Introduction to Word Analysis

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Introduction to Word Analysis
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What is Word Analysis?

• Word analysis is a process of learning more about
  word meanings by studying their origins and
  parts.
• A morpheme is the smallest meaningful part of a
  word.
• Other terms for word analysis
• Morphemic analysis
• Word study

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How is Word Analysis Important?

• Words are more than a collection of letters
  wonderful, review, disorder.
• Students need to understand that words include
  more than one morpheme, each one with a story.
• Analyzing words helps students see how words
  connect to cultures and linguistic patterns.

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Example 1

• Dis - order includes the prefix dis, based in the
  Latin meaning lack of or not. We can trace the
  root of the word order back to Latin and Italian
  origins.

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How Does Word Analysis Help Students?

• The same morphemes appear in lots of words.
• Knowing the meaning of a morpheme means your
  students will recognize it wherever it appears.
• Morphemes give your students a head start in
  knowing something about hundreds of wordseven
  very long ones.
• Students with strong word analysis skills expand
  their vocabularies and draw upon new words as
  they read, write, speak, and learn.

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How Can I Prepare Students to Use This Practice?

• Provide clear explanations about what word
  analysis is and how to use it to define words.
• Share strategies to help your students use word
  analysis. Model these strategies for students.
• Give students lots of opportunities to study
  words as single or multiple units of meaning.
  Students who struggle with reading need many,
  focused experiences with word study.

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Discussion Questions 1

• What challenges does word analysis present to
  struggling readers and/or ELL students?
• In what ways can word analysis skills help
  students build academic vocabulary in science,
  social studies, and/or math?
• Do you embed word analysis in reading and
  language instruction or teach separate,
  mini-lessons?

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How Can I Support Students' Use of Word Analysis?
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Use of Evidence-Based Practices

• Provide Clear Explanations
• Give Students Strategies and Models
• Provide Opportunities for Practice

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Differentiated Instruction

• Plan instruction that considers students'
  readiness, learning needs, and interests.
• Use a range of technology tools to
• engage learners at varying levels
• engage learners in multiple ways.
• offer students options for demonstrating
  understanding and mastery

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Student-Dependent Ways to Differentiate

• By Content
• Different levels of reading or resource
  materials, reading buddies, small group
  instruction, curriculum compacting, multi-level
  computer programs and Web Quests, audio
  materials, etc.
• By Product
• Activity choice boards, tiered activities,
  multi-level learning center tasks, similar
  readiness groups, choice in group work, varied
  journal prompts, mixed readiness groups with
  targeted roles for students, etc.
• By Process
• Tiered products, students choose mode of
  presentation to demonstrate learning, independent
  study, varied rubrics, mentorships,
  interest-based investigations

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Teacher-Dependent Ways to Differentiate

• By Readiness
• Options in content, topic, or theme, options in
  the tools needed for production, options in
  methods for engagement
• By Profile
• Consideration of gender, culture, learning
  styles, strengths, and weaknesses
• By Process
• Identification of background knowledge/gaps in
  learning, vary amount of direct instruction, and
  practice, pace of instruction, complexity of
  activities, and exploration of a topic

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Discussion Questions 2

• Are there specific diagnostic tests you use to
  determine the needs of your struggling readers?
  If so, what are they?
• How do speech and language problems interfere
  with developing word analysis skills?
• In what ways can technology support your
  instruction in word analysis?

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Activities Before Reading

• Identify key words your students will encounter
  in the text.
• Help your students break content area words into
  their sub-parts to prepare students to read the
  text.
• Example Photosynthesis
• from photo- "light" synthese "synthesis." from
  syntithenai "put together, combine," from syn-
  "together" tithenai "put, place,"

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Activities During Reading

• Have students identify words with multiple
  morphemes as they read.
• Keep a running list of words that students can
  add to over time.
• Flag unknown words and model using the word study
  approach to discover their meanings.
• Encourage students to use context clues to help
  identify meanings.

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Activities After Reading

• Review new words found as a class. Ask students
  to point out the words with multiple morphemes.
• Ask students to identify morphemes they
  recognize.
• Help students see patterns for example, students
  may read bio often in science biology,
  biodegradable, biome, biosphere, etc.
• Build word groups with the same prefixes or
  suffixes.

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Discussion Questions 3

• How can your students take advantage of the
  features of digital text by color coding,
  highlighting, and underlining morphemes and root
  words when reading online?
• What types of speaking, drawing, and/or writing
  activities might help to reinforce these skills
  for your struggling students?

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Disclaimer

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