w.v.c.ed • p.o. box 5478 louisville, ky 40255 … · 2020-02-17 · 2 2020 e aeaee terminology...

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I. Introduction a. motivation for teaching morphology

b. terminology

c. Anglo-Saxon, Latin, & Greek characteristics

II. First Level Morphology a. Anglo-Saxonbasewords&affixes

b. basicpartsofspeechforsuffixing

III. Second Level Morphology - Latin & Greek a. Latinbasesandaffixes

b. elements of a lesson

c. Latin template

d. suffixesversusfinalstablesyllables

e. Greek combining forms

f. Greek template

W.V.C.ED • P.O. Box 5478Louisville, KY [email protected]: wvced.comfacebook: W.V.C.ED

Morphology Matters!Building Literacy Skills Through Word Parts

William Van Cleave, Educational ConsultantS.W.I.D.A. • February 22, 2020


Terminology for Morphology Study

affix prefixorsuffixthatcanbeattachedtothebase

base morphemethatholdsthecoremeaningofaword;everywordhasone free base standsalone;oftencalledbaseword(e.g.,port,kind) bound base onlyappearsaspartofalargerword(e.g.,struct,mit)

base word freebase;wordevenwhennoaffixesareadded(e.g.,kind)

final stable clusteroflettersattheendofawordwhosepronunciationremainssyllable consistentregardlessofthewordinwhichitappears(e.g.,-tion,-ble,

-ture);notsynonymouswiththetermsuffix

morpheme smallestcomponentofawordthathasmeaning

phoneme smallestunitofspeechsound(e.g.,/b/,/ch/)

prefix affixplacedbeforethebaseofaword(e.g.,pre-,ab-)

root wordinanoriginlanguagefromwhichEnglishbasesarederived;(sometimes,thetermisusedtoidentifybases)

suffix affixplacedafterthebaseofaword derivational (lexical): vowel:-able,-ance,-ate,-er(noun),-ish,-ive,-ize,-ous,-us (shiftspartofspeech) consonant:-ly,-like,-ment,-ful,-tude,-less inflectional (grammatical): vowel:-ed,-er(comparative),-es,-est,-ing (doesnotshiftpartofspeech) consonant:-ly,-’s,-s

assimilated prefix(oftennicknamedchameleon)where,foreaseofpronunciation,prefix thefinalletterchangesaccordingtotheinitialletterofthebasetowhich

itisattached(e.g.,ad-changestoar-beforerangetomakearrange;in-changestoim-beforepacttomakeimpact)

element (sometimescalledcombiningform)oftenusedtodescribeGreek-basedbasesandaffixes(e.g.,phone,crat,phys,epi-,a-)

connective letter(s)inEnglishwordsusedtocombinetwomorphemes;connectivesfunctionasglueandhavenomeaning(notmorphemes)

Latin-based connectabasetoasuffixortwosuffixestoeachother(e.g.,palimony,gradient,monument).-i-and-u-areconnectives;while-ul-issometimesidentifiedasaconnective,itisactuallysuffix-ule,wheretheehasdroppedbeforeavowelsuffix

Greek-based connective-o-oftenjoinstwoelements(e.g.,photograph,democracy)

note: Because in linguistics the term “root” refers to the word (in another language) from which our current stem or base is derived, base is a more clear term to describe the core meaning in an English word. Often, however, in word study with students, the term “root” is used interchangeably with “stem” and “base.”


singmutualmonochromefortydeclensionpyreexpenditurelaughorchiddistributepsychology

surreptitiouswhattelepathyfrommanuscriptpathologydoeswhitebiologyconsequencewatch

regeneratephasethoseabbreviatephonographepidemicmissabnormalcontraceptionelbowphilanthropist

hundredevacuatephonicsincredulousmoatrecuperate

bonus words:biodegradablegraphomotorsubatomic

Selecting Word OriginsLabeleachwordasAS=Anglo-Saxon;G=Greek;orL=Latin

c o o k

c o o k i n g

o v e r c o o k e d

h e a t

h e a t i n g

h e a t e r

p r e h e a t

o v e r h e a t e d

s u n s e t

l i k e

l i k e l y

l i k i n g

l i k e l i h o o d

w o r t h

u n w o r t h y

w o r t h l e s s n e s s

w o r t h i e s t

u n d e r s t a n d a b l e

u n d e r a c t i v e

h o p e f u l l y

u n w h o l e s o m e

Identifying MorphemesUnderlinethebase words.Boxtheaffixes(prefixesandsuffixes).


Discovery Learning

trees= ____________________________________

_______=__________________________________

examples: ____________________

____________________ ____________________

unhappy=_________________________________

_______=__________________________________

examples: ____________________

____________________ ____________________

larger=____________________________________

_______=__________________________________

examples: ____________________

____________________ ____________________

leader=____________________________________

_______=__________________________________

examples: ____________________

____________________ ____________________

____________=_____________________________

_______=__________________________________

examples: ____________________

____________________ ____________________

un ablere erpre esmis ing

teach

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

_______________________________________

word matrix

word sums

teach + er teacher

Basic Word Matrix Work

Why We Don’t Use =

bat + er batterrake + ing rakingcry + ed cried


n o u n

j oy

peace

hunger

expanseexpans ionexpans iveness

darknessdark

ac tac t ionac tor

loudness

dependence

s l eeps l eepers l eep iness

v e r b

re jo i ce ( s , ing , ed )en joy (s , ing , ed )

hunger ( s )hungeredhunger ing

expand(s )expandingexpanded

darken( s )darkeneddarken ing

ac t ( s )ac t edac t ing

-

depend(s )dependeddepending

s l eep ( s )

a d j e c t i v e

j oyousjoy fu l

peace fu l

hungry

expans iveexpandab le

darkdarkerdarkes t

ac t ive

loudlouderloudes t

dependentdependab le

s l eepy

a d v e r b

j oy fu l ly

peace fu l ly

hungr i ly

expans ive ly

dark ly

ac t ive ly

loud ly

dependent ly

s l eep i ly

Suffixes Both Determine & Change Part of Speech

N o t e : - e d a n d - i n g v e r b s c a n a l s o s e r v e a s a d j e c t i v e s ( c a l l e d p a r t i c i p l e s ) .


Morpheme Instruction at the Elementary Level:A Week’s Lesson in E.L.A.

1. Introduce.a. Writethemorphemeforstudentstosee.Writeaffixeswithdashestoshowtheyattach

to bases. (e.g., -s, un-)b. Have students trace and write the morpheme, naming its letters as they write.c. If the morpheme is bound, write it in a keyword to show how it is used.d. Have students pronounce, trace, and write the keyword, naming its letters as they write.e. Explain and write the meaning of the morpheme. (Either use direct instruction or,

wherever possible, help students use discovery learning to uncover its meaning.)f. Provide or ask students to create a personal card with the morpheme on the front and

its keyword and meaning on the back. g. Using a Post-it, add the morpheme to the morpheme wall or chart.

2. Generate with the students a list of words that contain the new morpheme.3. Ask questions to help students generate other known words that contain the morpheme. (e.g., for un-: “What would a word be for ‘not kind’?” (unkind) (e.g., for port: “What would a word be for ‘to carry back’?” (report)4. Have students build a matrix or build word sums from an existing matrix for the

morpheme.5. Have students locate and underline the morpheme in words containing it. Alternatively,

have the students complete word sorts.6. Have students participate in morphemic awareness activities (oral manipulation of

morphemes in words). Use felts or chips to represent the morphemes you move just as you would for phonemic awareness activities. (See Donah’s texts for scripted activities.)

Instructor: Say teach. Student: teachInstructor: Add /ing/ to teach. Student: teachingInstructor: Change /ing/ in teaching to /able/. Student: teachableInstructor: Addtheprefixun- to teachable. Student: unteachable

7. Have students read phrases/sentences that include examples of words containing element.8. Provide word, phrase, and sentence dictation that includes examples of words containing

element.9. Have students write sentences with words containing element.10.Havestudentslocatewordsthatcontainfamiliarprefixesandbasesinparagraphsor

longer pieces.* Games and other activities can be added or even used instead of some of the activities

above. See separate page of supplemental activities.


Morpheme Instruction at the Middle & High School Level: A Week’s Lesson in E.L.A.

1. Introduce.a. Writethemorphemeforstudentstosee.Includeappropriatedashesforaffixes.(e.g.,

pre-, contra-, -ment, -age but port, struct)b. Have students trace and write the morpheme, naming its letters as they write.c. Write the morpheme in a keyword to show how it is used.d. Have students pronounce, trace, and write the keyword, naming its letters as they write.e. Explain and write the meaning of the morpheme. (Either use direct instruction or,

wherever possible, help students use discovery learning to uncover its meaning.)f. Provide or ask students to create a personal card with the morpheme on the front and

its keyword and meaning on the back. g. Using a Post-it, add the morpheme to the morpheme wall or chart.

2. Generate with the students a list of words that contain the new morpheme.3. Providedefinitions,andhavestudentsretrievefrommemoryother,recognizablebutless

familiar, words that contain the studied morpheme.4. Have students build a matrix for the morpheme or build word sums from an existing

matrix.5. Have students locate and underline the morpheme in words containing it. Alternatively,

have the students complete word sorts.6. Have students participate in morphemic awareness activities (oral manipulation of

morphemes in words). Use felts or chips to represent the morphemes you move just as you would for phonemic awareness activities. (See Donah’s texts for scripted activities.)

Instructor: Say constructed. Student: constructedInstructor: Change the /ed/ in constructed to /ing/. Student: constructingInstructor: Add re to the beginning of constructing. Student: reconstructingInstructor: Dropthefirstprefixandthe/ing/inreconstructing. Student: constructInstructor: Add /iv/ to the end of construct. Student: constructive.

7. Have students read phrases/sentences that include examples of words containing morpheme.

8. Provide word, phrase, and sentence dictation that includes examples of words containing morpheme.

9. Have students write sentences with words containing morpheme.10.Havestudentslocatewordsthatcontainfamiliarprefixesandbasesinparagraphsor

longer pieces.* Games and other activities can be added or even used instead of some of the activities

above. See separate page of supplemental activities.


Silent-E Spelling Rule: Drop the e before adding a vowel suffix.

hope + less hopeless re + late + ion relationhope + ed hoped place + ate + ing placatingin + vade + ing invading in + vase + ion invasion race + i + al racial com + pro + mise + ing compromising

CVC (or 1-1-1) Doubling Rule: In 1 syllable words ending in consonant-vowel-consonant (cvc), double the final consonant before adding a vowel suffix.

double: do not double:ship + er shipper ship + ment shipment snag + ed snagged last + ing lasting drug + ist druggist host + ess hostess

Y Spelling Rule: Never drop the y. Keep it or change it. If a word ends in vowel-y, keep the y. If a word ends in consonant-y, change the y to i unless the suffix begins with i.

vowel-y, keep the y:boy + hood boyhood parlay + ing parlayingpray + ed prayed an + noy + ance annoyancepay + ment payment em + ploy + ment employment

consonant-y, change the y to i:hurry + ed hurried fry + ed friedstudy + ous studious party + er partierready + ness readiness unless the suffix begins with i (which would create a double i): fly + ing flying study + ing studying

CVC (or 1-1-1) Doubling Rule-Extended: In multi-syllable words ending in consonant-vowel-consonant (cvc), double the final consonant before adding a vowel suffix if the last syllable in the baseword gets the accent.

com + mit + ed committed trans + fer + ing transferring

Do not double if the last syllable does not get the accent.of + fer + ing offering lim + it + ed limited

Morphology & The Three Great Spelling Rules


A Note on Procedure for Word OriginsAsignificantconceptualdifferenceexistsbetweenbasic phonological decoding (division by sound) and morphological work (division by meaning). With morphology we no longer examine words based on syllabication; rather, we examine them based on parts for meaning. Examples are above at right. Morphological study leads to an understanding of more challenging spellings and an enhanced vocabulary.

Supplemental Activities1.Havestudentswriteaprefixorbaseinthecenter,andmaporwebwordsthatcomefrom

that morpheme. More advanced students can even link those webbed words to other prefixesandbases.AnexampleofasimplewordwebfortheGreekelement-tele- is at right.

2. Have students locate words that contain familiar prefixesandbasesinmagazineornewspaperarticles.Thispracticeteachesstudentstorecognizelearnedmorphemes and proves their frequency and therefore the usefulness of studying them.

3. Provide students with a “word of the day,” which theymustanalyzeatthephonological(phonemes,syllables,blends/digraphs,etc.)andmorphological(languageoforigin,prefix/base/suffix,advancedstructures,meaningifpossible) levels. This provides both review and a fascinating study!

4.Suffixesoftendeterminepartofspeech.Examinethesewordstoseehowtheirpartsofspeechchangeasdifferentsuffixesareadded:

prefix prefix baseconnective suffixconnective suffix suffix

inter de part ment al lydis pro port ion ate ly ad vent ur(e) ous nat(e) ur(e) al ly re med i at(e) ion ir reg ul(e) ar ly

tele = far

telecommunications television

telescope telex telestar

telegram

telepathy

telekinetic

telegraph

phonological division morphological division

e la tion e lat ionin som ni a in somn i acon tra dic tion contra dict ion


Supplemental Activities (continued)

5.Havestudentswriteliteraldefinitionofgivenwordusingknowledge of element meaning, or have them provide wordtomatchprovidedliteraldefinition(crisscrosssheets). An example is at right.

Here’s a word web that incorporates criss-cross sheets, for the base port (from Latin).

6.Latin&GreekWordGeneration:Underlinearecognizablemorpheme,andlistotherwords that share that morpheme.

port(carry)

comportmentapportionopportunityproportioninsupportableteleportunimportant

support

____________________

report

____________________

export

____________________

transport

____________________

deport

____________________

import

____________________

transport

carry across ___________________

bene f i c i a l

_____________

_____________

_____________

_____________

_____________

autograph

_____________

_____________

_____________

_____________

_____________

pos i t ion

_____________

_____________

_____________

_____________

_____________


___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

8. Sample Activity: Using Matrices for Word Building

structure

benevo len tpedomete rpo lyes te rrepu l s ive

compe l l ingpo lygamyexped ien tben ign

bene fac to rcompulsorypo lygonimpediment

peda limpuls iv i tybene f i c i a lpo lyg lo t

7. Sample Activity: Sort Words by Common Morpheme

pede

_____________

_____________

_____________

_____________

po ly

_____________

_____________

_____________

_____________

bene

_____________

_____________

_____________

_____________

pe l/pul se

_____________

_____________

_____________

_____________


Latintemplate: 55%ofEnglishwords

Greektemplate: 11%ofEnglishwords

Latin structure

confide

eruption

counterproposal

regenerative

Greek structure

psychometrics

photographic

synchronize

sympathetic

9. Sample Activity:Identifying Morphemes

Underline bases, circle connectives,andboxaffixes.


c h a l l e n g e

per turbed

bene fac to r

rupture

amiab leamicab le

env i s ion

enc losure

an t ib io t i c

au tob iography

euphonyeuthanas ia

geo thermal

s i s t e r w o r d

dis turb

bene f i t

d i s rupt

amigo

v i s ion

c lose

an t i soc ia lb io logy

automobi l eb io logyparagraph

euphemismeulogy

geographyThermos

s h a r e d m e a n i n g

________________

________________

________________

________________

________________

________________

________________________________

________________________________________________

________________________________

________________________________

10. Sample Activity: Sister Words for Shared Meaning


To s

tudy y

our

card

s use

“Th

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Me

tho

d”!

1)

Put

dow

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card

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form

your

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2)

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elf

Pic

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the d

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YE

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Set

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side,and p

lace

a n

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in y

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box.

NO

... ca

refu

lly r

evie

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he b

ack

of

the c

ard

until you f

eel

you k

now

it,

then p

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it b

ack

in y

our

box, and

choose

anoth

er

card

fro

m y

our

box t

o a

nsw

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Keep p

utt

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side t

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ard

s you k

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and r

evie

win

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nes

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ntil you k

now

them

all!

dem

ocra

cy

con

ven

tion

pri

mary

del

egate

“The

Box

Met

hod

” W

illiam

Van C

leav

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Shir

ley K

okes

hIn

stru

ctio

n s

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t by S

usa

n S

cham

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and C

her

yl Sw

anso

n, Tri

ad A

cadem

y, W

inst

on-S

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m, N.C

.

No c

ard

leaves

the b

ox u

ntil you g

et

it r

ight

once

.

This

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ay t

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your

card

sth

an just

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pin

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3)

Now

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with t

he d

efinitio

ns

up!

A Technique for Reviewing Word Parts &Vocabulary Terms Independently

Identifying Morphemes: The /shun/ Question

1.Underlinethebase. 2.Boxanyaffixes. 3.Circleanyconnectives.

contraction

c o n t r a c t i o n

c o n t r a c t i o n

regression

r e g r e s s i o n

r e g r e s s i o n

magician

m a g i c i a n

m a g i c i a n

Guess

CorrectAnswer


morpheme meaning sample word

Anglo-Saxon Prefixes

a- on, in acrossfor- away, against forbidfore- before, ahead foreheadmis- wrong(ly) mistakeout- beyond outlawun- not unhappyunder- below underrate

Anglo-Saxon Suffixes

-ed past tense jumped-ly adverb likely-ful quantity noun spoonful adjective doubtful-ful + -ly adverb hopefully-less adjective worthless-ness noun darkness-ing verb digging-er comparative adj. greater-est superlative adj. greatest-ish adjective brownish verb furnish-hood noun adulthood


Latin Prefixes

ab-, abs- away from absentcircum- around circumferencecontra-counter- against contradictde- down from, descend concerning extra- beyond extraordinaryinter- among, between interruptmulti- many multimillionaireper- through perforate completely perfectpost- after postponepre- before previewpro- for, forth proceedre- again recopy back rejectse- apart from separatesuper- over supervisetrans- across transport

Assimilated Latin Prefixes

Often, instructors teach the core prefix (e.g., ex-) early on, returning later to add its assimilations when students are ready.

ex- (e-, ef-) out of exitdis- (di-, dif-) apart distant not dissatisfiedad- (ac-, af-, ag-, al-, an-, ap-, ar-, as-, at-) to, toward, at advanceob- (oc-, of-, op-) object againstsub- (suc-, suf-, sup-) under submarinecon- (com-, col-, cor-) with, together construct in- (im-, il-, ir-) in invade not insane

Common Morphemes (William Van Cleave compilation - from Everything text)



Latin Bases

transparent

aud hear audiodice, dict say dictateject throw ejectmise, miss, mit send missionmobe, mote, move move movepel, pulse push expelport carry portablerupt break interruptscribe, script write scriptspece, spect, spice see spectaclestract drag, pull tractorvide, vise see video

main list

cape, capt, ceive, cept, cipe take capturecede, cess go, yield recedecide, cise cut, kill scissorsclaim, clame call out exclaimclause, close, clude, close, shut closetcluse crede believe creditcourse, cur, curse run currentduce, duct lead educateface, fact, fect, fice make factoryfeder, fide trust federalfer carry referfine end, limit finishflect, flex bend flexibleform form formgene, gener birth, origin genegrade, gress walk, step, progress move lect, lege, lige choose, elect speak, read pede foot pedalpend, pense hang, weigh pendulumplice, ply fold reply


pone, pose, pound put, place positionpress press pressquest, quire, quise ask, seek questionsede, side, sess sit residencesense, sent sense, feel sensitivesist, stance, stant, stable standstate, stite spire breathe inspirestruct build structuretain, tene, tine hold containertend, tense, tent stretch, tension strainvail, vale be strong, value powervene, vent come conventionverse, vert turn invertvite, vive live survivevoce, voke call vocal

There are a number of Greek morphemes worth learning though Greek bases and affixes typically appear in more specialized vocabulary.

Of the many Greek morphemes, graph, gram, which means write, is particularly common and worth teaching first. Others can be found in the Everything text.

Common Morphemes (William Van Cleave compilation - from Everything text)


Some Sample Matrices

mis

pre

re

calc"stone"

ule

able

us

ate

ed

ion

or

s

ing ly

Created with Mini MatrixMaker, at www.neilramsden.co.uk/spelling/matrix

astro

meta

ge o

phys"naturalscience"

ic

al

ist

s

io logy

ique


acr

an

ep

hom

pseud

syn

onym"name"

ous


poly"many"

gamist s

y

gon al

graph s

nom ial s

pept ide s

phag ia

theism

ist ic

ureth* ane

ploid

un satur ate ed


con

de

re

se

mis

re

un

e

rein

intro

co

over

re

pro

ducelead

ate

ed

ion al ly

er

ible

ment

ive ness


ab

de

re

se

non

supercon

re intro

co

post

re

un

under

pro

ductlead

ed

ile

ing

ion

or

s

ively

ness


All of these matrices were created with Mini Matrix-Maker,at www.neilramsden.co.uk/spelling/matrix.


Useful Morphology ResourcesBooks:Anderson,C.Wilson,T.ElliCross,andJoanStoner.VAK Tasks,Intermediate Prefixes, Roots and Suffixesseries,

Essential Rootsseries,Essential Prefixesseries.Workbook of Resource Words for Phonetic Reading.wvced.com.(severalseriesformiddleandhighschool)

Barr,Cooper,Follis,Lindsay,Parsons.Prefixes,Roots,Suffixes.(3referencetexts.)wvced.com.Bowers,Peter.Teaching How the Written Word Works.wvced.com.(matrices)Donah,Sandra.Improving Morphemic Awareness Using Latin Roots & Greek Combining Forms.wvced.com.

(morphologicalawareness-advanced)Donah,Sandra.Improving Morphemic Awareness Using Base Words & Affixes.wvced.com.(morphological

awareness-basic)Gold,DianeHickey,ElaineRusso,LindaWallace,JudyShapiro.PS: Prefixes, Suffixes, Roots (A Resource of

Lists, Phrases, Sentences, Poems, and Stories).wvced.com.(sequencedlessons,includingwords,phrases,sentences,andpassages-basiclevel)

Gold,DianaHickey,ElaineRusso,LindaWallace,JudyShapiro.PPS: Advanced Prefixes, Suffixes, Roots, and Connectives (Resource of Lists, Phrases, Sentences, Stories & Activities).wvced.com.(sequencedlessons,includingwords,phrases,sentences,andpassages-advancedlevel)

Kleiber,Margaret.Specific Language Training: An Orton-Gillingham Curriculum for Adolescents.wvced.com.(adolescentOrton-Gillinghamcurriculum)

Morgan,KennethB.Dynamic Roots - Language Training Program. wvced.com.(sequencedlessons,includingwordsandsentences,thoroughteacher’smanual,andpracticepagesforeachroot)

VanCleave,William.Everything You Want To Know & Exactly Where To Find It: A Reference Guide for Teachers of Orton-Gillingham & Other Multisensory Approaches. wvced.com.(referenceguidewithteachingconceptsandwordlistscoveringmorphologicalconcepts--inadditiontobasicO.G.)

VanCleave,William&CarolineDover.Phrases & Sentences for Reading & Spelling.wvced.com.(wordsfromEverythingtextorganizedbyconceptandusedinphrasesandsentences)

Other Resources:MorphologyDeck(wvced.co)PhonicsDiceDeluxe&PhonicsDiceBoosterKit(wvced.com)Variousgamesandactivities(wvced.com)

Vocabulary & Morphology Websites:etymonline.com dictionary.com vocabulary.com visualthesaurus.commatrixmaker(Bowers&Ramsden):http://www.neilramsden.co.uk/spelling/matrix/index.html

Selected Research Supporting Morphological Intervention:Bowers,P.N.,Kirby,J.R,&Deacon,S.H.2010.“Theeffectsofmorphologicalinstructiononliteracyskills:A

systematicreviewoftheliterature.”Review of Educational Research,80,144–179.Goodwin,A.P.,&Ahn,S.2010.“Ameta-analysisofmorphologicalinterventions:effectsonliteracy

achievementofchildrenwithliteracydifficulties.”Annals of Dyslexia,60,183–208.Goodwin,A.P.&Ahn,S.2013.“AMeta-AnalysisofMorphologicalInterventionsinEnglish:Effectson

LiteracyOutcomesforSchool-AgeChildren.”Scientific Studies of Reading,1–29.


Latin29%

French (mostly from Latin)

29%

Germanic (OE, ME, ON, Dutch)

26%

Greek6%

Other6%

Names4%

ORIGINS OF ENGLISH

Important Notes:• The % of Greek-based words in English hovers between 6-11% overall, but

counting only science terminology moves that number up to 70%. • 90% of new words to English are of Greek and/or Latin origin.

Word Origins ResourcesCarreker,Suzanne.Word Detective: Discovering The History of The English Language.neuhaus.org.(wordoriginsfor

youngerstudents)Durkin,Philip.Borrowed Words: A History of Loanwords in English.OxfordUniversityPress,2014.Harper,Douglas.etymonline.com.(bestonlineresourceforetymologicalstudy)Kemmer,Suzanne.WordsInEnglish(website).ruf.rice.edu/~kemmer/Words04.(websiteonhistoryofEnglish)King,DianaHanbury.English Isn’t Crazy! The Elements Of Our Language And How To Teach Them.proedinc.com.

(straightforwardhistoryofEnglish)VanCleave,William.Everything You Want To Know & Exactly Where To Find It: A Reference Guide for Teachers of

Orton-Gillingham & Other Multisensory Approaches. wvced.com.


A two-color poster-size version of this chart is available from W.V.C. ED.Please do NOT copy this chart except for personal reference.

Gen

eral

Tre

nds

usua

lly m

ultis

ylla

bic

wor

ds

few

vow

el te

ams b

esid

es a

i:

typi

cally

aca

dem

ic, T

ier 2

wor

ds

ass

ail,

reta

in

Com

mon

Str

uctu

res

conn

ectiv

es i

and

u: b

inom

ial,

solit

ude,

co

nspi

cuou

s

ti, si

, and

ci =

/sh/

: no

tatio

n, c

ruci

al

tu =

/cho

o/:

even

tual

, fo

rtuna

te, s

patu

la

ture

= /c

her/

: ad

vent

ure,

, n

atur

e

cham

eleo

n pr

efixe

s:

atte

ntio

n, c

olla

pse

ct, p

t: a

ct, t

empt

soft

c be

fore

e o

r i:

certa

in, c

ity

Gre

ek O

rigi

ns:

11%

Gen

eral

Tre

nds

ofte

n in

volv

e sc

ienc

e, sc

hool

, or t

he a

rts

typi

cally

dom

ain-

spec

ific,

Tie

r 3 w

ords

Com

mon

Str

uctu

res

conn

ectiv

e o:

dem

ocra

t, ph

otog

raph

y =

i: c

yclo

ne, g

ym, m

yth,

type

ph =

/f/:

pho

bia,

pho

nics

, typ

hoon

ch =

/k/:

mon

arch

, orc

hid,

scho

ol

k in

long

er w

ords

: ki

lom

eter

, kin

esth

etic

th in

long

er w

ords

: a

thle

te, t

hyro

id

sile

nt in

itial

p:

pneu

mon

ia, p

sych

olog

y

-logy

: ar

chae

olog

y,

biol

ogy,

tech

nolo

gy

suffi

x -ic

:ch

aris

mat

ic,

chro

nic,

mus

ic

Trac

king

Wor

d O

rigin

s A

nglo

-Sax

on O

rigi

ns:

20%

Gen

eral

Tre

nds

usua

lly m

onos

ylla

bic

wor

ds

num

bers

1-1

000:

one

, tw

enty

, hun

dred

basi

c co

lor w

ords

: br

own,

gre

en, r

ed

sim

ple

body

par

ts:

arm

, thr

oat,

thig

h

shor

t non

-pho

netic

wor

ds:

coul

d, d

o

mos

t vow

el te

ams:

boa

t, ho

use,

feel

shor

t wor

ds w

ith si

lent

lette

rs:

typi

cally

eve

ryda

y, T

ier 1

wor

ds , k

now

Com

mon

Str

uctu

res

ff-ll-

ss w

ords

: cl

iff, t

all,

gras

s

ch =

/ch/

: ch

ore,

chi

n, b

ench

ck, t

ch, a

nd d

ge:

ck, w

itch,

dg

e

th in

shor

t wor

ds:

than

, thi

n, th

ick

k in

shor

t wor

ds:

kep,

kill

, kin

d

wh:

whe

n, w

hisp

er

ng:

hang

, son

g, st

ing

wr:

wris

t, w

rite

wild

/old

wor

ds:

child

, in

, pos

t, to

ld

o

copy

righ

t W.V

.C.E

D (w

vced

.com

) - 2

nd E

ditio

n, 2

019

2-sy

llabl

e co

nson

ant-l

e w

ords

:

bu

bble

, fiz

zle,

tric

kle

Latin

Ori

gins

: 55

%

prefix

suffix

base

conn

ectiv

e(u

sual

ly i)

prefix

suffix

base

conn

ectiv

e oba

se

w.v.c.ed • p.o. box 5478 louisville, ky 40255 … · 2020-02-17 · 2 2020 e aeaee terminology...

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