morphology matters - william van cleave · 2018-07-23 · 4 2018 wcedcom wacleaewcedcom terminology...

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Morphology MattersBuilding Vocabulary Through Word Parts

William Van Cleave • Educational Consultant • W.V.C.EDLast Updated October 2017

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. Latinroots&affixes 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:Itisimportanttounderstandthedifferencebetweenpassive(receptive)andactive(expressive)vocabulary.A person’s active vocabulary is much smaller than her passive vocabulary, and most if not all of that person’s active vocabulary is included in her passive vocabulary. The words she uses in conversation and writing are typically a subset ofthosesheunderstands(whensheeitherlistensorreads).Most readers encounter many words in text that are not commonly spoken. This knowledge is essential when selecting vocabulary words for students and also when deciding how to help those students learn the selected words.

Of the approximately 175,000 words in current use, 750,000 if you take into account multiple meanings, a typical adult has a vocabulary of about 40,000 words, uses 20,000 when she writes, and uses only about 10,000 when she speaks.

Word Knowledge:A person’s understanding of individual words can also be seen on a continuum. Consider the following:

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


Terminology for Morphology Study (K-2)affix morphemethatisattachedtotheroot(usuallyeitheraprefixorasuffix)

base word (alsocalledrootword)freemorpheme;wordwithnoprefixesandsuffixes(e.g.,-port-,-kind-)

final stable clusteroflettersattheendofawordwhosepronunciationremainssyllable consistentregardlessofthewordinwhichitappears(e.g.,-tion,-ble,

-ture);notsynonymouswiththetermsuffix

morpheme smallestcomponentofawordthathasmeaning bound morpheme morphemethatonlyappearsaspartofalargerword(e.g.,-struct-) free morpheme morphemethatcanstandalone;oftencalledbasewordorroot

word(e.g.,-port-,-kind-)

phoneme smallestunitofsound(e.g.,/b/,/ch/)

prefix affixplacedbeforetherootofaword(e.g.,pre-,ab-)

root coremeaninginaword;someareboundmorphemes(e.g.,-struct-),andsomearefreemorphemes(e.g.,-port-);allwordshaveatleast1root

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

Some Affixes to Begin With For K-2 Students

Belowisalistofaffixesgoodfortheyoungeststudents.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 Advanced Word Structure

affix morphemethatisattachedtotheroot(usuallyeitheraprefixorasuffix)










assimilated prefix(oftennicknamedchameleon)where,foreaseofpronunciation,prefix thefinalletterchangesaccordingtotheinitialletterofthebasetowhich

itisattached(e.g.,ad-changestoar-beforerange to make arrange;in-changestoim-beforepact to make impact)

combining (alsocalledelement)oftenusedtodescribeGreek-basedmorphemesform (ratherthanspecifyingwhethertheyarerootsoraffixes)(e.g.,-phon-,

-crac-/-crat-,-bio-)

connective letter(s)inEnglishwordsusedtocombinetwomorphemes;connectivesfunctionas“glue”andarenotmorphemesthemselves

Latin-based connectaroottoasuffixortwosuffixestoeachother(e.g.,media,gradient,regular).threecommonLatinconnectives:-i-,-u-,and-ul-.

Greek-based connective-o-oftenjoinstwocombiningformsorelements(e.g.,photograph,democracy)

note: In linguistics, the term “root” refers to the word (in another language) from which our current stem or base is derived. Typically, however, in word study with students, the term “root” is used interchangeably with “stem” and “base.”


Terminology for Advanced Word Structure

affix morphemethatisattachedtotheroot(usuallyeitheraprefixorasuffix) assimilated prefix(oftennicknamedchameleon)where,foreaseofpronunciation,prefix thefinalletterchangesaccordingtotheinitialletterofthebasetowhich

itisattached(e.g.,ad-changestoar-beforerange to make arrange;in-changestoim-beforepact to make impact)


combining (alsocalledelement)oftenusedtodescribeGreek-basedmorphemesform (ratherthanspecifyingwhethertheyarerootsoraffixes)(e.g.,-phon-,

-crac-/-crat-,-bio-)

connective letter(s)inEnglishwordsusedtocombinetwomorphemes;connectivesfunctionas“glue”andarenotmorphemesthemselves

Latin-based connectaroottoasuffixortwosuffixestoeachother(e.g.,media,gradient,regular).threecommonLatinconnectives:-i-,-u-,and-ul-.

Greek-based connective-o-oftenjoinstwocombiningformsorelements(e.g.,photograph,democracy)









note: In linguistics, the term “root” refers to the word (in another language) from which our current stem or base is derived. Typically, 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

c o o k e r y

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

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!


sing

mutual

monochrome

forty

declension

pyre

expenditure

laugh

orchid

distribute

psychology

surreptitious

what

telepathy

from

manuscript

pathology

does

white

biology

consequence

watch

regenerate

phase

those

abbreviate

phonograph

epidemic

miss

abnormal

contraception

elbow

philanthropist

hundred

evacuate

phonics

incredulous

moat

recuperate

bonus words:

biodegradable

graphomotor

subatomic

Selecting Word OriginsLabeleachwordasAS=Anglo-Saxon;G=Greek;orL=Latin

c o o k

c o o k i n g

c o o k e r y

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

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 nwo r t h y

wo r t h l e s s n e s s

w o r t h i e s t

u nd 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 nwh o l e s om e

Identifying MorphemesUnderlinethebase words.Boxtheaffixes(prefixesandsuffixes).


Discovery Learning

trees=_____________________________________

_______=_________________________________

examples: ____________________

____________________ ____________________

unhappy=_________________________________

_______=__________________________________

examples: ____________________

____________________ ____________________

larger=____________________________________

_______=__________________________________

examples: ____________________

____________________ ____________________

leader=____________________________________

_______=__________________________________

examples: ____________________

____________________ ____________________

____________=_____________________________

_______=__________________________________

examples: ____________________

____________________ ____________________

un ablere erpre esmis ing

teach

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

teach + er teacher

Basic Word Matrix


n o u n

j oy

p e a c e

hunger

expanseexpans ionexpans iveness

darknessd a r k

a c tac t iona c t o r

l oudness

dependence

s l e e ps l e e p e rs 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 )a c t e dac 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

d a r kd a r k e rd a r k e s t

ac t ive

l o u dl o u d e rl o u d e s t

dependentdependab le

s l e e p y

a d v e r b

j oy fu l ly

peace fu l ly

hungr i ly

expans ive ly

d a r k l y

ac t ive ly

l o u d l y

dependent ly

s l e e p i l y

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

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.

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.,for-port-:“Whatwouldawordbefor‘tocarryback’?”(report)4. Have students build a matrix for the morpheme.5. Have students locate and underline the morpheme in a list of 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.Havestudentslocatewordsthatcontainfamiliarprefixesandrootsinparagraphsor

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

1. Introduce.a. Write the morpheme for students to see. Include dashes that demonstrate where other

morphemescanbeadded.(e.g.,pre-,contra-,-ment,-age,-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. 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.

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 a list of 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 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.Havestudentslocatewordsthatcontainfamiliarprefixesandrootsinparagraphsor

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 StudentsIn the Content Areas

1. Introduce.a. Write the morpheme for students to see. Include dashes that demonstrate where other

morphemescanbeadded.(e.g.,pre-,contra-,-ment,-age,-port-,-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 a list of words containing it.

Alternatively, have the students complete word sorts.6. Have students read sentences/paragraphs that include examples of words containing

element.(Thiscouldinvolvereadingthetextbookoranarticleoressaythatusesthismorpheme.)

8. If you want the term in their active vocabulary, ask students to write sentences with words containing element.

Bonus Activities:A. Havestudentswriteaprefixorrootinthecenter,and

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


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 explores this practice and is available atwvced.com.)

3. Havestudentswriteaprefixorrootinthe center, and map or web words that come from that word part. More advanced students canevenlinkthosewebbedwordstootherprefixesand roots. An example of a simple word web for the Greek element -tele- is at bottom right.

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

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

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

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

root

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,

twoprefixescanbeusedinasingle

wor

d as

wel

l.•

An

-s c

an b

e ad

ded

to m

any

of th

e ve

rbs a

nd n

ouns

you

will

cre

ate.

-ed

an

d -in

g ca

n be

add

ed to

man

y of

th

e ve

rbs y

ou w

ill c

reat

e to

cha

nge

tens

e.


Supplemental Activities (continued)

7.Suffixesoftendeterminepartofspeech.Examinethesewordstoseehowtheirpartsofspeechchangeasdifferentsuffixesareadded:

prefix prefix rootconnective suffixconnective suffix suffix

inter de part ment al ly

dis pro port ion ate ly

ad vent ur(e) ous

nat ur(e) al ly

re med i at(e) ion

ir reg ul ar ly

8.Avarietyofwordwebsareusefulforadvancedwordstructurestudy.Examinethisweb,whichincludescriss-crosssheets,fortheLatinrootport,meaning“tocarry.”

port(to carry)

comportmentapportionopportunityproportioninsupportableteleportunimportant

support

____________________

report

____________________

export

____________________

transport

____________________

deport

____________________

import

____________________


A Note on Procedure for Word Origins

Asignificantconceptualdifferenceexistsbetweenbasicphonologicaldecoding(divisionbysound)andmorphologicalwork(divisionbymeaning).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.

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,afterteachingthemeaningsofseveralnewrootsorprefixes,insertthefollowingrecognitiondrill:

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

-port- -struct- -vid-/-vis-

2. Defineoneoftheseroots:“tobuild”

3. Thestudent“recognizes”theroothethinksisrightbytappingorremovingit,saying,“struct.”

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.(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.Withoutthisknowledgestudentswillnotbeabletoapplytheirknowledgeofsuffixes.

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. (forstudentswithatleast4thgradewordattack)Teachthetwosoundsofc and g. A number of upper elementary and middle school words contain soft c and g, and a number of bound roots 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,cyst,gentle,ginger,gym(words) e.g.,-cid-,-cess-,-gen-,-cept-,-ced-,-cycl-(boundroots)

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; ch says /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,sticktotheirbaseformsandavoidtheirassimilations(e.g.,studyin but not im, il, or ir).Studentsshouldlookattheprefix(“pre-”forexample)andsay“pre,preview,before,”inthatorder.(regularprefixes-112-4;assimilatedprefixes-115-23)

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

2. Then,buildapackoffourorfiveroots(frontisrootsurroundedbydashes,backiskeywordabovemeaning).Studentsshouldlookattheroot(“-rupt-”forexample)andsay“rupt,interrupt,tobreak,”inthatorder.(124-7)

6goodrootstostudyatfirst:-port-,-rupt-,-dic-/-dict-,-ject-,-mit-/-mis-, -spec-/-spect-/-spic-

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. usefulfinalstablesyllablestostudyatfirst: -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-ion/-ianasthesuffix.

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

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

5. Asstudentsbuildpacksofprefixes,roots,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,roots,andstablesyllables,examinethetemplateofatypicalLatinateword.TeachthethreeLatinconnectives(-i-,-u-,-ul-).Teach the pronunciations of Latin connective i(e.g.,medium, million, aptitude).(111)

9. Eventually,teachthebreakdownofaGreekword(includingelementsandconnectiveo).(129)

10.Teachassimilated/chameleonLatinprefixes.(115-23)


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A Technique for Reviewing Word Parts &Vocabulary Terms Independently

Identifying Morphemes: The /shun/ Question

1.Underlinetheroot.2.Boxtheaffixes.

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

p e r t u r b e d

bene fac to r

ru p t u re

a m i a b l ea m i c a b l e

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

d i s t u r b

bene f i t

d i s ru p t

amigo

v i s ion

c l o s e

ant i soc ia lb io logy

a u t o m o b i l eb io logyparagraph

e u p h e m i s meu logy

geographyT h e r m o s

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

_____________

_____________

_____________

_____________

_____________

t h e r m o m e t e r

_____________

_____________

_____________

_____________

_____________

lega l

_____________

_____________

_____________

_____________

_____________

b iography

_____________

_____________

_____________

_____________

_____________

autograph

_____________

_____________

_____________

_____________

_____________

pos i t ion

_____________

_____________

_____________

_____________

_____________

Sample Activity: Latin and Greek Word GenerationUnderlineamorphemeandlistotherwordsthatsharethatmorpheme.

Latintemplate: 55%ofEnglishwords

Greektemplate: 11%ofEnglishwords

prefix

connective(usually i)

root suffix


___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

confide

eruption

counterproposal

regenerative

psychometrics

photographic

synchronize

sympathetic

Sample Activity: Using Advanced Matrices for Word Building

structure

Sample Activity: Identifying MorphemesUnderline roots,circleconnectives,andboxaffixes.


benevo len tp e d o m e t e rp o l y e s t e rrepu l s ive

compe l l ingpo lygamyexped ien tben ign

bene fac to rc o m p u l s o r ypo lygonimpediment

p e d a limpuls iv i tybene f i c i a lpo lyg lo t

Sample Activity: Sort Words by Common Morpheme

p e d

_____________

_____________

_____________

_____________

p o l y

_____________

_____________

_____________

_____________

bene

_____________

_____________

_____________

_____________

pe l/pul s

_____________

_____________

_____________

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angryrag ingw i l dt e m p e s t u o u swrath fu lfur iousm a dhuffyho t under t h e c o l l a r

i r a s c i b l ein fur ia t edenragedi r a t eprovokedaggrava tedl iv idind ignantout raged

s m a r tin t e l l i gen tc l everfas ts h a r pa s t u t e

s h re w din s igh t fu lbra inyw i s ebr igh tbr i l l i an t

Sample Activity: Continuum Vocabulary


exped ien t

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magni tude

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def i c i ency

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br i l l i an t

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t e s t imony

impediment

i m p e r i a l

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pars imonious

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Latin Connectives Practice SheetUnderline roots,circleconnectives,andboxaffixes.

ThreekeyLatinconnectivesarei,u,andul.YoushouldaccentthesyllablethatcomesbeforetheLatinconnective:

sól i tude mónument rég ul ate

uandularealwayslong:

promiscuous manual muscular

Latinconnectiveiisbyfarthemostcommon.

Usetheserulesforpronouncingit:

1.i=/e/beforeavowelsuffix:curious

2.i=/y/afterl or n: peculiar

3.i=/i/beforeaconsonant: multitude

Asamplingofusefulsuffixrules:

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

prefix

connective(usually i)

root suffix


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 - 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 have theopportunitytoshowhowmorphemesfunctioninwordsspecifictotheirsubject.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

aero air aerobesamphi both amphibianangio vessel angiogramantho flower anotheranti against antibodyarthro joint arthritisastro star astronomyatmo vapor atmosphereatom vapor 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)


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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

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.guilford.com.*Beck,IsabelL.,MargaretG.McKeown,LindaKucan.Creating Robust Vocabulary: Frequently Asked

Questions and Extended Examples.2008.guilford.com.Bowers,Peter.Teaching How the Written Word Works.wvced.com.*Carreker,Suzanne.Word Detective: Discovering The History of The English Language.neuhaus.org.Donah,Sandra.Improving Morphemic Awareness Using Latin Roots & Greek Combining Forms.wvced.

com.Donah,Sandra.Improving Morphemic Awareness Using Base Words & Affixes.wvced.com.Gold,DianeHickey,ElaineRusso,LindaWallace,JudyShapiro.PS: Prefixes, Suffixes, Roots (A

Resource of Lists, Phrases, Sentences, Poems, and Stories).wvced.com.Gold,DianaHickey,ElaineRusso,LindaWallace,JudyShapiro.PPS: Advanced Prefixes, Suffixes,

Roots, and Connectives (Resource of Lists, Phrases, Sentences, Stories & Activities).Kemmer,Suzanne.WordsInEnglish(website).ruf.rice.edu/~kemmer/Words04*King,DianaHanbury.English Isn’t Crazy! The Elements Of Our Language And How To Teach Them.

proedinc.com.Kleiber,Margaret.Specific Language Training: An Orton-Gillingham Curriculum for Adolescents.

wvced.com.Morgan,KennethB.Dynamic Roots - Language Training Program. wvced.com.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.VanCleave,William&CarolineDover.Phrases & Sentences for Reading & Spelling.wvced.com.

Vocabulary & Morphology Websites:dictionary.com vocabulary.com etymonline.com visualthesaurus.com

matrixmaker(Bowers&Ramsden):http://www.neilramsden.co.uk/spelling/matrix/index.html

Some Good Morpheme Lists:http://drpaulasprescriptions4pd.wikispaces.com/file/view/Root+words+in+content+areas.pdfhttp://www.4gaslps.com/CommonRootWd4MSciSocSt.pdf(simplelistsformath,science,socialstudies)http://www.owasso.k12.ok.us/webpages/rcollins/files/greek%20and%20latin%20root%20words.pdf

(biologymorphemes)http://academic.cuesta.edu/acasupp/as/506.HTM(morphemesgroupedininterestingways)http://www.biologycorner.com/worksheets/language.html(scienceroots)http://www.asdk12.org/middlelink/LA/vocabulary/forms/Greek_Latin_Roots.pdf (1simplepageforeachofmath,science,socialstudies,andlanguagearts)http://sscking.files.wordpress.com/2013/01/list_-_root_words.pdf(morecomprehensivesciencemorpheme

list)http://www.readwritethink.org/files/resources/printouts/content-area-roots.pdf(rootscrossreferencedby

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

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.


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.

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Latin

Wor

ds:

55%

Gen

eral

Tre

nds

usua

lly m

ultis

ylla

bic

wor

ds

few

vow

el te

ams b

esid

es a

i: a

ssai

l, re

tain

Com

mon

Str

uctu

res

conn

ectiv

es i,

u, a

nd u

l: m

edia

te,

mon

umen

t, m

uscu

lar,

solit

ude

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,

si

gnat

ure,

nat

ure

cham

eleo

n pr

efixe

s:

atte

ntio

n, c

olla

pse,

di

ffere

nce,

ille

gal

ct, p

t: a

ct, t

empt

soft

c be

fore

e o

r i:

certa

in, c

ity

Gre

ek W

ords

: 11

%

Gen

eral

Tre

nds

ofte

n in

volv

e sc

ienc

e, sc

hool

, or t

he a

rts

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

: at

hlet

e, th

yroi

d

sile

nt in

itial

p:

pneu

mon

ia, p

sych

olog

y

endi

ng -o

logy

: ar

chae

olog

y, b

iolo

gy

endi

ng -i

c: c

haris

mat

ic,

chro

nic,

mus

ic

Trac

king

Wor

d O

rigin

s A

nglo

-Sax

on W

ords

: 20

%

Gen

eral

Tre

nds

usua

lly o

ne sy

llabl

e w

ords

num

bers

1-1

000:

one

, tw

enty

basi

c co

lor w

ords

: br

own,

gre

en

sim

ple

body

par

ts:

arm

, thr

oat

mos

t sig

ht w

ords

: co

uld,

do

mos

t vow

el te

ams:

boa

t, ho

use

shor

t wor

ds w

ith si

lent

lette

rs:

ghos

t, kn

ow

Com

mon

Str

uctu

res

ff-ll-

ss w

ords

: cl

iff, t

all,

gras

s

ch =

/ch/

: ch

ore,

chin

, ben

ch

ck, t

ch, a

nd d

ge:

back

, witc

h, e

dge

th in

shor

t wor

ds:

than

, thi

n, th

ick

k in

shor

t wor

ds:

keep

, 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

, m

ind,

pos

t, to

ld

2 sy

llabl

e co

nson

ant-

le w

ords

: ta

ble,

fizz

le, h

urdl

e

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