A Parents’ Guide to Word Study
“Once students reach the intermediate grades, the meet approximately 10,000 new words –
words never before encountered in print – in their school reading each year.” (Nagy and
Anderson, 1984)
Research supports the idea that traditional spelling tests are not the most effective way for
children to learning ‘spelling’, or increase their vocabulary. Further, spelling rules sometimes
have as many exceptions as applications. In keeping with the most up to date research and to
help students prepare we have modified the spelling program. We will be emphasizing word
origin (Greek and Latin root words), morphology (meanings), and the compositions of words as
patterns of sounds.
Greek – Latin root words, words #1-5
Your student is to learn the Greek or Latin root word and its MEANING. In addition, your child
should learn the spelling and meanings of the examples of the root word.
Monday’s Homework –
The student will look up the meaning of each of the root word examples and write the definition
they think most closely relates to the definition of its Greek / Latin root word (usually the first
definition in the dictionary) and try to put into their own words. This will help students internalize
the meaning more than if it was provided. They also need to write the part of speech (noun,
adjective, adverb, etc.).
IN CLASS - They will write the words and definitions on their note card and attach to their ring.
They are to turn in a lined piece of paper with the definitions neatly written.
Morphographs Meaning bearing ‘chunks’, words #6-10
In this section, we will study suffixes and prefixes that carry meaning. In addition, we will study
HOW they are added to words. The actual spelling word is the root word plus the morphograph.
For example, the list will show follow + ed = followed. Followed is the spelling word.
To learn these words, students to apply two very effective strategies.
Tuesday’s Homework –
First, students will break each word into syllables. For Washington, the student would list Washing-ton. Secondly, the students are to look for words within words. So, in the word Washington,
we can see wash, washing, was, ash, ton, and on. Grouping these examples by common
linguistic patterns also help students spelling abilities
Break each word into syllables and look for words within words. So, a student entry for the word
Washington would look like this.
Washington: Wash-ing-ton
Wash
washing
was
ash
ton
on
Content Vocabulary, words #11-15
In the final section, we will study vocabulary words reflective of classroom studies.
Wednesday’s Homework –
Students are to write each of these words in a MEANINGFUL sentence. These will take practice
and get easier as the year progresses. The students have a worksheet in their binder detailing
how to write a meaningful sentence.
Thursday: Studying for Tests
Students learn in different ways. As students prepare for tests, they will need to know not only
how to spell each word, but what they mean. In addition, they will need to know the meaning of
the Greek/Latin root word and the morphograph of the week. To help them achieve this goal,
they can use a “Key Sheet” to guide their word study. On this sheet are tons of strategies to
study based on the Multiple Intelligence Theory of Howard Gardner. The idea is to find a way or
ways that work for your individual student. So explore the list, use it to develop your own
effective strategies!
Friday – Tests
Each student will need to be able to spell each word correctly, write the meaning of the
Greek/Latin root word, morphograph of the week, and one other “Teacher’s Choice” word. There
are also bonus words in which the students can earn extra points for correct spelling, part of
speech, AND definition.
We will be reviewing the expectations for spelling homework the first two weeks in class to help
the students prepare.