How To: Sort & Sum the Story

• Lesson Objective: Apply morphemic segmentation to identify, define, and analyse words with targeted morphemes as they appear in a passage.

• Grouping:  Small-group to independently at seats

• Methodology: Students read a passage containing words with the targeted morphemes. After highlighting, students sort the terms by morpheme, segment and define the terms.

• Duration: 25-30 minutes for two periods.

  
  

Yup, another sorting activity!

As mentioned in How To: Spell & Sort Morphemes, I find sorting activities not only therapeutic, but also powerful as an instructional strategy. When students sort morphemes, by type (prefix, base, suffix) or by meaning,they strengthen their understanding of how words are constructed. Our brains are wired to remember information that’s been grouped or categorized, and sorting taps into that natural tendency, making it easier for students to retain what they learn.

Sorting also encourages metacognition, as students must justify their choices and explain their reasoning. It transforms abstract ideas into concrete understanding. A prefix like pre- becomes much more meaningful when students sort it alongside words with post-, re-, or un-. They begin to notice nuances, patterns, and exceptions—all key to building a flexible, deep vocabulary.

🖍 How the Routine Works

We begin in small groups, though the expectation is that students will complete most of "sort & sum" portion of the activity independently. First, we briefly review the target morphemes and their definitions. I often have student jot these at the top of the page. Next, students silently read the passage to themselves while highlighting the target morphemes. I ask students to quietly read to me at least once so I can check for fluency and accuracy. Next, we share out the highlighted words. I ask students to read the passage again, this time with a focus on fluency now that they're not simultaneously highlighting. Afterwards we'll do a quick comprehension check.

Sample sort.

Next, we sort a few of the highlighted terms by morpheme. I always try to include at least one “trickster” word to reinforce that morphemes must have meaning.

After I’m confident students understand the Part B task, we complete a few word sums from Part C. I scaffold with cloze sentences so that between context clues from the story and the meaning of the morpheme, students should be able to define the words, even if they are unfamiliar.

Sample word sums.

After students demonstrate understanding, we send them to their seats to work independently. If a student requires extra guidance, my co-teacher may work with them more closely while I meet with students one on one for phonemic awareness instruction (part of my typical routine during independent work time). Usually students will finish about half of the sort before the bell rings. The activity goes in their folders and they pick up where they left off the following day.

Check out the Interactive Unit Guides to see how this lesson fits within each unit. There, you’ll find links to unit-specific Sort & Spell the Story.