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Chapter 8 – WTW – Derivational Relations Stage

smoore31175
Nov 9, 2015
5 min read

Ch. 8 – WTW – Derivational Relations Stage

Development of Students
Generative Process – how words are generated using Greek and Latin word elements such s roots, prefixes, and suffixes
Students who understand the generative process are able to analyze and understand unfamiliar vocab
Through this understanding students can create morphemic chunks rather than syllabic chunks
Writing
Students writing in this stage have a good understanding of the structures and purposes of different genres
Their vocab knowledge helps them to inform their voice or stance in their writing
Dictionaries
Students should be taught about the features of dictionary
Pronunciation guides
Multiple definitions
Parts of speech
Word origins
The classroom should have intermediate and collegiate dictionaries, a thesaurus collection, and word history dictionaries
Vocab Learning
Word-specific vocab instruction is about teaching a deep understanding of the concepts that specific word represents
Generative vocab instruction is teaching about words. Meaning teaching an understanding of the generative features of Greek and Latin affixes and roots
Common Errors
Polysyllabic words have unstressed syllables where the vowel creates the schwa sound
Opposition
Suffixes can have different spellings even though they sound similar
Opposition, clinician, tension
Absorbed or assimilated prefixes
Opposition = ob + position, immobile = in + mobile
Spelling-Meaning Connection
Words that are related in meaning are often related in spelling, despite changes in sound
If you are having trouble spelling a word, think of a word that sounds like it and spell it that way
By building an awareness of the logical connections between spelling and meaning students have a more productive and reassuring word learning experience
Words will be better learned, understood, and retained when related to other words
Mnemonic, amnesia, amnesty- all have to do with the memory
Affixes
First introduced in the Syllables and Affixes stage
Reviewed in Derivational Relations stage with more advanced vocab
Adding –ION words
Different spellings of /-shun/ - protection, invasion, admission, musician
Generalizations
Base words that ends in –ct or –ss just add the –ion
End in –ic add –an
End in –te drop the e and add –ion
Ed in –ce drop the e and add –tion
End in –de and –it drop the letters and add –sion and –ssion
Sound Alternation
Consonant alternation – consonants that are silent in one word are sometimes “sounded” in a related word
Begin with silent/sounded pairs
Bomb/bombard
To remember the spelling of a word with a silent constant, try to think of a word related in spelling meaning. You may get a clue from the consonant that is sounded
Common consonant alternation with suffix –ion
Prevent to prevention
Vowel Alternation – occurs in related words in which the spelling remains the same despite a change in the sound represented by the spelling
Vowel alternations occur when affixes ae added and the accented syllable changes
Nature to natural
Begin with the vowel alternations that change from long to short vowel sounds as suffixes are added
Then study the spelling of the schwa
Greek and Latin Elements
Word roots- cannot stand alone after all the affixes have been removed
Chron – chronology
Begin study with Greek and Latin elements that occur frequently and are transparent in meaning
Greek Roots are labeled “combining forms” because they combine in different places in words – beginning, middle, and end
Latin roots are just labeled roots. They tend to stay in one place, with prefixes and suffixes attached
Credible, credence, incredible
Once students understand these word parts and how they work you can point out this distinction between Greek and Latin Roots
Spelling Changes in Vowel and Consonants
After students have gone over root words and derivationally related words, they then can learn words in which the sound and the spilling change
Students learn that if the base word has ai or ei, then the derived word is simply just a or e
Receive, reception
Exclaim, exclamation
Advanced Suffix Study
Certain suffixes and spellings are especially difficult for even advanced readers and writers. However, there are generalizations that help in determining how a word is spelled
At this level, most know how to sell the words correctly, which greatly aids in figuring out the spelling of the suffix
Assimilated Prefixes
Prefixes are often obvious visual and meaning unites that are easy to see and understand
These prefixes depend on a great deal of prior knowledge
Immature, illogical
Somewhat disguised prefixes, where the only clue as to the meaning is in the doubled letters
Word Study Instruction
Early/Middle – students in this stage have mastered the spellings of most of the prefixes and suffixes as well as what happens when they are affixed to bases
Late – most students do not reach this stage until middle school or high school
Able to spell most new academic vocab correctly
Sequence and Pacing
When introducing new vocab, words should mostly be familiar to the students, so that they can begin to make generalizations and move on to harder words
The student’s level can be confirmed the Spelling Inventory
Assess and monitor progress
Students are becoming very good spellers. Students know that the structures of words is key to their meaning, so when assessing students, more than just spelling should be addressed.
Students spell and define words (own definition)
Students spell a word, then underline the prefix, suffix, or root of the word
Students generate words with a specific prefix, suffix, or root
Students monitor their own progress
English Learners in This Stage
ELLs are potentially more sensitive to word than others
The study of cognates are important at the derivational stage and can benefit ELLs
Learning Cognates
Read Aloud
When you read to your students, have them point out words that they think are similar. This can be done individually, too
Student Reading
Ask ELLs to find three or four cognates and write them on sticky notes
Word Sort
Pair students and give each pair a set of cognate cards: one card has the Enlish cognate and the other has the Spanish (or other languge) cognate
Routines and Management
Word Study is alternative to traditional way of spelling instruction. Based on learning word patters rather than memorizing unconnected words
Word study provides students with opportunities to investigate and understand the patterns in words
Three basic points
Word and word elements selected for study should be generative, which means we should teach word families
The words that we initially select exploration by our students should be based on how obvious their relationships are
There should be a balance of teacher-directed instruction with students exploration and discussion
Teacher Directed Word Study
Word study should take place all day long and in all content areas
Students in this stage still need in-depth systematic attention to features at their developmental level
Activities
Word Study Notebook
Dive the Notebook into three sections
Word Study: Record word sorts, reflections, and homework
Looking into Language: Records of whole-group word study of related words, concept sorts, interesting word collections
New and Interesting Words: Words students encounter in their reading that really grasp them, golden words
Words that Grow from Base Words and Word Roots
Whole class or small group activity
Materials: drawing of a tree
Procedures
Decide on ab se word or word root to highlight then over time move from frequently occurring words that relate to the root then to less known
Word Part Shuffle
A group of students receives a stack of cards consisting of a majority of the most generative prefixes, suffixes, and bases/word roots
Group shuffle the words and have to match the cards to make words and then write word definitions
Quartet
Like “Go Fish”
You need to make a “suit” of four matching words with the root word
Play like normal
Root Webs
Write one word in circle and then create legs to make a “web” of other words with the root word
Latin Jeopardy