instruction in phonological awareness, links from letters to sounds, decoding, and word study, as well as practice reading for accuracy, fluency, and comprehension. These skills are often delivered in multiple tiers of instruction that include the classroom at tier 1, supplemental, small-group intervention at tier 2, and intensive intervention at tier 3 for students who do not progress after a reasonable amount of time with tier 2 intervention. Furthermore, research has demonstrated the efficacy of directly teaching academic vocabulary and language to students to improve their comprehension. In grades K-2 this includes the oral language skills of listening comprehension, syntax, and vocabulary that predict comprehension outcomes, along with reading skills. An important consideration for schools and this study is to determine which instructional materials to use in tier 2 early literacy intervention. One approach is to use the tier 2 materials embedded in the existing core reading program selected for classroom instruction, which is appealing because these materials are aligned with core classroom instruction and do not require the purchase of additional materials. But even though these embedded tier 2 materials may claim to be research-based, they are rarely evaluated empirically. Another approach is to select tier 2 standalone instructional materials and strategies outside the existing core reading program. If the standalone materials are backed by strong evidence that they support learning in reading and language, it is reasonable to expect that the standalone approach will lead to better outcomes for small-group tier 2 intervention than will an embedded approach that has not been empirically evaluated. Regional Educational Laboratory Southeast sought to explore whether providing at-risk students with small-group tier 2 intervention using a standalone intervention leads to better reading and language outcomes than does using an embedded intervention. To address this question, 55 low-performing schools, as identified by the state's school grading system, in south, central, and north Florida were randomly assigned to implement a pullout standalone or embedded tier 2 intervention for 45 minutes daily throughout the school year. In each school the intervention was used in groups of four students in grades K-1 and five students in grade 2. All students were among those identified as being at risk of literacy failure. Key findings include: (1) Students at risk of literacy failure in grades K-2 improved, on average, 13-25 percentile points on reading outcomes and 6-25 percentile points on language outcomes, in both standalone and embedded intervention schools; (2) The standalone intervention did not significantly improve reading or language outcomes relative to the embedded intervention among students in grades K-2, except for spelling in grade 2. The standalone intervention led to significantly better grade 2 spelling outcomes than did the embedded intervention; (3) The two interventions had similar impacts on reading and language outcomes in grades K-2 for groups of students who differed on baseline performance and for schools from the 2013/14 and 2014/15 cohorts, except for spelling in grade 2. Again, the standalone intervention led to significantly better grade 2 spelling outcomes among students with low baseline spelling scores than did the embedded intervention; (4) The two interventions had similar impacts on reading and language outcomes among English learner students and non-English learner students in grades K-2, except for some reading outcomes in kindergarten; and (5) In kindergarten, English learner students in embedded intervention schools performed better in phonological awareness than did non-English learner students, but non-English learner students in standalone intervention schools performed better in word reading than did English learner students. In embedded intervention schools, non-English learner students performed better in word reading in kindergarten than did English learner students."

Additional Organizations to Consult

National Council of Teachers of English (NCTE): https://www.ncte.org/
From the website: "The National Council of Teachers of English is devoted to improving the teaching and learning of English and the language arts at all levels of education. The Council promotes the development of literacy, the use of language to construct personal and public worlds and to achieve full participation in society, through the learning and teaching of English and the related arts and sciences of language."

RTI Action Network: https://www.rtinetwork.org/
From the website: "The RTI Action Network is dedicated to the effective implementation of Response to Intervention (RTI) in school districts nationwide. Our goal is to guide educators and families in the large-scale implementation of RTI so that each child has access to quality instruction and that struggling students - including those with learning and attention issues - are identified early and receive the necessary supports to be successful. The RTI Action Network is a program of the National Center for Learning Disabilities, funded by the Cisco Foundation and in partnership with the nation's leading education associations and top RTI experts."

Methods:
Search Strings. Morphology instruction Tier 2 grades 2 3 OR Elementary grades reading language Tier 2 OR second third grade fluency comprehension Tier 2 Responsive Classroom program effectiveness OR Tier 2 students morphology instruction elementary
Searched Databases and Resources.

ERIC

Academic Databases (e.g., EBSCO databases, JSTOR database, ProQuest, Google Scholar)

Commercial search engines (e.g., Google)

Institute of Education Sciences Resources

Reference Search and Selection Criteria. The following factors are considered when selecting references:

Date of Publication: Priority is given to references published in the past 10 years.

Search Priorities of Reference Sources: ERIC, other academic databases, Institute of Education Sciences Resources, and other resources including general internet searches.

Methodology: Priority is given to the most rigorous study types, such as randomized controlled trials and quasi-experimental designs, as well as to correlational designs, descriptive analyses, mixed methods and literature reviews. Other considerations include the target population and sample, including their relevance to the question, generalizability, and general quality.

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educational improvement; excellence in education; educational research; statistics; statistical data; statistical surveys; regional educational laboratory program; rel; rigorous studies; fast response projects; no child left behind

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REL Ask A REL | What research is out there on using morphology instruction in grades 2-3 with Tier 2 students to promote fluency and comprehension?

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What research is out there on using morphology instruction in grades 2-3 with Tier 2 students to promote fluency and comprehension?

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Episode 17: Etymology of the English language with Freddy Hiebert

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Amplify Education, Inc. 55 Washington St #800, Brooklyn, NY 11201. Core Knowledge® and related trademarks are the property of the Core Knowledge Foundation. DIBELS® is a registered trademark of the University of Oregon. The Lawrence Hall of Science is a trademark of the Regents of the University of California.

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This classroom-tested program teaches spelling concepts explicitly, systematically, cumulatively, and enjoyably! A perfect complement to your current reading and language arts program, Spellography was designed to help all students make sense of the English spelling system, and thus become better at understanding, reading, and writing words.

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More information to help you build your lessons

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More information to help you build your lessons

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SWI teaches grapheme-phoneme correspondences more explicitly than phonics does

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Appealing and informational morpheme reference cards for when teachers and students need a quick morpheme review or reminder. Post these in the classroom to support the Morpheme Magic lessons. These cards are built into many of the lesson activities, or can serve as a stand-alone for learning anytime during the day.

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The Power of Morphology
Morphological awareness is the recognition, understanding, and use of word parts that carry significance, but it is often overlooked in the learning process. Learn activities that help integrate morphological awareness for students learning to read and write.
For example, root words, prefixes, suffixes, and grammatical inflections (e.g., -s or -es for plurals) are all morphemes which can be added or taken away from a word to alter its meaning.

Morphology is one of the often-overlooked building blocks for reading fluency, reading comprehension, and spelling. Research is now demonstrating the importance of strong morphological teaching as early as first and second grade (Apel & Lauraence, 2011), where traditionally it has been the focus in middle and high school years.
"By 10 years of age, knowledge about the structure of words is a better predictor of decoding ability than is phonological awareness."
(Mann & Singson, 2003)
In addition, there is evidence that students learn orthography (phonics), phonology, and morphology in concert rather than in stages, when learning how to read and write. Students with strong morphological skills possess a distinct advantage over students who use a "whole word approach" to decode words. With strong morphological skills, students can approach a novel multisyllabic word and break it into parts in order to predict the meaning. This skill helps in all areas of literacy: decoding, spelling, comprehension, and oral language. Many times struggling readers are unable to identify a word they encounter in the text, even though they know it in their oral language. As a result, their expressive vocabulary remains quite limited compared with proficient readers who incorporate novel vocabulary from their reading into their oral language. Strong readers accomplish this because they recognize the word, infer its meaning, and are able to pronounce it. They efficiently map the vocabulary from their reading with previously known oral vocabulary as well.

As previously mentioned, children seem to simultaneously learn and integrate their phonological, orthographic, and morphological knowledge as they learn to read and write. Early learners may not always do so efficiently or completely, but they do show evidence of emerging awareness. Therefore, instruction and intervention might also be most efficient when these skills are explicitly taught in parallel. There are many ways in which this can be done. Several types of activities will be outlined with specific examples following in the appendix:

Word sorts with self-discovery to aid in recognition of word families based on morphology or orthography.

Explicit instruction of syllable types to recognize orthographical patterns.

Scaffolding to turn patterns into "rules" about meaning and spelling.

Word manipulation through blending and segmenting morphemes to further solidify patterns. Flashcards, syllabication, Word analysis while reading, letter tiles, etc.

Practicing both decoding and encoding activities in tandem is like strengthening both tricep and bicep muscles to maximize the outcome. They are held in tension and the knowledge of one supports the other.

In sum, morphological awareness is an integral part of reading instruction and is especially so for struggling readers. Explicit instruction that integrates morphological awareness with orthographical knowledge (e.g., phonics), and phonological awareness provides the greatest impact. Students who learn how to attach meaning to parts of words will be empowered to be better readers and spellers. Success starts here!

Find the Roots: Teach the concept of root words to your students. You might say, "A root word is the 'main' word in a longer word." Give examples and then have your students practice identifying the root words.

Ask your students to highlight the root words in following complex words.

Fix the Affixes: Explicitly teach students that affixes are extra parts that are "fixed on" to the root word. The affixes at the beginning of words are called "prefixes" because "pre-" means before, and a "suffix" comes at the end of a root word.

Ask your students to "fix" the broken root words with the correct "affix."

Love -ful

Treat -ly

Grate -less

Mood -able

Do -ing

Sad -tion

Pink -y

Tempt -ish

Move -ed

Aggravate -ment

Word Sort: Ask students to sort the following words according to their affixes. Then they should guess the meaning of the affix based on their prior knowledge and the patterns they see.

Building Blocks: Make flash cards and ask your students to make as many real words as they can with these cards. Make sure that the cards contain several root words and multiple affixes.

A starter set of morphemes might include:

En- -ous

Courage -ing

-Ment Dear

Trust Fold

-Y Humble

Syllabicating the "Big Words": Ask your students to preview the next chapter of their textbooks and write down 10 "Big Words." Next, have them highlight the root words that they recognize and take off any affixes that they see. Next they should break up the remaining parts of the word into syllables. Encourage them to infer the meaning of the word based on these word parts. Ask them how they would pronounce the word. A couple of examples follow:
Metamorphosis:

Root: Morph (change)

Affix: meta (whole/big picture)

Possible meaning: change of the whole thing

Possible pronunciation: meta/morph/a/sis

Root: Oxygen (an element on the periodic table)

Affix: -ate (to fill)

Possible meaning: to fill with oxygen

Possible pronunciation: ox/y/gen/ate

There have been many studies done on morphological instruction and its effects on literacy abilities. Joanne Carlisle published a research article in 2010 compiling the results of various morphological instructional studies whose results overwhelmingly show improvements in literacy abilities of the participants. Carlisle suggests that these studies' results support the teaching of morphological awareness in order to improve students' reading abilities. Read her article "Effects of Instruction in Morphological Awareness on Literacy Achievement" to learn more about the connection between morphological instruction and increased literacy.

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The Power of Morphology Morphological awareness is the recognition, understanding, and use of word parts that carry significance, but it is often overlooked in the learning process. Learn activities that help integrate morphological awareness for students learning to read and write.

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Structured Word Inquiry Blog I Used to Help Develop my Demo Lesson

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Structured Word Inquiry Blog I Used to Help Develop my Demo Lesson

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Morpological Awareness: One Piece of the Literacy Pie

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Morpological Awareness: One Piece of the Literacy Pie

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Episode 33: Morphology and morphological awareness with Julie Wolter

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Tiffany P. Hogan , ​ PhD, CCC-SLP Professor, Communication Sciences and Disorders Director, SAiL Literacy Lab

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This link will take you to another Padlet full of ideas for instruction

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Morpheme Magic – Lessons to Build Morphological Awareness

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Teachers and students alike, will become captivated by words as they explore together the world of language and morphology, and build awareness of morphemes, the meaningful parts in words.

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Getting Word Microscope

1. Download and install the fully functioning free version.

2. Run Word Microscope as you would normally. You have 42 days after installation to decide if you want to buy a licence to use it beyond that time.

3. Decide how many users you will need to buy a licence for.

4. Select the maximum user count in the pull-down list on the right that best reflects your needs and press the button to proceed.

Or, visit ourBuying Guide page for more options.

5. After processing your payment, we will send you an e-mail containing a key to unlock the time-limit.

Word Microscope runs on PC under Windows. There isn't a Mac version yet.

Paying for Word Microscope

We've disabled the payment system temporarily for a short time. In the meantime, you can continue to run the free trial version.

A paid licence for this version of Word Microscope entitles you to run it without a time-limit.

Download and install the latest version of Word Microscope before committing.

The charge depends on the number of Word Microscope users you expect to have on your computers at any one time. There are discounts for multiple use.

We sell in British pounds (GBP). PayPal will convert to your own currency. The base price is 42 GBP, which at the time of writing is around $60 in US dollars.

We only respond by e-mail. When you pay, please make sure you provide a valid e-mail address!

View our Buying Guide for more price options and for more details on how to choose the number of users.

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Download and install the fully functioning free version. Run Word Microscope as you would normally. You have 42 days after installation to decide if you want to buy a licence to use it beyond that time. Decide how many users you will need to buy a licence for.

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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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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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Vocabulary Surge- Unleashing the Power of Word Parts

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Vocabulary Surge- Unleashing the Power of Word Parts

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As educators, we understand the profound impact of effective literacy instruction. That's why we designed the One95 literacy ecosystem to empower you with the best resources to develop the strongest readers possible. It begins with proven literacy instruction products - then the knowledge, resources, and support to make them work.

With One95, you'll find:

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Professional learning and development resources

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95 Vocabulary Surge | Boost Vocabulary Skills | 95 Percent Group

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Enhance vocabulary skills with 95 Vocabulary Surge from 95 Percent Group. Designed to accelerate vocabulary acquisition and improve comprehension.

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Share This:

By Terri Hessler

Do you feel like you have a pretty good grasp on all the -ologies involved in your child's academic evaluation and profile? How about morphology? If that one is iffy, rest assured, you're not alone (Nagy, Carlise, & Goodwin, 2013). Of all the topics in the area of dyslexia instruction, this one may be the least familiar to the most people. Perhaps you know it has something to do with vocabulary, but it also has to do with how words are spelled today, why they are spelled that way, and how they are built or structured, connecting them to their historical development.

This is important information for non-intuitive learners, like many students with dyslexia, who need to learn morphological constructs-such as prefixes, suffixes, and roots-in an explicit, systematic, and structured way. It is also important information for parents/family members to have a general understanding of morphology because inevitably, you will get questions such as, "Why does bicycle mean two wheels but biology doesn't mean two -ologies? The answer is because the prefix in biology is not bi- (two), it is bio- (life). (By the way, -ology means the study of something.) And this spelling stumper: "If I'm supposed to double the f, l, s, or z, at the end of short (that is, one syllable) words, after a short (that is, closed) vowel, why is bus spelled b- u- s and not b- u- s- s?" Answer? Because buss is a word that came into English around the mid-1500s and it means kiss; and bus entered our language 300-some years later, shortened from omnibus.

There are more spelling issues related to vocabulary, and when parents and family members are aware of the morphology of words, they can be both supportive and instructive. For example, a student may remember that chronology has something to do with time, but she may not remember it is a Greek root, but with that prompt from a parent, she would remember that the /k/ phoneme (or sound) should be spelled with the grapheme ch (a grapheme is a letter or letters that represent a phoneme).

If you would like a brief, but great, introduction to morphology-and its importance to non-intuitive and intuitive learners alike, follow the link to the International Dyslexia Association's new fact sheet Morphological Awareness: One Piece of the Literacy Pie.

Here are some other useful resources:

Words: Integrated Decoding and Spelling Instruction Based on Word Origin and Word Structure, . by Marcia Henry (Pro-Ed, Inc. 2010; www.proedinc.com). Although written for use with 3rd graders on up, it can be adapted for younger grades, and is also an excellent tutorial for anyone who could use a refresher, needs some gaps filled in, or who just did not get the literacy information needed to help support or instruct a student with dyslexia struggling to learn to read. Unit 1 covers letter-sound correspondence; Unit 2 covers syllable patterns; and Units 3 and 4 really get into the meat of morphology.

"Teaching Morphology: Enhancing Vocabulary Development and Reading Comprehension" by Mary Stowe, M.Ed.

Because morphology has so much to do with spelling, the spelling fact sheet available from the IDA web site may be helpful - https://dyslexiaida.org/spelling/

The Yale Center for Dyslexia & Creativity is an invaluable site where you can find "How Parents Can Build a Word Rich Life for Dyslexics."

If you are interested in how teachers are approaching morphology instruction for English language learners in relation to Common Core standards, check out this publication.

http://www.etymonline.com/ is an etymology site where you can find out a word's origin, the approximate time it first appeared in writing, and its meaning, as well as other dictionary-type information.

You could spend all day at wordworkskingston.com. This is a landing page from which you can branch out depending on what you are looking for. Information rich!

"Investigations" Forum is a compilation of words that are hot-linked to more information about the history and relatives of the words. It is compiled by the site founder, Pete Bowers, with help from other teachers and students at the Nuevo School. There are explanatory videos with word-print overlays, PDFs, and enrichment material (e.g., video and text of President Obama's eulogy for Reverend Pinckney in the study of <grace> and <subjugation>).

Have you seen a word mini-matrix like this?

These mini-matrices are great for depicting word building by showing prefixes, roots/bases, and suffixes. This interactive site allows you to build your own! http://www.neilramsden.co.uk/spelling/matrix/temp/index.html

References

Henry, M. K. (2010). Words: Integrated decoding and spelling instruction based on word origin and word structure (2 nd ed). Austin, TX: Pro-Ed., Inc.

Nagy, W. E., Carlise, J. F., & Goodwin, A. P. (2013). Morphological knowledge and literacy acquisition. Journal of Learning Disabilities, 47(1), 3-12.

Dr. Terri Hessler is an associate professor of special education at The Ohio State University at Newark. Her research interest involves interventions to improve academic performance for children with high incidence disabilities, especially those with dyslexia, as well as those considered at risk for being identified as having high incidence disabilities. Prior to her experience in higher education, she taught English/language arts to adolescents and was a resource teacher for adolescents with specific learning disabilities.
Copyright © 2017 International Dyslexia Association (IDA). Opinions expressed in The Dyslexia Connection and/or via links do not necessarily reflect those of IDA. We encourage sharing of Dyslexia Connection articles. If portions are cited, please make appropriate reference. Articles may not be reprinted for the purpose of resale. Permission to republish this article is available from info@dyslexiaida.org.

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Morphology 101 - International Dyslexia Association

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The "Rain" Family: A PreK Structured Word Inquiry Lesson

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Creative Commons Music Courtesy: Seastock

"Carefree Ukulele"

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Word Bag Excitement

Lyn Anderson ( Beyond the Word) first introduced us to the joy of the Word Bag game several years ago now. It's a simple teaching strategy, but it inspires a kind of magical curiosity in kids. It's genius.

The teacher creates a set of words that share a base using something accessible like 'play, climb, or cook.' Some "trick" words are also added to the bag-words that don't share the base but may have a slight phonological or semantic similarity. The base is written on the center of a piece of chart paper. A child is invited up to pull a card from the bag, and the teacher asks the group, "Is it in the family?"

Teachers Carolee and Claire recently introduced their Pre Kindergarten students to the Word Bag game using the base < play>. Here's a glimpse into that conversation:

A child pulls out a card with < ball > written on it. "Well you CAN play with a ball...," she says.

But she does not see any evidence of the base's structure in the word. So, nope, it's not in the family.

Next < playground > is pulled. "It has the structure!"

As they discuss the meaning of the word, someone calls out, "Ohhh...a compound word." The child puts his two closed fists together, since one first represents a base. "It's got the same structure. You do 'play' on it."

They justify the meaning for < replay >.

"You didn't play how much you wanted so you play again."

"It's in the family because it has < play >."

As the game wraps up and the children get ready to move to open activities, one boy suddenly stands up and announces, "I'm going to make my own word bag! I'll make new words!"

We three teachers brimmed over with excitement, as this had never happened before. Other children soon became interested as well. A new Word Bag center was born.

The next day a set of child generated cards were put into the word bag, and this time a child led the game. The base element he created was < block>. Immediately a grammatical discussion arose about the use of the base as a noun or a verb.

Child leader: "It's the family of, like, a unit block over there."

"Well you could also block someone when they're trying to walk..."

The child leader chooses someone to reach in the bag and pull out one of his cards.

"Is that in the family?" he asks his friend. She has pulled out < blocky >.

"Yes."

Child leader: "What does it mean?"

"It means something is blocky." A logical definition emerges about how when you are building with blocks you are 'blocky.'

The next child pulls out a card that says < cat >. Clearly the child who made these cards understands that there will be some "trick" cards in the bag.

Right away he says, "It's not in the family. It means you just see a cat."

The next girl pulls out < reblock >. "It's not in the family," she decides.

Child leader: "What does it mean?"

"Like when you knock down someone's structure and you rebuild it." The class reviews the definition given and looks again at the base, ultimately deciding it is in the family.

A note from Carolee:
"If the students can develop a logical meaning and the structure fits, then we do not discourage this creativity. Our language is changing every day with new words added on a regular basis. So 'it's not a word YET' is often an apt phrase."
The final word chosen is < mom >. "It's not in the family...because moms can't block."

These students are doing exactly what all good students do-they're using the information their teachers have given them. In this classroom, 'structure' and 'meaning' are essential components of conversation, and so are 'phoneme' and 'grapheme.' They are already recognizing suffixes and prefixes because they have been exposed to them and have been given names for them. Some of the children are already reading. These children in particular are gaining so much ground in their understanding of language because they have the vocabulary to talk about and analyze how English words really work. They are on fire about writing and reading.

The children who are less comfortable are equal participants. They watch and share. They can spell out the letters of the bases and affixes, even if they need some support. They are gaining understanding through their oral language by naming these elements and taking in the excitement of their peers.

These young students don't realize it, but they're already working with the Four Questions. These questions can guide any investigation for students of any age. There is no SWI set curriculum or scope and sequence; everything that is important enough to be addressed will come up when these questions are used as the basis for investigating words.

1. What does it mean?

2. What is the word's structure? How is it built?

3. What are the word's relatives?

4. What's important to notice about the pronunciation?

It can take awhile for us adults to shift our perception of what appropriate language instruction looks like, and that's understandable considering all that we have to unlearn and relearn. For students learning with these questions from the beginning, language makes sense. For teachers who have been investigating their practice for awhile, studying orthography, asking difficult questions, and being open to seeing things in a new way, it's nearly impossible to imagine teaching any other way. The proof is in the mouths, hands, and minds of these four and five-year olds.

Many thanks to the PreK teachers for their precise documentation! Stay tuned for my next post to see how we decided to handle student's non-word contributions, as well as the non-standard form < *builded >.

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Lyn Anderson ( Beyond the Word) first introduced us to the joy of the Word Bag game several years ago now. It's a simple teaching strategy, but it inspires a kind of magical curiosity in kids. It's genius. The teacher creates a set of words that share a base using something accessible like 'play, climb, or cook.'

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"Outer Beauty Attracts, but Inner Beauty Captivates." ~Kate Angell

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Like many native English speakers, those who are learning English often express disappointment that words that have identical letter strings do not rhyme (bomb/tomb/comb, read/red, thought/though/through). It's interesting to me that my own attitude about that has become one of fascinated interest.

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Morphological Awareness Intervention in School Age Children

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Morphological Awareness Intervention in School Age Children

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Nessy Reading Strategy | Head Body Tail - Educational Song | Prefixes and Suffixes

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What is Morphology? - Answered - Twinkl Teaching Wiki

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Here we discuss morphology & how its study increases understanding of language. Included is an educational video & facts about the origins of morphology.

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What is Etymology For Kids | Definition and Examples

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This guide to etymology for kids includes helpful definitions, examples and exercises that will make it easy to teach this topic to your curious English students.

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This first presentation describes the basic elements of morphology for the beginning teacher or student. Key terminology associated with morphology are introduced, described and defined. Multiple opportunities are provided to practice the basic elements of morphology being discussed. Resources are provided throughout the webinar to further understanding of basic morphology. Additionally, a short mini-lesson is shown in how to prepare and administer a morphological instructional session.

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This first presentation describes the basic elements of morphology for the beginning teacher or student. Key terminology associated with morphology are introduced, described and defined. Multiple opportunities are provided to practice the basic elements of morphology being discussed. Resources are provided throughout the webinar to further understanding of basic morphology.

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Words Their Way Classroom® is a K-5 supplemental program that provides all the resources needed to personalize phonics practice to meet individual student needs.

Multisensory phonology and morphology practice

Hands-on sorts plus interactive digital activities

Teach Word Study with Words Their Way Classroom

Words Their Way Classroom provides personalized word study instruction and engaging, hands-on word sorting practice.

Take a Closer Look at Words Their Way Classroom

Program Overview

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Teacher Resources

Explore teacher resources for word study

Student Resources

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Enhance Word Study with Interactive Digital Resources

The digital components of Words Their Way Classroom are all hosted on the award-winning Savvas Realize® digital platform. Realize integrates with a wide variety of digital tools and systems, such as Google Classroom, Canvas, Schoology, OneDrive, and many more!

Digital components include drag-and-drop word sorts with audio support, an interactive Teacher Resource Guide, printable PDFs of word lists and word study games, interactive spell checks, and more!

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elementary spelling phonics vocabulary program

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k-5 spelling phonics vocabulary instruction

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phonics vocabulary and spelling instruction

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supplemental phonics vocabulary and spelling curriculum

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supplemental phonics vocabulary and spelling instruction

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supplemental phonics vocabulary and spelling program

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Words Their Way Classroom features spelling practice, vocabulary activities, and word study for grades K-5. Help students discover phonics, spelling, and vocabulary.

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The developmentally driven Words Their Way instructional approach is a phenomenon in word study, providing a practical way to study words with students. The keys to this successful, research-based approach are to know your students' literacy progress, organize for instruction, and implement word study. The Fifth Edition features an innovative redesign and introduces technology integration aligning text to all new classroom video, an interactive classroom assessment application, prepared and create-your-own word sorts, games, and more specific to each chapter. It gives you all the tools you need to carry out word study instruction that will motivate and engage your students, and help them to succeed in literacy learning. Ordered in a developmental format, Words Their Way complements the use of any existing phonics, spelling, and vocabulary curricula.

We invite you to see what's new in Words Their Way ...

Ground-breaking online PDToolkit for Words Their Way ® gives educators access to:

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interactive classroom assessment tool featuring new user-friendly navigation

prepared and create-your-own word sorts

games, templates, and more!

Complimentary 12-month access packaged with each new Fifth Edition

To learn more, please visit: http://pdtoolkit.pearson.com

Innovative redesign of the book introduces technology integration aligning text to online videos, sorts, and assessments specific to each chapter.

Unprecedented inclusion of progress monitoring throughout the book.

Brand-new continuum of support model offers tips for better planning and carrying out word study lessons in the classroom.

Expanded discussion on oral vocabulary, secondary instruction, writing, and early/middle/late phases in the derivational relations stage.

Updated collection of classroom activities helps build the skills students need to move on to the next developmental stage.

New "Resources for Implementing Word Study in Your Classroom" provides information about resources teachers can use in their instruction.

Enhanced coverage of English learners provides tips and strategies for modifying instruction.

Classroom-ready appendices contain all the assessment instruments described in Chapter 2 as well as word sorts, sound boards, and game templates to get instruction underway. (Note: Includes reproducibles and perforated pages.)

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and spelling instruction (5th edition) (words their way series)

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english language - orthography and spelling

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education / teaching methods & materials / reading & phonics

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english language - orthography and spelling

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teaching methods & materials - reading & phonics

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education / teaching methods & materials / reading & phonics

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teaching methods & materials - reading & phonics

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Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (5th Edition) (Words Their Way Series)

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Amazon.com: Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (5th Edition) (Words Their Way Series) (9780137035106): Bear, Donald R., Invernizzi, Marcia R., Templeton, Shane R., Johnston, Francine: Books

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Morphology—A Gateway to Advanced Language: Meta-Analysis of Morphological Knowledge in Language-Minority Children

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Morphology—A Gateway to Advanced Language: Meta-Analysis of Morphological Knowledge in Language-Minority Children

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Keys to Literacy- Using Morphology to Teach Vocabulary

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Keys to Literacy- Using Morphology to Teach Vocabulary

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A recent blog post by Tim Shanahan titled "What should morphology instruction look like?" reminded me how important it is to teach students about word parts (i.e., roots, prefixes, suffixes) as a useful tool for determining the meaning of unfamiliar words and growing academic vocabularies.

One of the five components of our Key Vocabulary Routine is Teach Word Learning Strategies, which includes how to look for clues outside the word (use of context) and inside the word (use of word parts) when encountering an unknown word while reading. Outside clues include rereading the sentences before and after the word and using the context of the text. Inside clues come from recognizing meaningful parts of the word, i.e., using morphological knowledge.
Morphemes and Morphological Awareness
Morphemes are the smallest units of meaning in a language. The dictionary defines a morpheme as "a word or part of a word that has a meaning and that contains no smaller part that has a meaning." Morphemes include base words and roots, prefixes, and suffixes. They can be combined in different ways to express particular meaning or to fill grammatical roles. Some morphemes are free - they can stand alone (e.g., cat, walk, govern). Other morphemes are bound - they cannot stand alone and must be attached to another morpheme (e.g., re-, un-, geo, phon, -ed, -ment). Here are some examples:

The word cat contains one free morpheme

The word cats contains one free morpheme (cat) and one bound morphemes (s)

The compound word sandbox contains two free morphemes (sand, box)

The word unfit contains one bound morpheme (un) and one free morpheme (fit)

The word transportable contains three bound morphemes (trans, port, able)

Morphology means the study of word parts, and morphological awareness refers to the ability to recognize the presence of morphemes in words. Research suggests that students can be taught various morphemic elements as a way to determine the meaning of new words (Edwards et al., 2004). Carlisle (2010) analyzed 16 studies about the relation of morphological awareness instruction to key components of literacy development. The findings showed that instruction about word parts was associated with improvements in word reading and spelling, and in determining the meaning of unfamiliar words.
Academic, School Morphemes
Academic vocabulary that must be learned beyond grade three often consists of words that combine a root, prefix, and suffix (e.g., poly + nom + ial = polynomial; manu + script = manuscript). In the upper elementary grades and higher, there are many opportunities to find words in content reading that contain Greek and Latin morphemes. Children in primary grades can begin to learn how morphemes combine by adding common prefixes and suffixes to short Anglo-Saxon words and also compounding them. For example:

jump, jumps, jumped, jumping, jumper

read, reread, reader, nonreader, reading

sunshine, schoolhouse, upstream

There are some limitations to morphemic analysis. Although it is useful, teachers must also make students aware that it doesn't always work. This is because some prefixes are not consistent in meaning (e.g., in- means both not and in). It is also because the meaning of many Greek and Latin roots have changed substantially over hundreds of years, so they no longer lend themselves to literal translation. For example, the literal translation of circumspect should be look around ( circum means around, spect means look), while the real meaning is to be cautious, careful.
Introducing Morphology
One way to introduce word analysis skills is to teach students how words are made up of word parts, and how words can be related in word families, such as the word family below for the Latin root port (to carry).

Keys to Literacy trainers often see examples of teachers using word families when we visit classrooms. Here are some examples:

Another instructional strategy is to have students build word families by providing a main root and then prefixes and suffixes that can be combined with the root to generate words. Word Matrix boxes such as the examples below can be used for this purpose. For more examples, visit Peter Bowers' website
convoy, envoy, convoys, envoys, convoying, convoyed, voyage, voyages, voyaging, voyaged, voyager, voyagers retake, retakes, retaken, retaking, untaken, mistake, mistakes, mistakable, mistakably, mistaken, mistakenly, mistaking, intake, intakes, overtake, overtakes, overtaken, overtaking, undertake, undertakes, undertaker, undertaken, undertaking, undertakings, uptake, uptakes, breathtaking, caretaker, caretaking, takes, taker, taken, taking, takeaway, takeover Teaching Morphology
Here are two additional suggestions from our Key Vocabulary Routine professional development program:

Find opportunistic moments: Often, unplanned moments come up during content instruction to provide examples of word analysis. Words from content vocabulary lists may include common word parts, or an opportunity to make a connection between the root of a new word and a word previously covered in class may arise. Content teachers in particular are in a position to point out examples of words that contain roots, prefixes, and suffixes from content reading material.

School-wide focus: Most of the general academic words that students need to learn are derived words with word parts. A school-wide approach to teaching academic vocabulary involves teachers from different grades and subjects agreeing to focus on a few root words and their associated word families each week or two.

A 2015 piece posted by the Institute for Multi-Sensory Education's blog suggests these strategies for teaching morphology in the classroom based on research by Dr. Nonie Lesaux:

1. Morphology should be taught as a distinct component of a vocabulary improvement program throughout the upper elementary years.

2. Morphology should be taught as a cognitive strategy to be learned. In order to break a word down into morphemes, students must complete the following four steps:

Recognize that they don't know the word.

Analyze the word for recognizable morphemes, both in the roots and suffixes.

Think of a possible meaning based upon the parts of the word.

Check the meaning of the word against the context.

Students also need to understand the use of prefixes, suffixes, and roots, and how words get transformed.
Lists of Roots, Prefixes, Suffixes
There is a significant body of research indicating that instruction of prefixes is beneficial, and many vocabulary researchers recommend instruction of the most common prefixes as the first and best component of word analysis (Graves, 2004; Carlisle, 2007). White, Sowell, and Yanagihara (1989) found that 20 prefixes account for almost 97% of the 2,959 prefixed words that most frequently appear in school reading materials. Given how often these 20 prefixes occur, it makes sense to teach their meaning and use. To access a free list of these prefixes, visit the Keys to Literacy free resources page at our website, and go to the Vocabulary section. You will also find free lists of the following:

Common Numerical Prefixes

Common and Useful Suffixes

Common Greek and Latin Roots

References:
Carlisle, J.F. (2010). Effects of instruction on morphological awareness on literacy achievement: An integrative review. Reading Research Quarterly, 45 (4) 464-487.

Carlisle, J.F. (2007). Fostering morphological processing, vocabulary development, and reading comprehension. In R.K. Wagner, A.E., Muse, & K.R. Tannenbaum (Eds.). Vocabulary acquisition: Implications for reading comprehension. New York: Guilford Press.

Edwards, C.E., Font, G., Baumann, J.F., & Boland, E. (2004). Unlocking word meanings: Strategies and guidelines for teaching morphemic and contextual analysis. In James, R. Baumann & Edward J. Kame/ennui (Eds.). Vocabulary instruction: Research to practice. New York: Guilford Press.

Graves, M.F. (2004). Teaching prefixes: As good as it gets? In James, R. Baumann & Edward J. Kame/ennui (Eds.). Vocabulary instruction: Research to practice. New York: Guilford Press.

White, T.G., Sowell, J., & Yanagihara, A. (1989). Teaching elementary students to use word-part clues. The Reading Teacher, 42.

Joan Sedita

Joan Sedita is the founder of Keys to Literacy and author of the Keys to Literacy professional development programs. She is an experienced educator, nationally recognized speaker and teacher trainer. She has worked for over 35 years in the literacy education field and has presented to thousands of teachers and related professionals at schools, colleges, clinics, and professional conferences.

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Using Morphology to Teach Vocabulary - Keys to Literacy

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Suggestions for teaching vocabulary by analyzing word parts.

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Second Grade and Third Grade Student Center Activities Phonemic Awareness | Phonics | Fluency | Vocabulary | Comprehension

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Fourth and Fifth Grade | Florida Center for Reading Research

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Fourth Grade and Fifth Grade Student Center Activities Advanced Phonics | Fluency | Vocabulary | Comprehension

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What is Morphemic Analysis and Why is it Important?

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What is Morphemic Analysis and Why is it Important?

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What Is Morphemic Analysis and Why Is It Important?

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The process of analyzing a word based on the meaningful components it is composed of is known as morphemic analysis. Learn more about morphemic analysis.

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Morphology Contributions to Literacy Outcomes

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Morphology Contributions to Literacy Outcomes

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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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How to Use Word Searcher and Mini Matrix-Maker

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How to Use Word Searcher and Mini Matrix-Maker

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Word Searcher and Mini-Matrix Maker are two Structured Word Inquiry tools that make word study easier. Have you tried them?

When I began learning about Structured Word Inquiry I often felt like I was trying to get a drink from a fire hydrant. There was so much unfamiliar terminology coming at me. I also had to wrap my head around a new way of thinking about our spelling system and to learn how to use a matrix and word sums with students.

But it was worth it!

Our students (yours and mine) often struggle reading polysyllabic words and spelling in general. Irreplaceable is a word one of my students stumbled into recently. Not a simple word but with the right tools it becomes doable.

Word Searcher and Mini-Matrix Maker are two of the tools. We used Etymonline.com to learn more about the etymology. We brainstormed other relatives of irreplaceable by narrowing it down to a word sum and determining the base is <place>. Using the Mini-Matrix Maker we created a matrix that provides a visual image of the word family's morphemes (word parts).

Like most new things, these tools take some figuring out. But it didn't take long. Both are fairly straightforward to use. Now, these are two of my favorite tools I use everyday with students. If you haven't used them or you've tried and not been sure what to do, let's take a test drive together.

Word Searcher

How Word Searcher Saves Me Time

quickly find words with a specific spelling at the beginning, middle, or end of a word

easily compare 2 or more spellings to determine which are more common (because sometimes students want to know!)

quickly see if I've missed any morphological relatives when working with a word family (morphological relatives: words with the same base spelling and orthographic denotation)

How To Use Word Searcher

Go ahead and try the site out with me. Word Searcher

Looking for Specific Spelling Anywhere Within a Word Go to Word Searcher's site and type uy in the search bar and click GO. For the sake of a short list, I'm using a lesser used vowel digraph. Notice the list includes words in which <uy> spells /aɪ/ Long-I and words with <uy> spelling /i/ Long-E like soliloquy and a couple of words I've never seen or heard before!

Looking for Specific Spelling at the Beginning of a Word Type ^ sl in the search bar, click Go. (That little symbol before the <s> is called a caret, not spelled like the vegetable, which is what I previously thought.) The caret before letters tells Word Searcher to look for words with <sl> at the beginning. How many words did it bring up?

Notice that the 370+ word list from the initial <sl> search includes words with suffixes and compound words, sharing a base that's listed earlier: slim, slims, slimmed, slimming, slimmer, slimmest

Look for Specific Spelling at the End of a Word Now search for kle$ . The dollar sign after the letters leads the search engine to compile a list of words with that spelling at the end of each word.

How to Narrow Down a Search As an example, when I searched for final <kle, the list included words with a <ckle>. To narrow that down to only final <kle> without the <ck>, I used square brackets and a caret like this: [^c]kle$ The caret before the letter within the square brackets will give you a list of final <kle> words without any <ckle> words.

Try something you need for one of your students. On the site, just below the search bar is a key of formats for different ways to search for spelling you need.

Search Engines SEARCH

Make note, I typically search using the standard (recommended) search. The Free BSD search will likely include proper nouns, loan words, and possibly unattested words. Unattested are not likely found in a dictionary. If your search using the standard search doesn't give you what you're looking for, try the Free BSD with the understanding that you're getting a "wilder" search.

As I mentioned, users need to remember that it doesn't search based on phonology or by the functions of a grapheme. Searching for <th>, it will pull up "with," "that," "hothead," etc. because it's only searching for the letters. You'll have to be on the look out for words that don't fit the pronunciation or pattern you want. But, this tool saves me LOTS of time everyday.

Mini-Matrix Maker

How I Use Mini-Matrix Maker

Create a matrix with a student letting them enter the word sums and print what they've learned
Student might save them in a notebook or Google document for future reference and to show parents

Create a matrix ahead of time so its ready for a student to create word sums
Each matrix saved can be used over and over with each new student
Students save, review and show parents

Creating a Matrix in Minutes

Click here Mini Matrix-Maker and let's make a matrix together. I'm using < place> as the primary base in this matrix. We refer to the base as the spelling p-l-a-c-e since a base might not always have the same pronunciation throughout its word family. Depending on the word family, a matrix could also have secondary bases that form compound words.

How to Create a Matrix

If you want to work on the <place> base, type that into the Spelling bar.

You can choose to add a denotation (more on that below).This is optional. I'm leaving it blank this time.

Enter word sums with <place> and prefixes and suffixes or other bases for compounds.
I added Place + es, Place + ing, and Place + Mat.

Notice we capitalize other bases too but not suffixes or prefixes. Capitalizing tells the matrix maker that the word is a base, and it will be in bold font in the finished matrix.

Add as many as you'd like. You could add word sums for: placed, placement, replace, replacement, unplaced, displace, fireplace, and on.

When you've finished entering word sums for this word family, click on the Update button.

A new tab will open with the matrix and the word sums you entered.

You can print from this page or create a screen shot of just the matrix to save on your computer and print.

Before closing the page or clearing the data you've entered, you can update the matrix repeatedly from this same page. Add more word sums, make changes, etc. and click Update again and you'll see the matrix has been changed. Once you close the Matrix Maker site or clear the data, your work is gone so you'll want to save it to your computer.

Some people save the word sums used in creating the matrix so later they can easily see what they and their students were thinking when they made it. Saving the word sums also makes it easier to redo the matrix if you later see an error or something you want to add. You just copy and paste the word sums in to the word sum area and make your changes.

A matrix can be as simple or as complex as you'd like. Meaning, you might only create word sums for <place> with a few suffixes and one compound word your student would know. Or you can do more. It's a tool for you to use for your needs. No right or wrong amount of word sums.

Adding Orthographic Denotation to a Matrix

It's optional to add an orthographic denotation. What is an orthographic denotation? It's a broad meaning or sense that comes from the meaning of the oldest etymon with a similar spelling to the Present-Day English (PDE) word. An etymon is an ancestor of the PDE word. The Etymon may come from an older version of English or from another language.

Here's how you can find the orthographic denotation of place. Look at place's Etymonline.com entry. It starts with an approximate time period for the word's earliest use in a written text ( a book, manuscript, etc.). This entry says it made its appearance in English writing in the 1200s and meant "space, dimensional extent, room, area". Since there isn't a different spelling listed with that date and meaning, we can assume the spelling in the 1200s was the same as today's spelling.

Then we learn that this word came to English via an Old French word, spelled the same that meant "place, spot" and then Etymonline has narrowed the time frame to around the 12th century. The Old French word came "directly from Medieval Latin" with the spelling being placea, which would be the oldest etymon for <place> with a similar spelling. There are older etymons but they do not have a similar spelling to the PDE word, place.

We add the orthographic denotation inside quotation marks. If the primary entry for the base you're using happens to be a verb, the meaning from its oldest etymon will probably start with "to...". We leave that "to" off the orthographic denotation so we don't limit the sense of the base to an action. With certain suffixes, our base could be a verb, a noun, an adjective, etc.

Why Use These Tools?

Being able to help students find answers to their questions through the spelling system itself has been a game changer for me and my students. Kids who weren't engaged with learning, let alone spelling, are asking questions. They want to know why IT's spelled that way. Using word sums with the matrix and looking up a spelling in the Word Searcher and Etymonline shows them that there is a system. It's not random. When they see the sense of it, they're more likely to believe they can understand it and use it confidently.

Try these structured word inquiry tools. Please reach out with questions.

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How to Use Word Searcher & Mini-Matrix Maker

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Word Searcher and Mini-Matrix Maker are two Structured Word Inquiry tools that make word study easier. Have you tried them? When I began learning about Structured Word Inquiry I often felt like I was trying to get a drink from a fire hydrant. There was so much unfamiliar terminology coming at me.

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Rose meets Mr Wintergarten by Bob Graham read aloud by Mrs C for Year 1 English QLD Curriculum HEU

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Three things to note: The connection between her orthography and morphology chapters. Carol Chomsky's identification of English as "an optional system for a reader." (p. 97) and this quote, "With systematic teaching, morphological awareness develops in tandem with phonological and orthographic awareness beginning in first grade."(p. 168)

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of assessment and instruction in today's classrooms. 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: 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. 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! 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 Speech to Print

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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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A valuable teaching tool every teacher and parent should own. Margaret M. Bishop has compiled the foundational teachings for mastering grammar, phonics, and spelling, all into an easy to use format. One of the only phonics books that truly teaches you everything you need to know.

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The ABC's and All Their Tricks - paperback

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The ABC's and All Their Tricks - paperback [Margaret Bishop] on Amazon.com. *FREE* shipping on qualifying offers. The ABC's and All Their Tricks - paperback

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Denise Eide has her hand on the heartbeat of the literacy crisis and is pointing to a way out. Having grown up in a disadvantaged family and struggled with math, Denise understands the hopelessness experienced by students who struggle with illiteracy. She has a gift for connecting people to answers, providing hope, and empowering and motivating others to action.

After completing her B.A., Denise began study for her M.A. in Curriculum and Instruction at the University of Minnesota. While pursuing her degree, Denise worked with non-profit organizations to develop ESL curriculum. She also taught English at a University in Russia. During this time she discovered that Eastern Europeans think systematically about language. Her students asked many questions about spelling to which her best answer at the time was, "That is an exception. English has evolved; therefore, it is not logical."

When her sons struggled to learn to read, Denise began to research how to help them. She sought training in an Orton-Gillingham approach to reading, where she discovered answers to her sons' reading difficulties, to her own questions about spelling, and to the questions posed by countless students.

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Uncovering the Logic of English: A Common-Sense Approach to Reading, Spelling, and Literacy

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Amazon.com: Uncovering the Logic of English: A Common-Sense Approach to Reading, Spelling, and Literacy: 9781936706211: Denise Eide: Books

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Comprehensive and evidence-based, Structured Literacy (SL) approaches place a high value on explicit, systematic, and sequential instruction. This book brings together leading experts to present a wealth of SL interventions for different components of literacy. Chapters describe instructional strategies for supporting phonological awareness, basic and multisyllabic word decoding, spelling, reading fluency, vocabulary, oral and reading comprehension, and written expression, especially for at-risk readers and those with disabilities. Including case studies, sample intervention activities, lesson plans, and end-of-chapter application activities, the book contains reproducible tools that can be downloaded and printed in a convenient 8½" x 11" size.

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See also Louise Spear-Swerling's authored volume, The Structured Literacy Planner: Designing Interventions for Common Reading Difficulties, Grades 1- 9 , which provides blueprints for tailoring interventions based on a learner's reading profile.

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Structured Literacy Interventions: Teaching Students with Reading Difficulties, Grades K-6 (The Guilford Series on Intensive Instruction)

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Amazon.com: Structured Literacy Interventions: Teaching Students with Reading Difficulties, Grades K-6 (The Guilford Series on Intensive Instruction): 9781462548781: Spear-Swerling, Louise: Books

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Spellography for Teachers: How English Spelling Works

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Spellography for Teachers: How English Spelling Works

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Thunder and Lightning: Sound and Meaning in a Morphophonemic Language

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Thunder and Lightning: Sound and Meaning in a Morphophonemic Language

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Thunder and Lightning: Sound and Meaning in a Morphophonemic Language

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The English spelling system, or orthography, is morphophonemic, representing linguistic information about how to pronounce a word (phonemic) and how to determine its meaning and usage (morphemic).