Upload
others
View
5
Download
0
Embed Size (px)
Citation preview
1 © 2020 • wvced.com • [email protected]
I. Introduction a. motivation for teaching morphology
b. terminology
c. Anglo-Saxon, Latin, & Greek characteristics
II. First Level Morphology a. Anglo-Saxonbasewords&affixes
b. basicpartsofspeechforsuffixing
III. Second Level Morphology - Latin & Greek a. Latinbasesandaffixes
b. elements of a lesson
c. Latin template
d. suffixesversusfinalstablesyllables
e. Greek combining forms
f. Greek template
W.V.C.ED • P.O. Box 5478Louisville, KY [email protected]: wvced.comfacebook: W.V.C.ED
Morphology Matters!Building Literacy Skills Through Word Parts
William Van Cleave, Educational ConsultantS.W.I.D.A. • February 22, 2020
2 © 2020 • wvced.com • [email protected]
Terminology for Morphology Study
affix prefixorsuffixthatcanbeattachedtothebase
base morphemethatholdsthecoremeaningofaword;everywordhasone free base standsalone;oftencalledbaseword(e.g.,port,kind) bound base onlyappearsaspartofalargerword(e.g.,struct,mit)
base word freebase;wordevenwhennoaffixesareadded(e.g.,kind)
final stable clusteroflettersattheendofawordwhosepronunciationremainssyllable consistentregardlessofthewordinwhichitappears(e.g.,-tion,-ble,
-ture);notsynonymouswiththetermsuffix
morpheme smallestcomponentofawordthathasmeaning
phoneme smallestunitofspeechsound(e.g.,/b/,/ch/)
prefix affixplacedbeforethebaseofaword(e.g.,pre-,ab-)
root wordinanoriginlanguagefromwhichEnglishbasesarederived;(sometimes,thetermisusedtoidentifybases)
suffix affixplacedafterthebaseofaword derivational (lexical): vowel:-able,-ance,-ate,-er(noun),-ish,-ive,-ize,-ous,-us (shiftspartofspeech) consonant:-ly,-like,-ment,-ful,-tude,-less inflectional (grammatical): vowel:-ed,-er(comparative),-es,-est,-ing (doesnotshiftpartofspeech) consonant:-ly,-’s,-s
assimilated prefix(oftennicknamedchameleon)where,foreaseofpronunciation,prefix thefinalletterchangesaccordingtotheinitialletterofthebasetowhich
itisattached(e.g.,ad-changestoar-beforerangetomakearrange;in-changestoim-beforepacttomakeimpact)
element (sometimescalledcombiningform)oftenusedtodescribeGreek-basedbasesandaffixes(e.g.,phone,crat,phys,epi-,a-)
connective letter(s)inEnglishwordsusedtocombinetwomorphemes;connectivesfunctionasglueandhavenomeaning(notmorphemes)
Latin-based connectabasetoasuffixortwosuffixestoeachother(e.g.,palimony,gradient,monument).-i-and-u-areconnectives;while-ul-issometimesidentifiedasaconnective,itisactuallysuffix-ule,wheretheehasdroppedbeforeavowelsuffix
Greek-based connective-o-oftenjoinstwoelements(e.g.,photograph,democracy)
note: Because in linguistics the term “root” refers to the word (in another language) from which our current stem or base is derived, base is a more clear term to describe the core meaning in an English word. Often, however, in word study with students, the term “root” is used interchangeably with “stem” and “base.”
3 © 2020 • wvced.com • [email protected]
singmutualmonochromefortydeclensionpyreexpenditurelaughorchiddistributepsychology
surreptitiouswhattelepathyfrommanuscriptpathologydoeswhitebiologyconsequencewatch
regeneratephasethoseabbreviatephonographepidemicmissabnormalcontraceptionelbowphilanthropist
hundredevacuatephonicsincredulousmoatrecuperate
bonus words:biodegradablegraphomotorsubatomic
Selecting Word OriginsLabeleachwordasAS=Anglo-Saxon;G=Greek;orL=Latin
c o o k
c o o k i n g
o v e r c o o k e d
h e a t
h e a t i n g
h e a t e r
p r e h e a t
o v e r h e a t e d
s u n s e t
l i k e
l i k e l y
l i k i n g
l i k e l i h o o d
w o r t h
u n w o r t h y
w o r t h l e s s n e s s
w o r t h i e s t
u n d e r s t a n d a b l e
u n d e r a c t i v e
h o p e f u l l y
u n w h o l e s o m e
Identifying MorphemesUnderlinethebase words.Boxtheaffixes(prefixesandsuffixes).
4 © 2020 • wvced.com • [email protected]
Discovery Learning
trees= ____________________________________
_______=__________________________________
examples: ____________________
____________________ ____________________
unhappy=_________________________________
_______=__________________________________
examples: ____________________
____________________ ____________________
larger=____________________________________
_______=__________________________________
examples: ____________________
____________________ ____________________
leader=____________________________________
_______=__________________________________
examples: ____________________
____________________ ____________________
____________=_____________________________
_______=__________________________________
examples: ____________________
____________________ ____________________
un ablere erpre esmis ing
teach
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
word matrix
word sums
teach + er teacher
Basic Word Matrix Work
Why We Don’t Use =
bat + er batterrake + ing rakingcry + ed cried
5 © 2020 • wvced.com • [email protected]
n o u n
j oy
peace
hunger
expanseexpans ionexpans iveness
darknessdark
ac tac t ionac tor
loudness
dependence
s l eeps l eepers l eep iness
v e r b
re jo i ce ( s , ing , ed )en joy (s , ing , ed )
hunger ( s )hungeredhunger ing
expand(s )expandingexpanded
darken( s )darkeneddarken ing
ac t ( s )ac t edac t ing
-
depend(s )dependeddepending
s l eep ( s )
a d j e c t i v e
j oyousjoy fu l
peace fu l
hungry
expans iveexpandab le
darkdarkerdarkes t
ac t ive
loudlouderloudes t
dependentdependab le
s l eepy
a d v e r b
j oy fu l ly
peace fu l ly
hungr i ly
expans ive ly
dark ly
ac t ive ly
loud ly
dependent ly
s l eep i ly
Suffixes Both Determine & Change Part of Speech
N o t e : - e d a n d - i n g v e r b s c a n a l s o s e r v e a s a d j e c t i v e s ( c a l l e d p a r t i c i p l e s ) .
6 © 2020 • wvced.com • [email protected]
Morpheme Instruction at the Elementary Level:A Week’s Lesson in E.L.A.
1. Introduce.a. Writethemorphemeforstudentstosee.Writeaffixeswithdashestoshowtheyattach
to bases. (e.g., -s, un-)b. Have students trace and write the morpheme, naming its letters as they write.c. If the morpheme is bound, write it in a keyword to show how it is used.d. Have students pronounce, trace, and write the keyword, naming its letters as they write.e. Explain and write the meaning of the morpheme. (Either use direct instruction or,
wherever possible, help students use discovery learning to uncover its meaning.)f. Provide or ask students to create a personal card with the morpheme on the front and
its keyword and meaning on the back. g. Using a Post-it, add the morpheme to the morpheme wall or chart.
2. Generate with the students a list of words that contain the new morpheme.3. Ask questions to help students generate other known words that contain the morpheme. (e.g., for un-: “What would a word be for ‘not kind’?” (unkind) (e.g., for port: “What would a word be for ‘to carry back’?” (report)4. Have students build a matrix or build word sums from an existing matrix for the
morpheme.5. Have students locate and underline the morpheme in words containing it. Alternatively,
have the students complete word sorts.6. Have students participate in morphemic awareness activities (oral manipulation of
morphemes in words). Use felts or chips to represent the morphemes you move just as you would for phonemic awareness activities. (See Donah’s texts for scripted activities.)
Instructor: Say teach. Student: teachInstructor: Add /ing/ to teach. Student: teachingInstructor: Change /ing/ in teaching to /able/. Student: teachableInstructor: Addtheprefixun- to teachable. Student: unteachable
7. Have students read phrases/sentences that include examples of words containing element.8. Provide word, phrase, and sentence dictation that includes examples of words containing
element.9. Have students write sentences with words containing element.10.Havestudentslocatewordsthatcontainfamiliarprefixesandbasesinparagraphsor
longer pieces.* Games and other activities can be added or even used instead of some of the activities
above. See separate page of supplemental activities.
7 © 2020 • wvced.com • [email protected]
Morpheme Instruction at the Middle & High School Level: A Week’s Lesson in E.L.A.
1. Introduce.a. Writethemorphemeforstudentstosee.Includeappropriatedashesforaffixes.(e.g.,
pre-, contra-, -ment, -age but port, struct)b. Have students trace and write the morpheme, naming its letters as they write.c. Write the morpheme in a keyword to show how it is used.d. Have students pronounce, trace, and write the keyword, naming its letters as they write.e. Explain and write the meaning of the morpheme. (Either use direct instruction or,
wherever possible, help students use discovery learning to uncover its meaning.)f. Provide or ask students to create a personal card with the morpheme on the front and
its keyword and meaning on the back. g. Using a Post-it, add the morpheme to the morpheme wall or chart.
2. Generate with the students a list of words that contain the new morpheme.3. Providedefinitions,andhavestudentsretrievefrommemoryother,recognizablebutless
familiar, words that contain the studied morpheme.4. Have students build a matrix for the morpheme or build word sums from an existing
matrix.5. Have students locate and underline the morpheme in words containing it. Alternatively,
have the students complete word sorts.6. Have students participate in morphemic awareness activities (oral manipulation of
morphemes in words). Use felts or chips to represent the morphemes you move just as you would for phonemic awareness activities. (See Donah’s texts for scripted activities.)
Instructor: Say constructed. Student: constructedInstructor: Change the /ed/ in constructed to /ing/. Student: constructingInstructor: Add re to the beginning of constructing. Student: reconstructingInstructor: Dropthefirstprefixandthe/ing/inreconstructing. Student: constructInstructor: Add /iv/ to the end of construct. Student: constructive.
7. Have students read phrases/sentences that include examples of words containing morpheme.
8. Provide word, phrase, and sentence dictation that includes examples of words containing morpheme.
9. Have students write sentences with words containing morpheme.10.Havestudentslocatewordsthatcontainfamiliarprefixesandbasesinparagraphsor
longer pieces.* Games and other activities can be added or even used instead of some of the activities
above. See separate page of supplemental activities.
8 © 2020 • wvced.com • [email protected]
Silent-E Spelling Rule: Drop the e before adding a vowel suffix.
hope + less hopeless re + late + ion relationhope + ed hoped place + ate + ing placatingin + vade + ing invading in + vase + ion invasion race + i + al racial com + pro + mise + ing compromising
CVC (or 1-1-1) Doubling Rule: In 1 syllable words ending in consonant-vowel-consonant (cvc), double the final consonant before adding a vowel suffix.
double: do not double:ship + er shipper ship + ment shipment snag + ed snagged last + ing lasting drug + ist druggist host + ess hostess
Y Spelling Rule: Never drop the y. Keep it or change it. If a word ends in vowel-y, keep the y. If a word ends in consonant-y, change the y to i unless the suffix begins with i.
vowel-y, keep the y:boy + hood boyhood parlay + ing parlayingpray + ed prayed an + noy + ance annoyancepay + ment payment em + ploy + ment employment
consonant-y, change the y to i:hurry + ed hurried fry + ed friedstudy + ous studious party + er partierready + ness readiness unless the suffix begins with i (which would create a double i): fly + ing flying study + ing studying
CVC (or 1-1-1) Doubling Rule-Extended: In multi-syllable words ending in consonant-vowel-consonant (cvc), double the final consonant before adding a vowel suffix if the last syllable in the baseword gets the accent.
com + mit + ed committed trans + fer + ing transferring
Do not double if the last syllable does not get the accent.of + fer + ing offering lim + it + ed limited
Morphology & The Three Great Spelling Rules
9 © 2020 • wvced.com • [email protected]
A Note on Procedure for Word OriginsAsignificantconceptualdifferenceexistsbetweenbasic phonological decoding (division by sound) and morphological work (division by meaning). With morphology we no longer examine words based on syllabication; rather, we examine them based on parts for meaning. Examples are above at right. Morphological study leads to an understanding of more challenging spellings and an enhanced vocabulary.
Supplemental Activities1.Havestudentswriteaprefixorbaseinthecenter,andmaporwebwordsthatcomefrom
that morpheme. More advanced students can even link those webbed words to other prefixesandbases.AnexampleofasimplewordwebfortheGreekelement-tele- is at right.
2. Have students locate words that contain familiar prefixesandbasesinmagazineornewspaperarticles.Thispracticeteachesstudentstorecognizelearnedmorphemes and proves their frequency and therefore the usefulness of studying them.
3. Provide students with a “word of the day,” which theymustanalyzeatthephonological(phonemes,syllables,blends/digraphs,etc.)andmorphological(languageoforigin,prefix/base/suffix,advancedstructures,meaningifpossible) levels. This provides both review and a fascinating study!
4.Suffixesoftendeterminepartofspeech.Examinethesewordstoseehowtheirpartsofspeechchangeasdifferentsuffixesareadded:
prefix prefix baseconnective suffixconnective suffix suffix
inter de part ment al lydis pro port ion ate ly ad vent ur(e) ous nat(e) ur(e) al ly re med i at(e) ion ir reg ul(e) ar ly
tele = far
telecommunications television
telescope telex telestar
telegram
telepathy
telekinetic
telegraph
phonological division morphological division
e la tion e lat ionin som ni a in somn i acon tra dic tion contra dict ion
10 © 2020 • wvced.com • [email protected]
Supplemental Activities (continued)
5.Havestudentswriteliteraldefinitionofgivenwordusingknowledge of element meaning, or have them provide wordtomatchprovidedliteraldefinition(crisscrosssheets). An example is at right.
Here’s a word web that incorporates criss-cross sheets, for the base port (from Latin).
6.Latin&GreekWordGeneration:Underlinearecognizablemorpheme,andlistotherwords that share that morpheme.
port(carry)
comportmentapportionopportunityproportioninsupportableteleportunimportant
support
____________________
report
____________________
export
____________________
transport
____________________
deport
____________________
import
____________________
transport
carry across ___________________
bene f i c i a l
_____________
_____________
_____________
_____________
_____________
autograph
_____________
_____________
_____________
_____________
_____________
pos i t ion
_____________
_____________
_____________
_____________
_____________
11 © 2020 • wvced.com • [email protected]
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
8. Sample Activity: Using Matrices for Word Building
structure
benevo len tpedomete rpo lyes te rrepu l s ive
compe l l ingpo lygamyexped ien tben ign
bene fac to rcompulsorypo lygonimpediment
peda limpuls iv i tybene f i c i a lpo lyg lo t
7. Sample Activity: Sort Words by Common Morpheme
pede
_____________
_____________
_____________
_____________
po ly
_____________
_____________
_____________
_____________
bene
_____________
_____________
_____________
_____________
pe l/pul se
_____________
_____________
_____________
_____________
12 © 2020 • wvced.com • [email protected]
Latintemplate: 55%ofEnglishwords
Greektemplate: 11%ofEnglishwords
Latin structure
confide
eruption
counterproposal
regenerative
Greek structure
psychometrics
photographic
synchronize
sympathetic
9. Sample Activity:Identifying Morphemes
Underline bases, circle connectives,andboxaffixes.
13 © 2020 • wvced.com • [email protected]
c h a l l e n g e
per turbed
bene fac to r
rupture
amiab leamicab le
env i s ion
enc losure
an t ib io t i c
au tob iography
euphonyeuthanas ia
geo thermal
s i s t e r w o r d
dis turb
bene f i t
d i s rupt
amigo
v i s ion
c lose
an t i soc ia lb io logy
automobi l eb io logyparagraph
euphemismeulogy
geographyThermos
s h a r e d m e a n i n g
________________
________________
________________
________________
________________
________________
________________________________
________________________________________________
________________________________
________________________________
10. Sample Activity: Sister Words for Shared Meaning
14 © 2020 • wvced.com • [email protected]
To s
tudy y
our
card
s use
“Th
e B
ox
Me
tho
d”!
1)
Put
dow
n 4
card
s to
form
your
“BO
X”
W
ord
up,
definitio
n d
ow
n:
2)
Quiz
yours
elf
Pic
k u
p a
card
, do y
ou k
now
the d
efinitio
n?
YE
S!
Set
it a
side,and p
lace
a n
ew
card
in y
our
box.
NO
... ca
refu
lly r
evie
w t
he b
ack
of
the c
ard
until you f
eel
you k
now
it,
then p
ut
it b
ack
in y
our
box, and
choose
anoth
er
card
fro
m y
our
box t
o a
nsw
er.
Keep p
utt
ing a
side t
he c
ard
s you k
now
and r
evie
win
g t
he o
nes
you d
on’t u
ntil you k
now
them
all!
dem
ocra
cy
con
ven
tion
pri
mary
del
egate
“The
Box
Met
hod
” W
illiam
Van C
leav
e &
Shir
ley K
okes
hIn
stru
ctio
n s
hee
t by S
usa
n S
cham
bach
and C
her
yl Sw
anso
n, Tri
ad A
cadem
y, W
inst
on-S
ale
m, N.C
.
No c
ard
leaves
the b
ox u
ntil you g
et
it r
ight
once
.
This
is
a m
uch
more
eff
ect
ive w
ay t
o learn
your
card
sth
an just
flip
pin
g t
hro
ugh t
he d
eck
!
3)
Now
try
it
with t
he d
efinitio
ns
up!
A Technique for Reviewing Word Parts &Vocabulary Terms Independently
Identifying Morphemes: The /shun/ Question
1.Underlinethebase. 2.Boxanyaffixes. 3.Circleanyconnectives.
contraction
c o n t r a c t i o n
c o n t r a c t i o n
regression
r e g r e s s i o n
r e g r e s s i o n
magician
m a g i c i a n
m a g i c i a n
Guess
CorrectAnswer
15 © 2020 • wvced.com • [email protected]
morpheme meaning sample word
Anglo-Saxon Prefixes
a- on, in acrossfor- away, against forbidfore- before, ahead foreheadmis- wrong(ly) mistakeout- beyond outlawun- not unhappyunder- below underrate
Anglo-Saxon Suffixes
-ed past tense jumped-ly adverb likely-ful quantity noun spoonful adjective doubtful-ful + -ly adverb hopefully-less adjective worthless-ness noun darkness-ing verb digging-er comparative adj. greater-est superlative adj. greatest-ish adjective brownish verb furnish-hood noun adulthood
morpheme meaning sample word
Latin Prefixes
ab-, abs- away from absentcircum- around circumferencecontra-counter- against contradictde- down from, descend concerning extra- beyond extraordinaryinter- among, between interruptmulti- many multimillionaireper- through perforate completely perfectpost- after postponepre- before previewpro- for, forth proceedre- again recopy back rejectse- apart from separatesuper- over supervisetrans- across transport
Assimilated Latin Prefixes
Often, instructors teach the core prefix (e.g., ex-) early on, returning later to add its assimilations when students are ready.
ex- (e-, ef-) out of exitdis- (di-, dif-) apart distant not dissatisfiedad- (ac-, af-, ag-, al-, an-, ap-, ar-, as-, at-) to, toward, at advanceob- (oc-, of-, op-) object againstsub- (suc-, suf-, sup-) under submarinecon- (com-, col-, cor-) with, together construct in- (im-, il-, ir-) in invade not insane
Common Morphemes (William Van Cleave compilation - from Everything text)
16 © 2020 • wvced.com • [email protected]
morpheme meaning sample word
Latin Bases
transparent
aud hear audiodice, dict say dictateject throw ejectmise, miss, mit send missionmobe, mote, move move movepel, pulse push expelport carry portablerupt break interruptscribe, script write scriptspece, spect, spice see spectaclestract drag, pull tractorvide, vise see video
main list
cape, capt, ceive, cept, cipe take capturecede, cess go, yield recedecide, cise cut, kill scissorsclaim, clame call out exclaimclause, close, clude, close, shut closetcluse crede believe creditcourse, cur, curse run currentduce, duct lead educateface, fact, fect, fice make factoryfeder, fide trust federalfer carry referfine end, limit finishflect, flex bend flexibleform form formgene, gener birth, origin genegrade, gress walk, step, progress move lect, lege, lige choose, elect speak, read pede foot pedalpend, pense hang, weigh pendulumplice, ply fold reply
morpheme meaning sample word
pone, pose, pound put, place positionpress press pressquest, quire, quise ask, seek questionsede, side, sess sit residencesense, sent sense, feel sensitivesist, stance, stant, stable standstate, stite spire breathe inspirestruct build structuretain, tene, tine hold containertend, tense, tent stretch, tension strainvail, vale be strong, value powervene, vent come conventionverse, vert turn invertvite, vive live survivevoce, voke call vocal
There are a number of Greek morphemes worth learning though Greek bases and affixes typically appear in more specialized vocabulary.
Of the many Greek morphemes, graph, gram, which means write, is particularly common and worth teaching first. Others can be found in the Everything text.
Common Morphemes (William Van Cleave compilation - from Everything text)
17 © 2020 • wvced.com • [email protected]
Some Sample Matrices
mis
pre
re
calc"stone"
ule
able
us
ate
ed
ion
or
s
ing ly
Created with Mini MatrixMaker, at www.neilramsden.co.uk/spelling/matrix
astro
meta
ge o
phys"naturalscience"
ic
al
ist
s
io logy
ique
Created with Mini MatrixMaker, at www.neilramsden.co.uk/spelling/matrix
acr
an
ep
hom
pseud
syn
onym"name"
ous
Created with Mini MatrixMaker, at www.neilramsden.co.uk/spelling/matrix
poly"many"
gamist s
y
gon al
graph s
nom ial s
pept ide s
phag ia
theism
ist ic
ureth* ane
ploid
un satur ate ed
Created with Mini MatrixMaker, at www.neilramsden.co.uk/spelling/matrix
con
de
re
se
mis
re
un
e
rein
intro
co
over
re
pro
ducelead
ate
ed
ion al ly
er
ible
ment
ive ness
Created with Mini MatrixMaker, at www.neilramsden.co.uk/spelling/matrix
ab
de
re
se
non
supercon
re intro
co
post
re
un
under
pro
ductlead
ed
ile
ing
ion
or
s
ively
ness
Created with Mini MatrixMaker, at www.neilramsden.co.uk/spelling/matrix
All of these matrices were created with Mini Matrix-Maker,at www.neilramsden.co.uk/spelling/matrix.
18 © 2020 • wvced.com • [email protected]
Useful Morphology ResourcesBooks:Anderson,C.Wilson,T.ElliCross,andJoanStoner.VAK Tasks,Intermediate Prefixes, Roots and Suffixesseries,
Essential Rootsseries,Essential Prefixesseries.Workbook of Resource Words for Phonetic Reading.wvced.com.(severalseriesformiddleandhighschool)
Barr,Cooper,Follis,Lindsay,Parsons.Prefixes,Roots,Suffixes.(3referencetexts.)wvced.com.Bowers,Peter.Teaching How the Written Word Works.wvced.com.(matrices)Donah,Sandra.Improving Morphemic Awareness Using Latin Roots & Greek Combining Forms.wvced.com.
(morphologicalawareness-advanced)Donah,Sandra.Improving Morphemic Awareness Using Base Words & Affixes.wvced.com.(morphological
awareness-basic)Gold,DianeHickey,ElaineRusso,LindaWallace,JudyShapiro.PS: Prefixes, Suffixes, Roots (A Resource of
Lists, Phrases, Sentences, Poems, and Stories).wvced.com.(sequencedlessons,includingwords,phrases,sentences,andpassages-basiclevel)
Gold,DianaHickey,ElaineRusso,LindaWallace,JudyShapiro.PPS: Advanced Prefixes, Suffixes, Roots, and Connectives (Resource of Lists, Phrases, Sentences, Stories & Activities).wvced.com.(sequencedlessons,includingwords,phrases,sentences,andpassages-advancedlevel)
Kleiber,Margaret.Specific Language Training: An Orton-Gillingham Curriculum for Adolescents.wvced.com.(adolescentOrton-Gillinghamcurriculum)
Morgan,KennethB.Dynamic Roots - Language Training Program. wvced.com.(sequencedlessons,includingwordsandsentences,thoroughteacher’smanual,andpracticepagesforeachroot)
VanCleave,William.Everything You Want To Know & Exactly Where To Find It: A Reference Guide for Teachers of Orton-Gillingham & Other Multisensory Approaches. wvced.com.(referenceguidewithteachingconceptsandwordlistscoveringmorphologicalconcepts--inadditiontobasicO.G.)
VanCleave,William&CarolineDover.Phrases & Sentences for Reading & Spelling.wvced.com.(wordsfromEverythingtextorganizedbyconceptandusedinphrasesandsentences)
Other Resources:MorphologyDeck(wvced.co)PhonicsDiceDeluxe&PhonicsDiceBoosterKit(wvced.com)Variousgamesandactivities(wvced.com)
Vocabulary & Morphology Websites:etymonline.com dictionary.com vocabulary.com visualthesaurus.commatrixmaker(Bowers&Ramsden):http://www.neilramsden.co.uk/spelling/matrix/index.html
Selected Research Supporting Morphological Intervention:Bowers,P.N.,Kirby,J.R,&Deacon,S.H.2010.“Theeffectsofmorphologicalinstructiononliteracyskills:A
systematicreviewoftheliterature.”Review of Educational Research,80,144–179.Goodwin,A.P.,&Ahn,S.2010.“Ameta-analysisofmorphologicalinterventions:effectsonliteracy
achievementofchildrenwithliteracydifficulties.”Annals of Dyslexia,60,183–208.Goodwin,A.P.&Ahn,S.2013.“AMeta-AnalysisofMorphologicalInterventionsinEnglish:Effectson
LiteracyOutcomesforSchool-AgeChildren.”Scientific Studies of Reading,1–29.
19 © 2020 • wvced.com • [email protected]
Latin29%
French (mostly from Latin)
29%
Germanic (OE, ME, ON, Dutch)
26%
Greek6%
Other6%
Names4%
ORIGINS OF ENGLISH
Important Notes:• The % of Greek-based words in English hovers between 6-11% overall, but
counting only science terminology moves that number up to 70%. • 90% of new words to English are of Greek and/or Latin origin.
Word Origins ResourcesCarreker,Suzanne.Word Detective: Discovering The History of The English Language.neuhaus.org.(wordoriginsfor
youngerstudents)Durkin,Philip.Borrowed Words: A History of Loanwords in English.OxfordUniversityPress,2014.Harper,Douglas.etymonline.com.(bestonlineresourceforetymologicalstudy)Kemmer,Suzanne.WordsInEnglish(website).ruf.rice.edu/~kemmer/Words04.(websiteonhistoryofEnglish)King,DianaHanbury.English Isn’t Crazy! The Elements Of Our Language And How To Teach Them.proedinc.com.
(straightforwardhistoryofEnglish)VanCleave,William.Everything You Want To Know & Exactly Where To Find It: A Reference Guide for Teachers of
Orton-Gillingham & Other Multisensory Approaches. wvced.com.
20 © 2020 • wvced.com • [email protected]
A two-color poster-size version of this chart is available from W.V.C. ED.Please do NOT copy this chart except for personal reference.
Gen
eral
Tre
nds
usua
lly m
ultis
ylla
bic
wor
ds
few
vow
el te
ams b
esid
es a
i:
typi
cally
aca
dem
ic, T
ier 2
wor
ds
ass
ail,
reta
in
Com
mon
Str
uctu
res
conn
ectiv
es i
and
u: b
inom
ial,
solit
ude,
co
nspi
cuou
s
ti, si
, and
ci =
/sh/
: no
tatio
n, c
ruci
al
tu =
/cho
o/:
even
tual
, fo
rtuna
te, s
patu
la
ture
= /c
her/
: ad
vent
ure,
, n
atur
e
cham
eleo
n pr
efixe
s:
atte
ntio
n, c
olla
pse
ct, p
t: a
ct, t
empt
soft
c be
fore
e o
r i:
certa
in, c
ity
Gre
ek O
rigi
ns:
11%
Gen
eral
Tre
nds
ofte
n in
volv
e sc
ienc
e, sc
hool
, or t
he a
rts
typi
cally
dom
ain-
spec
ific,
Tie
r 3 w
ords
Com
mon
Str
uctu
res
conn
ectiv
e o:
dem
ocra
t, ph
otog
raph
y =
i: c
yclo
ne, g
ym, m
yth,
type
ph =
/f/:
pho
bia,
pho
nics
, typ
hoon
ch =
/k/:
mon
arch
, orc
hid,
scho
ol
k in
long
er w
ords
: ki
lom
eter
, kin
esth
etic
th in
long
er w
ords
: a
thle
te, t
hyro
id
sile
nt in
itial
p:
pneu
mon
ia, p
sych
olog
y
-logy
: ar
chae
olog
y,
biol
ogy,
tech
nolo
gy
suffi
x -ic
:ch
aris
mat
ic,
chro
nic,
mus
ic
Trac
king
Wor
d O
rigin
s A
nglo
-Sax
on O
rigi
ns:
20%
Gen
eral
Tre
nds
usua
lly m
onos
ylla
bic
wor
ds
num
bers
1-1
000:
one
, tw
enty
, hun
dred
basi
c co
lor w
ords
: br
own,
gre
en, r
ed
sim
ple
body
par
ts:
arm
, thr
oat,
thig
h
shor
t non
-pho
netic
wor
ds:
coul
d, d
o
mos
t vow
el te
ams:
boa
t, ho
use,
feel
shor
t wor
ds w
ith si
lent
lette
rs:
typi
cally
eve
ryda
y, T
ier 1
wor
ds , k
now
Com
mon
Str
uctu
res
ff-ll-
ss w
ords
: cl
iff, t
all,
gras
s
ch =
/ch/
: ch
ore,
chi
n, b
ench
ck, t
ch, a
nd d
ge:
ck, w
itch,
dg
e
th in
shor
t wor
ds:
than
, thi
n, th
ick
k in
shor
t wor
ds:
kep,
kill
, kin
d
wh:
whe
n, w
hisp
er
ng:
hang
, son
g, st
ing
wr:
wris
t, w
rite
wild
/old
wor
ds:
child
, in
, pos
t, to
ld
o
copy
righ
t W.V
.C.E
D (w
vced
.com
) - 2
nd E
ditio
n, 2
019
2-sy
llabl
e co
nson
ant-l
e w
ords
:
bu
bble
, fiz
zle,
tric
kle
Latin
Ori
gins
: 55
%
prefix
suffix
base
conn
ectiv
e(u
sual
ly i)
prefix
suffix
base
conn
ectiv
e oba
se