More than Memorizing:
Using Morphology to Teach Roots & Affixes
Jennifer Hadlock-Young, Binford MS
Jennifer Poore Bentley, Henderson MS
“Students’ understanding of
morphology is a better
predictor of reading
comprehension than
vocabulary level.”
(Kieffer & Lesaux, 2007)

Understand how to use morphological analysis as a
framework for root word and affix instruction

Practice a sequence of sorts that can be used to
introduce students to the structure of words and their
parts

Acquire a routine for teaching the definitions of roots
and affixes

Create a list of word parts for your department to
teach that is vertically aligned across grade levels
Principle #1
Students need to
know about the
etymology of words.
Principle #2
Students need to
identify the base
of words.
Principle #3
Students need to
know how to identify
the parts of words.
Principle #4
Students need to
know how to dissect
the parts of words.
Principle #6
Students need to
combine morphemic
elements while
focusing word
meaning.
Tips for Using Stations and Sorts
• Number or color code materials for each group
• Keep loose sorts in envelopes; avoid clips and
rubber bands
• Group sorts can be done on the floor (or use
trays)
• Have everything cut and prepared beforehand
• Timers are your friend (http://www.onlinestopwatch.com)
• Assign group roles
• Directions and modeling are key
• Bold or color code heading for sorts
What’s next?
•
•
•
•
•
•
•
Word harvesting using word walls and word hunts
Vocabulary journals
Word ladders
Word trees
Word webs
Word a week
Daily word routine
5 Day Routine for Teaching Roots
Day 1
Day 2
Day 3
Introduce
the word
part (root or
affix)
Practice with
words in
sentences,
analogies,
etc. that help
students
make
meaning of
the root
Read texts
that contain
the root
word being
studied
Day 4
Deep
exploration
through
additional
activities
Day 5
Reinforce
learning
with games
Assessment
Why is teaching
roots and affixes
more than
memorization?
Resources
www.readwritethink.org
www.fcrr.org
http://www.timrasinski.com/