Morphology

Lesson Objective: Enhance comprehension of key vocabulary through contextual application Methodology: Students think critically about vocabulary by answer "thumbs up/down" questions, analyze depictions and non-depictions of terms, and associate emotions with terms. Duration: Varies depending on format and number of terms. I'd allow up to five minutes per vocabulary word. "If it's not in a text with emojis, you kids can't read for ****"--Dana from The Pitt Anyone else a Pitt

Lesson Objective: Reinforce spelling patterns Grouping: independent Methodology: Students play various online games at educaplay.com and Blooket.com to reinforce concepts Duration: 10 minutes I'm psyched about all the fun games at educaplay.com! My only regret is not discovering this website sooner. There are just so many options out there. I like this one in particular for numerous reasons. 1) It's free using my MCPS Google login credentials 2) I can track student progre

Lesson Objective: Recognize and classify graphemes and vocabulary to build connections, fluency and accuracy Methodology: Students sort and classify targeted graphemes or vocabulary Duration: 5-10 minutes 🖍 How the Routine Works I use open and closed sorts for both phonology and morphology. On the first day of a new phonological unit, students classify all the target graphemes. It's an "open" sort, meaning that student may group the graphemes however they wish as long as t

mis-, mal-, anti-, contra-, dis-, non-, un-, in/im/il- and dic(t) I find it a bit disturbing that the English language has over eight prefixes with a negative connotation and less than a handful that denote positivity. What does that say about our culture? Anywho, all of the listed prefixes can be defined as "wrong, against, not." Some of these are more prevalent than others but all worth teaching. Note that the other meaning of in- (into) will be taught in a later unit. I

Power-Hitters While re-, con-, and en/em- are not connected by meaning, they're prevalent in everyday language and fairly literal. The one who/that which suffixes, -er/or, -ee, -ist, -ant/ent are all of the above: common, literal, and connected by meaning. While the definition given by IMSE is "one who/that which" I often use the wording "a person who/a thing that" as it's more relatable for high schoolers. Note that the other meaning of -er/or was taught during the Inflectio

Good Things Come in Threes I suppose it's debatable if suffixing rules are "good", however I think it is good news that only three rules exist. Suffixing can seem overwhelming, as evidenced by the number of adults I've encountered that don't know when to double the final consonant, drop silent <e>, and change <y> to <I>. And there you have the three rules. I use inquiry to introduce each rule. Students have several opportunities to implement each rule before learning a new

Lesson Objective: Review vocabulary to build automaticity Grouping: Partners Methodology: Students work in pairs to review vocabulary in a competitive format. Duration: 10-20 minutes Flashcard Review 2.0. This game is essentially a flashcard review but in the form of a competitive game. Another way to expose students to the same material without it feeling monotonous! Additionally, students are reviewing vocabulary terms versus morphemes. This lesson invites students to

Our first suffixes of the year! At this point in the year, students learned parts of speech , homophones , and critical foundational terms . We are finally ready to learn some suffixes! This unit complements my -ed x3 phonology Unit . My data demonstrates that the majority of my students don't know the three pronunciations of -ed. As mentioned in my last Interactive Unit Guide , I think teaching suffixes according to their derivations, rather than their abstract defi

Lesson Objective: Enhance comprehension of key vocabulary through word generation, comparison, and contextual application Grouping: Partners Methodology: Students work in pairs to review vocabulary in a competitive format. Duration: 15-20 minutes It's game time. How do you expose students to the same material over and over without it feeling monotonous? Change the format! This lesson invites students to apply the same connection-making strategies used in the capture sheets

A bicyle can't stand on its own because it's two-tired . Yay for corny homophone jokes.... that statement may be redundant. We have another outlier unit this year…in fact, I don’t teach any morphemes at all. Think of this unit as Foundations 2.0. That’s because I’m not ready to introduce suffixes until students can define nouns, verbs, and adjectives/adverbs. Students typically bomb the parts-of-speech portion of my pre-assessments. Even if they recall that a noun is a “pe

Below are some quick links to my anchor charts and posters referenced in my Interactive Unit Guides and How To posts . Sample anchor...

Lesson Objective: Strengthen students’ understanding of morphemes by prompting them to recognize, compare, and articulate...

Lesson Objective: Review known morpheme or phoneme to grapheme relationships. Grouping: Partner or Individual Methodology: Students...

Lesson Objective: Assess understanding of the unit mastery goal Grouping: Independent Methodology: Students synthesize their learning...

Lesson Objective: Review content in preparation for an assessment Grouping: Whole-Group Methodology: Jeopardy-style review immediately...

Lesson Objective: Generate concise definitions for vocabulary terms containing targeted morphemes. Grouping: Independently in...

Lesson Objective: Allocate time for students to revisit, complete, or improve upon unfinished or unsatisfactory work. Grouping:...

Cloze Encounters of the Fun Kind Fun fact: Close Encounters of the Fourth Kind was the last horror movie I ever watched—back in my mid-twenties. I couldn’t sleep for weeks. Every strange noise was definitely an alien about to abduct me. Luckily, we’re dealing with cloze encounters—and usually of the humorous variety. Cloze sentences are one of the many ways to reinforce vocabulary. Thank you to Hermann Ebbinghaus for discovering the forgetting curve (AKA the memory curve) i

Lesson Objective: Review morphemes to build automaticity. Grouping: Partners Methodology: Students work in pairs to review morphemes...

Lesson Objective: Analyze and sort words with targeted morphemes as they appear in a passage; demonstrate comprehension by identifying character feelings and write an sequel or alternative ending to the story. Methodology: Students read a passage containing words with the targeted morphemes. After highlighting, students sort and define vocabulary words. Last, they identify character feelings through emojis and write an sequel or alternative ending to the story using vocabu