Activity Description

Preparation:

 1. Create a list of word roots and words that contain them
    a. For example: play -->player, playful, playing, replay; photo --> photographer, photogenic,
    photosynthesis, photography, photon
2. Compile pictures that represent your chosen word roots
3. Prepare a challenge question that requires the student to use a root word to understand the meaning of a new big word
    a. For example: What is the meaning of photosynthesis?
4. Gather chart paper and markers
5. Gather dictionaries and paper for students to find the meanings of words
6. Generate a list student pairs using mixed ability groups
 

Implementation:

1. In whole-group discussion, begin by expressing an interest in a word containing your chosen root
    a. For example, “Photosynthesis is such an interesting word. In science, we have been learning
    about photosynthesis, that is when plants can make food for themselves. I wonder why it
    has the name photosynthesis. Sometimes you can find out what big words mean if you
    know something about the word’s parts. Do you see a part of the word that you know? Yes, the
    word photo is in the word photosynthesis. Hmm, what do you think photo means?”
2. Explain to students that words often have “roots” in them, which are parts of words that mean the same thing no matter what word they are in, and are usually spelled the same as well
    a. Explain that sometimes they may already know the meaning of a word root, but if they
    do not they can try to look it up in the dictionary
    b. Model the process of using the dictionary
3. Model on the board how to create a word cluster using a known word root
    a. Write the word root in the middle of a piece of paper, along with its meaning and a picture
    that represents the meaning (for example, photo means light and include a picture of a sun)
    b. Ask students if they can think of other words that have the chosen word root
    c. Add the new words to the word cluster by drawing arrows from the root word, including
    a picture if possible
4. For any words that contain additional roots (for example: photosynthesis, photograph, photosensitive), have students try to infer their meaning using their knowledge of word roots
    a. If students cannot figure out what the additional root means, have them look up
    this information in a dictionary and add it to the word cluster
5. Invite students to make a word cluster with a partner
    a. Give students sample word roots if desired
    b. Call their attention to the consistency of the word’s meaning, as well as the way it is spelled
6. Invite students to share their word clusters with the class
7. Have students discuss how they could use their knowledge of word roots to help them understand or spell new words
 

Adaptations For

English Language Learners/ESL:

- Use pictures for visual display of words in graphic organizer
- Allow students to use a bilingual dictionary
- Choose root words that may share common meaning across languages
- For students from alphabetic language backgrounds, ask if they know word roots in their first language that also has the same meaning in English

LD/Reading & Writing Difficulties:

- Provide students with a pre-created graphic organizer
- Allow students to use a computer to create word clusters

Differentiated Instruction:

- Allow students to create word clusters based on their ability level

Related References

Source:
Gill, S.R. (2007). Learning about word parts with Kidspiration. The Reading Teacher, 61(1), 79- 84.

Evidence:
Carlisle, J.F. (2003). Morphology matters in learning to read: A commentary. Reading Psychology, 24, 291-322.