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Structural Analysis
Structural Analysis
Structural analysis is the study of words to identify their individual meaning elements
(morphemes).
Word Parts
Word parts are free morphemes that sometimes stand alone. They are also known as root
words. For example, in the word working, work is the root word or free morpheme.
Prefixes
Prefixes are bound morphemes that must be attached to a root word to carry meaning.
Prefixes come before a root word, some common prefixes include: intro-, pro-, post-,
sub-, and dis-.
Suffixes
Suffixes are bound morphemes that must be attached to a root word to carry meaning.
Suffixes come after a root word, some examples include: -ant, - ist, -ence, - ism, -s, and –
ed.
Recommendations for Structural Analysis
• Use the flash card method to learn prefixes, suffixes, and root words.
http://whs.dist214.k12.il.us/www/academics/efa/bransite/st22.htm
• Use knowledge of structural analysis to expand student’s vocabulary. Start with
the root word, then write as many related words containing the root word as
possible, as you write the words, give a description of how the prefixes and
suffixes change the meaning.
• Practice Root Words by defining, finding, and creating them.
• It is imperative to teach structural analysis in context, as much as possible.
Students will learn from isolated words, however having them identify word parts
in context, such as in a story is important. One simple activity is to read a passage
to students, and have them raise their hand when they hear a specific word part
(prefix).
• Use worksheets that include both isolated words and words in sentences. This
Prefix worksheet has students manipulate words, put them in sentences, and then
use the dictionary.
• Teach how suffixes change the meaning of words by having students correct
sentences that have the wrong suffix ending. Suffixes Beginning With Vowels
activity is provided. For more activities with suffixes, please go to the following
site:
http://www.rhlschool.com/eng/lp27.htm
• Students can practice identifying root words with online resources. This can also
be used as a self-assessment tool. This particular test will give a score out of ten.
http://www.teachingandlearningresources.co.uk/rootwords.htm
• Use fun activities such as, Creating Nonsense Words and Making Words , to help
students understand word parts.
• Have students rearrange the order of the word parts, to help them understand how
each part affects the meaning of the word. This activity can be done with note
cards or with a handout (Root Words ).
Vocabulary
Prefixes/Suffixes
Goal:
This strategy helps students see how big words are constructed and how
meaning is affected by adding prefixes and suffixes.
Teaching Procedures:
1. Start with the root word of a vocabulary term or concept that is
important for students to know. Display the root word and establish a
through understanding of it for students.
2. Write as many related words containing the root as possible, including
important vocabulary term(s). Line up the root word consistently
throughout the list. Using the root word govern, the list might look
like this:
govern
government
governmental
governmentalism
antigovernment
progovernment
governance
As you write the words, give a description of how the prefixes and
suffixes change the meaning.
Student Practice:
Working as individuals or in small groups, students may be assigned other
root words important to the content area, from which to generate
additional words and their meanings. Prefixes and suffixes are provided
as needed.
Root Words
What is a root word? Write a definition below.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Now find the root words of the longer words below. – the first one has been done for
you.
1. bicycle
3. exported
5. friendliness
7. admission
9. disagreement
11. competition
13. generously
15. sympathize
cycle
2. triangle
4. injustice
6. uncontrollable
8. magically
10. signature
12. proposal
14. unsuitable
Now, see if you can make some longer words from the following root words.
appear
cover
like
comfort
colour
weak
Prefixes
A prefix goes at the beginning of a word and changes its meaning. There are a
number of different prefixes.
Task One
The prefix unThis prefix is used to make opposites. Make these words opposites by adding un1.
2.
3.
4.
5.
6.
7.
8.
happy
safe
healthy
pleasant
easy
truthful
tidy
lucky
Task Two
Using the words you have created in task one, copy and complete these sentences.
1.
2.
3.
4.
5.
6.
7.
8.
A person who tells lies is
A classroom that is not neat is
A person who worries a lot is
Someone who is miserable is
Something that is not nice to look at is
A person who doesn’t feel well is
To walk under a ladder is considered
Bare wires sticking out from a plug are
Task Three
The prefix disThis is usually used to show a reversal in an action or state.
Make new words by adding dis1.
2.
3.
4.
5.
6.
appear
loyal
array
agree
continue
infect
Task Four
Use a dictionary to look up the words you have found in task three and write down a
brief definition in your book. For example: Dishonor means to treat without
honor.
Suffixes Beginning With Vowels
Add the correct suffix to the italicized word in each sentence. The first two are done for
you.
1.
You will not be permit to swim with the sharks! (ed, er)
permitted
2. The plane is depart at noon. (ing, ish) departing
3.
Football is a very excite sport. (est, ing)
4.
The doctor gave her an inhale to help her breathe. (en, er)
5.
Your opinion is certainly debate. (able, ist)
6.
This is the big SUV ever manufactured. (er, est)
7.
The colonists rebel against the king. (ed, ish)
8.
You did a very fool thing! (ish, able)
9.
The scarecrow is deter the crows from eating our corn. (er, ing)
10. The old road has to be repave. (ed, ing)
Creating Nonsense Words
Purpose:
Many of the most popular poets, such as Shel Silverstein and Jack Prelutsky, have tapped
into children’s fascination word play in their very creative poetry. For instance, when
Silverstein speaks of “gloppy glumps of cold oatmeal,” we all understand what he means,
even though gloppy and glumps are really nonsense words. Getting students to create
nonsense words and apply them to popular poetry is a motivating way to help students
practice phonic patterns.
Materials:
First decide which phonic sound/letter pattern families you wish to emphasize. For
instance, it may be appropriate to review the letter/sound families represented by –ack, ide, -ing, and –ore. Also needed are books of poetry or songs with rhyming phrases,
chart paper or overhead transparencies, and markers.
Procedure:
As with all activities, begin by modeling what you expect students to do. On a large
sheet of chart paper or at the overhead projector, write the word family parts that you
wish to emphasize (for this example, we used –ack, - ide, - ing, and –ore). Illustrate how
you can convert the word parts into nonsense words by adding a consonant, consonant
blend, or consonant digraph before each one, such as shown by the following:
-ack
gack
kack
chack
-ide
spide
mide
plide
-ing
gacking
zwing
kaching
-ore
zore
glore
jore
In the next phase of the demonstration, select a poem or song that rhymes and review it
with students first (use enlarged text for all of your modeling). Next, show students a
revised copy of the song or poem in which you have substituted nonsense words. Here is
one example we have used with the song “I know an Old Lady Who Swallowed a Fly.”
We show only the first verse here, but you could use the entire song, substituting a
nonsense word in each stanza.
Original version:
I know an old lady who swallowed a fly,
I don’t know why.
She swallowed the fly,
I guess she’ll die.
Nonsense word version:
I know an old lady who swallowed a zwing,
I don’t know why,
She swallowed the zwing,
I guess she’ll die.
Making Words
Making words is a strategy that helps children improve their phonetic understanding of
words through invented or “temporary spellings” while also increasing their repertoire of
vocabulary words they can recognize in print. Making Words will be a familiar strategy
for anyone who has ever played the crossword game Scrabble.
Materials:
You will need a pocket chart, large index cards, and markers.
Procedure:
In the Making Words activity, students are given a number of letters with which to make
words. They begin by making two or three letter words using the letters during a set
amount of time, then progress to making words having more letters until they finally
arrive at the teacher’s target word that uses all the letters. This final word can be the
main word to be taught for the day, but the othe r words discovered during the activity
may also be new for students. By manipulating the letters to make words of two, three,
four, and more letters using temporary spellings, students have an opportunity to practice
their phonemic awareness skills. Making words is recommended as a 15- minute activity
when used with first and second graders.
Reutzel, D.R., & Cooter, R.B. (2003). Strategies for reading assessment and instruction:
Helping every child succeed. Columbus, Ohio: Merrill Prentice Hall.
Root Words
A root word is a word from which other words are built.
A prefix is a group of letters placed at the beginning of a word.
A suffix is a group of letters added to the end of a word.
1. Write the root word.
a. indoors
b. unwashed
c. disagreement
d. awaken
e. unfinished
f. enjoyable
2. Rearrange the order of the prefix, root word, and suffix to make the word.
a. bolt un ed (not locked)
b. appear dis ed (to go out of sight)
c. phone tele d (dialed)
d. ful truth un (telling lies)
e. ed un claim (not claimed)
f. ing re build (building again)
Formal Assessment of Structural Analysis
Stanford Reading First
www.hemweb.com/trophy/esea/SRF_FactSheet.htm
Informal Assessments of Structural Analysis
Structural Analysis Test (Level I, II, and III)
Structural Analysis Inventory (upper-primary, intermediate, and upper level)
Advanced Word & Sentence Structure
Structural Analysis Test: Level I
Sample
A. The ___________ were crying.
baby
babies
babied
1. The boy was ___________ the ho rse.
ride rided riding
2. I see many ____________.
toys toying toy
3. My balloon is the ______________.
big
biggs biggest
4. The dog __________ over the gate.
jump jumped
jumping
5. He ____________ very fast.
run
running
runs
6. Joe is ____________ than Dick.
tallest taller talls
7. He is _____________ home.
come comed
coming
8. They will not ________ together.
goes go
going
9. The ____________ are coming soon.
child childs
children
10. The bird ____________ over the house.
flew flyed flying
Structural Analysis Test: Le vel II
1. Circle the word or words in each row that indicate more than one
(plural).
a. baby babies baby’s babied
b. cries cried criers crying
c. thoughtlessness rethought thoughts thoughtful
d. ruler’s ruling rulers unruled
2. Circle the word or words in each row that show past.
a. jumped run walks walked
b. stopped flew is
eating
c. were
come listing brusher
3. Circle the word or words in each row that have a part (affix) meaning
“more” or “less than.”
a. bigger tall
fewer high
b. painter smaller manly mixed
c. paying happier frozen reviews
4. Circle the words with the affix that means “not.”
a. happiness unhappy happily happening
b. disoriented reoriented orienting orienter
c. uninteressted interesting disinterested reinterest
d. illegal legality leger legalistic
e. practical impractical practically practice
5. Circle the words with the affix that means “again.”
a. entering reenter unentered
b. non-negotiable negotiate renegotiate
6. Circle the words with the affix that means “against.”
a. freezing antifreeze frozen
b. antisocial sociability society
7. Circle the words with the affix that means “with.”
a. educated coeducate uneducated
b. cooperate operating inoperable
8. Circle the words with the affix that means “before.”
a. paying payable prepaid
b. viewed preview review
Structural Analysis Test: Level III
Underline the root word in each of the following words if the root word is present. Put an
X on the word that does not have the root in it. Look at the sample. Notice that recount,
countless, and uncounted have the same root and that country does not.
Sample:
recount
countless
country
uncounted
Now word the problems below in the same way:
1. unmarked
2. listen
3. alone
4. parental
5. refasten
6. eating
7. kindly
8. famed
9. painful
10.reader
remark
unlisted
loner
parentless
fasten
heater
unkindly
famous
painless
reread
marking
listing
lonely
transparent
fastest
eats
kindling
famously
painstaking
ready
markproof
relisted
abalone
parents
unfasten
uneated
kindness
famine
painter
reading
Structural Analysis Inventory
(Upper primary-grade level)
Name___________________
Grade_______ Teacher____________________
1. Underline the base or root word in each word.
pointed
glasses
fastest
sniffs
waiting
fires
dresses
landed
cakes
nearer
stretches
brothers
2. Underline the prefix in each word.
untie
enjoy
replay
exchange
unhappy
unroll
return
unscrew
3. Underline the suffix in each word.
waiting
golden
wooden
cats
sleepy
fastest
swinging
quickly
roses
farmer
teaches
trucks
4. Add the suffix ing to each base or root word and write the new word on the line
beside it.
run _____________________
bite _____________________
hop _____________________
slide _____________________
hope _____________________
bake ________________________
dig _________________________
drive ________________________
skip _________________________
sit ___________________________
5. Add the suffix es to each base or root word and write the new word on the line
beside it.
baby ____________________
lady ____________________
puppy ___________________
pony __________________________
penny _________________________
cry ____________________________
Structural Analysis Inventory
(Intermediate-grade level)
1. Underline the base or root word in each word.
blossoms
disappear
export
immediately
antifreeze
reappear
wreckage
wishful
misspell
incorrect
inspecting
retrace
microphone
invisible
defrost
unusual
displease
antebellum
tiniest
tasty
graceful
tomatoes
cunning
scarcely
2. Underline the prefix in each word.
disappoint
submarine
misplace
recover
extend
encircle
3. Underline the suffix in each word.
nothingness
hesitated
thankful
solemnly
pleasantly
careless
4. Write the plural of each noun on the line beside it.
church ________________________
chimney ______________________
country _______________________
skeleton _______________________
valley ________________________
mouse _____________________
ox ________________________
goose ______________________
magician ____________________
dungeon _____________________
5. Divide these compound words into syllables by placing a / between each
syllable.
earthquake
buttermilk
railroad
undersecretary
paperweight
deerskin
honeycomb
hummingbird
gooseberry
overcome
waterfall
earthworm
6. Mark the accented syllable for each word in this way: base’ ment
enlarge
handkerchief
beside
whimper
around
foreign
offend
intelligence
suddenly
exhaust
monster
motherhood
message
clinic
translate
embrace
Structural Analysis Inventory
(Upper level)
1. Underline the base or root word in each derivative.
disdainful
attachment
disobey
microbiology
disappearance
formality
subordinate
readable
companions
postgraduate
feverish
auditors
2. Underline the prefix in each derivative
antecedent
excavation
prelude
transfusion
circumnavigate
misrepresent
disadvantage
unfortunate
international
posthumous
supervisor
dehydrate
3. Underline the suffix in each derivative.
instinctively
outlandish
gondolas
carnivorous
portrayal
feudalism
vehemently
legalism
subsequently
villainy
healthiness
deceitful
4. Divide each of these words into syllables by placing a / between each syllable.
superintendent
obstinate
convenience
grossly
currency
distance
parchment
phantom
doctor
impulse
distraught
ardent
certainly
reflection
application
tempest
remedial
desolation
insolent
remnant
translation
admission
experiment
impending
5. Mark the accented syllable for each word in this way: base’ ment
abate
solution
terminate
primrose
primitive
specific
maintenance
perplexing
connection
obese
fantastic
replacement
harbinger
migrate
abound
bemoan
perform
obsolete
skeptical
inversion
parliament
Advanced Word & Sentence Structure
Goal 1:
The student is able to recognize inflectional suffixes by identifying
the root word, noun, verb, adjective, and adverb inflections.
Objectives:
1.01
1.02
1.03
1.04
1.05
The student is able to recognize root words and the
inflections which have been added to them.
The student is able to identify noun, verb, adjective, and
adverb inflections.
The student is able to identify that the possessive forms of
singular nouns end in ‘s (girl, girl’s).
The student is able to identify that the possessive form of
plural nouns which do not end in s is ‘s (mem- men’s).
The student is able to identify that the possessive form of
plural nouns that end in s is ‘ (five teachers’ ideas).
Advanced Word & Sentence Structure - Goal 1
Pre-Test
Directions:
Read each example. Choose the correct answer.
1.
2.
3.
4.
5.
6.
7.
8.
The root word in sanded is …
A. sande C.
sand
B. ed
D.
sanded
The root word in running is …
A. Run C.
ing
B. Runn D.
running
The root word in funniest is …
A. funn C.
iest
B. funni D.
funny
Which group of words is nouns?
(Names of persons, places, or
things.)
A. slow, slower, slowest
B. lady, ladies, lady’s
C. walk, walked, walking
Which group of words can describe
trees?
A. big, bigger, biggest
B. run, ran, running
C. road, roads, roads’
Which word tells how a person does
something?
A. schools
B. pretty
C. slowly
Which word shows that one person
owns something?
A. carpenter’s
B. carpenter
C. carpenters’
Which word shows that one animal
owns something?
A. animales’
B. animals
C. animal’s
9. Which word shows that one truck
owns something?
A. truckes
B. truck’s
C. trucks
10. Which word shows that two or
more own something?
A. children
B. childrens’
C. children’s
11. Which word shows that two or
more people own something?
A. men’s
B. mens
C. mens’
12. Which word shows that two or
more own something?
A. womens’
B. women’s
C. womens
13. Which word shows that two or
more own something?
A. teachers’
B. teachers
C. teacher’s
14. Which word shows that two or
more own something?
A. dog
B. doges
C. dogs’
15. Which word shows that two or
more own something?
A. boyes
B. boys’
C. boy’s
*** Post-test- same questions, in reverse order
Advanced Word & Sentence Structure Goal 1
Assessment Key
Question Number
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Objective
1.01
1.01
1.01
1.02
1.02
1.02
1.03
1.03
1.03
1.04
1.04
1.04
1.05
1.05
1.05
Answer
C
A
D
B
A
C
A
C
B
C
A
B
A
C
B
Advanced Word & Sentence Structure
Goal 3:
The student is able to divide derived words into syllables by identifying
prefixes, suffixes, and simple adjective endings as separate syllables, and
by applying the rules for adding affixes to words ending in a final e.
Objectives:
3.01
3.02
3.03
3.04
The student is able to identify that prefixes are usually separate
syllables.
The student is able to identify that suffixes are usually separate
syllables.
The student is able to identify that final e is usually dropped when
an affix beginning with a vowel is added.
The student is able to recognize simple adjectives with
comparative endings (slow, slower, slowest).
Advanced Word & Sentence Structure - Goal 3
Pre-Test
Directions:
Read each example. Choose the correct answer.
1. Which word is correctly divided?
A. u/nkind
B. unk/ind
C. un/kind
2. Which word is correctly divided?
A. ret/urn
B. r/eturn
C. re/turn
3. Which word is correctly divided?
A. be/fore
B. bef/ore
C. b/ef/ore
4. Which word is correctly divided?
A. pai/nter
B. paint/er
C. pain/ter
5. Which word is correctly divided?
A. kind/ness
B. kin/dness
C. kindn/ess
6. Which word is correctly divided?
A. sl/owly
B. slo/wly
C. slow/ly
7. Hope + ing is correctly spelled…
A. hopeing
B. hoping
C. hopping
8. Race + ing is correctly spelled …
A. raceing
B. racing
C. raccing
9. Serve + ant is correctly spelled …
A. serveant
B. servent
C. servant
10. “That tree is the _______ of all.”
Is completed correctly by adding..
A. greenest
B. greener
11. “Robert is ________ than Bill.”
Is completed correctly by adding..
A. tall
B. taller
C. tallest
12. “That green crayon is _________
than the blue crayon. ” Is
completed correctly by adding...
A. shorter
B. shortest
C. short
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Structural Analysis
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Creation Date:
3/22/2003 4:41 PM
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