IMPROVING VOCABULARY INSTRUCTION 2 Abstract...........................................................................................................................................4 Nature of the Problem................................................................................................................... 5 Literature Review.......................................................................................................................... 7 Defining Word Analysis and Morphology.................................................................................7 Teacher Preparedness.................................................................................................................8 Effective Word Analysis Instruction..........................................................................................9 Specific Word Learning Instruction.....................................................................................9 Instructional Strategies for Morphology............................................................................10 Purpose..........................................................................................................................................12 Curriculum Goals.....................................................................................................................12 Method.......................................................................................................................................... 13 Context.....................................................................................................................................13 Scope of Project....................................................................................................................... 13 Curriculum Evaluation.............................................................................................................13 Development Procedure...........................................................................................................15 Expert Evaluation.....................................................................................................................15 Discussion..................................................................................................................................... 17 Lesson Materials...................................................................................................................... 17 Table 1......................................................................................................................................18 Feedback and Adjustments...................................................................................................... 18 IMPROVING VOCABULARY INSTRUCTION 3 Did the supplemental materials include enough information to implement for any module or lesson?........................................................................................................................... 19 How do you see these supplemental materials enhancing morphology instruction?.........19 What additional materials or resources would be helpful to add to these supplemental materials?........................................................................................................................... 19 Do you think the activities are engaging for students?...................................................... 20 What changes would you make to the materials?..............................................................20 Any other feedback you would like to provide?................................................................20 Conclusion............................................................................................................................... 22 References..................................................................................................................................... 23 Appendix A................................................................................................................................... 28 Appendix B................................................................................................................................... 29 Appendix C................................................................................................................................... 30 Appendix D................................................................................................................................... 31 Appendix E................................................................................................................................... 33 Appendix F................................................................................................................................... 34 Appendix G...................................................................................................................................35 IMPROVING VOCABULARY INSTRUCTION 4 Abstract As reading comprehension scores are sliding nationwide, an ability to increase these scores comes from effective and researched based vocabulary instruction. Many existing English Language Arts (ELA) curricula include vocabulary instruction that is mainly focused on word learning strategies, and leaves out word analysis, or morphology, instruction. This project examined one of these existing ELA curriculums and built research based supplements to expand the morphology and word analysis piece of the vocabulary instruction. The full curriculum was examined and searched for explicit instruction, student opportunities to respond and hands on learning, as well as assessment pieces. The supplemental lessons that were created aimed to fill in the gaps left behind by the existing curriculum. Full lessons were written for the first three modules and a comprehensive outline was built for the remainder of the modules. The curriculum supplements were evaluated by six professional educators who are familiar with the existing curriculum. The project illustrates the need for additional lessons, on top of a standard curriculum, in order to create a well-rounded, research and evidence based vocabulary instruction. IMPROVING VOCABULARY INSTRUCTION 5 Nature of the Problem In recent years, students have been struggling with reading comprehension nationwide. According to the National Assessment of Educational Progress (NAEP) fourth-grade reading assessment scores in 2022, 30 states and jurisdictions had significantly lower scores as compared to 2019. Twenty-two entities had no change in reading assessment scores, while none had an increase in their scores. Eighth-grade scores followed a similar pattern, with only one entity showing an improvement in their scores (Department of Defense Education Activity, the nonpublic institution that provides education for children of military families) (NAEP report card: Reading). One way to increase reading comprehension is to boost student vocabulary knowledge (Foorman et al., 2016). By providing students with research and evidence-based vocabulary instruction, students not only expand their vocabulary knowledge, but gain word analysis skills and morphological knowledge that is applicable to other unfamiliar words, essentially unlocking much of the English language (McKeown, 2019). As more and more districts nationwide are evolving to focus on the Science of Reading and evidence-based instructional practices, English Language Arts (ELA) curricula, including vocabulary curriculums, should also evolve to meet these best practices. Research has shown that students who engage with words in a morphological and analytical way, rather than just using context and definitions, are more likely to remember the word and its meaning in the future (Carlisle et al., 2013; McCutchen et al., 2021). The problem is, some ELA curricula, including the curriculum referred to in this project, use mainly specific word learning strategies such as learning a list of words each week, defining them and providing context in a story. While this is still an important part of student learning, they also need to be able to gain word consciousness IMPROVING VOCABULARY INSTRUCTION 6 and word learning strategies because we cannot teach students the definition of every single word (Bintz, 2011). As schools adopt new curricula, there are two things to consider when evaluating the vocabulary components: the appropriateness and alignment of vocabulary instruction to evidence-based practices, as well as examining the gaps in the curriculum and determining what supplemental materials to provide in order to align with best practices in teaching both specific words and word learning strategies. The purpose of this project is to address gaps found in an ELA curriculum used in a small Catholic school in an urban area and create solutions to align with evidence based instructional practices. IMPROVING VOCABULARY INSTRUCTION 7 Literature Review A potential solution that can address the gaps in ELA curriculums is to apply more effective word analysis during initial, Tier 1 instruction. Students who engage with words in a morphological and analytical way, rather than using context and definitions, are more likely to remember the word and its meaning in the future. Research has shown that vocabulary instruction focused on at least one aspect of word analysis engages students more than having students relate to the words in a story or personal experience (Silverman, 2007). In the following sections, I will define word analysis and morphology, address best practices of instruction and explore teacher preparedness to teach morphology. Defining Word Analysis and Morphology Morphology is “the conventional system by which the smallest units of meaning, called morphemes, combine to form complex words” (Bowers et al., 2010). The English language is classified as morphophonological, which means both units of meaning and units of sound are represented in print. Morphology instruction includes teaching students to recognize and manipulate morphemes, then extending that knowledge to manipulating prefixes, suffixes and root words. There is growing evidence that morphology and morphological instruction is greatly beneficial for students (Zorfass, n.d.). Word analysis is the process of breaking down words into morphemes in order to decipher their meaning and to build understanding of the full word (Zorfass, n.d.). This process of analyzing unfamiliar words helps students meet Common Core State Standards, including Utah’s standards, like ELA informational text standard RI.3.4: “Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area,” as well as literacy standard RF.4.3: “Know and apply grade-level phonics and IMPROVING VOCABULARY INSTRUCTION 8 word analysis skills in decoding words” (Common Core State Standards Initiative). Teaching word analysis skills helps students with the ability to break down words so students are able to efficiently decode unfamiliar words as well as understand their meaning (Zorfass, n.d.). Teacher Preparedness Though it has been shown that word analysis and morphology instruction is essential for student vocabulary development, teachers are often not prepared to teach morphology and word analysis (Newton, 2018). In one study by Newton (2018), a cohort of three elementary school teachers were monitored over the course of three years. These teachers participated in monthly professional development sessions focused on increasing their knowledge of Greek and Latin roots as well as the morphology of words. After the sessions, the teachers would discuss strategies that they could implement in their classrooms that pass along this knowledge to their students. Researchers, as well as the teachers, found the morphological approach was practical and much more applicable than a definitional or conventional approach to instruction. Despite this, it’s important to include multiple methods of vocabulary instruction for the most well-rounded curriculum. While teachers found this professional development and subsequent discussion helpful, teachers are rarely prepared in this way (Newton, 2018). Teachers who are early in their career are often lacking in confidence in early reading skills, including vocabulary in morphology. This lack of confidence comes from a lack of focus on reading skills instruction within educator preparation programs (Salinger et al., 2010). By providing teachers with supplemental curriculum materials, this current project aims to better prepare teachers to follow best practices of instruction and provide students with a robust vocabulary and morphology curriculum. IMPROVING VOCABULARY INSTRUCTION 9 Effective Word Analysis Instruction Effective word analysis instruction brings student awareness of not only the definition of a word, but also helps students understand how words work and allows students to apply these concepts in other contexts (McKeown, 2019). The following sections will address traditional vocabulary instruction as well as research-based morphology instructional strategies. Specific Word Learning Instruction Specific word instruction is teaching specific vocabulary words that correlate to a text in any subject. This model of vocabulary instruction gives students exposure to many academic vocabulary words and allows them to explore the word meanings (Panjaitan & Sihotang, 2020). There are two common strategies for specific word instruction- the Frayer model and concept mapping. The Frayer model is a type of graphic organizer that helps students determine the meaning of vocabulary words (Panjaitan & Sihotang, 2020). The Frayer model consists of four boxes for students to fill out- the definition of the word, characteristics, examples and non-examples. This model allows students to explore the meaning of the word and apply it by coming up with examples and non-examples. Concept mapping, while similar, has students create a ‘web’ of related ideas. The vocabulary word is written in the center and connected ideas are added to the concept map and are linked with lines (Panjaitan & Sihotang, 2020). While specific word instruction is efficient in teaching students the definition of words and their context, it lacks any sort of morphological instruction or word analysis. There is still an importance of giving students explicit specific word instruction, but since teachers cannot teach students every single word in the English language, it is vital that students receive instruction on how to identify and break down unfamiliar words. IMPROVING VOCABULARY INSTRUCTION 10 Instructional Strategies for Morphology Beyond specific word learning strategies, teachers also should provide instruction on how to break apart and identify the meaning of unknown words using morphemic analysis (i.e., analyzing meaningful word parts). One basic way of including morphology instruction in the classroom is by activating students' prior knowledge of specific morphemes (Taylor et al., 2009). For example, a teacher would present the root geo-. The teacher would define the root, which means Earth, and have students come up with examples of the root in use. This allows students to use their current knowledge and apply it in a new situation which creates new connections for the student. Research has shown that the most effective morphology instruction includes three types of connections- semantic, orthographic and phonetic (Michie, 2023). Semantic connections provide meaning for morphemes, orthography connects to letters and writing, and phonetics connects to what morphemes sound like and how the sound can be manipulated. Morphological instruction should help students with decoding as well as deciphering the meaning. Students should be taught to look at a word part-by-part, not only to read a longer multisyllabic word, but to understand what morphemes are included in the word to determine its meaning (Archer et al., 2003). A teacher could present a word to the students, for example unhealthy. The students would then look at each part of the word to determine its pronunciation as well as its meaning. The word has the prefix un- which means not. It also has the suffix -y, which turns the word into an adjective. The root of the word is health, which means free from illness or injury. This word can also be further broken down for decoding purposes into consonants, a vowel team and a digraph. IMPROVING VOCABULARY INSTRUCTION 11 Feedback and impromptu interactions should also be encouraged in the classroom. If a student is able to pick out morphemes in authentic texts or other materials, they are able to create lasting connections (McKeown, 2019). Teachers should encourage these conversations and allow students to expand their connections by asking questions such as “Where else have you seen this morpheme?” or “What do you think this word means in the story?” Providing students with open ended questions allows them to critically think about the word’s context, the morphemes and the meanings (Svanes & Andersson-Bakken, 2021). More than 90% of all discipline-specific academic vocabulary words and over 60% of general vocabulary stem from either Greek or Latin (Freeman et al., 2015). Because of this, it is crucial for students to gain exposure to Greek and Latin roots at a young age. This exposure and foundation allows students to recognize and apply the roots in other situations, therefore expanding their vocabulary and increasing reading comprehension without major additional effort. IMPROVING VOCABULARY INSTRUCTION 12 Purpose The purpose of this project is to examine a current ELA curriculum’s vocabulary instruction and to develop supplemental lessons and learning activities to appropriately fill in any gaps within word analysis instruction. While there are curriculum options offered for Kindergarten through sixth grade, this project will focus on the curriculum’s third grade version. This type of study must be done in order for students to be receiving well-rounded vocabulary instruction that follows best practices that have been shown to help students succeed in the classroom. Curriculum Goals The curriculum supplement will achieve the following goals: 1. Provide supplemental materials to build the vocabulary instruction that enhance morphological awareness and word learning skills. 2. Provide information for teachers to successfully implement the supplemental curriculum into their every day instruction. IMPROVING VOCABULARY INSTRUCTION 13 Method Context The supplemental curriculum was developed based on an existing third-grade curriculum. This curriculum was chosen as it is the material I currently use in my own third-grade classroom. The supplemental materials have been developed with the intent of using them in my own classroom. They were also created to support other third-grade teachers using the curriculum. However, the ideas and principles that the lessons are based on can be applied to other grade levels. A weekly outline was created for other teachers to use in their own grade level (See Appendix E). Scope of Project I built a supplemental curriculum for the first three modules of the curriculum. I also created an outline of supplemental lessons for the remaining nine modules of the curriculum. This outline can be used in other grade levels. Each module lasts three weeks. Each week has three days of morphology lessons, including the supplemental lessons. The first day of each week utilizes the existing curriculum, and I have created two supplemental lessons for each week. I wrote a total of 18 supplemental lessons with an additional 9 lessons used from the existing curriculum. Each of the new lessons should be used to supplement the curriculum’s word analysis lessons that are already written and provided to teachers. Curriculum Evaluation The first step of the project was to evaluate the current vocabulary and morphology curriculum. This step began by creating a template of the current vocabulary curriculum. The findings from the template were recorded in a comprehensive spreadsheet (See Appendix C). IMPROVING VOCABULARY INSTRUCTION 14 The evaluation was looking for the following pieces of vocabulary instruction: 1) Weekly and daily morphology instruction- either explicit instruction or independent practice including: a) explicit introduction to the prefix, suffix or root, b) task to connect the morpheme to words already known - taking time to activate background knowledge, c) hands-on practice with the morpheme - creating words, recognizing words in context, practicing spelling of the morpheme in sentences, etc., d) semantic, orthographic and phonetic connections. 2) A logical sequence of instruction of morphemes including prefixes, suffixes and root words. 3) Regular assessment to monitor student progress. Through my evaluation and analysis I looked for these types of connections in instruction. While creating this template and spreadsheet, I noticed the lack of morphology instruction within the existing curriculum. While there is explicit instruction and introduction to each of the morphemes, there are limited opportunities for students to activate background knowledge and connect to words they already know, limited hands-on practice, and limited connection to any semantic, orthographic and phonetic instruction. There is limited assessment included within the curriculum as well. There is a “Know It, Show It” for each week within a module, but there is no summative assessment at the end of each module. The “Know It, Show It” is a 8-10 question formative assessment. Students are usually asked to add a morpheme to a root word, in order to create a new word that completes the sentence. An example is “Know It, Show It” is included in Appendix F. The supplemental curriculum was written to use the “Know IMPROVING VOCABULARY INSTRUCTION 15 It, Show It” at a different point in the week than it is used in the supplemental material, so this step is excluded in the Day 1 lesson plans. Development Procedure After compiling the information about the current curriculum, the project moved to the second phase of developing supplemental materials. This began with an analysis of the current vocabulary curriculum and identifying what morphological instruction is included and in what capacity. After the analysis, decisions were made regarding what the curriculum is missing and how to fill in those gaps. Then, I developed a template that is applicable to each module of the curriculum. The template includes research based instructional strategies and learning activities for teachers to implement into the existing modules of the ELA curriculum. The lesson outline was developed based on Jan Miller Burkins and Kari Yates (2021) book “Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom.” The developed lessons and materials include lesson scripts, instructional strategies and any handouts or activities that would be necessary for the lessons. Activities were sourced from educator creators and in-school reading specialist Savannah Campbell of Campbell Creates Readers (2024) and early childhood education specialist Ben Lukis (n.d). Other strategies, such as incorporating multisensory activities, from Schneider & Ming (2019), were adapted from academic journals. Expert Evaluation After development, a survey was sent to thirteen educators and administrators that work at my school. They are all familiar with the ELA curriculum, and all of the teachers use it within their own class or grade level. Six of the educators provided a response and evaluation of the supplemental materials. Four of the survey respondents are elementary teachers, one from IMPROVING VOCABULARY INSTRUCTION 16 Kindergarten, one from 1st grade, one from 3rd grade and one from 4th grade. One respondent was an elementary principal and one was the Director of Student Services at the same school. The survey was created on Google Forms and sent through email. Participants were provided with an open-ended survey and an opportunity to provide feedback. The survey questions included the following: 1. Did the supplemental materials include enough information to implement for any module or lesson? 2. How do you see these supplemental materials enhancing morphology instruction? 3. What additional materials or resources would be helpful to add to these supplemental materials? 4. Do you think the activities are engaging for students? 5. What changes would you make to the materials? 6. Is there any other feedback you would like to provide? IMPROVING VOCABULARY INSTRUCTION 17 Discussion Lesson Materials There were a total of nine weekly plans created for the curriculum. Each module covers three weeks and lesson plans were written for the first three modules. The lesson plans include the morphemes covered, materials needed, the words used, and steps for three days of lessons. The plans for Weeks 1 through 3 of Module 1 include scripts for teachers to follow. Any additional activities are linked within the lesson plans and are housed in a Google Drive folder. Appendix G contains each of the full lesson plans that were created. The first day of each week follows the existing curriculum. These mini lessons introduce the morphemes, guide students through examples, and have students apply the morpheme in independent practice, called “Know It, Show It.” The second and third days of the week each begin with a review of the morphemes taught in Day 1. The lesson continues by guiding students through additional examples and non-examples of the morphemes. Students then have an opportunity to define words using their own background knowledge in a group setting. Students write an example word on their whiteboard, then underline each morpheme in the word. They continue by writing a definition for each word part on their whiteboard, then putting the pieces together to build a definition of the example word. Students then move into the application phase, where they work on an interactive notebook page, read a decodable passage, read through a fluency grid, or complete a word sort. The interactive notebooks, fluency grids, and decodable passages have been included and used with permission from Savannah Campbell of Campbell Creates Readers (2023) and Ben Lukis (n.d). Written permission is included in Appendix A and Appendix B. IMPROVING VOCABULARY INSTRUCTION 18 The final step of each week is an assessment. Students will complete the “Know It, Show It” that is included in the already existing curriculum as a formative assessment of their understanding for the week. Table 1 shows a breakdown of each day within the lesson plans. Table 1 Weekly Lesson Outline Day of the Week Lesson Outline Day 1 1. Follow existing curriculum - use Teacher’s Manual script a. Skip “Know It, Show It” Day 2 1. 2. 3. 4. Day 3 1. Review of Day 1 and 2 material 2. Additional application - choose from the same list of options 3. Assessment a. Students complete the “Know It, Show It” included with the existing curriculum Review of Day 1 material Teacher explicit instruction of examples and non-examples Student practice using whiteboards Application - choose one option a. Interactive notebook b. Fluency grid c. Decodable passage d. Word sort Feedback and Adjustments The lessons and materials were sent to thirteen educators and administrators who were familiar with the existing curriculum. Six people responded to the full survey over a two week period. The feedback received was overwhelmingly positive, with a few suggestions to enhance the instruction to make it more engaging for students. All respondents agreed that the lessons included enough information and materials to immediately implement. Full text of the survey responses can be found in Appendix D. Below I discuss finding for each of the survey questions and adjustments I made based on the feedback. IMPROVING VOCABULARY INSTRUCTION 19 Did the supplemental materials include enough information to implement for any module or lesson? All six of the survey respondents agreed that the materials contained enough information to implement in their own classroom. One respondent said they “love the interactive notebooks and variety of activities.” Another said, “The materials you created and found can be used for many different units, which is helpful for efficient planning.” A respondent also mentioned “the information was a helpful scaffold for teacher talk and student engagement.” Overall, the feedback was positive and proved the materials were robust enough to implement. How do you see these supplemental materials enhancing morphology instruction? The survey respondents all felt that the materials were “focused and explicit.” Respondents also mentioned, “The active engagement involved in breaking the words apart and the high amount of practice opportunities enhance this concept.” One survey participant mentioned the whiteboard practice provided easy access for teachers to be able to assess student knowledge and if they were “grasping concepts.” The materials were varied enough to include multiple practice opportunities for students and were seen as engaging. What additional materials or resources would be helpful to add to these supplemental materials? Most respondents felt the lessons included appropriate materials and resources without adding anything additional. One survey respondent said that some sort of manipulative would be beneficial to add, especially for younger students. Another teacher gave the idea for students to write a prefix or suffix on an index card, then write the root words on other cards to practice making words. I loved this idea, but due to time constraints in my own classroom and the feasibility of implementing these supplements in my class, I left that suggestion out. Another IMPROVING VOCABULARY INSTRUCTION 20 response mentioned the benefits of student discussion about the morphemes and words. These types of conversations were easy to add into the lessons, and instructions were added to give students time to talk to a partner about the morphemes or share with the class. Do you think the activities are engaging for students? All six survey participants said they thought the activities were engaging. One person talked about how there were many “opportunities for active responding and practice” for students and that “these activities make you look at words in a totally different way.” Another participant said “Students say the target words many times orally, written, etc. Breaking the words apart verbally and in writing helps solidify the skill you are teaching.” All feedback was positive and appreciated the various approaches to practice and instruction. What changes would you make to the materials? Four of the survey participants said they would not want to change any of the lesson plans or activities within the materials. Two respondents said they would include more of an interactive activity, like adding the index cards, or adding a multi-sensory component to the lessons. Similar to the suggestion to add a manipulative, as addressed above, due to time constraints within my own classroom, I left out adding an additional interactive activity. Teachers implementing these supplemental materials into their own classrooms could add in something like the index cards, alphabet tiles for word building, or another multisensory activity for students to gain additional practice. Any other feedback you would like to provide? Respondents said the materials were focused, explicit, and included active engagement and opportunities to respond for students. There was a suggestion to include student friendly definitions for the example words. Several changes were made throughout the lessons to ensure IMPROVING VOCABULARY INSTRUCTION 21 that the words would be understandable to all students. In the Lesson 1, Week 1 plan, I had originally included the word “miser” as a non-example of the prefix mis-. This was changed to the word “miserable,” in order to include a more common word that all students would most likely be familiar with. IMPROVING VOCABULARY INSTRUCTION 22 Conclusion In order to align with evidence-based best practices, the ELA curriculum requires supplemental materials. These materials help teachers build a well-rounded curriculum that enhances student learning. Now that the supplemental materials are developed, they will be immediately implemented in my own classroom, using the outline developed for modules 4-12. The full weekly plans and materials will be implemented at the beginning of next school year, within my own classroom. The lesson plans and lesson outline will also be available for other teachers using the ELA curriculum to enhance their own vocabulary instruction. One of the biggest pieces that is missing from the original, existing curriculum is a summative assessment at the end of each module. To continue building out the supplemental materials, the next step is to develop summative assessments that align to each module. Morphology and word analysis is a crucial component of an ELA curriculum and these supplemental materials provide active student engagement and step-by-step instructions for teachers to implement in their own classrooms. IMPROVING VOCABULARY INSTRUCTION 23 References Archer, A. L., Gleason, M. M., & Vachon, V. L. (2003). Decoding and fluency: Foundation skills for struggling older readers. Learning Disability Quarterly, 26(2), 89–101. https://doi.org/10.2307/1593592 Ben Lukis. Australian Teachers Marketplace. (n.d.). https://australianteachersmarketplace.com.au/vendor/ben-lukis/ Bintz, W. P. (2011). Teaching vocabulary across the curriculum. Middle School Journal, 42(4), 44–53. https://doi.org/10.1080/00940771.2011.11461773 Bowers, P. N., Kirby, J. R., & Deacon, S. H. (2010). The effects of morphological instruction on literacy skills. Review of Educational Research, 80(2), 144–179. https://doi.org/10.3102/0034654309359353 Burkins, J. M., & Yates, K. (2022). Shifting the balance: 6 ways to bring the science of reading into the balanced literacy classroom. Hawker Brownlow Education. Carlisle, J. F., Kelcey, B., & Berebitsky, D. (2013). Teachers’ support of students’ vocabulary learning during literacy instruction in high poverty elementary schools. American Educational Research Journal, 50(6), 1360–1391. https://doi-org.hal.weber.edu/10.3102/0002831213492844 Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C.A., Dimino, J., & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). Washington, DC: National Center for Education IMPROVING VOCABULARY INSTRUCTION 24 Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Freeman, N. D., Townsend, D., & Templeton, S. (2018). Thinking about words: First graders’ response to morphological instruction. The Reading Teacher, 72(4), 463–473. https://doi.org/10.1002/trtr.1749 Campbell Creates Readers. (2023, January 4). https://www.campbellcreatesreaders.com/ Manyak, P. C., Baumann, J. F., & Manyak, A.-M. (2018). Morphological analysis instruction in the elementary grades: Which morphemes to teach and how to teach them. The Reading Teacher, 72(3), 289–300. https://doi.org/10.1002/trtr.1713 McCutchen, D., Northey, M., Herrera, B. L., & Clark, T. (2021). What’s in a word? Effects of morphologically rich vocabulary instruction on writing outcomes among elementary students. Reading and Writing, 35(2), 325–351. https://doi.org/10.1007/s11145-021-10184-z McKeown, M. G. (2019). Effective vocabulary instruction fosters knowing words, using words, and understanding how words work. Language, Speech, and Hearing Services in Schools, 50(4), 466–476. https://doi.org/10.1044/2019_lshss-voia-18-0126 Michie, S. (2023, August 4). What should morphology instruction look like? - IMSE - journal. IMSE. https://journal.imse.com/what-should-morphology-instruction-look-like/ Mountain, L. (2002). Flip-a-chip to build vocabulary. Journal of Adolescent & Adult Literacy, 46(1), 62–68. http://www.jstor.org/stable/40017506 IMPROVING VOCABULARY INSTRUCTION 25 NAEP report card: Reading. The Nation’s Report Card. (n.d.). https://www.nationsreportcard.gov/reading/states/scores/?grade=4 National Reading Panel (U.S.) & National Institute of Child Health and Human Development (U.S.). (2000). Report of the national reading panel: Teaching children to read : An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. U.S. Dept. of Health and Human Services, Public Health Service, National Institutes of Health, National Institute of Child Health and Human Development. Newton, J. (2018). Teachers as learners: The impact of teachers’ morphological awareness on vocabulary instruction. Education Sciences, 8(4), 161. https://doi.org/10.3390/educsci8040161 Panjaitan, N. B., & Sihotang, H. M. (2020). A comparative study between frayer model and concept mapping strategy to enhance students’ vocabulary acquisition. Acuity (Universitas Advent Indonesia), 5(1), 39-66. https://doi.org/10.35974/acuity.v5i1.2221 Preparing America’s students for success. Home | Common Core State Standards Initiative. (n.d.). https://www.thecorestandards.org/ Salinger, T., Mueller, L., Song, M., Jin, Y., Zmach, C., Toplitz, M., Partridge, M., & Bickford, A. (2010, September). Study of teacher preparation in early reading instruction final report. Study of Teacher Preparation in Early Reading Instruction . https://ies.ed.gov/ncee/pubs/20104036/pdf/20104036.pdf IMPROVING VOCABULARY INSTRUCTION 26 Schneider, E., & Ming, K. (2019). Masters of morphology: Explicit multisensory structured metacognitive language strategies to foster adolescent learners’ content vocabulary. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 92(3), 101–111. https://doi.org/10.1080/00098655.2019.1608144 Silverman, R. (2007). A comparison of three methods of vocabulary instruction during read‐alouds in kindergarten. The Elementary School Journal, 108(2), 97–113. https://doi.org/10.1086/525549 Svanes, I. K., & Andersson-Bakken, E. (2021). Teachers’ use of open questions: Investigating the various functions of open questions as a mediating tool in early literacy education. Education Inquiry, 14(2), 231–250. https://doi.org/10.1080/20004508.2021.1985247 Swanson, E., Stevens, E. A., Scammacca, N. K., Capin, P., Stewart, A. A., & Austin, C. R. (2017). The impact of tier 1 reading instruction on reading outcomes for students in grades 4–12: A meta-analysis. Reading and Writing, 30(8), 1639–1665. https://doi.org/10.1007/s11145-017-9743-3 Taylor, D. B., Mraz, M., Nichols, W. D., Rickelman, R. J., & Wood, K. D. (2009). Using explicit instruction to promote vocabulary learning for struggling readers. Reading & Writing Quarterly, 25(2–3), 205–220. https://doi.org/10.1080/10573560802683663 Yousefi, M. H., & Biria, R. (2018). The effectiveness of L2 vocabulary instruction: A meta-analysis. Asian-Pacific Journal of Second and Foreign Language Education, 3(1). https://doi.org/10.1186/s40862-018-0062-2 IMPROVING VOCABULARY INSTRUCTION 27 Zorfass, J.. (n.d.). Word analysis to expand vocabulary development. Reading Rockets. https://www.readingrockets.org/topics/vocabulary/articles/word-analysis-expand-vocabul ary-development IMPROVING VOCABULARY INSTRUCTION Appendix A 28 IMPROVING VOCABULARY INSTRUCTION Appendix B 29 IMPROVING VOCABULARY INSTRUCTION Appendix C 30 IMPROVING VOCABULARY INSTRUCTION 31 Appendix D Did the What additional supplemental How do you see materials or materials include these supplemental resources would be enough information materials enhancing helpful to add to to implement for morphology these supplemental any module or instruction? materials? lesson? Do you think the activities are engaging for students? What changes would you make to the materials? Yes These are focused and explicit. I like that the materials seem easy to implement and timely! none Yes! I have observed none Katelin implementing them and there was high student engagement and great accuracy! Yes! I love the interactive notebooks and variety of activities. practice, application, review. They will provide a deeper understanding of each prefix, suffix, and root. manipulatives? - not sure how that would work for a third grade classroom but possibly for younger students Yes. Very! These adding a multi activities make you sensory component look at words in a totally different way. Yes! The materials you created and found can be used for many different units, which is helpful for efficient planning. The active engagement involved in breaking the words apart and the high amount of practice opportunities enhance this concept. Nothing - they are amazing! Just make sure to change it up a little from unit to unit so the materials stay somewhat "novel." Yes - you embed a lot of opportunities for active responding and practice. Students say the target words many times orally, written, etc. Breaking the words apart verbally and in writing helps solidify the skill you are teaching. Nothing - they are amazing! Just make sure to change it up a little from unit to unit so the materials stay somewhat "novel." Yes I like the whiteboard None practice. I can see from a teacher's perspective that it would be easier to Yes! None IMPROVING VOCABULARY INSTRUCTION 32 assess whether students are grasping concepts. Yes! Great examples and explicit instruction. (Mod 1 Week 1) Yes! Students could use index cards to write prefixes & the root words, and students could mix & match, and then write the words on their white boards or a piece if paper. Adding the index cards (or sticky notes) to make materials increasingly interactive. IMPROVING VOCABULARY INSTRUCTION Appendix E 33 IMPROVING VOCABULARY INSTRUCTION Appendix F 34 IMPROVING VOCABULARY INSTRUCTION 35 Appendix G Module 1, Week 1 Morphemes: misun- Materials: Display and Engage slide 1.4 Know It, Show It page 8 Morphology reading passages (slide 13) Anglo-Saxon fluency grids (page 10) Student whiteboards Whiteboard markers Eraser Words used: misdirect mistreat misuse misshape misread misspoke mister miserable mismatch misbehave misjudge unclear unwise unfold unpack uncover unwind undress under union untie unkind unwell Lesson Procedures: Day 1: (0:00-0:20) a. Follow the existing Into Reading curriculum (see M1W1 Teacher’s Guide) i. Do NOT complete the Know It, Show It Day 2: a. Review: (0:00-0:05) i. The lesson will begin with a review of the term “prefix”, as well as the morpheme mis1. “Yesterday we talked about what a prefix is. A prefix is a group of letters that we add to the beginning of a word to change the meaning. We also talked about the prefix mis-. What does mis- mean? Let’s think back about some of the words we used. What were some of the words? What did they mean?” a. “Mis- means badly/wrongly or the opposite of.” 2. The teacher will project Display and Engage 1.4 and talk through the previously used examples on the board b. Examples (0:05-0:15) i. The teacher will write a new example on the board - misplace. The teacher will lead students in a conversation about the word. The teacher will emphasize the peeling off strategy in order for students to build meaning of the word. 1. “Let’s take a look at the word misplace. What do you notice about this word? Does it have a prefix? If we take off the prefix mis- and cover it up, what word is left? The word place! Place means to put in a specific position. If we take that word and meaning, and add the prefix mis-, which in this case means wrongly, what does our word mean? ii. The teacher will work through 2-3 more example words as a guide for students: 1. misshape 2. misread 3. misspoke c. Non-examples (0:15-0:20) IMPROVING VOCABULARY INSTRUCTION 36 i. The teacher will write the word mister on the board. The teacher will point out that even though the word starts with mis-, it’s not used as a prefix in this situation and doesn’t have the same meaning. 1. “Take a look at the word mister. Do you see the prefix mis-? What happens if we peel off the mis- from this word. What do we have left? Is -ter a word that we know? In this case, the word mister does not have a prefix, even though it looks like it!” ii. The teacher will write the word miserable on the board. Students will decide- is this an example of the prefix mis-, or is it a non-example? 1. “The word miserable does not use the prefix mis-. It does have the root word ‘miser,’ which is a person who does not share their money or is generally grumpy, and a suffix ‘able,’which forms adjectives, but doesn’t include the prefix mis.” d. Build and define (0:20-0:30) i. Students will get their whiteboard, marker and eraser ready and on their desks ii. The teacher will write the word mismatch on the board and students will also write the word on their boards iii. Students will write the word on their boards. They will then draw arrows below the word matching to each morpheme, and write the meaning of each morpheme below, in order to build meaning. iv. The teacher will lead the class through two more examples using this same strategy using the words misbehave and misjudge. e. Application: (0:30-0:45) i. The teacher will hand out the below (linked) reading passage ii. The teacher will read the passage first as students follow along iii. After the first read, students will then chorally read the passage aloud. iv. Students will underline or highlight all of the words they see that begin with misv. After reading, the teacher and students will make a list of all of the mis- words they found in the passage. The teacher will write this list on a whiteboard for students to have a visual vi. Students will choose 2-3 words to define on the lines below the passage IMPROVING VOCABULARY INSTRUCTION 37 Day 3: f. Review: (0:00-0:05) i. The lesson will begin with a review of the term “prefix”, as well as the morpheme unii. The teacher will project Display and Engage 1.4 and talk through the previously used examples on the board g. Examples: (0:05-0:10) i. The teacher will write a new example on the board - unpack. The teacher will lead students in a conversation about the word. The teacher will emphasize the peeling off strategy in order for students to build meaning of the word. ii. The teacher will work through 2-3 more example words as a guide for students: 1. uncover 2. unwind 3. undress h. Non-examples: (0:10-0:15) i. The teacher will write the word under on the board. The teacher will point out that even though the word starts with un-, it’s not used as a prefix in this situation and doesn’t have the same meaning. ii. The teacher will write the word union on the board. Students will decide- is this an example of the prefix un-, or is it a non-example? 1. “The word union is not an example of the prefix un. The word means ‘the act of joining.’ That meaning doesn’t lead us to think of the prefix un, which means not. If we take off the IMPROVING VOCABULARY INSTRUCTION i. 38 un, we’re left with ion, which is a suffix that shows an action or condition. Putting this prefix and suffix together does not lead us to the meaning ‘the act of joining.’” Build and Define: (0:15-0:25) i. Students will get their whiteboard, marker and eraser ready and on their desks ii. The teacher will write the word untie on the board and students will also write the word on their boards iii. Students will write the word on their own boards. They will then draw arrows below the word matching to each morpheme, and write the meaning of each morpheme below, in order to build meaning. iv. The teacher will lead the class through two more examples using this same strategy using the words unkind and unwell. j. Application: (0:25-0:35) i. The teacher will hand out the un- fluency grid (page 10) ii. The teacher will read the words first as students follow along iii. Students will take turns reading each row as the teacher listens k. Assessment: (0:35-0:45) i. Students will complete the Know It, Show It (page 8) on their own as a quick check IMPROVING VOCABULARY INSTRUCTION 39 Module 1, Week 2 Morphemes: non- Materials: Display and Engage 1.10 Know It, Show It page 18 Reading passage for prefix nonStudent whiteboards Whiteboard markers Eraser Non- and review word wort Words used: Nonthreatening Nonverbal Nontoxic Nonsense Nondairy Nonslip Nonfiction None Canon Nonprofit Nonstop Nonessential Lesson Procedures: Day 1: (0:00-0:20) a. Follow the existing Into Reading curriculum (see M1W2 Teacher’s Guide) i. Do NOT complete the Know It, Show It Day 2: a. Review: (0:00-0:05) i. The lesson will begin with a review of the term “prefix”, as well as the morpheme non1. “Yesterday we talked about what a prefix is. A prefix is a group of letters that we add to the beginning of a word to change the meaning. We also talked about the prefix non-. What does non- mean? Let’s think back about some of the words we used. What were some of the words? What did they mean?” a. “non- means not.” ii. The teacher will project Display and Engage 1.10 and talk through the previously used examples on the board b. Examples: (0:05-0:10) i. The teacher will write a new example on the board - nonsense. The teacher will lead students in a conversation about the word. The teacher will emphasize the peeling off strategy in order for students to build meaning of the word. 1. “Let’s take a look at the word nonsense. What do you notice about this word? Does it have a prefix? If we take off the prefix non- and cover it up, what word is left? The word sense! Sense means the ability to understand. If we take that word and meaning, and add the prefix non-, which in this case means not, what does our word mean?” ii. The teacher will work through 2-3 more example words as a guide for students: 1. nondairy 2. nonslip 3. nonfiction c. Non-examples: (0:10-0:15) IMPROVING VOCABULARY INSTRUCTION 40 i. The teacher will write the word none on the board. The teacher will point out that even though the word starts with non-, it’s not used as a prefix in this situation and doesn’t have the same meaning. 1. “Take a look at the word none. Do you see the prefix non-? What happens if we peel off the non- from this word. What do we have left? Is -e a word? In this case, the word none does not have a prefix, even though it looks like it!” ii. The teacher will write the word canon on the board. Students will decide- is this an example of the prefix non-, or is it a non-example? 1. “The word canon does not use the prefix non-. It does have the morpheme non, but it’s at the end of the word, so it doesn’t have the same meaning or purpose” d. Build and define: (0:15-0:25) i. Students will get their whiteboard, marker and eraser ready and on their desks ii. The teacher will write the word nonprofit on the board and students will also write the word on their boards iii. Students will write the word on their whiteboards. They will then draw arrows below the word matching to each morpheme, and write the meaning of each morpheme below, in order to build meaning. iv. The teacher will lead the class through two more examples using this same strategy using the words nonstop and nonessential. e. Application (0:25-0:35) i. The teacher will hand out the below (linked) reading passage IMPROVING VOCABULARY INSTRUCTION 41 ii. iii. iv. v. f. The teacher will read the passage first as students follow along After the first read, students will then chorally read the passage aloud. Students will underline or highlight all of the words they see that begin with nonAfter reading, the teacher and students will make a list of all of the non- words they found in the passage. The teacher will write this list on a whiteboard for students to have a visual vi. Students will choose 2-3 words to define on the lines below the passage Assessment (0:35-0:45) i. Students will complete the Know It, Show It (page 18) on their own as a quick check Day 3: a. Review: (0:00-0:10) i. The lesson will begin with a review of this week’s morpheme, non-, as well as the morphemes from the week prior - mis- and un-. b. Application: (0:10-0:30) i. Students will be given a word sort along with instructions to cut out each square, leaving the top row intact. ii. Students will read through the base words and decide which prefix makes a complete and meaningful word. They will put that base word underneath the header of the matching prefix. iii. Once the sort is complete, the teacher will check the student’s work and instruct them to glue the sort on one page of their notebook. iv. When the sort is glued in, the student will write ten words from their sort on the following page of their notebook, writing the base word and prefix together in the appropriate column. IMPROVING VOCABULARY INSTRUCTION 42 Module 1, Week 3 Morphemes: -ful -less Materials: Display and Engage slide 1.13 Know It, Show It page 24 Anglo-Saxon Fluency Grids (page 18) Interactive notebook pages (page 21) Student whiteboards Whiteboard markers Eraser Reading passage -ful and -less word sort Words used: Gleeful Thoughtful Truthful Beautiful Dreadful Harmful Skillful Awful Fully Shameful Graceful Distasteful Ageless Colorless Sunless Careless Endless Selfless Flawless Angles Lesser Helpless Priceless Worthless Lesson Procedures: Day 1: (0:00-0:20) a. Follow the existing Into Reading curriculum (see M1W3 Teacher’s Guide) i. Do NOT complete the Know It, Show It Day 2: a. Review: (0:00-0:05) i. The lesson will begin with a review of the term “suffix”, as well as the morpheme -ful 1. “Yesterday we talked about what a suffix is. A suffix is a group of letters that we add to the end of a word to change the meaning. We also talked about the suffix -ful. What does -ful mean? Let’s think back about some of the words we used. What were some of the words? What did they mean?” a. “-ful means able to, full of, or characterized by.” ii. The teacher will project Display and Engage 1.13a and talk through the previously used examples on the board b. Examples: (0:05-0:15) i. The teacher will write a new example on the board - beautiful. The teacher will lead students in a conversation about the word. The teacher will emphasize the peeling off strategy in order for students to build meaning of the word. 1. “Let’s take a look at the word beautiful. What do you notice about this word? Does it have a suffix? If we take off the suffix -ful and cover it up, what word is left? The word beauty! When we add a suffix to a word that ends in y, we change it to an i. If we think about the word beauty and add the suffix ful-, what word meaning do we create?” ii. The teacher will work through 2-3 more example words as a guide for students: 1. dreadful IMPROVING VOCABULARY INSTRUCTION 43 2. harmful 3. skillful c. Non-examples: (0:15-0:20) i. The teacher will write the word awful on the board. The teacher will point out that even though the word ends with -ful, it’s not used as a suffix in this situation and doesn’t have the same meaning. 1. “Take a look at the word awful. Do you see the suffix -ful? What happens if we peel off the -ful from this word. What do we have left? Is awe a word? In this case, the word awful means “very bad.” Would that make sense with our suffix -ful and the word awe?” ii. The teacher will write the word fully on the board. Students will decide- is this an example of -ful? d. Build and define: (0:20-0:30) i. Students will get their whiteboard, marker and eraser ready and on their desks ii. The teacher will write the word shameful on the board and students will also write the word on their boards iii. Students will write the word on their boards. They will then draw arrows below the word matching to each morpheme, and write the meaning of each morpheme below, in order to build meaning. iv. The teacher will lead the class through two more examples using this same strategy using the words graceful and distasteful. e. Application: (0:30-0:45) i. The teacher will assign students a partner or group and hand out a fluency grid (page 18). ii. The teacher will read through the fluency grid one time, then have the entire class read chorally. IMPROVING VOCABULARY INSTRUCTION iii. iv. 44 The students and their partners will take turns reading each row of the fluency grid back and forth until they feel confident in each word. Each student will get an interactive notebook page (pg. 21) and complete the activities with their partner. They will glue the page in their notebook when they are done. Day 2: f. Review: (0:00-0:05) i. The lesson will begin with a review of the suffixes -ful and -less ii. The teacher will project Display and Engage 1.13b and talk through the previously used examples on the board g. Examples: (0:05-0:10) i. The teacher will write a new example on the board - careless. The teacher will lead students in a conversation about the word. The teacher will emphasize the peeling off strategy in order for students to build meaning of the word. 1. “This week we’ve talked about what a suffix is. A suffix is a group of letters that we add to the end of a word to change the meaning. We also talked about the suffix -less. What does -less mean? Let’s think back about some of the words we used. What were some of the words? What did they mean?” a. “-less means without.” ii. The teacher will work through 2-3 more example words as a guide for students: 1. endless 2. selfless 3. flawless h. Non-examples: (0:10-0:15) i. The teacher will write the word angles on the board. The teacher will point out that even though the word ends with les-, it’s not the entire prefix -less and doesn’t have the same meaning. 1. “Take a look at the word angles. Do you see the suffix -less? We have part of the suffix -les, but not quite! We have to remember to be careful and make sure the entire suffix is included in a word.” ii. The teacher will write the word lesser on the board. Students will decide- is this an example of the suffix -less? i. Build and define: (0:15-0:25) i. Students will get their whiteboard, marker and eraser ready and on their desks ii. The teacher will write the word helpless on the board and students will also write the word on their boards iii. Students will write the word on their boards. They will then draw arrows below the word matching to each morpheme, and write the meaning of each morpheme below, in order to build meaning. IMPROVING VOCABULARY INSTRUCTION 45 iv. The teacher will lead the class through two more examples using this same strategy using the words priceless and worthless. j. Application: (0:25-0:35) i. The teacher will hand out the below (linked) reading passage ii. iii. iv. v. The teacher will read the passage first as students follow along After the first read, students will then chorally read the passage aloud. Students will underline or highlight all of the words they see that begin with misAfter reading, the teacher and students will make a list of all of the -less words they found in the passage. The teacher will write this list on a whiteboard for students to have a visual IMPROVING VOCABULARY INSTRUCTION vi. vii. 46 Students will choose 2-3 words to define on the lines below the passage Students will complete the interactive notebook page (page 26) and glue in their vocabulary notebooks k. Assessment: (0:35-0:45) i. Students will complete the Know It, Show It (page 24) on their own as a quick check Day 3: a. Review (0:00-0:05) i. The lesson will begin with a review of this week’s morphemes -ful and -less. b. Application: (0:05-0:20) i. Students will be given a word sort along with instructions to cut out each square, leaving the top row intact. ii. Students will read through the base words and decide which suffix makes a complete and meaningful word. They will put that base word underneath the header of the matching prefix. There is a third column where students will put words that work for both suffixes. iii. Once the sort is complete, the teacher will check the student’s work and instruct them to glue the sort on one page of their notebook. iv. When the sort is glued in, the student will write ten words from their sort on the following page of their notebook, writing the base word and suffix together in the appropriate column. IMPROVING VOCABULARY INSTRUCTION 47 Module 2, Week 1 Morphemes: repre- Materials: M2W1 Know It, Show It M2W1 Display and Engage Student whiteboard Student dry erase marker Student eraser Morphology reading passage (slide 15) Latin interactive notebook (page 28 & 25) Latin fluency grid (page 24) Words used: Reread Rewatch Rewind Rediscover Reheat Rewrite Recreate Resell Register Retro Repay Reenter Refreeze Preapprove Precook Predawn Preheat Prepay Preview Pretreat Premade Pressure Precipitation Preorder Preregister Premix Lesson Procedures: Day 1: (0:00-0:20) a. Follow the existing Into Reading curriculum (see M2W1 Teacher’s Guide) i. Do NOT complete the Know It, Show It Day 2: a. Review: (0:00-0:05) i. The lesson will begin with a review of the the prefix reii. The teacher will project Display and Engage 2.4 and talk through the previously used examples on the board b. Examples: (0:05-0:15) i. The teacher will write a new example on the board - reheat. The teacher will lead students in a conversation about the word. The teacher will emphasize the peeling off strategy in order for students to build meaning of the word. ii. The teacher will work through 2-3 more example words as a guide for students: 1. rewrite 2. recreate 3. resell c. Non-examples (0:15-0:20) i. The teacher will write the word register on the board. The teacher will point out that even though the word starts with re-, it’s not used as a prefix in this situation and doesn’t have the same meaning. ii. The teacher will write the word retro on the board. Students will decide- is this an example of the prefix re-, or is it a non-example? d. Build and define: (0:20-0:30) IMPROVING VOCABULARY INSTRUCTION i. ii. iii. 48 Students will get their whiteboard, marker and eraser ready and on their desks The teacher will write the word repay on the board and students will also write the word on their boards Students will write the word on their boards. They will then draw arrows below the word matching to each morpheme, and write the meaning of each morpheme below, in order to build meaning. iv. The teacher will lead the class through two more examples using this same strategy using the words reenter and refreeze. e. Application (0:30-0:45) i. The teacher will hand out the below (linked) reading passage ii. iii. The teacher will read the passage first as students follow along After the first read, students will then chorally read the passage aloud. IMPROVING VOCABULARY INSTRUCTION iv. v. vi. 49 Students will underline or highlight all of the words they see that begin with reAfter reading, the teacher and students will make a list of all of the re- words they found in the passage. The teacher will write this list on a whiteboard for students to have a visual Students will choose 2-3 words to define on the lines below the passage Day 3: f. Review: (0:00-0:05) i. The lesson will begin with a review of suffix re- and preii. The teacher will project Display and Engage 2.4 and talk through the previously used examples on the board g. Examples: (0:05-0:15) i. The teacher will write a new example on the board - prepay. The teacher will lead students in a conversation about the word. The teacher will emphasize the peeling off strategy in order for students to build meaning of the word. ii. The teacher will work through 2-3 more example words as a guide for students: 1. preview 2. pretreat 3. premade h. Non-examples: (0:15-0:20) i. The teacher will write the word pressure on the board. The teacher will point out that even though the word starts with pre-, it’s not used as a prefix in this situation and doesn’t have the same meaning. ii. The teacher will write the word precipitation on the board. Students will decide- is this an example of the prefix pre-, or is it a non-example? i. Build and define: (0:20-0:30) i. Students will get their whiteboard, marker and eraser ready and on their desks ii. The teacher will write the word preorder on the board and students will also write the word on their boards iii. Students will write the word on their boards. They will then draw arrows below the word matching to each morpheme, and write the meaning of each morpheme below, in order to build meaning. IMPROVING VOCABULARY INSTRUCTION iv. 50 The teacher will lead the class through two more examples using this same strategy using the words preregister and premix. j. Application: (0:30-0:40) i. The teacher will hand out a fluency grid (page 24) to each student ii. The teacher will read through the fluency grid one time iii. After the first read, the teacher will read a word and students will echo read iv. Students will break into partners and take turns reading each word on the fluency grid until they are confident v. Students will complete the interactive notebook entry (page 25) and glue it in their notebook k. Assessment: (0:40-0:45) i. Students will complete the Know It, Show It (page 32) on their own as a quick check IMPROVING VOCABULARY INSTRUCTION 51 Module 2, Week 2 Morphemes: disform Materials: M2W2 Know It, Show It (page 42) Display and Engage 2.10 Latin Interactive Notebook (page 15 and 48) Student whiteboard Student dry erase marker Student eraser Morphology worksheets (slide 9) Dis- and review word sort Words used: Disqualified Disease Disconnect Disobey Disorder Disadvantage Dislocate Disband Dismal Distill Disability Disagree Dishonest Lesson Procedures: Day 1: (0:00-0:20) a. Follow the existing Into Reading curriculum (see M2W2 Teacher’s Guide) i. Do NOT complete the Know It, Show It Day 2: a. Review: (0:00-0:05) i. The lesson will begin with a review of the suffix dis- and root form. b. Examples: (0:05-0:15) i. The teacher will project Display and Engage 2.10 and talk through the previously used examples on the board ii. The teacher will write a new example on the board - disorder. The teacher will lead students in a conversation about the word. The teacher will emphasize the peeling off strategy in order for students to build meaning of the word. iii. The teacher will work through 2-3 more example words as a guide for students: 1. disadvantage 2. dislocate 3. disband c. Non-examples: (0:15-0:20) i. The teacher will write the word dismal on the board. The teacher will point out that even though the word starts with dis-, it’s not used as a prefix in this situation and doesn’t have the same meaning. ii. The teacher will write the word distill on the board. Students will decide- is this an example of the prefix dis-, or is it a non-example? d. Build and define: (0:20-0:30) IMPROVING VOCABULARY INSTRUCTION i. ii. iii. 52 Students will get their whiteboard, marker and eraser ready and on their desks The teacher will write the word disability on the board and students will also write the word on their boards Students will write the word on their boards. They will then draw arrows below the word matching to each morpheme, and write the meaning of each morpheme below, in order to build the meaning of the entire word. iv. The teacher will lead the class through two more examples using this same strategy using the words disagree and dishonest. e. Application (0:30-0:40) i. Students will complete the Latin Interactive Notebook entry (pg. 15) for dis- then glue it into their notebook ii. Students will also complete the Interactive Notebook entry (pg. 55) for the root form. f. Assessment (0:40-0:45) i. Students will complete the worksheet (slide 9) as a review/quick check of the Latin root form. IMPROVING VOCABULARY INSTRUCTION 53 Day 3: a. Review: (0:00-0:05) i. The lesson will begin with a review of this week’s morpheme, dis-, as well as the morphemes from the week prior - re- and pre-. b. Application: (0:05-0:20) i. Students will be given a word sort along with instructions to cut out each square, leaving the top row intact. ii. Students will read through the base words and decide which prefix makes a complete and meaningful word. They will put that base word underneath the header of the matching prefix. iii. Once the sort is complete, the teacher will check the student’s work and instruct them to glue the sort on one page of their notebook. iv. When the sort is glued in, the student will write ten words from their sort on the following page of their notebook, writing the base word and prefix together in the appropriate column. c. Assessment: (0:20-0:30) i. Students will complete the Know It, Show It on their own as a quick check. IMPROVING VOCABULARY INSTRUCTION 54 Module 2, Week 3 Morphemes: -y -ly Materials: Display and Engage slide 2.13 Know It, Show It page 49 Morphology passages (slide 56 and 40) Student whiteboards Whiteboard markers Eraser Words used: Breezy Busily Lacy Achy Healthy Shortly Lengthy Study Clay Funny Unity Injury Nightly Angrily Rarely Easily Lovely Busily Handily Quickly Happily Quietly Holy Sly Lesson Procedures: Day 1: (0:00-0:20) a. Follow the existing Into Reading curriculum (see M2W3 Teacher’s Guide) i. Do NOT complete the Know it, Show It Day 2: a. Review: (0:00-0:05) i. The lesson will begin with a review of the suffixes -y and -ly. ii. The teacher will project Display and Engage 2.13a and 2.13b and talk through the previously used examples on the board b. Examples: (0:05-0:15) i. The teacher will write a new example on the board - achy. The teacher will lead students in a conversation about the word. The teacher will emphasize the peeling off strategy in order for students to build meaning of the word. ii. The teacher will work through 2-3 more example words as a guide for students: 1. healthy 2. shortly 3. lengthy c. Non-examples: (0:15-0:20) i. The teacher will write the word study on the board. The teacher will point out that even though the word ends with -y, it’s not used as a suffix in this situation so it will not have the same meaning. ii. The teacher will write the word clay on the board. Students will decide- is this an example of the suffix -y, or is it a non-example? d. Build and define: (0:20-0:30) IMPROVING VOCABULARY INSTRUCTION i. ii. iii. iv. 55 Students will get their whiteboard, marker and eraser ready and on their desks The teacher will write the word funny on the board and students will also write the word on their boards Students will write the word on their boards. They will then draw arrows below the word matching to each morpheme, and write the meaning of each morpheme below, in order to build meaning. The teacher will lead the class through two more examples using this same strategy using the words unity and injury. e. Application: (0:30-0:45) i. The teacher will hand out the below (linked) reading passage IMPROVING VOCABULARY INSTRUCTION ii. iii. iv. v. vi. 56 The teacher will read the passage first as students follow along After the first read, students will then chorally read the passage aloud. Students will underline or highlight all of the words they see that end with -y After reading, the teacher and students will make a list of all of the -y words they found in the passage. The teacher will write this list on a whiteboard for students to have a visual. Students will choose 2-3 words to define on the lines below the passage Day 3: f. Review: (0:00-0:05) i. The lesson will begin with a review of the suffixes -y and -ly. ii. The teacher will project Display and Engage 2.13a and 2.13b and talk through the previously used examples on the board g. Examples: (0:05-0:15) i. The teacher will write a new example on the board - easily. The teacher will lead students in a conversation about the word. The teacher will emphasize the peeling off strategy in order for students to build meaning of the word. ii. The teacher will work through 2-3 more example words as a guide for students: 1. lovely 2. busily 3. handily h. Non-examples: (0:15-0:20) i. The teacher will write the word holy on the board. The teacher will point out that even though the word ends with -ly, it’s not used as a suffix in this situation and doesn’t have the same meaning. ii. The teacher will write the word sly on the board. Students will decide- is this an example of -ly, or is it a non-example? i. Build and define: (0:20-0:30) i. Students will get their whiteboard, marker and eraser ready and on their desks ii. The teacher will write the word quickly on the board and students will also write the word on their boards IMPROVING VOCABULARY INSTRUCTION 57 iii. Students will write the word on their boards. They will then draw arrows below the word matching to each morpheme, and write the meaning of each morpheme below, in order to build meaning. iv. The teacher will lead the class through two more examples using this same strategy using the words happily and quietly. j. Application: (0:30-0:40) i. The teacher will hand out the below (linked) reading passage. ii. iii. iv. v. The teacher will read the passage first as students follow along After the first read, students will then chorally read the passage aloud. Students will underline or highlight all of the words they see that end with -ly After reading, the teacher and students will make a list of all of the -ly words they found in the passage. The teacher will write this list on a whiteboard for students to have a visual. vi. Students will choose 2-3 words to define on the lines below the passage k. Assessment: (0:40-0:45) i. Students will complete the Know It, Show It (page 49) as a quick check of learning. IMPROVING VOCABULARY INSTRUCTION Morphemes: -y -less dis- Module 3, Week 1 Materials: Words used: M3W1 - Display and Engage 3.4a & b Rainy Student whiteboards Mousy Whiteboard markers Hilly Eraser Angry Boney Bumpy Cloudy 58 Bikeless Pitiless Shapeless Sleepless Careless Endless Bottomless Ageless Disagree Discomfort Disconnect Displease Disappear Disobey Disinterested Disbelief Discomfort Discovery Dismal Dislike Disallow Disorder Lesson Procedures: Day 1: (0:00-0:20) a. Follow the existing Into Reading curriculum (see M3W1 Teacher’s Guide) i. Do NOT complete the Know It, Show It Day 2: a. Review: (0:00-0:05) i. The lesson will begin with a review of the morphemes -y and -less ii. The teacher will project Display and Engage 3.4a and talk through the previously used examples on the board b. Examples: (0:05-0:15) i. The teacher will write a new example on the board - angry. The teacher will lead students in a conversation about the word. The teacher will emphasize the peeling off strategy in order for students to build meaning of the word. ii. The teacher will work through the example word sleepless in the same way. iii. The teacher will work through 3-4 more example words as a guide for students: 1. boney 2. bumpy 3. careless 4. endless c. Non-examples: (0:15-0:20) IMPROVING VOCABULARY INSTRUCTION 59 i. The teacher will write the word candy on the board. The teacher will point out that even though the word ends with -y, it’s not used as a suffix in this situation and doesn’t have the same meaning. ii. The teacher will write the word bless on the board. Students will decide- is this an example of the suffix -less, or is it a non-example? d. Build and define: (0:20-0:30) i. Students will get their whiteboard, marker and eraser ready and on their desks ii. The teacher will write the word bottomless on the board and students will also write the word on their boards iii. Students and the teacher will then draw arrows below the word matching to each morpheme, and write the meaning of each morpheme below, in order to build meaning. iv. The teacher will lead the class through two more examples using this same strategy using the words ageless and cloudy. e. Application: (0:30-0:45) IMPROVING VOCABULARY INSTRUCTION i. ii. iii. iv. v. vi. 60 The teacher will hand out the below reading passage The teacher will read the passage first as students follow along. After the first read, students will then chorally read the passage aloud. Students will underline or highlight all of the words they see that end with -less. After reading, the teacher and students will make a list of all of the -less words they found in the passage. The teacher will write this list on a whiteboard for students to have a visual. Students will choose 2-3 words to define on the lines below the passage. Day 3: f. Review: (0:00-0:05) i. The lesson will begin with a review of the morphemes -y, -less and disii. The teacher will project Display and Engage 3.4a and talk through the previously used examples on the board. g. Examples: (0:05-0:15) i. The teacher will write a new example on the board - disappear. The teacher will lead students in a conversation about the word. The teacher will emphasize the peeling off strategy in order for students to build meaning of the word. ii. The teacher will work through the example word disobey in the same way. IMPROVING VOCABULARY INSTRUCTION 61 iii. The teacher will work through 2-3 more example words as a guide for students: 1. disinterested 2. disbelief 3. discomfort h. Non-examples: (0:15-0:20) i. The teacher will write the word discovery on the board. The teacher will point out that even though the word starts with dis-, it’s not used as a prefix in this situation and doesn’t have the same meaning. ii. The teacher will write the word dismal on the board. Students will decide- is this an example of the prefix dis-, or is it a non-example? i. Build and define: (0:20-0:30) i. Students will get their whiteboard, marker and eraser ready and on their desks ii. The teacher will write the word dislike on the board and students will also write the word on their boards iii. Students will write the word on their boards. They will then draw arrows below the word matching to each morpheme, and write the meaning of each morpheme below, in order to build meaning. iv. The teacher will lead the class through two more examples using this same strategy using the words disallow and disorder. j. Application/Review: (0:30-0:40) i. Students will be given a word sort along with instructions to cut out each square, leaving the top row intact. ii. Students will read through the base words and decide which prefix or suffix makes a complete and meaningful word. They will put that base word underneath the header of the matching affix. iii. Once the sort is complete, the teacher will check the student’s work and instruct them to glue the sort on one page of their notebook. iv. When the sort is glued in, the student will write the sort on the following page of their notebook, writing the base word and prefix together in the appropriate column. b. Assessment: (0:40-0:45) i. Students will complete the Know It, Show It (pg. 57) as quick check of understanding IMPROVING VOCABULARY INSTRUCTION 62 Module 3, Week 2 Morphemes: -er -est Materials: M3W2 Slide Know It, Show It page 66 Student whiteboards Whiteboard markers Eraser Word Sort Chart Words used: Broad Sad Late Happy Stranger Player Quarter Worker Kicker Quietest Kindest Forest Cleanest Lesson Procedures: Day 1: (0:00-0:20) a. Follow the existing Into Reading curriculum (see M3W2 Teacher’s Guide) i. Do NOT do the Know It, Show It Day 2: a. Review: (0:00-0:05) i. The lesson will begin with a review of the morphemes er- and estii. The teacher will project Display and Engage 3.10 and talk through the previously used examples on the board iii. The teacher will remind students that the suffix -er has two meanings- it can form a comparative adjective, or it can mean “someone who does something.” b. Examples: (0:05-0:15) i. The teacher will write a new example on the board - quietest. The teacher will lead students in a conversation about the word. The teacher will emphasize the peeling off strategy in order for students to build meaning of the word. ii. The teacher will work through 2-3 more example words as a guide for students: 1. stranger 2. player 3. kindest c. Non-examples: (0:15-0:20) i. The teacher will write the word quarter on the board. The teacher will point out that even though the word ends with -er, it’s not used as a prefix in this situation and doesn’t have the same meaning. ii. The teacher will write the word forest on the board. Students will decide- is this an example of the suffix est-, or is it a non-example? d. Build and define: (0:20-0:30) IMPROVING VOCABULARY INSTRUCTION i. ii. iii. iv. 63 Students will get their whiteboard, marker and eraser ready and on their desks The teacher will write the word worker on the board and students will also write the word on their boards Students will write the word on their boards. They will then draw arrows below the word matching to each morpheme, and write the meaning of each morpheme below, in order to build meaning. The teacher will lead the class through two more examples using this same strategy using the words cleanest and kicker. e. Application: (0:30-0:45) i. Students will be given a word sort chart for the suffixes -er and -est ii. Students will look at the chart and fill in the blanks to create the appropriate comparatives & superlatives. iii. When the chart is full, students will cut out the chart and glue it in their notebook. Day 3: a. Review: (0:00-0:05) i. The lesson will begin with a review of this week’s morphemes, -er and -est. ii. The teacher will remind students that the suffix -er has two meanings- it can form a comparative adjective, or it can mean “someone who does something.” b. Application: (0:05-0:15) i. Students will be given interactive notebook pages for -er and -est. ii. Students will complete the activities on the notebook pages and glue them in their notebooks. c. Assessment: (0:15-0:20) i. Students will complete the Know It, Show It as a quick check of understanding. IMPROVING VOCABULARY INSTRUCTION 64 Module 3, Week 3 Morphem Materials: Student whiteboards es: Whiteboard markers imEraser M3W3 Slide Know It, Show It page 72 M3W3 Word Sort Words used: Impolite Immobile Immeasurable Imbalance Immature Impossible improper Imperfect Impractical Import Lesson Procedures: Day 1: (0:00-0:20) a. Follow the existing Into Reading curriculum (see M3W3 Teacher’s Guide) i. Do NOT complete the Know It, Show It Day 2: a. Review: (0:00-0:05) i. The lesson will begin with a review of the morpheme imii. The teacher will project Display and Engage 3.13 and talk through the previously used examples on the board b. Examples: (0:05-0:15) i. The teacher will write a new example on the board - imbalance. The teacher will lead students in a conversation about the word. The teacher will emphasize the peeling off strategy in order for students to build meaning of the word. ii. The teacher will work through 2-3 more example words as a guide for students: 1. immature 2. impossible 3. improper c. Non-examples: (0:15-0:20) i. The teacher will write the word impeccable on the board. The teacher will point out that even though the word starts with mis-, it’s not used as a prefix in this situation and doesn’t have the same meaning. ii. The teacher will write the word improvise on the board. Students will decide- is this an example of the prefix mis-, or is it a non-example? d. Build and define: (0:20-0:30) i. Students will get their whiteboard, marker and eraser ready and on their desks IMPROVING VOCABULARY INSTRUCTION ii. 65 The teacher will write the word imperfect on the board and students will also write the word on their boards iii. Students will write the word on their boards. They will then draw arrows below the word matching to each morpheme, and write the meaning of each morpheme below, in order to build meaning. iv. The teacher will lead the class through two more examples using this same strategy using the words impractical and import. e. Application: (0:30-0:45) i. The teacher will hand out the below (linked) reading passage ii. iii. The teacher will read the passage first as students follow along After the first read, students will then chorally read the passage aloud. IMPROVING VOCABULARY INSTRUCTION iv. v. vi. 66 Students will underline or highlight all of the words they see that begin with misAfter reading, the teacher and students will make a list of all of the mis- words they found in the passage. The teacher will write this list on a whiteboard for students to have a visual Students will choose 2-3 words to define on the lines below the passage Day 3: a. Review: (0:00-0:05) i. The lesson will begin with a review of this week’s morpheme, im-, as well as the morphemes from prior -er and dis-. b. Application: (0:05-0:15) i. Students will be given a word sort along with instructions to cut out each square, leaving the top row intact. ii. Students will read through the base words and decide which prefix or suffix makes a complete and meaningful word. They will put that base word underneath the header of the matching affix. iii. Once the sort is complete, the teacher will check the student’s work and instruct them to glue the sort on one page of their notebook. iv. When the sort is glued in, the student will write the sort on the following page of their notebook, writing the base word and the affix together in the appropriate column. c. Assessment: (0:15-0:20) i. Students will complete the Know It, Show It as a quick check of understanding.