How To: Vocabulary Capture Sheets

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

• Grouping:  Small-Group

• 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: 20 minutes across two-three periods

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

While students are seated at their desks, I project the capture sheets. We quickly 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.

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 Capture Sheet.

Once I give the definition, I follow up with either a list, a sentence, or an antonym. I like to vary the method depending on which best supports understanding. Later in the unit, students will write their own lists, antonyms, or sentences, so mixing it up now lets me assign the opposite task later. This not only discourages copying from their capture sheets but also encourages flexible, deeper thinking about each word.

We follow this same process for each vocabulary word. Since we brainstorm examples as a class and students are still building their note-taking skills, this lesson often spans two to three days. I make sure students place their packets in their folders—they serve as valuable study guides and reference tools throughout the unit and beyond.

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.