“Students’ understanding of morphology is a better predictor of reading comprehension than vocabulary level.” “Students’ understanding of morphology is a better predictor of reading comprehension than vocabulary level.” (Kieffer & Lesaux, 2007)
Understand how to use morphological analysis as a framework for root word and affix instruction Practice a sequence of sorts that can be used to introduce students to the structure of words and their parts Acquire a routine for teaching the definitions of roots and affixes Create a list of word parts for your department to teach that is vertically aligned across grade levels
Principle #1 Principle #1 Students need to know about the etymology of words.
Tips for Using Stations and Sorts Number or color code materials for each group Keep loose sorts in envelopes; avoid clips and rubber bands Group sorts can be done on the floor (or use trays) Have everything cut and prepared beforehand Timers are your friend (http://www.online- stopwatch.com)http://www.online- stopwatch.com Assign group roles Directions and modeling are key Bold or color code heading for sorts
What’s next? Word harvesting using word walls and word hunts Vocabulary journals Word ladders Word trees Word webs Word a week Daily word routine
5 Day Routine for Teaching Roots Day 1Day 2Day 3Day 4Day 5 Introduce the word part (root or affix) Practice with words in sentences, analogies, etc. that help students make meaning of the root Read texts that contain the root word being studied Deep exploration through additional activities Reinforce learning with games Assessment