1. Morphological awareness training following the principles of MSL learning

2. Morphological awareness training Morphemes are the smallest linguistic units with a meaning (e.g. ‘unhappy,’ ‘unlucky,’ ‘unsatisfied’) or a grammatical function (e.g. ‘looks,’ ‘looked’), Morphemes are the smallest linguistic units with a meaning (e.g. ‘unhappy,’ ‘unlucky,’ ‘unsatisfied’) or a grammatical function (e.g. ‘looks,’ ‘looked’), Some words cannot be further broken down (e.g. ‘car’), they are free morphemes since they can stand alone, Some words cannot be further broken down (e.g. ‘car’), they are free morphemes since they can stand alone, Bound morphemes (e.g. ‘un-,‘ ‘-s,’ or ‘-ed’) are always attached to some other morphemes Bound morphemes (e.g. ‘un-,‘ ‘-s,’ or ‘-ed’) are always attached to some other morphemes Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP Grant agreement number: 2011-3631/001-001

3. Morphological awareness training Bound morphemes (affixes) are classified into prefixes, which attach to the beginning of words, and suffixes, which attach to the end of words, Bound morphemes (affixes) are classified into prefixes, which attach to the beginning of words, and suffixes, which attach to the end of words, Bound morphemes can be also divided, according to their function in complex words, into derivational and inflectional morphemes, Bound morphemes can be also divided, according to their function in complex words, into derivational and inflectional morphemes, Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP Grant agreement number: 2011-3631/001-001

4. Morphological awareness training Derivational morphemes have a power to derive (create) new words, either by changing the original word’s meaning (e.g. ‘un-‘ added to ‘happy’) or its part of speech (e.g. ‘-ness’ added to ‘quick’), Derivational morphemes have a power to derive (create) new words, either by changing the original word’s meaning (e.g. ‘un-‘ added to ‘happy’) or its part of speech (e.g. ‘-ness’ added to ‘quick’), Inflectional morphemes do not form new words but change the existing ones by refining and giving extra information (e.g. ‘-s’ added to ‘cat’). Inflectional morphemes do not form new words but change the existing ones by refining and giving extra information (e.g. ‘-s’ added to ‘cat’). Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP Grant agreement number: 2011-3631/001-001

5. Morphological awareness training Inflectional morphemes occur at the end of a word, following derivational morphemes, Inflectional morphemes occur at the end of a word, following derivational morphemes, In English there are eight inflexional morphemes, they all are suffixes (‘-s’ 3 rd person singular present, ‘-s’ plural, ‘-ed’ past tense, ‘-ing’ progressive, ‘-en’ past participle, ‘-‘s’ possessive, ‘-er’ comparative and ‘-est’ superlative) In English there are eight inflexional morphemes, they all are suffixes (‘-s’ 3 rd person singular present, ‘-s’ plural, ‘-ed’ past tense, ‘-ing’ progressive, ‘-en’ past participle, ‘-‘s’ possessive, ‘-er’ comparative and ‘-est’ superlative) Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP Grant agreement number: 2011-3631/001-001

6. Students use cards and movable devices with words and morphemes to form word families educate education educated uneducated educating educator educators educational employ employed unemployed employment unemployment employee employer fresh refresh refreshments freshly freshman freshness refresher Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP Grant agreement number: 2011-3631/001-001

7. Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP Grant agreement number: 2011-3631/001-001

8. Morphological awareness training Mark the base word in the following word family formal formality formalize formally formal formality formalize formally informally informal informality formalist formalistic formalist formal formality formalize formally formal formality formalize formally informally informal informality formalist formalistic formalist Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP Grant agreement number: 2011-3631/001-001

9. Morphological awareness training Find the words that do not belong to a ‘belief’ family beliefs disbelief believable beautifully disbelieve unbeatable unbelievably believer unbelievable non-believer Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP Grant agreement number: 2011-3631/001-001

10. Morphological awareness training Choose the odd one out in each group differently, differential, difficult, difference, different, differ differently, differential, difficult, difference, different, differ central, certain, centrally, center, centralization central, certain, centrally, center, centralization perfect, perfection, prefect, imperfection, perfectionist, imperfect perfect, perfection, prefect, imperfection, perfectionist, imperfect Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP Grant agreement number: 2011-3631/001-001

11. Morphological awareness training Do the following pairs of words belong to the same family? friend/friendliness friend/friendliness casual/causal casual/causal enable/unable enable/unable praying/playing praying/playing filing/filling filing/filling science/scientist science/scientist Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP Grant agreement number: 2011-3631/001-001

12. Sort the words to form two word families friend painful painfully friendship friendly pain painless painkiller unfriendly painless painkiller unfriendly Morphological awareness training Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP Grant agreement number: 2011-3631/001-001

13. Morphological awareness training Split the words into its constituent morphemes correct corrective correctional incorrect incorrectly corrections correctly correctness correct incorrectly correct incorrectly corrective corrections corrective corrections correctional correctly correctional correctly incorrect correctness incorrect correctness Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP Grant agreement number: 2011-3631/001-001

14. Based on: Nijakowska, J. (2010). Dyslexia in the foreign language classroom. Bristol: Multilingual Matters. Jurek, A. (2008). Kształcenie umiejętności ortograficznych uczniów z dysleksją (Developing orthographic skills in dyslexic learners). Gdańsk: Wydawnictwo Harmonia. This project has been founded with support from the European Commission. This project has been founded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission can not be held responsible for any use which may be made of the information contained therein. Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP Grant agreement number: 2011-3631/001-001