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3-5.L.V.2: Word Analysis
3-5.L.V.2: Word Analysis
LANGUAGE Domain: Students learn and apply the structures and conventions of standard English. Students observe and analyze how grammar works in reading and writing. Students build vocabularies and determine word meanings as they relate to reading and writing.
VOCABULARY Big Idea: Students engage in a wide range of written and spoken activities during which they expand and deepen their vocabularies, build word analysis skillsets (morphology), and determine or clarify the meanings of words and phrases.
NOTE: The examples provided in this word analysis resource are not all-inclusive, and teachers should supplement their lessons with examples found in the texts students are studying. A student’s proficient use of these prefixes, roots, and suffixes constitutes evidence of successful grade-level learning.
Step 1 - See it (circle the target Morpheme)
Step 2 - Break it (divide the word into its meaningful parts by circling other morphemes you know)
Step 3 - Read it (read aloud the word.
Step 4 - Write It (spell the word)
Step 5 - What do the parts mean? (morpheme / meaning)
STep 6 - What does the target word mean? (put the part definitions together)
High-Frequency Morphemes in Science
High-Frequency Morphemes in Science
Morphology Instruction: Morphology should be taught explicitly and systematically, helping students connect a word’s spelling, pronunciation, and meaning. This prepares students to use meaningful word parts (morphemes) to decode unfamiliar words, understand their meanings, and build new words. Explicit morphology instruction benefits all students and is especially important for students who struggle with complex, multisyllabic words.
Science Vocabulary Graphics
These graphics provide visual support to help students understand academic science vocabulary. Teachers may display, print, or incorporate them into instruction as needed.
Keep in mind:
Teach vocabulary in context, not as isolated terms.
Introduce and reinforce terms as students explore and make sense of phenomena.
Use vocabulary to support students as they explain, argue from evidence, model, and investigate.
The terms and images provided are examples, not an exhaustive list.
Vocabulary instruction should support three-dimensional science learning, not replace students' engagement with science content and practices.
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