W.V.C.ED • P.O. Box 5478 Louisville, KY 40255 wvced.com • … · 2019-04-02 · 2 2019 e aeaee Different Kinds of Vocabulary & Levels of Word Knowledge Passive & Active Vocabulary:

1 © 2019 • wvced.com • [email protected]

Morphology MattersBuilding Vocabulary Through Word Parts

William Van Cleave • Educational Consultant • W.V.C.EDLast Updated April 2019

I. Introduction a. word knowledge & active vs. passive vocabulary b. motivation for teaching morphology c. terminology d. differencebetweenphonological&morphologicalstudy(“cat”) e. Anglo-Saxon, Latin, Greek: sorting by origin

II. First Level Morphology a. Anglo-Saxonbasewords&affixes b. basicpartsofspeechforsuffixing

III. Second Level Morphology - Latinate Words a. Latinbasesandaffixes b. elements of a lesson c. suffixesversusfinalstablesyllables d. Latin template & connectives

IV. More Advanced Elements (as time permits) a. Greek template b. Greek combining forms c. -ti-, -ci-, & -tu- d. assimilated/chameleonprefixes

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Different Kinds of Vocabulary &Levels of Word Knowledge

Passive & Active Vocabulary:A person’s active(expressive)vocabularyisasmallersubsetof her passive(receptive)vocabulary;inotherwords,sheknows far more words than she uses.

Of the approximately 175,000 words in current use—750,000 ifyoutakeintoaccountpolysemy(multiplemeanings)—atypical college-educated adult has a vocabulary of about 40,000 words, uses about 20,000 when she writes, and uses only about 10,000 of that 20,000 when she speaks.

Instructors should choose vocabulary words carefully. Also, if a student needs only to recognize a word in text, instruction can be less intense. If a student needs to be able to use the word, instruction will need to include a deeper understanding and application practice.

Word Knowledge:Before teaching a word to students, show them the word and ask them to rank it on a scale of 1 to 5 by how well they know it. This activates any prior knowlege of the word.

never heardword recognize abletouse fluentwith encountered before but can’t word due to and understand word - both word defineit contextor butnotexplain useanddefinition tone of voice word

Vocabulary Categories: Notes:

Reading vocabulary: words you recognize when you read (typicallythelargestvocabulary)

Listening vocabulary: words you recognize when listening to speech (increasedbycontextandtoneofvoice)

Writing vocabulary: words you use when you write (manywrittenwordsdonotusuallyoccurinspeech)

Speaking vocabulary: words you use in speech(typicallyasubsetoflisteningvocabulary)

Passive(Receptive)Vocabulary

Active(Expressive)Vocabulary

1 2 3 4 5


Terminology for Morphology Study (K-2)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,thetermrootisusedtoidentifybases)

suffix affixplacedafterthebaseofaword derivational (lexical): vowel:-able,-ance,-ate,-ish,-ive,-ize,-ous,-us (shiftspartofspeech) consonant:-ly,-like,-ment,-ful,-tude,-less inflectional (grammatical): vowel:-ed,-er,-es,-est,-ing (doesnotshiftpartofspeech) consonant:-ly,-’s,-s

Some Affixes to Begin With For K-2 Students

Belowisalistofaffixesgoodforyoungerstudents.NotethatallareAnglo-Saxonexceptre-,whichcomesfromtheLatin.

Basic Prefixesun- (not) unlockre- (again) rewritere- (back) return

Basic Suffixes-s (plural) cups, books-es (plural) dishes, boxes-ing (present part.) jumping-ed (past part.) jumped

-er (person) teacher-er (comparative) larger-est (superlative) largest-ful (full of) careful-less (without) nameless


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.”


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).

Word

c u p s

b l e n d

p h o n e

c a l l e d

r e c a l l i n g

Phoneme Count

___________________

___________________

___________________

___________________

___________________

Morpheme Count

___________________

___________________

___________________

___________________

___________________

Phoneme/Morpheme AnalysisLet’sfigureoutthedifferencebetweenphonologyandmorphology!


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).


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


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 ) .


Morpheme Instruction at the Elementary Level:A Week’s Lesson in E.L.A.

1. Introduce.a. Writethemorphemeforstudentstosee.Writeaffixeswithdashestoshowtheyattach

tobases.(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. Explainandwritethemeaningofthemorpheme.(Eitherusedirectinstructionor,

whereverpossible,helpstudentsusediscoverylearningtouncoveritsmeaning.)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.,forun-:“Whatwouldawordbefor‘notkind’?”(unkind) (e.g.,forport:“Whatwouldawordbefor‘tocarryback’?”(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. Havestudentsparticipateinmorphemicawarenessactivities(oralmanipulationof

morphemesinwords).Usefeltsorchipstorepresentthemorphemesyoumovejustasyouwouldforphonemicawarenessactivities.(SeeDonah’stextsforscriptedactivities.)

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.


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 butport,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. Explainandwritethemeaningofthemorpheme.(Eitherusedirectinstructionor,

whereverpossible,helpstudentsusediscoverylearningtouncoveritsmeaning.)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. Havestudentsparticipateinmorphemicawarenessactivities(oralmanipulationof

morphemesinwords).Usefeltsorchipstorepresentthemorphemesyoumovejustasyouwouldforphonemicawarenessactivities.(SeeDonah’stextsforscriptedactivities.)

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.


Morpheme Instruction for Middle/High School Students In the Content Areas

1. Introduce.a. Writethemorphemeforstudentstosee.Includeappropriatedashesforaffixes.(e.g.,

pre-, contra-, -ment, -age butport,struct)b. Have students write the morpheme, naming its letters as they write.c. Writethemorphemeinakeywordtoshowhowitisused.(Youchoosethekeyword.)d. Have students pronounce and write the keyword, naming its letters as they write.e. Explainandwritethemeaningofthemorpheme.(Eitherusedirectinstructionor,

whereverpossible,helpstudentsusediscoverylearningtouncoveritsmeaning.)f. Ask students to make a morpheme card for the term or, alternatively, to add it to the

vocabulary section of their notebooks. g. Using a Post-it, add the morpheme to the morpheme wall.

2. Generate with the students a list of words that contain the new morpheme.3. Providedefinitions,andhavestudentsretrievefrommemoryother,recognizablebutless

familiar, words that contain the studied element.4. Have students build a 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 read sentences/paragraphs that include examples of words containing

element.(Thiscouldinvolvereadingthetextbookoranarticleoressaythatusesthismorpheme.)

7. If you want the term in their active vocabulary, ask students to write sentences with words containing element. A sentence frame may help with this activity.

Bonus Activities:A. Havestudentswriteaprefixorbaseinthecenter,and

map or web words that come from that word part. More advanced students can even link those webbed wordstootherprefixesandbase.Anexampleofasimple word web for the Greek element tele is at right.

B. #6 can be done as a cumulative activity, where students identify words that include any studied element from the year. This practice teaches students to recognize learned word parts and proves their frequency and therefore the usefulness of studying them.

tele = far

telecommunications television

telescope telex telestar

telegram

telepathy

telekinetic

telegraph


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


Supplemental Activities1. Havestudentswriteliteraldefinitionofgivenwordusing

knowledge of element meaning, or have them provide word tomatchprovidedliteraldefinition(crisscrosssheets).Anexample is at right.

2. Have students build matrix from list of words containing studied element, or have students use teacher-made matrix to generate list of words containing studied element. An example of a matrix for the base struct isatright.(Bowers’Teaching How the Written Word Works(wvced.com)explores this practice.

3. Havestudentswriteaprefixorbasein the center, and map or web words that come from that morpheme. More advanced students can even link those webbed words tootherprefixesandbases.Anexampleofasimpleword web for the Greek element -tele- is at right.

4. Have students locate words that contain familiar prefixesandbasesinmagazineornewspaperarticles.This practice teaches students to recognize learned morphemes and proves their frequency and therefore the usefulness of studying them.

5. Providestudentswitha“wordoftheday,”whichtheymustanalyzeatthephonological(phonemes,syllables,blends/digraphs,etc.)andmorphological(languageoforigin,prefix/base/suffix,advancedstructures,meaningifpossible)levels.Thisprovidesbothreviewand a fascinating study!

6. Here’s an activity to generate words from a single base.

tele = far

telecommunications television

telescope telex telestar

telegram

telepathy

telekinetic

telegraph

transport

carry across ___________________

ab-

-abl

(e)

ad-

-al

con-

-a

t(e)

de-

-(i)f

ye-

-il

(e)

in-

-ion

inte

r-

-ist

non-

-it

yob

- -iv

(e)

pro-

-ly

re-

-nes

ssu

b -o

rtr

a(ns

)- -o

r(y)

un-

-ur(

e)

-ject

-(to

thro

w)

Inst

ruct

ions

:•

Addprefixesand/orsuffixestothe

base

to c

reat

e a

diffe

rent

wor

d fo

r eachblank.Donotusethesuffixes

-s, -

ed, a

nd -i

ng.

• M

any

wor

ds c

an b

e cr

eate

d us

ing

twoormoresuffixes.Occasionally,

twoandeventhreeprefixescanbe

used

in a

sing

le w

ord

as w

ell.

• A

n -s

can

be

adde

d to

man

y of

the

verb

s and

nou

ns y

ou w

ill c

reat

e. -

ed

and

-ing

can

be a

dded

to m

any

of

the

verb

s you

will

cre

ate

to c

hang

e te

nse.


con verseturn

ate ion al ly

Created with Mini MatrixMaker, at www.neilramsden.co.uk/spelling/matrix

Supplemental Activities (continued)

7.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 ur(e) al ly re med i at(e) ion ir reg ul(e) ar ly

8.Avarietyofwordwebsareusefulforadvancedwordstructurestudy.Examinethisweb,whichincorporatescriss-crosssheets,forthebaseport(fromLatin).

port(to carry)

comportmentapportionopportunityproportioninsupportableteleportunimportant

support

____________________

report

____________________

export

____________________

transport

____________________

deport

____________________

import

____________________

un com pro mise"to send"

ing


Wordscanhaveasmanyasthreeprefixesandfoursuffixes.Seetheexamplesbelow.


A Note on Procedure for Word Origins

Asignificantconceptualdifferenceexistsbetweenbasicphonologicaldecoding(divisionbysound)andmorphologicalwork(divisionbymeaning).Withmorphologywenolongerexaminewordsbasedonsyllabication;rather,weexaminethembased on parts for meaning. Examples are above at right. Morphological study leads to an understanding of more challenging spellings and an enhanced vocabulary.

Recall & Recognition Drills (taken from Shirley A. Kokesh)

After a concept has been taught, it must be drilled if it is to be remembered. Drills are on two levels: 1. Recognition: Instructor provides a set of potential answers and one question. Student must choose the correct answer from the given set.

2. Recall: Instructor provides one question. Student must provide the answer from memory.

A great deal of student failure occurs because teachers tend to go from teaching directly to the higher level drill of recall....or testing! While a small percentage of students can function well in such a system, it places most in a position of threat, uncertainty, and insecurity. If students fail, many times the instructor repeats the procedure instead of adding necessary lower level drills of recognition.

Forexample:Afterexplainingthemeaningsofthreetosixmorphemes(teaching),ifyouthensay,“Nowlet’sgothroughthesemorphemesagain,onlythistimeyoutellmethedefinitions,”youaretesting(recall)notpracticing(recognition).

Instead,afterteachingthemeaningsofseveralnewbasesorprefixes,insertthefollowingrecognition drill:

1. Put three of the word part cards in front of the student:

port struct vide/vise

2. Defineoneofthesebases:“build”

3. Thestudent“recognizes”thebasehethinksisrightbytappingorremovingit,spelling“s-t-r-u-c-t.”

4. Theteacherplacesanewcardontopof,orinplaceof,structandgivestheseconddefinitionofthe drill.

5. Ifthestudentchoosesthewronganswer,say,“Tryagain!”Don’tdisplayanewcard.Rather,definethewordthatwasmistakensothatthestudentcangetimmediatefeedbacktocorrecthiserror.

6.Whenallcardshavebeendrilled,thenitisappropriatetogotothetestinglevel(recall).Gathercardsinadeck.Flashandtest:“Givemethedefinitionsforeachcardyousee.”

phonological division morphological division

e la tion e lat ionin som ni a in somn i acon tra dic tion contra dict ion


A Suggested Sequence for First Level Morphology(Numbersinparenthesescrossreferencethissequencewithmytext,

Everything You Want To Know & Exactly Where To Find It.)

Below is a sequence that can be used as a guideline for beginning morphology:

1. Elementarystudents(andthosewithfledglingwordattackskills)shouldlearnwhatbasewords,prefixes,andsuffixesareandhowtheyinfluenceaword’smeaning.Stickwithbasesthatarefreemorphemes(canstandbythemselvesaswords).(80-89)

Focus your study on several key areas. -understandingbasewords,prefixes,andsuffixes -identifyingbasewordsinlongerwords(e.g.,like in unlikely, chair in chairs) -understandinghowprefixeschangemeaning(e.g.,misuse means to use wrongly) -understandinghowsuffixeschangemeaning(e.g.,catsismorethanonecat)

2. Beginapackofbasicprefixes(frontisprefixfollowedbyadash,backiskeywordabovemeaning).Someinstructorsusegreen(for“go”)forprefixes.Studentsshouldlookattheprefix(“un-”forexample)andsay“un-,unhappy,not,”inthatorder.(Anglo-Saxonprefixestostart-85)

3. Then,buildapackofbasicsuffixes(frontissuffixprecededbydash,backiskeywordabovepartofspeech).Whereuseful,includemeaning.Often,meaningsareabstractandobscure,andstudyingpartofspeechismorefruitful.Studentsshouldlookatthesuffix(“-ly”forexample)andsay“ly,likely,usuallyanadverb”inthatorder.(87,89)

4. Continuetoaddbasicprefixesandsuffixestothestudents’learnedstacksofcardsasyou introduce other elements of study. Once you have exhausted those that come from Anglo-Saxon,moveintothemorebasicLatinaffixes.

5. Teach(orreview)noun,verb,adjective,andadverb.Withoutthisknowledge,studentswillnotbeabletoapplytheirknowledgeofsuffixes.

Somecommonsuffixeswithwhichtostart,sortedbypartofspeech:

noun: -er, -hood, ness, -or, -ist, -ment, -ity adjective:-er,-est,-ful,-ish,-ous,-able,-ible adverb: -ly verb: -ed,-ing,-en,-fy,-ate(pronounced/a te/),-ize


6. Teachthewaysuffixescanchangebases;includethetermsconsonantsuffixandvowelsuffix.

- silent-e: drop the ebeforeavowelsuffix(95) e.g., hope + ing = hoping but hope + less = hopeless

-cvcdoubling:1syl.wordendingincons.-vowel-cons.,doublebeforeavowelsuffix(97) e.g., tap + ing = tapping but ship + ment = shipment send + ing = sending cook + ed = cooked

- y: never drop the y. keep it or change it. vowel-y, keep the y(99) cons.-y, change the y to iunlessthesuffixbeginswithi. e.g., cry + ed = cried but stay + ed = stayed cry + ing = crying

7. Ofteninelementaryschool,studentswillhavelearnedsomefinalstablesyllables.Ifthese stable syllables are introduced at an earlier stage, it is only for decoding and spelling.Note:Whileallofthesearefinalstablesyllables,onlysomearesuffixes.

Usefulstablesyllablestostudyatfirst:-tion(155),-ture(161),-age(147), -ous(151),-sion(155),-ate(149),-ive(173)

Puttheseoncards,completewithhyphen.Onthefrontshouldbethefinalstablesyllable. On the back should be the pronunciation and a key word.

8. (forstudentswithatleast3thgradewordattack)Teachthetwosoundsofc and g. A number of upper elementary and middle school words contain soft c and g, and a number of bound bases at the next level of morphology contain soft c and g as well.

- two sounds of c and g(c and g are soft before e, i, and y)(37)

e.g.,cent,cider,cycle,cyst,gentle,ginger,gym(words) e.g.,cide,cess,gene,cept,cede(boundbases)

9. (forstudentswithatleast4thgradewordattack)TeachtheGreekCodeforreading/decoding. Have your students read words that contain elements of the Greek code on cards. Where appropriate, such words can also be dictated for spelling. Students should learn that words containing these elements usually come from the Greek.

- y acts as i;chsays/k/;phsays/f/(131)

e.g., cyclone, python, echo, chronic, phylum, elephant


A Suggested Sequence for Second Level Morphology(Numbersinparenthesescrossreferencethissequencewithmytext,

Everything You Want To Know & Exactly Where To Find It.)

Thoughadvancedlanguagestudyisflexible,itisusefultohaveinmindasequencetoguideyour teaching. The sequence you choose depends on the level of the student, the academic courses that student is taking, or a combination of both. Below is a sequence that can be used as a guideline for students who have achieved at least fourth grade word attack skills. Cover concepts on First Level Morphology sequence before beginning with these more advanced elements:

1. Beginapackoffourorfivebasicprefixes(frontisprefixfollowedbyadash,backiskeywordabovemeaning).Someinstructorsusegreen(for“go”)forprefixes.Whileassimilated(chameleon)prefixesaresomeofthemostcommon,ifyouusethematthisstage,sticktotheirbasicformsandavoidtheirassimilations(e.g.,studyin but not im, il, or ir).Studentsshouldlookattheprefix(“pre-”forexample)andsay“p-r-e,preview,before,”inthatorder.(regularprefixes-112-4;assimilatedprefixes-115-23)

8goodprefixestostudyatfirst:pre-,in-,con-,re-,inter-,trans-,ex-,dis-

2. Then,buildapackoffourorfivebases(frontisbasesurroundedbydashes,backiskeywordabovemeaning).Studentsshouldlookatthebase(“rupt”forexample)andsay“r-u-p-t,interrupt,tobreak,”inthatorder.(124-7)

goodbasestostudyatfirst:port,rupt,dice/dict,ject,mit/miss/mise, spece/spect/spice

3. Fromthere,buildseparatepacksofprefixesandroots.Sticktoonelanguageoforiginfora time before introducing elements of another language.

4. At this point, look at common endings, layering in part of speech and other important information.Aknowledgeofnouns,verbs,adjectives,andadverbsisimportantforthisstudy.Continuetobuildyourpackofstablesyllablesandsuffixes.Haveyourstudentspractice reading and spelling words containing these elements. Here are a few examples ofusefulfinalstablesyllables;morecanbefoundinthetext:

a. usefulfinalstablesyllables(almostallofwhicharesuffixes)tostudyatfirst: -ment(noun): argument,investment(146) -ist(peoplenoun): florist,dentist(147) -or(peoplenoun): instructor,tutor(147) -ture(noun): nature,adventure(161)(Thesuffixhereis-ure.) -ize(verb): utilize,systematize(171) -ive(adjective): talkative,active(173)

Note:Whilealltheendingsabovearefinalstablesyllables,-tureisnotasuffix.


b. finalstablesyllable/shun/(155)

-tion:mostcommon -sion(/shun/):afters,n,l -cian:forpeople (/zhun/):aftervowels/r

nation propulsion, invasion musician

(Note:Thet,s,orcinthesesyllablesispartoftheprecedingmorpheme,leaving-ionasthesuffixand -ianasconnective-i-+suffix-an.

c. -ous(adjective):dangerous -us(noun):circus(151)

d. -ate(/a t/-verb):locate -ate(/et/-adjective/noun):immediate,pirate(149)

5. Asstudentsbuildpacksofprefixes,bases,andstablesyllables,introducethemajorwordorigins(Anglo-Saxon,Latin,Greek,andmaybeFrench),anddiscusstheircharacteristics.Have students practice identifying words by their origins. Remember that the study of advanced word structure is cognitive. In other words you need to teach how the language works.Littleofthisconcernsrotememory.(176-8)

6. Teach students that -ti- and -ci- say /sh/. Use students’ base knowledge of -tion to get to this.(Inotherwords,“iftion says /shun/, what does tisay?”)Then,expandyourstablesyllablepackwith/sh/syllables.Youshouldhavealargepackofmultisyllabicwordsthatcontainthese/sh/structuresforreadingandeventuallyspelling.(152-7)

-tion = /shun/ -cian = /shun/

-ti- = /sh/ -ci- = /sh/

-tial = initial -tious = nutritious -cial = racial -cious = ferocious -tient = patient -tiate = initiate -cient = ancient -ciate = associate -ciency=efficiency

(Note:Theinitialcortisapartofthebasewhilethelettersthatfollowformthesuffix.)

7. Then, teach students -ture(asyoutaught-tion)and-tu-(asyoutaught-ti-).(158-9)

-ture = /cher/ as in adventure -tu- = /choo/ as in mutual, spatula

8. Asstudentscontinuetobuildpacksofprefixes,bases,andstablesyllables,examinethetemplateofatypicalLatinateword.TeachtheLatinconnectives(-i-,-u-andmaybe-ul-,thoughitisactuallysuffixul(e)beforeavowelsuffix).TeachthepronunciationsofLatinconnective i(e.g.,medium, million, aptitude).(111)

9. Eventually,teachthebreakdownofawordofGreekorigin(includingelementsandconnective o).(129)

10.Teachassimilated/chameleonprefixesfromtheLatin.(115-23)


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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


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

________________

________________

________________

________________

________________

________________

________________________________

________________________________________________

________________________________

________________________________

Sample Activity: Sister Words for Shared Meaning


bene f i c i a l

_____________

_____________

_____________

_____________

_____________

thermometer

_____________

_____________

_____________

_____________

_____________

lega l

_____________

_____________

_____________

_____________

_____________

b iography

_____________

_____________

_____________

_____________

_____________

autograph

_____________

_____________

_____________

_____________

_____________

pos i t ion

_____________

_____________

_____________

_____________

_____________

Sample Activity: Latin and Greek Word GenerationUnderlineamorphemeandlistotherwordsthatsharethatmorpheme.

Latintemplate: 55%ofEnglishwords

Greektemplate: 11%ofEnglishwords


___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Latin structure

confide

eruption

counterproposal

regenerative

Greek structure

psychometrics

photographic

synchronize

sympathetic

Sample Activity: Using Matrices for Word Building

structure

Sample Activity: Identifying MorphemesUnderline bases,circleconnectives,andboxaffixes.


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

Sample Activity: Sort Words by Common Morpheme

pede

_____________

_____________

_____________

_____________

po ly

_____________

_____________

_____________

_____________

bene

_____________

_____________

_____________

_____________

pe l/pul se

_____________

_____________

_____________

_____________

angryrag ingwi ldtempes tuouswra th fu lfur iousmadhuffyho t under the co l l a r

i ra sc ib l ein fur ia t edenragedi ra teprovokedaggrava tedl iv idind ignantout raged

smar tin te l l i gen tc l everfas tsharpas tu te

shrewdins igh t fu lbra inywisebr igh tbr i l l i an t

Sample Activity: Continuum Vocabulary


exped ien t

muscu la r

pe tun ia

magni tude

v i r tuous

cont inua l

gra t i fy

hys te r i a

spec tacu la r

monument

cau t ious

de f i c i ency

popula r

eva lua te

t empes tuous

br i l l i an t

spa tu la

a l l ev ia t e

t e s t imony

impediment

imper ia l

egreg ious

rad ian t

unoff i c i a l

apprec ia t e

ed i to r i a l

ma l i c ious

exponent i a l

suburb ia

in jur ious

pars imonious

marsup ia l

Latin Connectives Practice SheetUnderline bases,circleconnectives,andboxaffixes.

ThreekeyLatinconnectivesarei,u,andul.Beawarethatconnectiveulisactuallysuffixule,wheretheehasdroppedbeforeavowelsuffix.YoushouldaccentthesyllablethatcomesbeforetheLatinconnective:

sól itude mónument régulate

uandularealwayslong:

promiscuous manual muscular

Latinconnectiveiisbyfarthemostcommon.

Usetheserulesforpronouncingit:

1.i=/e/beforeavowelsuffix:curious

2.i=/y/afterlorn: peculiar

3.i=/i/beforeaconsonant: multitude

Asamplingofusefulsuffixrules:

-ous=adjective -ate/at/=verb-us=noun -ate/et/=adj./noun


Exploring Assimilated Prefixes

Explanation:Foreaseofpronunciation,thefinalletterofanassimilatedprefixchangesaccordingtotheinitialletterofthebasetowhichitisattached.Theseprefixesareoftennicknamedchameleonsbecauseachameleonchangesitscolorstoblendwithitssurroundings,muchliketheassimilatedprefix.

exanddis: exdropsx(e.g.,eject),dis,dropss(e.g.,divide) exchangestoefbeforef(e.g.,effect),dischangestodifbeforef(e.g.,differ) (rareex:exchangestoecinsomesituations)

ad: adretainsdbefored(e.g.,addition)

adtoacbeforec(e.g.,accelerate) adtoafbeforef(e.g.,affect) adtoagbeforeg(e.g.,aggressive)

adtoalbeforel(e.g.,alliance) adtoanbeforen(e.g.,announce) adtoapbeforep(e.g.,apply)

adtoarbeforer(e.g.,arrange) adtoasbefores(e.g.,assert) adtoatbeforet(e.g.,attract)

obandsub: obtoocbeforec(e.g.,occasion),subtosucbeforec(e.g.,succeed) obtoofbeforef(e.g.,offer),subtosufbeforef(e.g.,suffer) obtoopbeforep(e.g.,opponent),subtosupbeforep(e.g.,support) (rareob:obeforem;osbeforecort) (raresub:sugbeforeg;sumbeforem;surbeforer;susbeforec,p,ort)

inandcon: incanretainnbeforen(e.g.,innate),conretainsnbeforen(e.g.,connect) (rare:incanchangetoigbeforen)

intoimbeforeb,m,p(e.g.,imbalanced),contocombeforeb,m,p(e.g.,combine) intoilbeforel(e.g.,illegal),contocolbeforel(e.g.,collect) intoirbeforer(e.g.,irrational),contocorbeforer(e.g.,correct)

sample in+regular=__________________________+regular=irregularactivities irregular=__________regular notregular=____________

ex ef + fort = effort

dis dif + fer = differ

ad ar + rest = arrest

ob op + posite = opposite

sub sup + pose = suppose

in im + bibe = imbibe

con com + bine = combine

Examples

irregular in

not irregular


androgenallogenic biogenesisbiogeneticcarcinogencongenitalcongenitallydegenerateeugenicistestrogen

eugenicsgenealogygeneralgeneralizegenerategenerativegeneticgeneticistgenialgenitalia

genitalsgeniusgenteelgentlegentlemangentrygenusheterogeneoushomogeneoushydrogen

hypoallergenicneurodegenerativeovergeneralizeoxygenpathogenphotogenicprimogenitorregeneratetransgenerational

gen/gene - birth, origin (common science morpheme)

aristocraciesaristocrataristocraticautocratbureaucratbureaucracybureaucraticdemocracydemocrat

isocracymeritocracymobocracynondemocratictechnocrattheocracytheocratundemocratically

anarchyanarchismarchbishoparchdiocesehierarchical hierarchymatriarchmatriarchalmatriarchy

monarchmonarchiesmonarchynonhierarchicaloligarchypatriarchpatriarchalpatriarchytetrarchy

crat/cracy - rule orgovernment by

(common history morpheme)

arch - chief/principal(common history morpheme)

Note: The word lists accompanying these morphemes were developed for high school students. Some words should be omitted for younger students.

Morphemes in the Content Areas: Content-area instructors havetheopportunitytoshowhowmorphemesfunctioninwordsspecifictotheirsubject.Exploring words’ common morphemes and shared meanings proves fruitful for vocabulary development—to help students understand both words instructors are teaching and those that may be encountered in the future.


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


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)



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


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)



aero air aerobesamphi both amphibianangio vessel angiogramantho flower anotheranti against antibodyarthro joint arthritisastro star astronomyatmo vapor atmosphereatom (a+tom) indivisible atomicaud/audi hear audiometeraur gold Auroraauto self autotrophicbaro pressure barometerbath deep bathyscaphbio life biologicalblasto embryo blastocystbrachio arm brachiumbranchio gills branchiabronch windpipe bronchialcalor heat caloriccardi/cardio heart cardiogramcarn meat/flesh carnivorecephalo head cephalopodchlor green chlorophyllchrom color chromosomechron time chronometercoel hollow coelenteratescorp body corpusclecosmo universe/world microcosmcranio skull intracranialcyan blue cyanidecyclo circle cyclotroncyt cell cyclotrondendr tree dendritederm skin dermatologydiplo double diplococcusdorm sleep dormancydors back dorsaldyna power dynamitedys bad dysenteryechin spiny echinodermataeco house ecologyecto outer ectoplasmendo within endoplasm


enter intestine gastroenteritis entom insect entomologyepi upon/on epidermiserg work ergonomicsexo out exotoxinferro iron ferritefiss split fissiongastro stomach gastropodsgen origin geneticsgeo earth geologygerm related/vital germinategest carry digestionglyc sweet glyceringram/graph write seismographgrav heavy gravitygyn female gynecologygymno naked gymnospermgyro turn gyroscopehelio sun heliotropichema/hemo blood hemoglobinhepat liver hepatitishetero different heteromorphichibern winter hibernationhist tissue histologyhomo same homozygoushydro/hydra water hydrometer hyper over hyperacidityichthy fish ichthyologistign fire igneousinfra beneath infraredintra within intracellularite mineral graniteitis inflammation appendicitisium element radiumkine motion kineticlepsy attack epilepsyleuko/leuc white leukemialign mineral/fossil halitelith rock lithiumluc/lum light lumenluna moon lunarlys breakdown dialysismacro large macrobioticsmal bad malignant

Science Morphemes (Ron Yoshimoto compilation)



mar sea marine melano black melanomameta change metamorphosismeter measure millimetermicro small microscopemoll soft molluskmorph shape metamorphosismut change mutationmyo muscle myocardiumneo new neonatalneuro nerve neurologynuc center nucleusocul eye ocularoid appearance asteroidology study of dermatologyoma tumor carcinomaomni all omnivoreophthal eye ophthalmologyornith bird ornithologyoscu mouth osculumose sugar glucoseosis condition osmosisosteo bone osteopathov/ovi egg oviductpatho disease pathogenped/pod foot bipedspetr rock petroglyphphag eat phagocytephasia speech aphasiaphen appearance phenotypephono sound phononphor carry chromatophorephoto light photosynthesisphyll leaf chlorophyllphylo kind phylumphysi nature physicsphyte plant saprophyteplasm form cytoplasmplasto molded plastidplaty flat platypuspneumo lung pneumoniaprim first primateproto first protoplasmpseudo false pseudopod


pter wing pterodactylpyro fire pyrotechnicradi ray radiationrhiz root rhizomerhodo rose rhododendronsaur lizard dinosaurscope see microscopesect cut dissectionsphere ball hydrospheresol sun solarsolv loosen solventsom body somaticsperm seed spermatophytespir(e) breathe respirationspor(e) seed sporophytestell star interstellarstereo solid stereoscopestrat layer stratospheresub below substratumsym/syn with/together symbiosistaxis arrangement taxonomytele far telescopetherm heat thermometertomy cut anatomytox poison toxinstrich hair trichinosistrop turn tropospheretroph nourishment autotrophicultra beyond ultravioletvac empty vacuolevas vessel vascularvect carry convectionventri belly ventralvermin worm verminvert turn vertebraviv/vita life vitaminvolcan/ fire volcanovulcanvolv roll revolutionvore eat herbivorexylo wood xylemzo(o) animal zoologyzygo yoke zygotezym ferment enzyme



alt high altitudecircum around circumferencecol/com/con with/together collinearde down/away denominatordia across diagonaldigit finger digitalequi equal equilateralfer bring/carry circumferencefract break fractiongon angle polygongrade step centigradegram/graph write kilogramhedron sided object tetrahedronhypo under hypotenuseinter between/ intersect amongiso equal isosceleslat side collaterallin line collinearmedi middle medianmeter/metry measure symmetricalmut change commutative


nom name denominatornumer number numeratoroid resembling trapezoidpara beside parabolapend hang perpendicularperi around perimeterply/plic fold multiplyput(e) think computeradi ray radiusrect right/straight rectanglesect cut/divide bisectsphere ball sphericalsub below/under subtractsym/syn/syl with/together symmetrictang touch tangenttherm heat thermometertract drag/pull protractorverse/vert turn vertex

Math Morphemes (Ron Yoshimoto compilation)

Number Prefixes

# Latin sample word Greek sample word

1 uni- unicorn mono monopoly2 bi bicycle di digraph du(o) dual3 tri tricycle ter tertiary4 quadr/quar quarter tetra tetragon5 quint quintuplets pent pentagon6 sex sextuplets hex hexagon7 sept septuplets hept heptagon8 octa/octo* octa/octo* octagon9 nona/nove November10 dec/deca/deci* dec/deca/deci* decade100 cent cent hect hectogram1000 mille millipede kilo kilometer

* same for Latin and Greek



ab away, from abdicateacro high acropolisalt high altitudeanni/annu year annuityante before antebellumanthropo man anthropologyarchaeo ancient archaeologyarch(y) ruler/gov’t monarchyauto self autonomycapit/capt head/leader capitalismcata down catacombsceed/cede/ go recession cesscircum around circumnavigatecis(e)/cid(e) cut/kill genocideciv citizen civilizationclud(e)/ shut exclusion clus(e)dem people democracydic/dict say dictatorethno race/culture ethnocentrismfac make factoryfeder trust/faith federalismfrat brother fraternalgamy marriage polygamygen origin indigenousgrad/gress step Congressgram/graph write pictographhab/habit live habitathum earth humanityideo idea ideographinter between/among interdependentintra within intragroupism doctrine communismist one who anarchistize make decentralizejud/jur/jus law jurisdictionleg law legislatureliber free libertylith rock paleolithicliter letter preliteratemania madness kleptomaniamanu hand manufacturematri mother matrilineal


medi middle medievalmega/ large megalopolis megalomeso middle mesozoicmigr wander migrationmony condition ceremonynat born nativeneo new Neolithicnesin island Melanesiaoid resembling anthropoidolig(o) few oligarchyology study of archaeologypac peace pacifismpaleo old paleontologypan all pantheismpater/patri father patriarchypend/pens hang independencepetr rock petroglyphphil/philo love philosophyphobia fear acrophobiapict paint pictographplu/plur more pluralismpolis city metropolispop people populistport bring/carry exportpos(e) place deposepre before preliterateprim first primogenitureproto first protozoapsych mind/soul psychologicalse apart/away secessionsed sit sedentarysimil/simul resembling assimilatesocio society sociologysoph wisdom philosophystitu pace constitutionsub below suburbantechni skill/art technocracytheo god theologytopo place topographytrans across transcontinentaltrib pay tributeurb city urbanvinc/vict conquer victory

Social Sciences Morphemes (Ron Yoshimoto compilation)


Some Sample Matrices

mis

pre

re

calc"stone"

ule

able

us

ate

ed

ion

or

s

ing ly


astro

meta

ge o

phys"naturalscience"

ic

al

ist

s

io logy

ique


ab

ad

de

re

se

super con

post

re

under

pro

duct"to lead"

ile

ion

or

ively

ness


con

de

re

se

re

une

re

in

intro

pro

duce"to lead"

ateed

ion

er

ible

ive ness


acr

an

ep

hom

pseud

syn

onym"name"

ous


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



Useful ResourcesAdvanced Word Structure & History of the English Language: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.Beck,IsabelL.,MargaretG.McKeown,LindaKucan.Bringing Words to Life, Second Edition: Robust Vocabulary

Instruction.2013.wvced.com.(reference-bestpractices)Beck,IsabelL.,MargaretG.McKeown,LindaKucan.Creating Robust Vocabulary: Frequently Asked Questions

and Extended Examples.2008.guilford.com.(reference-bestpractices)Bowers,Peter.Teaching How the Written Word Works.wvced.com.(matrices)Carreker,Suzanne.Word Detective: Discovering The History of The English Language.neuhaus.org.(wordorigins

foryoungerstudents)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)

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)

Kleiber,Margaret.Specific Language Training: An Orton-Gillingham Curriculum for Adolescents.wvced.com.(adolescentOrton-Gillinghamcurriculum)

McKeown,MargaretG.,PaulD.Deane,JudithA.Scott,RobertKrovetz,&RenéR.Lawless.Vocabulary Assessment.2017.wvced.com.(referenceandbestpractices)

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)

Vocabulary & Morphology Websites:etymonline.com dictionary.com vocabulary.com visualthesaurus.commatrixmaker(Bowers&Ramsden):http://www.neilramsden.co.uk/spelling/matrix/index.html

Some Good Morpheme Lists:http://www.4gaslps.com/CommonRootWd4MSciSocSt.pdf(simplelistsformath,science,socialstudies)http://www.biologycorner.com/worksheets/language.html(scienceroots)http://www.readwritethink.org/files/resources/printouts/content-area-roots.pdf(rootscrossreferencedby

contentwithwordsforeachcontent)http://ancienthistory.about.com/od/mathematics/a/061210EtymologyGeometryTerms.htm (mathtermsindepth)

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,1–29,2013.


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W.V.C.ED • P.O. Box 5478 Louisville, KY 40255 wvced.com • … · 2019-04-02 · 2 2019 e aeaee Different Kinds of Vocabulary & Levels of Word Knowledge Passive & Active Vocabulary: