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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
Developing morphological ability requires explicit, systematic instruction. Explicit instruction provides students with clear and structured practice in reading and spelling words that contain the taught morpheme while reinforcing the connection between spelling, pronunciation, and meaning. This practice ensures that students learn to notice and identify useful word patterns, preparing them for later lessons in using morphemes to break down unfamiliar words and to form and produce new words. While all students benefit from explicit morphology instruction, it is especially helpful for students who need additional support to tackle complex, multisyllabic words that appear frequently in secondary texts
These graphics were developed to help teachers provide visual support for students to strengthen their understanding of academic language within the context of science. Teachers can choose to copy and insert, display, and/or print the graphic(s) to support various instructional and learning needs within their classroom. Each graphic contains details for students to view, interpret, and connect the meaning of the term with the context clues of the image(s).
Please remember that the goal of science teaching is to have students engage with the content by incorporating all 3 dimensions of science into each lesson. Also, teachers should utilize phenomena to provide students with real -world problems that can be fi gured out and eventually explained, argued, modeled, or investigated, which will also provide the foundation to build and connect the meaning of new terms.
Consider the following vocabulary terms that students should encounter as they build core idea understanding. Vocabulary should be taught in context with new terms encountered by students as they work to figure out a phenomenon. This list may not be all in clusive of the terms that students could learn associated with each science discipline. Furthermore, these example images are not all inclusive of representations that students may see for each term as they work to figure out a phenomenon.
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