LANGUAGE RESOURCES FOR SCHOOLS - Plymouth City Council
www plymouth gov uk/sites/default/files/LanguageResources pdf
3 sept 2015 Some suggestions of games/activities, worksheets, CLIP Morphology Worksheets – regular and irregular plurals, possessives,
Section 5 – Speech, Language & Communication - Solent NHS Trust
www solent nhs uk/media/2013/section-5-speech-language-and-communication pdf
3 fév 2020 clips on the fish the easier it is to catch it Semel and Wiig (1990) Clinical Language Intervention Program Morphology Worksheets The
multicultural-children-literature-book-projects-fall-2020 pdf
www csus edu/college/health-human-services/communication-sciences-disorders/_internal/_documents/research-centers/multicultural-children-literature-book-projects-fall-2020 pdf
worksheets show words that are multisyllabic or targeting specific with paper clips attached to each hole Morphology - Verb Tenses
Lesson Plan—Appearances are Deceiving
www mbari org/wp-content/uploads/2016/01/appear pdf
Students should view the video clip several times to obtain accurate observations • Background information for fish morphology can be found on the
A Workbook for Aphasia - PDF4PRO
pdf 4pro com/cdn/a-workbook-for-aphasia-5c3de2 pdf
--For a large selection of cognition-based worksheets, seek the Therapy Guide for Language and Speech Disorders volume 2, by Kathryn Kilpatrick The Cognitive
Creating Phylogenetic Trees from DNA Sequences Student Worksheet
www cpsk12 org/cms/lib8/MO01909752/Centricity/Domain/3232/HHMI 20Creating 20Phylo 20Trees 20Answer 20Key pdf
This worksheet complements the Click and Learn "Creating Watch the video clip on slide 3 and then draw a simple tree illustrating the evolutionary
Educational Resources for Students with Autism Spectrum Disorders
www fau edu/education/centersandprograms/card/documents/educationalresourcesmanual pdf
All worksheets move the writer forward at an attainable Reproducible worksheets reinforce leading from phonology to morphology to syntax
Sorting Sea Shells Click and Learn Educator Materials
www biointeractive org/sites/default/files/media/file/2021-03/SortingSeashells-Educator-CL pdf
This Click & Learn allows students to compare the morphological In Part 1 of the accompanying worksheet, students engage in a hands-on card activity in
CELL STRUCTURE EXPLORATION ACTIVITIES
www lincnet org/cms/lib05/MA01001239/Centricity/Domain/108/cells_exploration_activities pdf
CELL STRUCTURE #6 PLANT & ANIMAL CELLS QUIZ #12 WHAT I'VE LEARNED Activity Key: Explore the Cell Movies Clip Gallery at
Pre- and post- assessments, a complete set of worksheets, and individual record keeping leading from phonology to morphology to syntax SMILE starts with the Questions and activities follow each video clip with animated reinforcement
Clip Morphology worksheets pp 124-125 has examples, (Section Nine, No 38) as has Cambridge Language Activity files p 116- 134, (Section Nine, No 5)
A variety of word webs are useful for advanced word structure study Examine this web, which incorporates criss-cross sheets, for the base port (from Latin) port
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Morphology Matters
Building Vocabulary Through Word Parts
William Van Cleave Educational Consultant W.V.C.ED
Last Updated April 2019
I. Introduction a. word knowledge & active vs. passive vocabulary b. motivation for teaching morphology c. terminology ̆ e. Anglo-Saxon, Latin, Greek: sorting by origin II. First Level Morphology ̇ ̇ III. Second Level Morphology - Latinate Words ̇ b. elements of a lesson ̇ d. Latin template & connectives IV. More Advanced Elements (as time permits) a. Greek template b. Greek combining forms c. -ti-, -ci-, & -tu-
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Different Kinds of Vocabulary &
Levels of Word Knowledge
Passive & Active Vocabulary:
A person"s
active of her passive knows far more words than she uses. Of the approximately 175,000 words in current use750,000 typical college-educated adult has a vocabulary of about
40,000 words, uses about 20,000 when she writes, and uses
only about 10,000 of that 20,000 when she speaks. Instructors should choose vocabulary words carefully. Also, if a student needs only to recognize a word in text, instruction can be less intense. If a student needs to be able to use the word, instruction will need to include a deeper understanding and application practice.
Word Knowledge:
Before teaching a word to students, show them the word and ask them to r ank it on a scale of 1 to 5 by how well they know it. This activates any prior knowlege of the word . encountered before but can"t word due to and understand word - both tone of voice word
Vocabulary Categories:
Notes:
Reading vocabulary:
words you recognize when you read
Listening vocabulary:
words you recognize when listening to speech
Writing vocabulary:
words you use when you write
Speaking vocabulary:
words you use in speech
Passive
(Receptive)
Vocabulary
Active
(Expressive)
Vocabulary
12345
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Terminology for Morphology Study (K-2)
free base ) bound base ) ) not pre derivational (lexical): un- (not) unlock re- (again) rewrite re- (back) return -s (plural) cups, books -es (plural) dishes, boxes -ing (present part.) jumping -ed (past part.) jumped -er (person) teacher -er (comparative) larger -est (superlative) largest -ful (full of) careful -less (without) nameless
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Terminology for Morphology Study
free base ) bound base ) ) not pre derivational (lexical): ar ) a
Latin-based
e
Greek-based
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cook cooking overcooked heat heating heater preheatoverheated sunset like likely liking likelihood worthunworthy worthlessness worthiest understandable underactive hopefully unwholesome
Identifying Morphemes
Word cups blend phone called recallingPhoneme Count ___________________ ___________________ ___________________ ___________________ ___________________
Morpheme Count
___________________ ___________________ ___________________ ___________________ ___________________
Phoneme/Morpheme Analysis
Ϳ
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Selecting Word Origins
cook cooking overcooked heat heating heater preheatoverheated sunset like likely liking likelihood worthunworthy worthlessness worthiest understandable underactive hopefully unwholesome
Identifying Morphemes
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Discovery Learning
un able re er pre es mis ing teach _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ word matrix word sums teach + er teacher
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noun verb adjective adverb
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Morpheme Instruction at the Elementary Level:
1.
Introduce.
̇ b. Have students trace and write the morpheme, naming its letters as they w rite. 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 letter s as they write. f. Provide or ask students to create a personal card with the morpheme on t he 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 t he morpheme. 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.
Instructor:
Say teach. Student: teach
Instructor:
Add /ing/ to teach. Student: teaching
Instructor:
Change /ing/ in teaching to /able/. Student: teachable Instructor: un- to teachable. Student: unteachable 7. Have students read phrases/sentences that include examples of words cont aining element. 8. Provide word, phrase, and sentence dictation that includes examples of w ords containing element. 9. Have students write sentences with words containing element. 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.
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Morpheme Instruction at the Middle & High School
1.
Introduce.
̇ pre-, contra-, -ment, -age but b. Have students trace and write the morpheme, naming its letters as they w rite. c. Write the morpheme in a keyword to show how it is used. d. Have students pronounce, trace, and write the keyword, naming its letter s as they write. f. Provide or ask students to create a personal card with the morpheme on t he 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 . 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.
Instructor:
Say constructed. Student: constructed
Instructor:
Change the /ed/ in constructed to /ing/. Student: constructing
Instructor:
Add re to the beginning of constructing. Student: reconstructing
Instructor: reconstructing. Student: construct
Instructor:
Add /iv/ to the end of construct. Student: constructive. 7. Have students read phrases/sentences that include examples of words cont aining morpheme. 8. Provide word, phrase, and sentence dictation that includes examples of w ords containing morpheme. 9. Have students write sentences with words containing morpheme. 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.
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Morpheme Instruction for Middle/High School
1.
Introduce.
̇ pre-, contra-, -ment, -age but b. Have students write the morpheme, naming its letters as they write. d. Have students pronounce and write the keyword, naming its letters as the y write. f. Ask students to make a morpheme card for the term or, alternatively, to add it to the vocabulary section of their notebooks. g. Using a Post-it, add the morpheme to the morpheme wall. 2. Generate with the students a list of words that contain the new morpheme . familiar, words that contain the studied element. 4. Have students build a 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 read sentences/paragraphs that include examples of words c ontaining 7. If you want the term in their active vocabulary, ask students to write sen tences with words containing element. A sentence frame may help with this activity.
Bonus Activities:
A. map or web words that come from that word part. More advanced students can even link those webbed simple word web for the Greek element tele is at right. B. #6 can be done as a cumulative activity, where students identify words that include any studied element from the year. This practice teaches students to recognize learn ed word parts and proves their frequency and therefore the usefulness of studying them. tele = far telecommunicationstelevision telescopetelextelestar telegram telepathy telekinetic telegraph
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Silent-E Spelling Rule:
hope + less hopeless re + late + ion relation hope + ed hoped place + ate + ing placating in + 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- 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 vowel-y, keep the y: boy + hood boyhood parlay + ing parlaying pray + ed prayed an + noy + ance annoyance pay + ment payment em + ploy + ment employment consonant-y, change the y to i: hurry + ed hurried fry + ed fried study + ous studious party + er partier ready + ness readiness
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