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Morphology
Incomplete Knowledge of Morphology
• After going to the circus, a child said, “That was a great deformance!”
• After being asked about creating things, a boy said, “I want to be
a preventor!”
• Complimenting her mother who complained about feeling pudgy, a
girl said, “Mom, you’re a completely unpudgable person! My stomach is
unholdable inable!”
L. Moats (2000)
Speech to Print
Teacher, How do you…?
On a given day, how often are you asked,
“How do you spell _____ ?” OR
“What does the word ________mean?”
How can we teach students to independently spell and unlock the
meanings of new words?
Morphology 7
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What is Morphology?
Morphology Supports Spelling and Vocabulary
“Knowing meaningful word parts, knowing the ways in which they are
combined, and knowing how they are represented in spelling help children
acquire vocabulary. Knowledge of roots and affixes facilitates rapid,
efficient, and accurate reading of unfamiliar vocabulary, as well as reading
comprehension. Knowing that one word is derived from another helps
children spell words, especially because written English is a system that
preserves meaningful relationships in its orthography.”
L. Moats (2000)
Speech to Print
Definitions
Morphology
The study of meaningful units of language and how they are combined
in word formation
Morpheme
The smallest meaningful unit of language
• May be one or more syllables: red, indigo, crocodile
• May or may not be a word: full vs. -ful as in wonderful
Examples
morphos (form of structure - Greek)
pre (before)
+ eme (element or little piece of something)
____________
= morpheme
+ dict (speak, tell)
_________
= predict (to tell before)
Morphology 9
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Why Focus on Morphology?
Why Focus on Morphology
Read and highlight phrases that explain:
• How phonological awareness supports morphological awareness
• How morphology supports students’ understanding of both the spelling
and meaning of words
“English orthography represents both sound
structures (phonemes and syllables) and meaning
structures (inflections and Anglo-Saxon base words
in compounds; Latin-based derivational suffixes,
prefixes, and roots in lower frequency nouns, verbs,
adjectives, and adverbs; and Greek-based combining
forms in scientific and mathematical vocabulary).
Spelling is often related to the word’s language of
origin (e.g., antique, rouge, mosquito, piano). Beyond
basic phonics, the study of meaningful parts of
words and where they came from assists vocabulary
development, word recognition, and spelling.”
P. McCardle & V. Chhabra (2004)
The Voice of Evidence in Reading Research
“To move beyond the limitations of basic phonics in
their instruction, teachers must be able to appreciate
and explain the morphemic structure of words.”
C. Snow, P. Griffin, & M.S. Burns (2005)
Knowledge to Support the Teaching of Reading
“The development of phonological awareness
facilitates morphological awareness in younger
children, and both are associated with stronger
reading skills.”
L. Moats (2000)
Speech to Print
“Independent word learning strategies can help
students to determine the meanings of unfamiliar
words that have not been explicitly introduced to
them. According to the National Reading Panel
(2000), effective word-learning strategies include:
• How to use dictionaries to confirm and deepen
knowledge of word meanings
• How to use morphemic (word-part) analysis to
derive the meanings of words in text.
• How to use contextual analysis to infer the
meanings of words in text.”
L. Diamond & L. Gutlohn (2006)
Vocabulary Handbook
“The fluent reader first looks for familiar morphemes
in unknown words, then makes decisions based on
syllable division, and only when these strategies have
been applied, falls back on letter-sound associations.
Beginning or poor readers, on the other hand, appear
to use only one strategy; they ‘sound out’ the word
by letter-sound correspondences. While this may be
reliable for short, regular words, it furnishes little help
for longer words.”
M. Henry (1988)
Beyond Phonics
Morphology11
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Morphology Supports Spelling
English is Morphophonemic
“Spellings of words are derived from both sound and meaning.
The English spelling system represents sounds, syllables, and morphemes.”
L. Moats (2000)
Speech to Print
Spelling and Pronunciation
“The meaningful parts of words are often spelled consistently even though
their pronunciations change from one word form to another.”
Examples:
heal, health
site, situation
deep, depth
L. Moats (2003)
LETRS
Spelling and Word Relationships
Which of the following is spelled correctly?
compitition or competition
How does knowing the base word help determine the correct spelling?
Phonology or Morphology?
Think about the last two letters of these words:
• waited
• watched
• watered
What is the final sound(s)?
Does phonology or morphology inform you as to the correct spelling?
Morphology13
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Unlocking Vocabulary
The Power of Morphology
-form
“The sequential teaching
of morphology is the most
efficient way
to teach vocabulary.”
“Explicit teaching of
morphology opens the door
to the meanings of more than
250,000 English words.”
J. Fell Greene (2007)
What Happens If You Don’t?
back-formation
chloroform
chloroformed
chloroforming
chloroforms
combining form
conform
conformance
conformance’s
conformation
conformation’s
conformational
conformationally
conformations
conformations’
conformed
conformer
conforming
conformist
conformist’s
conformists
conformists’
conformities
conformities’
conformity
conformity’s
conforms
cruciform
cruciformly
cuneiform
deform
deformability
deformable
deformed
deforming
deformities
deformities’
deformity
deformity’s
deforms
form
form letter
form’s
formability
formable
formal
formal’s
formaldehyde
formaldehyde’s
formalism
formalism’s
formalisms’
formalist
formalistic
formalistically
formalities
formalities’
formality
formality’s
formalizable
formalization
formalize
formalized
formalizer
formalizes
formalizing
formally
formalness
formals
formals’
format
format’s
formation
formation’s
formational
formations
formations’
formative
formative’s
formatively
formatives
formatives’
formats
formats’
formatted
formatting
formed
former
formerly
formfitting
Formica
formidability
formidable
formidableness
formidably
forming
formless
formlessly
formlessness
forms
forms’
formula
formula’s
formulae
formulae’s
formulaic
formulaically
formulas
formulas’
formulate
formulated
formulates
formulating
formulation
formulator
free-form
habit-forming
inform
informal
informally
informant
informant’s
informants
informants’
information
information’s
informational
informative
informatively
informativeness
informed
informer
informer’s
informers
informers’
informing
informs landform
landform’s
landforms
landforms’
malformation
malformation’s
malformations
malformations’
misinform
misinformant
misinformation
misinformed
misinformer
misinforming
misinforms
multiform
multiformity
nonconformism
nonconformist
nonconformist’s
nonconformists
nonconformists’
perform
performable
performance
performance’s
performances
performances’
performed
performer
performing
performs
platform
platform’s
platforms
platforms’
reform
reform’s
reformability
reformable
reformation
reformation’s
reformational
reformations
reformations’
reformative
reformatories
reformatories’
reformatory
reformatory’s
reformed
reformer
reforming
reforms
reforms’
stalactiform
transform
transform’s
transformable
transformation
transformative
transformed
transformer
transformer’s
transformers
transformers’
transforming
transforms
transforms’
unformed
uniform
uniform’s
uniformed
uniforming
uniformity
uniformly
uniformness
uniforms
uniforms’
vermiform
waveform
waveform’s
waveforms
waveforms’
J. Fell Greene (2007)
What Happens If You Don’t?
Morphology15
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Unlocking Vocabulary
The Power of Roots
List as many words as you can think of that have the root –scrib or -script.
How would knowing the meaning of the root -scrib, -script help students
figure out the meaning of the words you listed?
-scrib, -script: to write
Morphology17
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Word Origin
By Word Structure Categories
Layer of
Language
Letter-Sound
Correspondence
Syllable
Patterns
Morpheme
Patterns
Anglo-Saxon
Consonants:
single (bid)
blends (step)
digraphs (that)
Vowels:
short (mad)
long (made)
R-controlled (barn)
teams (boat)
dipthongs (oil)
Six types:
closed (bat)
open (baby)
R-controlled (barn)
consonant -le
(tumble)
vowel team (boat)
vowel-consonant -e
(made)
Compounds:
highlight
scatterbrain
Inflections:
-ed
-s
-ing
-er
-est
Affixes:
read, reread,
rereading
bid, forbid, forbidden
Same as AngloSaxon but few
vowel digraphs
Closed spect
VCE scribe
r-controlled port,
form
Prefixes (mis-, in-)
Suffixes (-ment,
-ary)
Roots (-fer, -tract)
Plurals (curricula)
Closed graph
Open photo
Unstable digraph
create
Combining Forms:
biography
microscope
Plurals:
crises
metamorphoses
Common, everyday,
down-to-earth words
used in ordinary
situations and found in
school primers
Latin
(Romance)
Technical, sophisticated
words used primarily
in more formal settings
such as literature
and textbooks
Greek
Specialized words
used mostly in science,
though some, like
television, are common
Use of schwa/ә /
direction
spatial
excellent
/ĭ/ = y (gym)
/k/ = ch (chorus)
/f/ = ph
(photograph)
adapted from
L. Moats (2000), Speech to Print
M. Henry (2003), Unlocking Literacy
Morphology19
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Academic Languge
Morphology Terms and Concepts
Match the definition to the correct term.
Terms
Definitions
_____ affix
1. a morpheme, usually Latin in origin, that cannot stand alone, but that is
used to form a family of words with related meanings (-fer, -rupt)
_____ base word
2. a morpheme that can stand alone, usually of Anglo-Saxon origin
(hard, bread)
_____ derivational morpheme
3. a morpheme that precedes a root or base word (un-, pre-)
_____ inflection
4. the study of meaningful units of language
_____ morpheme
5. a morpheme that combines with base words to indicate tense, number,
mood, person, or gender (-ed, -s, -er) without changing the part of speech.
_____ morphology
6. a morpheme attached before or after a root or base word (re-, -ed)
_____ prefix
7. the smallest meaningful unit of language
_____ root
8. unit of pronunciation that is organized around a vowel
_____ suffix
9. morphemes added to roots or bases to form new words that may or may
not change grammatical category of a word (-ful, re-)
_____ syllable
10. a morpheme, added after a root or base word, that often changes the
word’s part of speech and modifies its meaning (-tion, -ly)
Morphology21
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Morphology23
_______________________
_______________________
_______________________
_______________________
_______________________
2. sensible
3. inoperable
4. preferring
5. inspiration
6. pacify
adverb:
noun:
adjective
3. intend: verb
4. teach: verb
5. depend: verb
-ify
-ly
-ar
-ous
-ive
-ful
-or
-ist
sion
tion
-cian
-ment
-ity
-ize
-er
Derivational Suffixes
adjective:
noun:
2. decide: verb
1. generous: adjective
_________________
_________________
_________________
_________________
_________________
Change the part of speech of the following words by adding a suffix. Use
the list of Derivational Suffixes as a resource.
_______________________
1. misspell
Identify the morphemes in these words:
_______________________
resign
physician
publicity
3. resine
4. physision
5. publisity
6. gentle
_______________
_______________
_______________
4. tractor
5. invasive
_______________
_______________
2. precision
3. scaling
_______________
1. competition
Syllables
L. Moats (2000)
adapted from Speech to Print
_______________
_______________
_______________
_______________
_______________
_______________
Morphemes
Divide these words twice, once to show the syllables and again to show
the morphemes. The two are not always in agreement because different
language structures are involved at each layer of language organization:
_______________________
_______________________
_______________________
practice
2. practise
_______________________
competition
1. compitition
Below is a list of incorrect and correct spellings of words. English often
retains the spellings of meaningful parts even when pronunciation changes,
so the correct spellings of the words listed can be affirmed by knowing the
pronunciation and spellings of another form of the word. Determine the
correct spellings. Then, to the right of these lists, write a form of each word
that can help you remember the correct spelling.
Complete the following exercises. A list of Latin roots and a chart of affixes has been provided
on the following Notebook pages as a reference. You may also use a dictionary.
How’s Your MQ (Morphological Quotient)?
© 2007 all rights reserved
Latin Roots
form
to shape
leg
law
rupt
to break or burst
capit, capt
head or chief
scrib, script*
to write
cap, ceit, ceive, cep, cept, cip*
to take, catch, seize, hold, or receive
flect, flex
to bend or curve
lit, liter, litera
letters
fer*
to bear or yield
ten, tain, tin, tinu*
to hold
duc, dice, duct*
to lead
sist, sta, stat, stit*
to stand
vers, vert
to turn
pon, pose, pound*
to put, place, set*
fac, fact, fect, fic*
to make or due
mob, mot, mov
to move
tend, tens, tent*
to stretch or strain
cide
to kill
ped
foot
plic, ply*
to fold
aud
to hear or listen
greg
group, crowd, flock, or herd; to assemble
port
to carry
spir, spire
to breathe
tract
to draw or pull
grad, gred, gress
step, degree; to walk
spec, spect, spic*
to see, watch or observe
lect, leg, lig
to choose, pick, read, or speak
dic, dict
to say or tell
cede, ceed, cess
to go, yield, or surrender
mit, miss*
to send
feder, fid, fide, feal
trust or faith
cred
to believe
cad, cas, cid
to fall or befall
pel, puls
to drive or push
cern
to separate
pend, pens
to hang, or weigh
cert
to decide
jac, jec, ject
to throw, or lie
gen, genus
race, kind, or species; birth
cur, curse
to run or go
cise
to cut
vid, vis
to see
*”The 12 Latin roots marked by the asterisk, along with the Greek combining forms graph
and ology, provide the clues to the meanings of more than 100,000 words!”
vit, vita, viv, vivi
to live
M. Henry (2003)
adapted from Unlocking Literacy
Morphology25
Reading Lions Center • Sacramento County Office of Education
Meanings of the Most Frequent Prefixes & Suffixes in Printed School English
Rank
Prefix
% of all
Prefixed
Words
Meaning
Suffix
% of all
Suffixed
Words
Meaning
1
un-
26
not
-s, -es
31
more than one
2
re-
14
again, anew, back
-ed
20
tense
3
in-, im-, il-, ir-
11
not, without
ing
14
form, present particle
4
dis-
7
apart, not
-ly
7
characteristic of
5
en-, em-
4
in
-er, -or
4
who
6
non-
4
not
-ion, -tion, ation,
4
being, the result of
7
in-, im- (in)
3
into
-able, -ible
3
capable of being
8
over-
3
over
-al, -ial
1
suitable for
9
mis-
3
less, wrong
-y
1
quality, somewhat
10
sub-
3
under, below
-ness
1
or quality of being
11
pre-
3
before
-ity, -ty
1
or condition of being
12
inter-
3
between
-ment
1
result of, the means
13
fore-
3
before
-ic
1
having the nature
14
de-
3
from, away, off
-ous, -eous, -ious
1
having the quality of
15
trans-
2
over, across
-en
1
cause to be, made of
16
super-
2
above, thoroughly
-er
1
comparative
17
semi-
1
half
-ive, -ative, -tive
1
belonging to
18
anti-
1
against
-ful
1
of
19
mid-
1
middle, among
-less
1
without
20
under-
1
too little
est
1
most
All others
3
7
S. Stahl & T. Shiel (1992)
adapted from Teaching Meaning Vocabulary
Morphology27
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Morpheme Combining
Build Words
Here are some morphemes from Anglo-Saxon, Latin, and Greek.
Try arranging them to build some real words.
“Anglo Saxon words
can be compounded
by combining
two free morphemes
(earthworm).
re
geo
earth
tract
bio
port
graphic
quake
ex
worm
able
logy
What do you notice about the way the words are built?
Latin words are built
around a root (retract).
Greek words
are built with combining
forms (geographic).”
L. Moats (2003)
LETRS
L. Moats (2003)
LETRS
Morphology29
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Morphology and the Standards
Study the Standards
Study the standards for the grade you teach and the grade level that follows.
• Highlight standards that relate to instruction in morphology.
• How are these standards addressed in the core?
Reading: 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Grade K
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
1.11
1.12
1.13
1.14
1.15
1.16
1.17
1.18
Grade 1
Identify the front cover, back cover, and title page of a book.
Follow words from left to right and from top to bottom on the
printed page.
Understand that printed materials provide information.
Recognize that sentences in print are made up of
separate words.
Distinguish letters from words.
Recognize and name all uppercase and lowercase letters of
the alphabet.
Track (move sequentially from sound to sound) and represent the
number, sameness/difference, and order of two and three isolated
phonemes (e.g., /f/, /s/, /th/, /j/, /d/, /j/ ).
Track (move sequentially from sound to sound) and represent
changes in simple syllables and words with two and three
sounds as one sound is added, substituted, omitted, shifted, or
repeated (e.g., vowel-consonant, consonant-vowel, or consonantvowel-consonant).
Blend vowel-consonant sounds orally to make words
or syllables.
Identify and produce rhyming words in response to an
oral prompt.
Distinguish orally stated one-syllable words and separate into
beginning or ending sounds.
Track auditorily each word in a sentence and each syllable
in a word.
Count the number of sounds in syllables and syllables
in words.
Match all consonant and short-vowel sounds to
appropriate letters.
Read simple one-syllable and high-frequency words
(i.e., sight words).
Understand that as letters of words change, so do the sounds
(i.e., the alphabetic principle).
Identify and sort common words in basic categories (e.g., colors,
shapes, foods).
Describe common objects and events in both general
and specific language.
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
1.11
1.12
1.13
1.14
1.15
1.16
1.17
Match oral words to printed words
Identify the title and author of a reading selection
Identify letters, words, and sentences.
Distinguish initial, medial, and final sounds in
single-syllable words.
Distinguish long- and short-vowel sounds in orally stated s
ingle- syllable words (e.g. bit/bite).
Create and state a series of rhyming words, including
consonant blends.
Add, delete, or change target sounds to change words
(e.g., change cow to how; pan to an).
Blend two to four phonemes into recognizable words
(e.g. /c/a/t/ - cat; /f/l/a/t/ - flat).
Segment single syllable words into their components
(e.g. /c/a/t/ = cat; /s/p/l/a/t/ = splat; /r/i/ch/ = rich)
Generate the sounds from all the letters and letter patterns,
including consonant blends and long- and short-vowel
patterns (i.e., phonograms), and blend those sounds into
recognizable words.
Read common, irregular sight words (e.g., the, have, said, come,
give, of ).
Use knowledge of vowel digraphs and r-controlled letter-sound
associations to read words.
Read compound words and contractions
Read inflectional forms (e.g., -s, -ed, -ing) and root words
(e.g., look, looked, looking)
Read common words families (e.g., -ite, -ate)
Read aloud with fluency in a manner that sounds like
natural speech.
Classify grade-appropriate categories of words
(e.g., concrete collections of animals, foods, toys).
Morphology31
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Morphology and the Standards
Grade 2
Grade 5
1.1
Recognize and use knowledge of spelling patterns (e.g.,
diphthongs, special vowel spellings) when reading.
1.2 Apply knowledge of basic syllabication rules when reading (e.g.,
vowel-consonant-vowel - su/per; vowel-consonant/consonantvowel = sup/per).
1.3 Decode two-syllable nonsense words and regular
multi-syllable words.
1.4 Recognize common abbreviations (e.g., Jan., Sun., Mr., St.).
1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and
irregular plurals (e.g., fly/flies, wife/wives).
1.6 Read aloud fluently and accurately and with appropriate intonation
and expression.
1.7 Understand and explain common antonyms and synonyms.
1.8 Use knowledge of individual words in unknown compound words
to predict their meaning.
1.9 Know the meaning of simple prefixes and suffixes (e.g., over-, un-,
-ing, ily).
1.10 Identify simple multiple-meaning words .
1.1
1.2
1.3
1.4
1.5
Grade 6
1.1
1.2
1.3
Grade 3
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
Know and use complex word families when reading (e.g., -ight) to
decode unfamiliar words.
Decode regular multisyllabic words.
Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
Use knowledge of antonyms, synonyms, homophones, and
homographs to determine the meanings of words.
Demonstrate knowledge of levels of specificity among gradeappropriate words and explain the importance of these relations
(e.g., dog/mammal/animal/living things).
Use sentence and word context to find the meaning of
unknown words.
Use a dictionary to learn the meaning and other features of
unknown words.
Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and
suffixes (e.g., -er, -est, -ful) to determine the meanings
of words.
Read aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression.
Use word origins to determine the meaning of
unknown words.
Understand and explain frequently used synonyms, antonyms,
and homographs.
Know abstract, derived roots and affixes from Greek and Latin and
use this knowledge to analyze the meaning of complex words (e.g.,
controversial).
Understand and explain the figurative and metaphorical use of
words in context.
1.4
1.5
Read aloud narrative and expository text fluently and accurately and
with appropriate pacing, intonation, and expression.
Identify and interpret figurative language and words with
multiple meanings.
Recognize the origins and meanings of frequently used foreign
words in English and use these words accurately in speaking
and writing.
Monitor expository text for unknown words or words with novel
meanings by using word, sentence, and paragraph clues to
determine meaning.
Understand and explain “shades of meaning” in related words (e.g.,
softly and quietly).
Grade 7
1.1
1.2
1.3
Identify idioms, analogies, metaphors, and similes in prose
and poetry.
Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes
to understand content-area vocabulary.
Clarify word meanings though the use of definition, example,
restatement, or contrast.
Grade 4
1.1
1.2
1.3
1.4
1.5
1.6
Read narrative and expository text aloud with
grade-appropriate fluency and accuracy and with
appropriate pacing, intonation, and expression.
Apply knowledge of word origins, derivations, synonyms,
antonyms, and idioms to determine the meaning of words
and phrases.
Use knowledge of root words to determine the meaning of
unknown words within a passage.
Know common roots and affixes derived from Greek and Latin
and use this knowledge to analyze the meaning of complex words
(e.g., international).
Use a thesaurus to determine related words and concepts.
Distinguish and interpret words with multiple meanings.
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Morphology in the Core
Teaching Across the Grades ~ HMR
Here are a few examples of instruction that directly teach or support
morphology in the core. These represent only a few of the opportunities
in Theme 1 of each grade level.
Grade
Directly Teaching or Supporting Morphology in Theme 1
K
Phonemic Awareness
Multiple lessons: Beginning sounds
(develops the understanding that words
are made up of parts)
Daily Message
pp. T56, T96
Counting Syllables
1
Phonemic Awareness
Multiple lessons: Blending phonemes
(develops the understanding that words
are made up of parts)
2
Phonics and Fluency
p. 41C Base Words and -s, -ed, -ing endings
Reading
p. 41D Phonics/
Decoding Strategy
(using word parts)
Spiral Review
p. 41Q Phonics Skills:
Compound words
3
Decoding Longer Words
p. 51E Structural Analysis: Base words
p. 121E Structural Analysis:
Inflected endings
Vocabulary
p. 17A & 55A
Vocabulary: Strategy
review (using
word parts)
Information and
Study Skills
p. 91C Using the
Dictionary (plural and
past tense forms)
Spiral Review
p. 91R Grammar: Verbs;
Present and Past
4
Decoding Longer Words
p. 51E Structural Analysis: Base words
p. 105E Structural Analysis: Word Roots
struct and rupt
Vocabulary
p. 55A Vocabulary:
Strategy review (using
word parts)
Grammar, Usage,
and Mechanics
p. 105K Plural Nouns
Spiral Review
p. 81R Dictionary and
Structural Analysis:
Prefixes
5
Decoding Longer Words
p. 57E Structural Analysis: Base words and
Endings
p. 79E Structural Analysis: Suffixes -ly and -y
p. 133E Structural Analysis: Word roots
tele, rupt
Vocabulary
p. 27B Vocabulary:
Strategy Review
(compound words)
Spiral Review
p. 57R Grammar:
Subject, object, and
possessive nouns
6
Decoding Longer Words
p. 47E Structural Analysis: Suffixes -ful, -less,
and -ly
p. 93E Structural Analysis: Suffixes Prefixes
un- and rep. 115E Structural Analysis: Possessives
and Contractions
Vocabulary
p. 51A Vocabulary:
Strategy Review (using
word parts)
Grammar, Usage,
and Mechanics
p. 115K Singular and
Plural Nouns
Spiral Review
p. 71R Structural
Analysis: Stressed and
Unstressed Syllables
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Morphology in the Core
Teaching Across the Grades ~ OCR 2000
Here are a few examples of instruction that directly teach or support
morphology in the core. These represent only a few of the opportunities
in Unit 1 of each grade level.
Grade
Directly Teaching or Supporting Morphology in Unit 1
K
Phonemic Awareness
Multiple lessons: Identifying, first, middle, and
last sound (develops the understanding that
words are made up of parts)
Multiple lessons: Syllables and word parts
(develops the understanding that words are
made up of parts)
Print Awareness
p. T144 Word Boundaries
Selection Vocabulary
p. T82 Past tense action words
1
Phonemic Awareness
Multiple lessons: Syllables and word parts
(develops the understanding that words are
made up of parts)
Multiple lessons: Segmentation and oral
blending (develops the understanding that
words are made up of parts)
Selection Vocabulary
p. T29 Midnight - point out that
mid- means middle
p. T180 Words with -ing
2
Phonics and Fluency
p. 14J Past tense words
p. 32H Past tense, plurals, base words
p. 66I Inflectional endings
Selection Vocabulary
Multiple lessons: Use word
structure
Integrating the Curriculum
p. 53E Spelling simple plurals
p. 65F Compound words
p. 89E Spelling inflectional
endings
3
Word Knowledge
p. 28H Plurals -s, -es
p. 60H Base words, possessives
p. 86G Plurals
p. 100G & H Inflectional endings
Selection Vocabulary
Multiple lessons: Use word
structure
Integrating the Curriculum
p. 107E Inflectional endings
p. 107H Irregular plurals
4
Word Knowledge
p. 20G Words with -ous
p. 32G -ed and unp. 48G Root woods and suffixes
Selection Vocabulary
Multiple lessons: Use word
structure
p. 48I Suffix -some
Integrating the Curriculum
p. 45E Compound words
5
Word Knowledge
p. 20G Base words, suffix
p. 369G Plurals
p. 48g Compound words
p. 58G Root words, -tion, -sion
Selection Vocabulary
Multiple lessons: Use word
structure
Integrating the Curriculum
p. 35F Suffix -tion
p. 65F Inflectional endings
p. 113F Inflectional endings
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Morphology in the Core
Teaching Across the Grades ~ OCR 2002
Here are a few examples of instruction that directly teach or support
morphology in the core. These represent only a few of the opportunities
in Unit 1 of each grade level.
Grade
Directly Teaching or Supporting Morphology in Unit 1
K
Selection Vocabulary
p. T47 Action words (-ing) Things you do
in school
p. T194 Past Tense words (brought, showed)
Phonemic Awareness
Multiple lessons: Identifying first,
middle, and last sound (develops
the understanding that words are
made up of parts)
1
Phonemic Awareness
Multiple lessons: Syllables and word parts
(develops the understanding that words are
made up of parts)
Selection Vocabulary
p. T272 -ing words
2
Phonics and Fluency
p. 14M Compound words
p. 46K Inflectional endings and
compound words
Selection Vocabulary
Multiple lessons: Use word
structure
Lesson 1: Plural, -ly, compound
English Language Conventions
p. 61H Usage of Action Verbs
p. 81F Possessives
3
Word Knowledge
p. 14L Inflection endings
p. 28K Plurals, inflectional endings, comparative
and superlative forms
Selection Vocabulary
Multiple lessons: Use word
structure
Lesson 1: Past tense -ed
Word Analysis
p. 61G Vocabulary: Word Structure
4
Word Knowledge
p. 20K Root words, prefixes, suffixes
p. 32K Root words, prefixes, suffixes
Selection Vocabulary
Multiple lessons: Use
word structure
Word Analysis
p. 47F English Language
Conventions: Plural and
Possessive Nouns
5
Word Knowledge
p. 20K Root woods, suffixes
p. 36K Regular plurals
Selection Vocabulary
Multiple lessons: Use
word structure
Word Analysis
p. 31F English Language
Conventions: Plural Nouns
6
Word Knowledge
p. 20K Root word, suffixes
p. 32K Latin roots - sign, mim, plurals
Selection Vocabulary
Multiple lessons: Use
word structure
Word Analysis
p. 35E English Language
Conventions: Active and
Passive Verbs
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Golden Opportunities
Mining for Morphology
Work in grade-level teams.
• Skim your current Teacher’s Edition for golden opportunities to directly
teach or support morphology.
• Chart the lesson component and morphological features that
are taught.
Post the charts in grade-level order.
• Carousel around the room, reading the charts and noting
the progression of morphology instruction.
• How does each grade level prepare students to meet
grade-level standards?
EXTEND IT !
Carousel
• How does each grade level prepare students for the
following grade?
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Teach Morphology Directly
As Early as First Grade
“How do
children acquire the
meanings of word parts
that might aid in
determining the meanings
of unknown words? One
possibility is that they
infer them during reading.
However, while such a
process may be part and
parcel of normal reading,
a number of studies (e.g.,
Sternberg & Powell, 1983;
O’Rourke, 1979) provide
evidence that even many
high school students are
unaware that decomposing
words into their parts
can help with deriving
their meanings, and often
students do not know
the meanings of common
word parts. Thus, less able
readers might benefit from
instruction in this area.”
S. Stahl (1999)
Vocabulary Development
“Word structure at the morpheme level should be addressed as early as first
grade. In first through third grade, we typically either expect children to gain
and use knowledge of inflectional and derivational morphology without
explicit instruction or teach them about word parts in a cursory way,
perhaps in one or two circumscribed spelling lessons. Children who are
at risk for reading failure and who are not learning to spell because
of deficits in linguistic awareness, however, would probably benefit from
explicit instruction.”
L. Moats (2000)
Speech to Print
Compare and Contrast
Read the scenarios. How is the instruction in each example appropriate to
the lesson objectives?
Scenario 1
During the reading of a selection a student asks, “What does rupture mean?” The
teacher says, “It has the root -rupt which means to break or burst, so rupture means
to break or burst suddenly.” The reading of the selection continues.
Scenario 2
Prior to reading a selection, the teacher introduces the vocabulary. As part of the
instruction she says, “This word has a Latin root, we have learned about other Latin
roots. Remember, a root is the main part of the word that suffixes and prefixes are
added to. The root -rupt means to break or burst. Knowing the meaning of the root
can help us figure out other words with the same root. During IWT/UA Time/
Workshop we will study and search for some other words with the -rupt root.”
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Refining Instruction
Maximize Morphology
Select a lesson from the Mining for Morphology activity on page 43.
Study the lesson and discuss the following:
• What are the challenges in the lesson?
• How will you make the instruction explicit?
• Will you model using word structure (morphology)? How?
• What academic language will you incorporate in the lesson?
• Will you preteach lesson content?
• Any additional highly structured or guided practice?
• What type of IWT/UA Time/Workshop practice will follow the lesson?
Plan the Instruction
Record the explicit steps you will take to make the morphology
instruction explicit.
EXTEND IT!
Identify and record the academic language that you will
incorporate in the lesson.
List three practice opportunities you will provide during
IWT/UA Time/Workshop.
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Supporting ALL Learners
Morphological Challenges
Read the following excerpts and highlight morphological features that may
be challenging for some of our students.
“In English reading instruction, Spanish-speaking students will need to learn
and receive practice with prefixes and suffixes as part of word analysis.
Prefixes and suffixes are important for students to learn in order for them
to better understand how to break down words in order to be able to read
these words in connected text. According to Carnine et al., (1997), two
factors should be taken into consideration when designing a sequence for
introducing prefixes and suffixes: (a) the number of primary level words
in which each prefix or suffix appears, and (b) the relative similarity of the
prefixes and suffixes. As was already noted, similar word parts should not be
introduced too close to each other. For example, the suffix le should not be
introduced soon after the suffix ly (Carnine et al., 1997). Words formed by
adding a suffix or prefix to a base word can be introduced when students are
able to sight read one-syllable words at a rate of about 20 words per minute
(Carnine, et al., 1997). In English reading, the students will need to learn er,
ing, and ed suffixes which do not exist in Spanish. In Spanish reading, the
students learn that something is more or less (más o menos) instead of saying
something is bigger or biggest; these endings er and est do not exist
in Spanish.”
E. Durán et al. (2005)
Systematic Instruction in Reading for Spanish-Speaking Students
“There are many differences between AAVE [African American Vernacular
English] and Standard American English. One of the most prominent
morphological examples is the omission or confusion of inflections -ed, -ing,
and -s. A constructive teacher identifies, illustrates, and teaches Standard
English differences necessary for comprehending, speaking, reading and
writing using a neutral and factual approach.”
L. Moats (2003)
LETRS
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Supporting ALL Learners
“Inflectional endings are particularly difficult for
ELs (Nation, 1993). First, these endings are often
redundant and unnecessary to clarify meaning.
Learners do not need inflectional morphemes
to convey the gist of their messages in ordinary
situations. Consider the sentence, He has two pencils.
The word two indicates that the sentence is plural. The
plural inflection -s is, therefore, redundant. It does not
help to make the meaning of the sentence understood
since the plurality of pencils is already evident. Second,
inflectional endings are often unstressed in speech.
Learners may not hear them or attend to them.
Third, the speakers with whom many English learners
interact may not use them. This is particularly the
case in linguistically isolated communities where
diverse dialects of nonstandard English are used.
Fourth, many learners speak first languages such as
Chinese and Korean that do not have inflectional
morphemes. They may fall back on their knowledge of
their first language when communicating in English.
Finally, once ELs no longer act as though they are
struggling to use English, speakers rarely provide
them with instructional feedback on their use of
morphemes when they are talking to them. They may
help learners who are just beginning to acquire English
to use them, but rarely do native speakers correct the
inflectional endings used in conversation by students
of intermediate or advanced English proficiency. Only
in writing are errors in use of morphemes corrected,
and even then, often inadequately or inconsistently.
Derivational morphemes can also be problematic for
ELs. Many academic ones are rarely used in everyday
conversation. Also, related words are easy to confuse.
For instance, ELs often have difficulty acquiring the
-ful morpheme on the word successful. Consider for
example, these related words: succeed (verb), success
(noun), and successful (adj.). Instead of stating: We
succeed because we value success and we want to be
successful, ELs might state: We succeed because we
value success and we want to be success.
ELs often make errors based on their partial
knowledge of derivational morphemes. It is easiest
for them to learn noun and verb forms and most
difficult for them to learn adverb and adjective forms
(Schmidtt & Boyd Zimmerman, 2002).”
R. Scarcella (2003)
Accelerating Academic English
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Morphology Contrasts
Primary Language
Use the charts on the following pages to identify what might be the primary
language of the student and a possible reason for the confusion.
• Discuss how you would address the confusion directly and explicitly.
• The first example has been completed.
Student Generated
Sentence
Primary Language
Morphological
Confusion
Teaching Next Steps
When she was little she
always walk to school.
Chinese
No tense inflections
Directly teach that in
English we add -ed
to indicate past tense.
Provide multiple examples
(oral and written) and
structural practice. Use
core support materials.
Khmer
Thai
Vietnamese
I have helpfuls friends.
He have a good
time yesterday.
EXTEND IT!
She reading now.
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Handbook for English Language Learners ~ HMR
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Handbook for English Language Learners ~ HMR
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Handbook for English Language Learners ~ HMR
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Handbook for English Language Learners ~ HMR
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Handbook for English Language Learers ~ HMR
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What to Teach
Morphology Support Lessons
Locate and browse the sample support material lesson from Grade 2 of
your adopted program on the following Notebook pages. Identify the
morphological feature explicitly taught in the lesson.
Locating Lessons
Next, browse your grade-level support materials. Flag lessons
that explicitly teach or support instruction in morphology.
EXTEND IT !
Teaching Support Lessons
In grade-level teams, identify one lesson and discuss the following:
• Explicit steps you would use to teach the lesson.
• When you would teach the lesson (time of day, before, during,
or after core).
• Use of additional content or examples during core instruction.
• Support for the core lesson objectives.
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HMR
Extra Support Handbook, Grade 2
Supporting ALL Learners ~ HMR
HMR
Handbook for English Language Learners, Grade 2
Reading Lions Center • Sacramento County Office of Education
Morphology71
OCR 2000
Intervention Guide, Grade 2
Supporting ALL Learners ~ OCR 2000
OCR 2000
Intervention Guide, Grade 2
Reading Lions Center • Sacramento County Office of Education
Morphology73
OCR 2002
Intervention Guide, Grade 2
Supporting ALL Learners ~ OCR 2002
OCR 2002
Intervention Guide, Grade 2
C
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Take A
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In the Classroom
Mind Your Morphology
Browse upcoming lessons to identify places you will intentionally enrich
morphological instruction, using academic language and explicitly explaining
morphological content.
During the next week of instruction, use post-its to flag places in your
Teacher’s Edition where you Take Action and use academic language or
explicit instruction to address morphology. Be prepared to share these lessons
and discuss your experiences.
Notes:
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Instructional Support
Latin Roots
form
to shape
leg
law
rupt
to break or burst
capit, capt
head or chief
scrib, script*
to write
cap, ceit, ceive, cep, cept, cip*
to take, catch, seize, hold, or receive
flect, flex
to bend or curve
lit, liter, litera
letters
fer*
to bear or yield
ten, tain, tin, tinu*
to hold
duc, dice, duct*
to lead
sist, sta, stat, stit*
to stand
vers, vert
to turn
pon, pose, pound*
to put, place, set*
fac, fact, fect, fic*
to make or due
mob, mot, mov
to move
tend, tens, tent*
to stretch or strain
cide
to kill
ped
foot
plic, ply*
to fold
aud
to hear or listen
greg
group, crowd, flock, or herd; to assemble
port
to carry
spir, spire
to breathe
tract
to draw or pull
grad, gred, gress
step, degree; to walk
spec, spect, spic*
to see, watch or observe
lect, leg, lig
to choose, pick, read, or speak
dic, dict
to say or tell
cede, ceed, cess
to go, yield, or surrender
mit, miss*
to send
feder, fid, fide, feal
trust or faith
cred
to believe
Meanings
Frequent
Prefixes & Suffixes in Printed School English
cad, cas, cid of the Mostto
fall or befall
pel, puls
to drive or push
pend, pens
to hang, or weigh
cern
Rank
cert
jac, jec, ject
to throw, or lie
1gen, genus
un-
26
notbirth
race, kind, or species;
% oftoallseparateMeaning
Prefixed
Words
to decide
re-
14
to cut
Prefix
cur, curse
to run or go
2cise
vid, vis
to see
3
vit, vita, viv, vivi
to live
4
dis-
7
5
en-, em-
4
6
Reading
County Offinot
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non- Lions Center • Sacramento
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© 2007 all rights reserved
n
© 2007 all rights reserved
c tio
Take A
Suffix
% of all
Suffixed
Words
-s, -es
again, anew, back
31
Meaning
more than one
-ed
20
tense
*”The 12 Latin roots marked by the asterisk, along with the Greek combining forms graph
in-,
il-, irwithout
andim-,
ology,
provide the clues11to the meaningsnot,
of more
than 100,000 words!” ing
14
form, present particle
characteristic of
apart, not M. Henry (2003)
adapted from Unlocking Literacy
-ly
7
-er, -or
4
who
-ion, -tion, ation,
4
being, the result of
into
-able, -ible
3
capable of being
in
Morphology25
7
in-, im- (in)
3
8
over-
3
over
-al, -ial
1
suitable for
9
mis-
3
less, wrong
-y
1
quality, somewhat
10
sub-
3
under, below
-ness
1
or quality of being
11
pre-
3
before
-ity, -ty
1
or condition of being
12
inter-
3
between
-ment
1
result of, the means
13
fore-
3
before
-ic
1
having the nature
14
de-
3
from, away, off
-ous, -eous, -ious
1
having the quality of
15
trans-
2
over, across
-en
1
cause to be, made of
16
super-
2
above, thoroughly
-er
1
comparative
17
semi-
1
half
-ive, -ative, -tive
1
belonging to
18
anti-
1
against
-ful
1
of
19
mid-
1
middle, among
-less
1
without
20
under-
1
too little
est
1
most
All others
3
7
Stahl & Shiel (1992)
adapted from Teaching Meaning Vocabulary
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Take A
n
“Experience itself
is not actually
the greatest teacher...
we do not learn as much
from experience as we
learn from reflecting on
that experience.”
T. Farrell (2000)
Reflective Practice In Action
Take Action
Reflection
3
things I learned about morphology...
2
things I don’t want to forget about teaching morphology...
1
thing I will try starting tomorrow in the classroom...
Teacher: ______________________________________________________________________
I would like to schedule the following:
o
Lesson Preparation
o
Demonstration Lesson
o
Team Teaching Session
o
Observational Feedback
o
Other _____________________________
Best time and date for me is: ______________________________________________________
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Resources
References
&
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References
Diamond, L., & Gutlohn, L. (2006). Vocabulary Handbook. Berkeley, CA: Consortium on Reading Excellence, Inc. (CORE)
Literacy Library.
Durán, E., Shefelbine, J., Carnine, L., Maldonado-Colón, E., & Gunn, B. (2005). Systematic Instruction in Reading for
Spanish-Speaking Students. Springfield, IL: Charles C. Thomas Publisher LTD.
Farrell, T. (2003). Reflective Practice in Action: 90 Reflection Breaks for Busy Teachers. Thousand Oaks, CA: Corwin Press.
Fell Greene, J. (2007). What Happens If You Don’t? Presentation at Reading First Principal/Coach Summit, January 2007.
San Francisco, CA.
Henry, M. (1988). Beyond Phonics: Integrated Decoding and Spelling Instruction Based on Word Origin and Structure.
Annals of Dyslexia, 38, 258-275.
Henry, M. (2003). Unlocking Literacy: Effective Decoding & Spelling Instruction. Baltimore, MD: Paul H. Brookes
Publishing Co.
Moats, L. (2000). Speech to Print: Language Essentials for Teachers. Baltimore, MD: Paul H. Brookes Publishing Co.
Moats, L. (2003). LETRS. Longmont, CO: Sopris West Educational Services.
McCardle, P., & Chhabra, V. (2004). The Voice of Evidence in Reading Research. Baltimore, MD: Brookes Publishing Co.
Scarcella, R. (2003). Accelerating Academic English: A Focus on the English Learner. Oakland, CA: Regents of the
University of California.
Snow, C., Griffin, P., & Burns, M.S. (2005). Knowledge to Support the Teaching of Reading: Preparing Teachers for a
Changing World. Hoboken, NJ: Jossey-Bass an imprint of John Wiley & Sons, Inc.
Stahl, S. (1999). Vocabulary Development. Brookline, MA: Brookline Books/Lumen Editions.
Stahl, S., & Shiel, T. (1992). Teaching Meaning Vocabulary: Productive Approaches for Poor Readers. Reading and
Writing Quarterly: Overcoming Learning Disabilities, 8 (2), 223-41.
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