Transcript Morphemic Analysis

Morphological/Structural
Analysis
for Word Identification,
Spelling and Meaning
Education 573
Spring, 2015
University of Bridgeport
Teaching students key vocabulary can
include teaching them to look for affixes
and root words that they know and can
help them determine the meanings of
new words as they read.
Morphology is…
morphe = form -logy = to study
• The study of meaningful units of language
and how those units are combined in
words
• Morpheme: the smallest meaningful unit or form in a
language
• Example:
cat
-s
cats (1 syllable word, 2 morphemes)
Why study morphology?
Knowing morphemes can help
readers identify words.
Why study morphology?
Knowing morphemes can help
readers figure out the
meanings of words.
Structural Analysis
• The number, order of and type of
morphemes used to make up a particular
word is called its structure.
Structural/Morphological Analysis
• For about 40-50% of words known by children,
there is evidence that they worked out meanings
by consciously combining prefixes and suffixes
(i.e. Un-, -able) with known root words or by
analyzing compound words into their components.
(Anglin, 1993)
More research is needed.
Typical structure:
prefix + root + connective + suffix
trans
port
a
tion
Bound Morphemes
Bound morphemes:
Have meaning, but cannot stand alone.
Bound morphemes are referred to as affixes
Prefix: transSuffix: -able
• There are two types of affixes;
• There are two types of bound morphemes;
prefixes and suffixes
Prefix
Letters added to the beginning of a
(base/root) word that changes its meaning
un-
pre-
re-
trans- inter-
sub-
Suffix
Letters added to the end of a (base/root)
word or another suffix that changes its
meaning or the way it can be used in a
sentence.
Free morphemes: Have meaning and can
stand alone.
Free morphemes are referred to as roots
lock
3 morphemes
un + lock + ing
bound
prefix
free
root
bound
suffix
Root
The form of a word after the affixes (prefixes and
suffixes) are removed.
Reporter
contracting
transformed
Compound Words
A compound word is made when
two words/roots are joined to form
a new word.
A compound word is made when
two free morphemes are joined to
form a new word.
Compound Words
lifetime
elsewhere upside grandmother
cannot
baseball fireworks passport
become became
sunflower crosswalk
basketball superstructure
-ject = to “throw”
•
• e (ex) (“out”)
Verb
eject
• in
(“in”)
inject
• pro
(“forward”)
project
(-tion “the act of”)
Noun
ejection
• inter (“between”)interject
• sub
• re
(“under”)
(“back”)
reject
subject
injection
projection
interjection
subjection
rejection
When do we teach?
• Grade 1 introduce the concept with very basic common
morphemes (suffixes: -ing, -ed, -er, -est) Can introduce the
Latin elements such as the prefix ex-, pre• Grades 2/3 continue with common prefixes and suffixes, use
compound words to develop the concept of morphology
• Grade 3/4 introduce the most common Latin roots, continue
with affixes
• Grades 5-6 study in depth Latin roots and affixes, introduce
Greek, chameleon prefixes
• Grades 7/8 study in depth Greek combining forms
• High school continue studying the most sophisticated
morphemes
7 Guiding Principles for Morphemic
Instruction
• Provide explicit instruction in how morphemic analysis
works
• Teach most common, most transparent first
• Examine relationships between words through “word
families”
• Provide a structure so students can use analysis
independently
• Sufficient review and practice to build automaticity
• Summarize and reflect on the lesson content, structural
patterns and procedures
• Be clear that it (morpheme analysis) doesn’t always work
Lesson 1
Setting the stage using compound words
Objectives:
1. Define the term morpheme
2. Know that parts of words carry meaning
3. Knowing the parts can help define the
whole
4. Knowing it doesn’t always work
Lesson 2:
Examples versus Non-examples
Objective:
1. Define prefix.
2. Define suffix.
3. Locating examples/ non-examples of the prefix prepretty prevent
Locating examples/ non-examples of the suffix –ing
looking vs. king
Typical Introduction
T: Present orally: support, transport, import, export,
report
S: Repeat above
T: In what way do those words sound the same? (port)
T: Presents visually above words
S: Reads words
T: In what way do these words look the same (p,o,r,t)
T: Where is “port” p,o,r,t in the words?
T: What does “port” mean? How does “port” change the
meaning of the root word?
port
•
•
• tra
•
to carry
My brother needed
transportation to
the airport.
Introduction: “tion”
T: Present orally: support, transportation, invitation,
S: Repeat above
T: In what way do those words sound the same? (shun)
T: Presents visually above words
S: Reads words
T: In what way do these words look the same (t,i,o,n)
T: Where is “shun” t,i,o,n in the words?
T: What does “shun” mean? How does “tion” change the meaning
of the root word?
-tion words
• Verb
•
•
•
•
•
•
•
collect
invent
infect
perfect
elect
experiment
explore
•
•
•
•
•
•
•
•
Noun
collection
invention
infection
perfection
election
experimentation
exploration
-the a is a bridge to get us from the word to -tion
A word about the really weird
looking suffixes:
Some suffixes look really hard and scary, but
once you understand them, they are easy to
read. They always say the same thing:
-cian /shin/
-xious /shus/
-cious /shus/
-tial
/shul/
-tious /shus/
-cial /shul/
The key ci and ti make the sound /sh/.
The spellings alter to accommodate whatever came
before it in the word.
Examples of student tasks:
• Read the room for prefix/ suffix of the day or to
review several affixes
• Grab any text and search for morpheme of the
day, list on paper
• After doing several affixes, teacher posts several
base words, teams mix & match base words and
affixes to make as many words as possible in 1
minute
• Cumulative review Bingo- affixes on board, T
calls out definition, S match to affix
Building a Morphology Board
Prefixes
preundis-
Latin Roots
ject
spect
dic/dict
ree-, ex-
Suffixes
-ing
-ful
-ly
-tion
rejection
predicting
disrespectfully
Resources for Beginning the
Study of Morphology
• Ganske, K. Mindful of Words. Guilford Press. 2008.
• Henry, M. Words. Pro.ed. 1990.
• Johnson, K & Bayrd, P. Megawords Workbooks 2-8.
EPS. 2002.
• King, D.H. English Isn’t Crazy! Pro.ed. 2000.
• Numes & Bryant. Improving Literacy by Teaching
Morphemes. Routledge. 2006.
• Websites of interest:
http://etymonline.com
http://wordinfo.info