Teacher’s Guide

VocabuLary
through Morphemes
Second Edition

Suffixes, Prefixes, and Roots for Intermediate and Secondary Grades

Susan M. Ebbers
 CURRICULUM GOALS

One of the goals of Vocabulary Through Morphemes is to foster interest in and

engagement with words. Another is to learn the meanings of key morphemes (prefixes,
roots, suffixes) and to promote fluent reading of morphologically complex words.
A third goal is to increase vocabulary knowledge. However, the ultimate goal is for
students to confidently infer unknown word meanings during independent reading
in any subject area. Students can be taught to make this inference by combining
information gleaned from the outside clues (the context that surrounds the word) and
the inside clues (the morphemes inside the word). This is called the outside-in strategy
(Ebbers and Denton, 2008). Specific objectives include the following:

• Fluently read morphologically complex words, including academic words

• Analyze compound words, describing how they convey meaning

• S
 tate the meaning and grammatical function of the more common affixes
and roots

• Analyze morphologically complex derivations that involve affixation to a root

• Use word and sentence clues to determine the meaning of unknown words

• A
 pply a independent word-learning strategy to connected text (outside-in
strategy)

• Describe the relationships expressed in analogies

• Describe the denotations and connotations of a set of synonyms

• Create networks of antonyms, synonyms, and morphologically related words

• Develop greater competence with morphologically complex academic words

• Chronicle main events in the history of the English language

• T
 race the historical origins of various English words (e.g., Latin/French,
German, Greek)

6 Vocabulary Through Morphemes  /  Teacher’s Guide

 CURRICULUM OVERVIEW

Vocabulary Through Morphemes (VTM) reflects the academic content standards for
English/language arts spanning grades 4–12 in many states, including California,
Texas, and Florida. VTM targets specific learning expectations pertaining to structural
analysis, affixes, roots, analogies, and word relationships. Grade-level expectations
pertaining to word origins (including etymologies and the history of the English
language), connotations and shades of meaning, and use of context clues are also
addressed in this program. VTM embodies academic language and incorporates the
scholarly meanings found in the Academic Word List (Coxhead, 2000), promoting
comprehension of the formal language used in lectures, texts, and assessments. Most of
the Greek roots taught in VTM are the basis for scientific terms (biomass, thermonuclear,
hydroscopic). Although VTM is not strictly a phonics program, students learn to decode
longer words in morphemic chunks. Spelling improves, because word formation rules
are peppered throughout, such as “drop the final -e before adding a suffix that begins
with a vowel” including -y, -ive, -ity, -ate, and so on. Students practice “morphological
math” when they combine multiple affixes with a root, making all the necessary
spelling adjustments as they do so and successfully reading long, morphologically
complex words. Also, grammar improves as students learn that the derivational suffix
determines the part of speech. For example, words ending with the suffix -ful tend to
be adjectives, as with joyful and plentiful, but words ending with the suffix -ion tend to
be nouns, as when we change the verb educate to the noun education, or we change the
verb divide to the noun division.

Vocabulary Through Morphemes  /  Teacher’s Guide  7

 SEQUENCE, PACING, AND TIMING

It is most effective to teach the four units—introduction, suffixes, prefixes, and roots—
in the sequence provided. This is a systematic approach to learning the most common
morphemes in the English language, yet it is also a spiraling curriculum, because
previously learned morphemes are folded in to new lessons even as the content
becomes more complex and cognitively challenging.

Introductory unit: First, set the stage—teach the brief introductory unit on the history
of the English language. Then teach suffixes, prefixes, and finally roots.

Suffix unit: Students often know what a word means, basically, but they misuse it
in context, perhaps using an adjective as a noun. Derivational suffixes drive syntax,
helping us understand the grammatical function of a word. English derivations are
morphosyntactic—syntax is encoded into the suffixes. For example, most words ending
with the derivational suffix -ic are adjectives, as in heroic, fantastic, and exotic, and
most words ending with the derivational suffix -ate are verbs, as in educate, exaggerate,
and hyperventilate. Why does this matter? It is not uncommon for students to learn
the basic meaning of a word—to get the gist—but to misuse it when speaking or
writing. This happens because the student does not have a good grasp of derivational
morphology—the student has not learned how a derivational suffix directs the part of
speech. Changes in syntax occur when the suffix changes. Thus, create is a verb, as
are many words that end with the suffix -ate, but creative is an adjective, as are many
words that end with the suffix -ive, and creativity and action are abstract nouns, as
are most words that end with the suffixes -ity and -ion. For learners to grasp abstract
academic word meanings and become adept at using words correctly when speaking
and writing, they must get a sense of the suffix and they must tune their ears to hear
“the ring” of sound syntax. Note that this is not about memorizing the meanings of the
suffixes—the meanings of most suffixes are cumbersome and opaque—rather, the goal
is to improve grammar. If students understand syntax fairly well, yet need to broaden
and deepen their vocabulary, move quickly to prefixes.

Prefixes influence word meaning. In many words, the meaning is clearly mapped into
the prefix, as in interior, exterior, posterior, anterior, and ulterior. In many cases, prefixes
change the flavor, or connotation, of the word. For example, deport is more negative
than support, and supermolecule is more impressive than molecule. Furthermore, the
prefix is easy to find, because it is always at the beginning of the word—although it
becomes tricky when the word has multiple prefixes, as in insubstantial. As students
learn the prefixes, they will continue to encounter the suffixes they learned in the first
section. This provides an opportunity to review suffixes and check for understanding
over time. Distributed practice is a key component of this program.

8 Vocabulary Through Morphemes  /  Teacher’s Guide

 Roots. Finally, students master the most common roots. Greek and Latin roots are
ubiquitous to academic textbooks beginning in intermediate grades. Greek roots are
essential to words used in the sciences. Most academic words contain a Greek or Latin
root, so learning these morphemes should promote academic vocabulary. Previously
taught suffixes and prefixes are integrated into the roots section to ensure a more
complete understanding of the word. This allows the student to revisit and rehearse
previously learned prefixes and suffixes.

Options: Depending on the needs of the students and the time allocated for
instruction, these lessons could be truncated and combined. It is not always necessary
for every student in every setting to fully explore every table on every instructional
page and to complete every practice page. In some settings—for example, after-school
and summer school programs—teachers have successfully truncated and combined
sections, focusing on the most essential morphological skills, including suffixes and
prefixes. For at-risk readers, the Latin and Greek roots are an advanced concept, but
understanding the affixes is more immediately essential to literacy.

Pacing and timing: There are 90 lessons, plus several assessments. Plan for about 10–
20 minutes a day, depending on the students’ needs. With each instructional page, teach
the new morpheme, reading aloud with the class, circling roots, discussing meaning.
The next day, or for homework, students complete the practice page as modeled by
the teacher. The entire program takes one full school year, if the instructional page
is completed on one day and the practice page is completed on the next day. If the
practice page is completed the same day as the instructional page, the program takes
one full semester. Do not teach toward mastery and memorization of each vocabulary
word. Rather, provide an understanding of the morphological concept and model
the outside-in strategy for integrating context clues and morpheme clues to predict
meaning. Then move on to the next lesson. The curriculum is recursive; previously
taught concepts will be addressed again as review. On occasion, use flash cards and
games (see Optional Games and Activities section, page 20) to review previously
learned affixes and roots. Also, apply morphemic analysis to context frequently when
reading any text. For summer school, spend about 20–30 minutes a day and combine
two affixes or roots in one lesson. If time is very tight, use summer school to teach
prefixes and perhaps a few roots.

Vocabulary Through Morphemes  /  Teacher’s Guide  9

 ANNOTATED SPREAD FROM STUDENT BOOK

A typical instructional page takes 10-20 minutes, depending on the group. Use this
page to teach the linguistic principles with explicit and deductive methods. Prompt
instructional conversations (whole group and partner). The goal of the instructional page
is to learn the new morpheme, not to memorize a page of words. For suffixes, the primary
goal is to develop syntactic awareness (e.g., words ending with –ic are adjectives).

Read the content aloud with the class at least once. If reading is not fluent, use active
reading methods, including choral reading in groups and partner reading.

Develop silent and oral reading

fluency. Learn to identify morphemes.
The Greek form path
‘suffering, disease’

Read silently and read aloud. Circle roots and underline affixes in target words.

TARGET WORD SENTENCE

1. pathos The doctor felt great pathos, but the sick child did not want pity.
2. pathogen A deadly pathogen can destroy a liver.
3. pathogenic Several diseases are caused by pathogenic bacteria.
4. pathology Dr. Petra studies pathology, including the causes of diseases.
5. pathologist Suffering from leprosy, we all visited a pathologist.
6. pathological A pathological liar has mental illness.
7. pathetic The rich man’s lonely lifestyle seemed pitiful, sad, and pathetic.
8. apathetic He is apathetic about life; we can’t interest him in anything.
9. sympathy Sara felt sympathy for Jan when Jan’s grandmother passed away.
Students circle
10. sympathetic The sympathetic teacher comforted the sad child.
learned roots and 11. empathy Joe felt empathy; he felt Mitch’s pain as if it were his own. Teacher models how to
underline learned 12. sociopath The criminal is a dangerously ill sociopath. pronounce the morpheme
affixes in every /sik/. Students say it aloud
target word. The Greek form psych /sik/. Provide explicit
feedback.
‘the mind, mental’

TARGET WORD SENTENCE

1. psychic A psychic tries to foretell the future.
2. psyched The team got psyched up before the big game.
3. psyche A psyche may be damaged by extreme fear.
4. psychology Psychology is the study of the mind, mental processes, and behavior.
5. psychologist The psychologist asked Marcos many questions about his past.
6. psychological A positive attitude is psychological, but it affects physical well-being.
7. psychiatrist Dr. Soon, a psychiatrist, prescribes medication for depression.
8. psychopath The pathetic psychopath was imprisoned for his crimes.
9. psychotherapy Psychotherapy is a type of psychological treatment.

Analogies: Discuss the relationships.

• Microphone is to sound as microscope is to sight.
• Pathogen is to illness as antibodies are to health.
• Sympathy is to kindness as ridicule is to cruelty.
This icon prompts peer • Psychotherapy is to Sigmund Freud as electricity is to Benjamin Franklin.

conversation. Teacher
provides explicit closure.
188 / Instructional Page Vocabulary Through Morphemes / Greek Combining Forms

10 Vocabulary Through Morphemes  /  Teacher’s Guide

 A typical practice page takes 10-20 minutes, depending on the student. Ensure that students
understand how to complete each type of task. Clarify the directions and model at least one
example. In some cases, allow students to work with a partner. Provide explicit and timely
feedback. Use these pages as a formative measure, an assessment for learning. Adjust the
pace, complexity, and intensity of subsequent lessons based on this data.

Part A: Pronouncing Greek words. When an English word flows from Greek, the final e is often pronounced,
as in psychē. This is not a rule; it is a tendency.

Read the words. Circle the words that end with a long ē sound, and mark the e with a line. If the word
ends with a silent e, draw a slash through the final e. First, study the examples.

cape psychē apostrophe acne

Aphrodite catastrophe congregate Penelope

sesame hyperbole propose epitome

Part B: Morphotextual Mastery: Read the story. With a partner, define the bold-type words. Examine
context and morphemes for clues. Then, read the story aloud.

Greek Mythology—Aphrodite, Psyche, and Eros

The ancient Greeks created stories about gods and mortals to explain human psychology. In
Greek mythology, Aphrodite was the goddess of love. She was exceedingly beautiful and she knew

Morphotextual it. Aphrodite was vain and prideful—pathetically absorbed in her own reflection.
One day, a lovely babe named Psyche was born. Psyche was the daughter of a mortal king.
Mastery: Students
As the years passed, Psyche developed into an astoundingly beautiful princess. Aphrodite became
read the passage
increasingly jealous of Psyche’s beauty. In her pathological jealousy, she decided to punish the
independently and
innocent princess.
discuss it with a
Aphrodite’s son, Eros, was the god of love. When he shot his invisible arrows at humans,
peer. Finally, they they instantly fell in love with the first person they saw. Aphrodite told her son to make Psyche
read it aloud with fall for an old man with rotting teeth. Eros argued with his psychotic mother, urging her to see a
a peer to promote psychotherapist, but she would not. Finally, he agreed to do as she asked.
fluent reading. This Standing invisible, an arrow in his hand, Eros watched Psyche. He felt compassion because
task measures the he knew she would be miserable with the old man. Sadly he rubbed his chin, accidentally
likelihood that the scratching himself with his own arrow. In that instant, Eros fell passionately and wholeheartedly

student will apply in love with Psyche.

morphemic analysis
What does Aphrodite do? How does Eros fight for Psyche? Find out for yourself.
to context. Different variations of this myth are stored on the World Wide Web.

BONUS ACTIVITY Multisensory, see page 227

Vocabulary Through Morphemes / Greek Combining Forms Practice Page and Morphotextual Mastery / 189

Bonus Activity: This page is

located at the end of the unit.
This activity may be done any
time after the student has
learned the roots psych and
path. Bonus pages provide
for distributed, collaborative,
multisensory practice.

Vocabulary Through Morphemes  /  Teacher’s Guide   11

 INSTRUCTIONAL PAGES (How To)

The Objectives and Overarching Goals of Instruction

The primary reason for using Vocabulary Through Morphemes is not to memorize
vocabulary words, even though the student’s mental lexicon will expand. The ultimate
goal of this curriculum is to teach students to be independent word learners through
the strategic application of morphemic analysis to context. This ability—to infer word
meaning by digging into external context clues and internal morpheme clues—will
enable students to more confidently and capably approach academic texts, because
academic texts contain a great many morphologically complex words (Baumann,
Edwards, Font et al., 2002; Baumann, Edwards, Boland, et al., 2003; Edwards, Font,
Baumann et al., 2004; Baumann, Ware, and Edwards, 2007; Butler et al., 2004; Nagy
and Anderson, 1984).

How to Use the Instructional Pages

Use the instructional pages in Vocabulary Through Morphemes as a vehicle for explicit
instruction and active learning. Encourage oral language, peer discussion, and silent
reflection. Teach pronunciation and/or articulation of morphemes and complex words.
Read aloud and read silently. Teach students to annotate each page by circling roots
or base words, underlining affixes, highlighting interesting words, writing a question
mark beside unknown words, and so on. Maintain a brisk pace, completing each
instructional page in about 15 minutes, depending on the needs of the group.

Page title: Read the title of the page together. Be sure students can identify the
language origin, the morpheme (affix or root), and the meaning. Example:

The Latin prefix pro-*

‘in front, forth, forward, before’

Read silently and read aloud. Circle or highlight the prefix or root in each target word.

PREFIX ROOT SUFFIX SENTENCE WITH TARGET WORD

1. pro- act -ive I am a proactive problem solver.

• Language
2. pro-
origin:
ceed
Latin (remind students that Latin was used by the Romans
Please proceed to the nearest exit.
3. pro- fess -or Professor Pundit steps forward.
2000 years
4. pro- ago; it’s
pos(e) no longer
-al a spoken
We submitted language,
a proposal but is still used in legal
to build a bridge.

documents and during religious ceremonies, and so on, and it’s heard in some
5. pro- ject -ed We’re looking at the projected image.
6. pro- tect They are trying to protect the innocent.
common expressions
7. pro- gress like “prosI’mand cons”
making progressor “status quo”)
in school.

• Morpheme: the prefix pro- (have students say and spell the morpheme)
8. pro- duct -ion We’re putting on a theatrical production.
9. pro- claim -ation Lincoln signed the Emancipation Proclamation.
• Meaning:
10. pro- pro- denotes
mot(e) ‘in-ionfront,
I gotforth, forward,
a promotion before’
from teacher to principal. (students say

the meaning)
11. pro-
12. pro-
creat(e)
pel
-ion
-s
Procreation occurs when a baby is born.
A dolphin propels himself forward with flippers.
* The prefix pro- can also mean ‘in support of,’ as in pro-taxation.

1. pro-education The gubernatorial candidate is pro-education.

2. prohibition Those in favor of prohibition want to make alcohol illegal (to prohibit it,
to inhibit its use).
3. proslavery During the Civil War, the South took a proslavery position.

Analogies: Discuss the relationships between the words.

12 • Helmet is to protection as basket is to containment. Vocabulary Through Morphemes  /  Teacher’s Guide
• Airplane is to propeller as automobile is to engine.
 Numbered rows of text: Give the class a minute or two to silently read the first
section of numbered rows. Discuss the linguistic pattern(s). Then, have students read
the text aloud, reading across each row. Use an echo-reading format in which the
teacher reads a bit and students echo, or divide the class into speaking groups and have
one group read each column. This is important; do not skip this step. The numbered
sentences must be read aloud so students have the opportunity to say and hear the
“resounding ring” of English syntax and usage.

In each row, make the relationship between columns explicit. For example, say, “See
how the verb calculate in this column became the noun calculation in this column.”
Say, “See how the final vowel is replaced by the first vowel in the suffix. This column
displays the word create, a word that ends in the vowel e. The next column displays
creative—the final e is dropped when we add the suffix -ive.”

Speaking aloud and annotating text: For each row on the instructional pages,
students read silently and then they read aloud. Assign different groups of students to
read the different columns in the table, reading across each row. Alternatively, read
aloud in partners, one column per partner, as illustrated below. In the target words,
teach students how to circle or highlight morphemes they have learned.

Encourage interest in complex words with multiple morphemes. Playfully pronounce

them, treating them like tongue twisters, perhaps. Help students learn to put the
accent on the correct syllable.

Everyone reads
column 3 together,
Partner B or The Latin suffix -ary aloud.
Group B reads Suffixes Influence Syntax
column 2 aloud. Read silently and read aloud. Circle or highlight the suffix or base in each target word.
The suffix -ary denotes ‘a place for things or a collection of things’ (noun).

NOUN PLACE OR COLLECTION PHRASE

Example: library a place for books numerous books at the library
1. vocabulary a collection of words used speaks with an interesting vocabulary
2. dictionary a collection of definitions multiple words in the dictionary
3. glossary a collection of terms in a text a glossary at the back of the book
4. summary a collection of main ideas a summary, summing up of the ideas
Read across rows. 5. granary a place for grain, wheat farmers filling the granary
Partner A or Group A 6. statuary a collection of statues a group of statues in a statuary
7. topiary a collection of sculpted shrubs animal-shaped shrubs at the topiary
reads column 1 aloud. 8. apiary a place for bees an apiary filled with buzzing bees
9. itinerary a collection of travel plans an exciting travel itinerary
10. obituary a collection of death reports reading the obituary column
11. mortuary a place for preparing the dead took flowers to the mortuary
12. seminary a place for studying scriptures studies at the seminary
13. sanctuary a place of safety and refuge had to find a peaceful sanctuary
14. infirmary a place for healing the sick many patients in the infirmary
15. aviary a place for birds visit birds in the aviary
Cemetery ends with -ery, but the function and meaning is the same as -ary in this case.

Read and discuss: A bestiary is a book or manuscript—a collection of stories

about real and imaginary beasts. Several bestiaries were written in Old English
and in Latin. In a bestiary, one can expect to find pictures of the mythical unicorn
and the legendary griffin. What other animals might one expect to find in a
bestiary? Which authors might refer to a bestiary to construct their plot?
Griffin
Additional meaning: The suffix -ary also denotes ‘one who, a person who.’ (eagle and lion)

NOUN SENTENCE
1. missionary Mother Teresa served for decades as a missionary in Calcutta.
2. dignitary England’s prime minister is an important dignitary.
3. contemporary Francis chatted with a contemporary from New York.
4. secretary Typing furiously, the secretary finished the report by noon.
5. emissary The king sent his emissary to speak to the citizens.
6. adversary Queen Beth dealt her opponent a fatal blow.
7. beneficiary Who is the beneficiary? Who will inherit Uncle Sam’s fortune?

72 / Instructional Page Vocabulary Through Morphemes / Suffixes

Vocabulary Through Morphemes  /  Teacher’s Guide   13

 Instant Discussions—Talking Topics: Instructional pages display the to
prompt brief discussions. Topics vary. As students converse with each other,
the teacher walks about listening. After a few minutes, the teacher opens the
discussion to the whole group, providing explicit feedback. Several different
examples are shown here, with teaching tips for each type:

Fr
Stud om
ent B
page ook
192.
Etymology:  The Study of Word Origins
One of the strengths of the English language is its willingness to adopt words
from foreign fields. Adopted words are called loanwords. India lent us the
word shampoo; from the Spanish we got amigo, from China ketchup, from
Arabia sofa, from Denmark cookie (originally meaning ‘little cake’), and from
West Africa zombie. From Irish/Gaelic flowed whiskey, slogan, and truant.
Potato is from Haiti. Do you know any other loanwords?

TEACHING TIP: As a way to kindle interest and engagement with words, use word histories
(etymologies) to illustrate that English words flow from a variety of different languages and
that word meanings are prone to change over time. Consider pinning word cards on a map of
the world and/or have students write words on the map on page 5 in their book.

Fr
Stud om
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page ook
116.
Discuss the denotations and connotations:
• How are unfed and underfed different in meaning? How are they the same?
• How are unpaid and underpaid different in meaning? How are they the same?
• Compare uneducated and undereducated. Contrast them, too.

TEACHING TIP: Use this type of talking point to illustrate that morphemes make a big difference
to meaning. For example, if a person is unfed, that person has had no food, but if a person is
underfed, that person has had some food, but not enough. Remind students to be precise with
vocabulary when speaking and writing.

14 Vocabulary Through Morphemes  /  Teacher’s Guide

 Fr
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page ook
38.
Synonyms: Discuss the meaning, nuance, or connotations.

childlike childish child

innocent, young, naïve, selfish, immature, spoiled, baby, infant, toddler,

trusting, open, simple- bratty, infantile, self- youngster, offspring,
minded centered son, daughter, kid,
youth

TEACHING TIP: Use this type of talking point (1) to show how suffixes change words, from
child, to childlike, to childish; (2) to illustrate the importance of word choice and help students
become more discerning when listening or reading and more particular when speaking and
writing; and (3) to make students aware of nuance, connotations, and shades of meanings.
Connotations are the feelings that a word triggers, whether positive, neutral or negative. Ask
partners to rank the synonymous words as positive, negative, or neutral. There is no correct
answer, and responses will vary, because connotations are unique to each person based on his
or her experiences with that word (authentic experiences or secondhand experiences gained
through books and movies). Nevertheless, there will be some agreement for some words. For
example, the words innocent, open, and trusting are fairly positive; young is neutral; but naïve
and simple-minded may trigger uncomfortable feelings and negative responses—these words
might be used pejoratively to insult, offend, or label people. Remind students to be aware of
connotations and to be thoughtful and considerate with vocabulary when speaking and writing.

Fr
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page ook
144.
Discuss the connotations of the boldface words.
If Roman soldiers were disobedient, their centurion (who commanded 100 men) would
decimate the troop as punishment, killing (decimating) every tenth soldier as they stood
in a line. Mutiny (disobedience) resulted in capital punishment. The word decimation has
fearful connotations. When should it be used?

TEACHING TIP: Use this type of talking point to teach word origins, the numeric prefix deci-
(‘ten’), and the difference between denotations (the definition of a word) and connotations
(the feelings, images, and associations a word triggers). Remind students to be aware of
connotations and to be thoughtful and considerate with vocabulary when speaking and
writing.

Vocabulary Through Morphemes  /  Teacher’s Guide   15

 Fr
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192.
Morphotextual Mastery. Read. Discuss the meaning of the boldface words.

In Greek mythology, Cronos was time itself, for he was the son of the very
first god. However, time taught Cronos nothing; he was wickedly ambitious.
Eventually, the psycho killed his own father. In death, his father prophesied,
“In the chronicles of time it will come to pass that your own children will rise up
and dethrone you, just as you have dethroned me, for crime begets crime!” . . .
[The passage continues.]

TEACHING TIP: Brief passages allow students to apply newly learned morphemes in context
(in this case, the prefixes de- and be- and the roots psych and chron). The goal is to develop an
independent word learning strategy: To infer the meaning of unknown words, we look outside
the word at the context clues and inside the word at the morphemes. We merge the clues and
use them to validate our hypothesis. This is called the outside-in strategy. Teachers should
use explicit modeling, including a think-aloud method, to teach students how to strategically
glean word information from context and morphemes. With a think-aloud process, circle
context clues and highlight morphemes that help a reader infer word meaning. For more
details on this strategy, see student page 13.

Fr
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s 20, k
38.
Analogies: Discuss how the words are related.
• Chilly is to sweater as wintry is to overcoat.
• Scrooge is to tightfistedness as Snow White is to kindheartedness.
• Forgiveness is to peace as vengeance is to war.

TEACHING TIP: Use this type of talking point to help students think analytically and to focus
on grammatical word class. An analogy displays a relationship between ideas, but the
relationship is not transparent or immediately obvious. The relationship between the first
two words must be the same as the relationship between the second two words, creating a
balanced equation.

In the example, the first analogy relates an adjective to a noun: chilly (adjective) weather
calls for a sweater (noun) just as wintry (adjective) weather calls for an overcoat (noun). Tell
students to highlight chilly and wintry in one color (a color used for adjectives). Highlight
sweater and overcoat in another color (a color used for nouns). Under chilly write “cold,” and
under wintry write “even colder.” Through discussion, lead the students to see that you wear
a sweater when it is chilly and you wear an overcoat when it is wintry. By degree, wintry is
colder than chilly.
(continued)

16 Vocabulary Through Morphemes  /  Teacher’s Guide

 TEACHING TIP (continued):

In the second analogy, we see a relationship that involves personality traits: the noun
(Scrooge) is known for his noun (tightfistedness) just as the noun (Snow White) is known for
her noun (kindheartedness). Have students color-code the words by grammatical word class
as described in the previous paragraph.

In the last analogy, we see a relationship that involves causation. Forgiveness (noun) causes
peace (noun) just as vengeance (noun) causes war (noun). Have students color-code the words
to make the relationships obvious.

Academic Vocabulary

What is an academic word? Many of the exemplar words in VTM are academic
words—words that replace primary-grade synonyms and that appear across domains
of study. For example, a primary word is job and its academic counterpart is profession.
Students might encounter the word profession in math, science, social studies, literature,
and so on. Cross-curricular exposure makes the word more worth teaching, as does
morphological relatedness.

Application: From any given instructional page, the teacher might select an academic
word and teach it. Briefly elaborate on the meaning and use of the academic word.
Have students generate statements that include the academic word.

Vocabulary Through Morphemes  /  Teacher’s Guide   17