How To: Vocabulary Capture Sheets

• Lesson Objective: Use identify, define, and analyze terms with targeted morphemes using morphemic segmentation.

• Methodology: Students complete word sums by combining or segmenting targeted morphemes. For selected vocabulary terms, they record definitions along with examples, sentences, or antonyms.

• Duration: 30-40 minutes

Selecting Vocabulary with Purpose

As I mentioned in my Scope and Sequence post, selecting the most effective content is a monumental task—especially when it comes to choosing targeted vocabulary to exemplify each morpheme. I carefully consider a word’s relevance to daily life, academic settings, and the morpheme itself. I avoid words that include the morpheme only in a figurative or abstract sense, as these tend to obscure meaning rather than clarify it. Because many of my students have limited Tier 2 vocabulary, I generally stay within that range and rarely incorporate Tier 3 terms.

The number of terms I select depends on the number of morphemes introduced. In weeks without derivational suffixes, I typically introduce three terms per morpheme. However, since there are a vast number of noun and adjective/adverb derivational suffixes, I reduce this to two terms per Latin base and one per suffix.

🖍 How the Routine Works

The Capture Sheet format evolves throughout the year. At the beginning of the year, we spend more time on guided suffixing. We'll review suffixing rules then complete a few word sums together. Next, I set the timer for two minutes and circulate while students complete the rest. I include both combining or segmenting targeted morphemes so they have practice with both. While circulating, I'm checking to see if students are recognizing morphemes and applying suffixing rules. If not, I'll provide feedback such as, "I think there's actually two morphemes in the word part" or "don't forget the dropping silent e rule for this sum." After the timer goes off, I'll model any word sums that numerous students struggled with and explain why there may have been difficulty

Later in the year, when we're focusing on derivational suffixes, I'll ask students to consider part of speech. I want to drive home the idea that even if they don't know what the word means, if they recognize the suffix, it could at least tell them if it's a thing, an action, or if it describes.

Sample Capture Sheet from early in the year.

Sample capture sheet from the verb derivational suffixes unit.

Now comes the heart of the lesson: introducing the vocabulary terms. I keep my teacher word banks (see interactive guides for unit-specific lists) close while modeling—thinking on the spot is not the goal here (I'm already multitasking enough--No, I will not write you a bathroom pass—you were gone for 20 minutes yesterday).

Sample Frayer Model

I've tried several different procedures for introducing vocabulary. At one point in the year, after giving the definition, I followed up with either a list, a sentence, or an antonym. At another time I tried doing all three, with a blank Frayer model it it took too long. Most recently, I've started the list and included a cloze sentence to save time. Later in the unit, students will write their own lists and sentences, so this is a nice scaffold until then.

Check out the Interactive Unit Guides to see how this lesson fits within each unit. There, you’ll find links to the unit-specific Capture Sheets and Word Lists.