Words, Words, Words – Vocabulary Enrichment via Morphology

Words words words


W3 is a section devoted to the development and expansion of vocabulary knowledge.

There is more to learning new words and language that being able to word call and label objects. These skills only provides a vague understanding of word meaning.  In order to develop a deep understanding, the individual must be able to use the word appropriately in a variety of language structures and content.  Morphology awareness supports a deeper understanding.  Morphology looks at the Greek and Latin origin of words and how the combination of root words and affixes effect pronunciation and usage. 

Fibioci square cochlea shapeRead this example and note the difference in pronunciation based on the number of syllables and the location of the accent.

  • to adapt
  • the infinitive form (to adapt), the verb (adapts, adapted, adapting) and the noun (adaptation)
  • The family moved from Alaska to Hawaii.  They will need to adapt to a new climate.
  • Adaptation will take time.  It will include adapting their wardrobe to a warmer climate.
  • Once they are adapted, they will enjoy the tropical climate.

Receptively, the changes in the pronunciation impacts the comprehension of oral language and the speed of decoding in reading. Expressively, difference in word usage is tied to grammar skills and awareness of formal or informal language usage.  Developing morphological skills supports comprehension of subtleties in meaning and use of words at all levels.

Morphology is not phonology. 

rummy-roots-more-roots-cardsPhonology is the pattern of sounds used to form words as in /k/+/a/+/t/ = cat.  A competent speaker/reader must have a well-developed foundation of phonology in order to be a fluent reader.  Once the word is sounded out, morphology uses analysis of word structure to determine meaning as in LatinFelis catusMorphology is closely tied to syntax which is the grammatical use of a word.

Common Core alignment for the study of morphology is related to precise meaning of words and comprehension of context.   Strand Numbers for Specific Grades include:
Precise Meaning: “CCSS.ELA-Literacy” precedes these numbers: 2.4e, 3.4d, 4.4c, 5.4c, 6.4c, 7.4c, 8.4c, 9-10.4c, 11-12.4c
Context: “CCSS.ELA-Literacy” precedes these numbers: 2.4a, 3.4a, 4.4a, 5.4a, 6.4a, 7.4a, 8.4a, 9-10.4a, 11-12.4a

MonthlyWords, Words, Words uses photographs along with related language lessons to develop word visualization, labeling, word retrieval, and language skills. 


500 Prefixes, Suffixes and Stems cards.JPG

Words, Words, Words

Each month a hyperlink will be inserted when new information has been added.

September 2016 – Words, Words, Words   bio – lumines – ence (bioluminescence) 

October 2016 Words, Words, Words   number words  

November 2016 Words, Words, Words  color words 

December 2016 – Words, Words, Words   holiday and solstice words

January 2017 Words, Words, Words   morphology  

February 2017 – Words, Words, Words  al, ast, man morphemes  

March 2017 – Words, Words, Words  ist, ian, or, ar, er, aud, vis  morphemes  

April 2017 – Words, Words, Words  morphology for not, aqua, hydra, hydro   NEW

May 2017 – Words, Words, Words  Review

On SALE – Closing out 500 Prefixes, Suffixes and Stems

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Lynne Price 2Instructional Strategies for Language and Literacy is authored by Lynne Price. Lynne H Price is a twice National Board certified teacher with 37 years of teaching experience.  She is certified in the areas of Hearing Impaired, K – 12 Regular Education, and Reading. She has worked in both residential and public school settings – preschool through high school, and in all settings – separate through itinerant.  She is fluent in sign language and cued speech and is trained in listening and spoken language skills (LSLS). In addition to teaching, Ms. Price has served as an administrator for hearing impaired services in the 16th largest public school system in the nation, mentored staff, and developed programming and curriculum. She is the author of Steps to Success – A Scope and Sequence of Skills for Students who are Deaf/Hard of Hearing: Perception, Processing, Self Knowledge, and Advocacy Development, COACH: Self-Advocacy and Transition Skills Training for Secondary Students who are Deaf or Hard of Hearing, and co-author with Karen Anderson on Steps to Assessment: A Guide to Identifying Educational Needs for Students with Hearing Loss and the teacher membership e-magazine Teacher Tools to Support the Success of Children with Hearing Loss.


Please send any feedback about Teacher Tools to teachertools.successforkidswithhearingloss.com. Thanks – Karen Anderson and Lynne Price


500 Prefixes, Suffixes and Stems Super Fun Deck        100 percent Curric Vocab        Grammar Code

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