morphological awareness powerpoint - learn blog
TRANSCRIPT
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Morphological Awareness: A Key to Language and
Literacy Growth Susan Waite, Speech-Language Pathologist
Center of Excellence for Speech and Language Development
English Montreal School Board
ALDI SYMPOSIUM 2013 September 24, 2013
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Peter Bowers, Ph.D.
WordWorks Literacy Center
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Critically important question #1
Is traditional spelling instruction effective?
Is it REEEEEALLY?
Or could we be doing it better?
Think about your current methods......
Is spelling a separate field of study? Should it be?
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Equally important question #2
Is there a “system” in English spelling?
OR
Are we dealing with total chaos?!?
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This is yet ANOTHER
exception to the rule.
It’s an “irregular”
spelling!
I can’t explain it!
You’ll just have to
remember it!
The complexity of English spelling: What we tell students....
It’s crazy &
chaotic!
What the %$@*!!!???
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Problem: These high-frequency words will not go away!
the of
was
said
were
what
are
any
many
does
only gone
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The intriguing case of do and go
do
go
es
ne
ing
do + es does
do + ne done
do + ing doing
go + es goes
go + ne gone
go + ing going
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Monumentally important question #3
Are the spellings of English best explained by:
SOUND? Or are they better explained by:
MEANING? Or are they optimally explained by BOTH?
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Can anyone explain this...please?
• curd • nerd • bird • word
CVrC Words
• stirred • heard • fired
Base + Affix
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And I’ll bet you can’t answer Question #4 (a or b)!!!
(Multisyllabic words....uh-oh!) Is there a satisfactory way to instruct our
students to:
a) Decode multisyllabic words? b) Spell multisyllabic words?
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Do vowels reliably signal the presence of syllables? Counting vowels works well in these words:
• ladybug
• elephant
• marigold
• octopus
• opening
• knitted; ratted
• anxiety; science; reality
But what about these words?
• Wednesday
• learned, signed
• washed, talked
• real; field
• beauteous
• anxious
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Tricky question #5
Why is there a “g” in the word “sign?”
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The answer to this next question will help us answer Question #5
Why is there a “b” in in the word “doubt?”
http://www.youtube.com/watch?v=YvABHCJm3aA
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Question #5 revisited
Soooooo...
why is there a “g” in the word “sign?”
Huh?
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The traditional dictionarial approach to uncovering the meaning of
“morphology”
Morphology: (1) the branch of biology dealing with the form and structure of organisms;
(2) in linguistics, the pattern of word formation in a particular language, including inflection, derivation, and composition.
Source: http://dictionary.reference.com
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What does “morphology” mean?
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The Structured Word Inquiry approach to uncovering the meaning of the word
“morphology” Suffixes and prefixes = no prefixes; one suffix: ology (ology = “study of, a speaking of” from Greek –logia) Base = morphe: form, shape; beauty, outward appearance.
Origin: Greek Source for suffixes, prefixes and base: www.etymonline.com
Related words: morph, morphs, morphed, morphia,
morpheme, morphine, morphing, amorphous, metamorphosis, anthropomorphize, etc.
Source for related words: WordSearcher (Neil Ramsden)
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Word sums: Separate the prefixes and suffixes from the base
morph + s morphs morph + ing morphing morph + ed morphed morph + eme morpheme * morph + ine morphine morph + ology morphology a + morph + ous amorphous geo + morph + ology geomorphology dys + morph + ia dysmorphia And so on............ *morpheme: the smallest meaningful unit in a language (e.g. _s, _ed,
a, the, sign, morph)
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So now, what does morphology mean?
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The purpose of word sums
Word sums reveal the underlying word structure in a word with more than just a base
mis + be + have + ing misbehaving sign + ate + ure signature un + help + ful + ness unhelpfulness please + ant + ly pleasantly pity i+ ful pitiful
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Important point: “Spelling it out” versus “sounding it out”
Say the individual letters of bases and affixes one-by-one Group letters that work as teams to produce one sound (e.g. “er”, “ed”, “ing”
and “double l”) Pause before and after letter groups that work as teams to produce one
sound (see above) “Is rewritten as”: the phrase used to introduce the final spelling of a word
when affixes are added, symbolized by: . After this, say “check the joins!” to highlight that there might be a change to the end of a base or a suffix.
http://wordworkskingston.com/WordWorks/Spelling-Out_Word_Sums.html http://www.wordworkskingston.com/WordWorks/Spelling-
Out_Word_Sums_files/spelling%20out%20word%20structure%20best.pdf
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The purpose of the word matrix
• The word matrix concretely represents members of an
– orthographic morphological word family,
– that share a connection in both:
structure and meaning
• Inclusion of a word in a matrix is tested with a word sum
Source: http://wordworkskingston.com/WordWorks/Home_files/Handout%20for%20IDA%20fall%202012.pdf
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Which comes first: The matrix or the word sum?
Most likely, you’ll start analysing a new word by creating
a word sum. un + heal + thy unhealthy distasteful dis + taste + ful
BUT you can also present a matrix to your students first.
They can create word sums from the matrix, and hopefully continue to add words.
Your students are becoming “word detectives.”
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Steps for Structured Word Inquiry
1) Identify any prefixes or suffixes
2) Identify the base element (and its meaning)
3) Assemble the word on this model:
Any prefixes + base element + any suffixes
4) Check the ‘joins’
Especially where there is a suffix
Written word
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Peter Bowers in action!
“Mr. B” instructs a class about how he learned to spell the word “really”
http://www.youtube.com/watch?v=nCw1YbrnD6s&list=PL46D5C127BD4DD637
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So, how do we explain English spelling to our students?
Spelling
Phonology
(Sound)
Morphology
(Meaning)
Etymology
(Origin)
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When should we do this?
All the time...... In contexts where learning is occurring.
Let’s think of specific opportunities for you to approach word learning and spelling this way.....
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Two kinds of Structured Word Inquiry Source: Bowers, P. (2009). Teaching How the Written Word Works.
Kingston, ON: WordWorks Literacy Center. (p. 3)
Teacher-Led Inquiry
“The teacher understands and
selects the topic for investigation.”
“The teacher selects words and/or word
parts to guide students to make
sense of the chosen topic.”
Inquiry-Led Teaching
“A question arises during class, to which the teacher does not have an
immediate answer.”
“Teacher models established strategies for investigating spelling
questions to develop and test a hypothesis.”
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Why “Structured Word Inquiry?”
• Engages students’ interest in words
• Develops critical thinking
• Develops independent learning
• Builds vocabulary, reading and spelling skills by establishing a “spelling/meaning connection”
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Structured Word
Inquiry
Spelling
Word
Identification
Language
Comprehension
(Vocabulary)
Expressive
Language
Critical Thinking
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Why does it work?
• Systematic • Contextual/meaningful • Explicit • Direct • Metalinguistic and metacognitive • Repetitive and reinforcing • Multisensory
• Student inquiry-driven http://ed.ted.com/lessons/making-sense-of-spelling-gina-
cooke
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Very useful online resources
• Etymologyonline (free)
www.etymonline.com
• Wordsearcher and Mini Matrix-Maker (both are free)
http://www.neilramsden.co.uk/spelling/searcher/index.html
• Word Microscope (free until Oct 31/13)
http://www.neilramsden.co.uk/spelling/
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Structured Word Inquiry: Relevant websites
http://www.wordworkskingston.com http://www.realspelling.fr/Welcome_to_Re
al_Spelling/Choose-New.html http://www.realspellers.org/ http://linguisteducatorexchange.wordpress.
com/
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Recommended reading:
“Morphology Works” By Dr. John R. Kirby and Peter N. Bowers
Queen’s University From the series:
“What Works? Research into Practice” June 2012, Research Monograph #41
Ontario Association of Deans of Education http://www.edu.gov.on.ca/eng/literacynumeracy/i
nspire/research/WW_Morphology.pdf
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