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R of brainstorming, analysis, and confirmation. analysis, of brainstorming, that I developed that guides students a through cycle strategy triangle morpheme a describes article This posefully as structured apprenticeship opportunities. lie in the use of interactive discussions that are pur may tools instructional for direction goal. promising One broad seemingly this address to tools tional (Graves, 2006). exploration and inquiry student ongoing prompts that new with fascination consciousness”—a address increased concern for development of “ individualtowordonknowledge focus traditional their expand teachers that recommended have ties broadly,More 2006). Graves, 2002; Kucan,authori McKeown,& (Beck, extensive and egies, strat word learning student-driven of incorporation DOI:10.1598/RT.62.8.6 The ReadingTeacher, 62(8), pp.685–690 sequencevocabu this peated for five essential or six re Having inappropriately. and appropriately used be wordmight the where situations of tothink dents stu asks then word, and ofthe meaning the explains word, each for context situational brief a provides she lessons, previous from to accustomed become have students that sequence definition–example context–a Using upcomingpassage. the standing of key terms that are important to under Stars the from the acclaimed children’spassage book (All teacher pseudonyms.) are and student names room interaction during a morpheme triangle lesson. class snapshotof a provides following scenario The in theClassroom Morpheme Triangles Rod Winters Growth andWord Consciousness Interactive Frames for Vocabulary Teachers have responded by requesting instruc Mrs. W is preparing a group of fifth graders for a for graders fifth of group a preparing is W Mrs. that include direct instruction of keywords, of instruction include direct that instruction tovocabulary approaches pronged haverecommendedmulti authorities ecent (Lowry, 1989). She has selected a handful handful a selected has She 1989). (Lowry,

Number Number ------ISSN: 0034-0561 print/1936-2714 online © 2009International ReadingAssociation word tothe points she board, for chosen today’sshe has extended word play. terms,lary she draws attention to a particular word that sound or look likelooksoundor that any gest words that coincidentally with syllables start sug students if tosee alert relatedis She words. six or five least at mustered have students the and she until continues and triangle inverted the of corner W Mrs. each writes offered word next to the left-hand Mrs. W:Mrs. Kyle: connection.to ameaning share the ofmoreor two find can they if students asks then W Mrs. list. brainstormed the with continues and consideration for word a as isn’twords volunteered, purposely itintroducesshe example, for morpheme, true Danni: Keisha: Carlos: Mrs. W: to students. the Drawing a large inverted triangle on the white the on triangle inverted large a Drawing

Transition? If you take a trans-Atlantic flight, does that that does flight, trans-Atlantic a take you If moving.Butwhatabout with do to something have to seem does it Yes, with do moving. to something those have So to seem year. two last here moved I when schools transfer to had I weekend,and last house the of back the to house our of front the in bushes Well,transplanted dad my Transplant? Transfer? havealso word that part? Can you think of other words you know that three part, chunks.]first the Let’son focus the show to part word each arates [She sep trans-port-ed. parts: intoit three wewords know.that break we can To start, word the about how thinking time Let’ssome spend transported trans trans - but that don’t reflect a don’t reflect that but - trance transported is related to other other to related is - words that appear appear that words - . If one of these onethese ofIf . trans-Atlantic and turns

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the corners of triangle.] the corners the morphemeforineach fashion similar a in coincidental . [Instruction proceeds cide if “across”it means really or if it’s a just sentence the of tode rest we’ll the to read need but “across,” of idea the with do to whenwesee that reminder good a That’s now. for it of pletely, but let’s put a question mark in front com out it rule We won’t connection. ingful mean a than rather spelling of coincidence a just be may It it? does fit, quite doesn’t It like others. the fits that how don’t I see but it’spossible, suppose I across. movingsomething do with ing. But I don’t how see to that anything has you’reIf you’re trance, a in likedaydream aboutWhat word the trance idea the of across. do with to have something list our in words the all if see let’s corner.]Now left the of inside the corner. [Shethis ofinside writes word we’re think I ontoLet’sput the something. to . another across one language from it move and language one from thing Yeah, and if you translate, you take some ocean—you don’tocean—you move ocean! the Atlantic flight, the flight moves across the trans- it’sa and plane a take you if No, Ocean? [General laughter ensues.] Atlantic you’rethe moveto mean going across as our working definition in the trans- Vol. 62,No. 8 in a word it might have might it word a in ? across May 2009 in in ------brainstorm several brainstorm previously known words that also to students word invites and target the morphemein first the to attention draws instructor the corner, left and confirmation. Moving to the outside of the upper analysis, brainstorming, of process recurrent a map to triangle the of corners respective using word, the in morpheme each of consideration begins then tor visually splittingwhile the morphemes apart. The instruc morpheme each pronouncing morphemes, wordinto associated target the breaks instructor the of corner, each and (3) inside the of corner. each thinking: (1) the center of the triangle, (2) the outside for workspaces defined three provides triangle a of graphic visual the triangles, morpheme of case the 1991). In (Winters, terms vocabulary unknown and sions and in illustrating relationships between known record abilityofin their to discus create written a es classroom discussions, they do serve useful purpos Although graphic fororganizers are not all necessary word. the around discussion in students engaging while frame graphic a of use the exploits then She selection. upcoming an from vocabulary important of list short a from morphemes high-utility in rich is word that select a To targets students. hershe begin, dis and cussion to highlight and extend such representation relationships for graphic uses W Mrs. scenario, classroom-based earlier the In 2002). al., et (Beck tionships among new and previously known words developmentinvolving the rela plexrich process of Vocabulary acquisition has been as a described com Anchor MorphemeDiscussions Creating Graphic Frames to words. tisyllable mul of meaning the unlock to morphemes of use the illuminates that instruction benefitfrom can readers (decoding words by analogy). In unknown similar fashion, of developing pronunciation for know ready al they words use howto them showing struction in benefit from readers 2000).Early Scott, & (Nagy morphemes contain words those of 60% and words, multisyllable are counter grades beyond primary the es, and . Most of the new words students en roots, as such units meaning-carrying is, that morphemes, known wordsknown as and word parts previously upon draw to is vocabulary unfamiliar Beginning at the center of the inverted triangle, centertriangle, inverted the atthe of Beginning One way readers problem solve their way through ------Morpheme Triangle forTransported Figure 1 spelling always equals same meaning,” which leads “same as morphemes misconceptualize easily can fertoindependent Students goal. the is word solving todevelop for students trans if disposition portant im an is patterns spelling with meaning associate toappear fit. not does link meaning the wherewords toquestion confidence, students also become increasingly ready con and excitement increased the with tandem In torise. fidence begins student meaning, shared of nator common the denomi with associated are list the on words more 1). As Figure (see association meaning shared a disconfirm or to follow-up confirm for more need a and “imposter” an of possibility indicates the use of a question mark (?) rather than the plus sign The link. meaning shared a be to appears there that (+) placedis in front of words when the group agrees meaning among the words. brainstormed A plus sign in links about possible ensues mulated,discussion a corner. When a list of five to six words has been accu outsidethe of the on list addedemerging and tothe known words, each word is received, acknowledged, volunteer students As morpheme. target the contain This willingness to question rather than blindly blindly than rather question to willingness This + trans-Atlantic + translate + transit ? trance + transplant + transfer ? Portugal + Portland + portable + port Across Trans –ported Interactive Framesfor Vocabulary Growth andWord Consciousness move - - - - - To To

Discussions of MorphemeTriangle The Before andAfter word considered. is targeted the in morpheme each as triangle the of ner the discussion continues to move around each cor fashion, similar In corner. the of inside the on work group’s the of product the records then and nition defi working the shaping and clarifying in necessary if roleactive teacherplaysan The morpheme. the of definition working a hypothesize to students guides linkmeaning ofwords, the brainstormed the teacher of related meanings. notindicatedo presence that dencesspelling ofthe lows students to be prepared in advance for coinci such issues in the context of guided discussions al Addressing independent in reading. morphemes ply toap try whencredibilitystudents lackstreet toofa pheme triangle lessons are intentionally freewheeling mor around emerge that discussions Classroom Having noted possible exceptions for the shared shared the for exceptions possible noted Having past tense Present to + porter + export + import ? sport + balanced + sped ? edit + kicked + walked + nodded + shouted

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TEACHING TIPS The Reading Teacher TEACHING myword.infosuch as and www.visualthesaurus.com. include www.m-w.com sites and resources potential Other . English Middle and French its on from information fairly tostraightforward background at .reference.com reveals 10 results ranging TIPS TEACHINGFor example, an online search for the word transport definitions. suggested across nuances other trating by illus further student knowledge deepens tionaries level by looking at entries from multiple online dic next the to activity familiar this Taking morphemes. targeted for definition group’sinformal the ratifying room dictionary as a resource for confirming and amount ofmodest effort. a with further still heightenwordconsciousness will that activities other of variety a are there However, TIPS procedure. classroom normal into fits and achieve to from upcoming enough selections, is this aspect easy chosen are words If discussion. interactive the after targeted words in meaningful text as soon as possible encounter TEACHING students that ensure to is follow-up ning recommendationobvious formost plan The tivities. planalso for a of extension variety postdiscussion ac can teachers planning, prediscussion to addition In in RichContexts andFollow-Up Confirmation TIPS com/roots.htm. mlplanet.com/morphemes.htmand www.virtualsalt. of list TEACHING a forexample,efl.ht provideassistance, websites that return quickly can morphemes Greek or for Web a search addition, In known. well most the perhaps is Fifty” Thrifty “Nifty (1998)the of list Cunningham’s morphemes. high-utility identifying in needed is assistance if resources several access transferTIPS to future vocabulary needs. Instructors can word must be rich in morphemes that are likely to the matter; playword must of type this for scope micro placed underthe words classrooms, most in time instructional of amountlimited the Given TEACHINGmorphemes. high-utility of selection and tification foriden selections upcomingof reading previewing is preparation intentional of element important One further. still extendstudent and word understanding to enrich activities of variety toa giverise can they intention, with discussions such out carry and plan teachers when However, TIPSdiscussion. authentic of nature dynamic the reflecting improvisational, and TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIP Students can be invited to use a standard class standard a invitedtouse be can Students Vol. 62,No. 8 May 2009

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.html. www.reading.org/resources/tools/lessons/276 org, available workare suchonlineReadWriteThink. at dictionary.morphemegroupor Online templates for personal a of creation involvethe in might she them knowledge, morpheme evolving of collection their Carmen. del Sierra near refuge transborder pipeline a to Siberian Trans- the on articles from ranging contexts of ety National Wildlife Federation website in a wide vari see to excellent opportunity an students provides www.nwf.org/search Searching portation morpheme in offirst the understanding formal Mrs. W’s fifth-grade class can also confirm their in in students Internetaccess, givenmorpheme. a With incorporate that words locate quickly and clopedia, ency an as such resource, CD-based a offunction ‘find” the into morpheme a type to how shown be at the heart of the structured discussion that is built is that discussion structured the of heart the at dancethe between conjecture honor and confirmation to that lies taken be should care procedures, or for more advanced words (see 3). Figure bemorphed can into four-a or even shapefive-sided triangle the Also, 2). Figure (see word base a from prefix simple a to rectangle a to changed be can shape triangle the For instance, needs. tional the graphic framechoose, can be altered so to better meet instruc teachers If thinking. group to uted contribconnectionsmade that wordsand meaning havevolunteered readers advanced and struggling both groups, ability mixed with use classroom In knowledge and skill students bring to the discussion. discussions is that they offer entry points for whatever employedconversationsmorpheme triangle ed with all backgrounds and abilities. One benefit of the guid velopment activities de that provide access to vocabulary students of employ and out seek to need teachers and color, of (Biemiller & learners Slonim, 2001),students English-language disabilities, learning with students for gap achievement the in factor key a as recognized been has vocabulary limited Because Discussions forAllLearners Interactive Vocabulary Finally, if Mrs. W wants the students to document students the Finally,wants W ifMrs. Moving beyond online definitions, students can beyondcan Moving onlinestudents definitions, However teachers may choose to adapt shapes shapes adapt to choose may teachers However by searching several websites forwebsites several searching by trans -used on the the on -used trans trans -. -. ------

activity. classroom ongoing of part integral an as sciousness conword increasing experience learners all that ensure to means one offer can triangles morpheme 120).” When employed thoughtfully and intentionally, (p. to develop powerful dents, and rich stu advantaged less but especially students, all ing and engagement with words is a vital part of help students’ interest “Kindling (2006), noted byGraves As apprenticeship. toward students propel to pears teacher-supported conspiracy to understand that ap and risk-taking the is It triangles. morpheme around Morpheme RectangleforDisrespectful Figure 3 Morpheme RectangleforUnlikely Figure 2 ? + + ? + + ? + + + dissing me disallow discover distance disagree retool reptile reposition replay retell ? + ? + + + uncle until under undone unloved unhappy Take orremove To doagain not Dis –re –spectful Interactive Framesfor Vocabulary Growth andWord Consciousness - - - - Cunningham, P.M. (1998). The multisyllabic word dilemma: dilemma: word multisyllabic The (1998). P.M. Cunningham, Biemiller, A., & Slonim, M. (2001). Estimating word vocabulary (2002). L. M.G., & Kucan, McKeown, I.L., Beck, References Graves, M.F. Graves, (2006). Un- likely Reading Association. Reading International DE: Newark, Press; College York:Teachers New “big” read and Difficulties spell, meaning, words. build students Helping 0663.93.3.498 Psychology Educational of acquisition. vocabulary of sequence common a for Evidence populations: advantaged and normative in growth instruction vocabulary Robust life: (worthy of?) To befullof To viewseriously Reading and Quarterly: Overcoming Learning Learning Overcoming Quarterly: Writing and Reading , 14 (2), 189–218. The vocabulary book: Learning & instruction Learning book: vocabulary The , (3), 498–520. doi:10.1037/0022- 93(3),498–520. ? + + + + + ? + + + + . New York:. New Guilford. fulcrum beautiful wonderful wrongful hateful spectacles species special spectacular spectator spectacle Bringing words to to words Bringing

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TEACHING TIPS 690 TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS Winters, R. (1991). Vocabulary anchors: Building conceptual conceptual Building anchors: Vocabulary (1991). R. Winters, In processes. Vocabulary (2000). J.A. Scott, & W.E., Nagy, TEACHING TIPS The Reading Teacher TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS (1989). stars the L. Number Lowry, Cited TEACHING TIPS there are words many (1984).How R.C. Anderson, W.E.,& Nagy, TEACHING TIPS 659–662. In readers. young with connections NJ: Erlbaum. (Eds.), Mahwah, (Vol. Barr 3, pp. 269–284). research of reading R. Handbook & Pearson, P.D. Mosenthal, P.B. Kamil, M.L. doi:10.2307/747823304–330. TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING TIPS TEACHING English? school printed in TIPS TEACHING TIP Reading Research Quarterly Vol. 62,No. 8 . Boston: Houghton Mifflin. Houghton . Boston: ReadingTeacher May 2009 , , 54 19 (7), (7), (3), Minnesota, USA; e-mail [email protected]. e-mail USA; Minnesota, teaches Winona, Winters Winona at University, State 4 4 click Lessonstofind For related lessonplans,visitReadWriteThink.org and   Game WithRootWords andAffixes Improve Comprehension UsingaWord Card in thePrimaryGrades Rooting OutMeaning:MorphemeMatch-Ups