PDF Activity: Word Stems - Florida State University

Word Structure and Analysis



Activity: Word Stems

Because skilled reading depends not just on knowing a large number of words, but also on being able to deal effectively with new ones, students must be familiar with ways to effectively cope with words that are new to them.

Independent word learning strategies include:

Learning how to use context clues Knowing how to use word stems or morphemes Knowing how to use dictionaries effectively Knowing how to personalize word learning

Morphology

Morphological awareness: knowledge of the relationship of word parts to meaning and spelling. For example: knowing that ed carries meaning but is pronounced differently in helped, poured, and pleaded; shared morphemes also account for many unusual spellings (e.g., sign and signature)

There is no doubt that skilled word learners use context and their knowledge of prefixes, roots, and suffixes to deal effectively with new words. (Nagy, 1988)

Morphological insight is acquired before 4th grade but continues through at least high school. (Nagy et al, 1993; Nagy & Scott, 1990; Tyler & Nagy, 1989)

Morphemes are the smallest units of meaning. They can stand on their own or be part of a word (prefixes, suffixes, base words, word roots). Learning about morphemes provides a foundation for independent word learning. Affixes (includes prefixes & suffixes) modify the meaning of a morpheme.

20 common prefixes account for 97% of the prefixed words in printed school English * 4 most common account for 58% of all prefixed words (White, Sowell, & Yanagihara, 1989)

antide*disen-, emforein-, im*in-, im-, il-, irintermidmis-

against opposite not, opposite of cause to before In not between middle wrongly

nonoverpre*resemisubsupertrans*ununder-

not over before again half under above across not under

Note: Prefixes have clear meanings, are consistently spelled, and are added to the beginning of a word. Meanings of suffixes are less stable, therefore many researchers do not encourage us to teach them, except for -less/without; and ?ful/full of (Graves et al, 1998; Stahl, 1999)

Model Lesson Using Morphology

1. Explicit instruction: Review the concept that words often are made of prefixes, suffixes, and/or root words. -For example, transformer: trans=across;

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; form=shape, order, arrange, fashion; er=one who -Give the students a list of prefixes, suffixes, and/or root words to guide their work. -Model breaking apart words like reformatory, nonconformist, malformation. 2. Model how to make a word web: In the middle of the web is a prefix, suffix or root; students form other words by adding to the morpheme in the center of the web. For example:

-Demonstrate how you can figure out the meaning of abstract, protract, and retract by looking up the definition of the word parts.

-Ask students to help you think of words that contain tract (e.g., contract, detract, attract). -Add suffixes to words on the web (abstraction, tractor).

3. Collaborative Practice: Students repeat the process with a partner using the web below as a starting point. (transform, platform, informal)

4. Guided Practice: Students work in groups of four to complete the webs below. Challenge them to find ways to connect the webs. For example, uni and form can connect to form uniform; uni+cycle = unicycle; uni+son=unison.

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Word Structure and Analysis



5. Independent Application: Have students find words they do not know the meaning of in other texts and try to determine meaning by examining the parts.

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