Poetry Pi

In honor of Pi Day (March 14th) I like to do a number of things.  I know that Pi is associated with math, but that sequence of numbers can be used to create some cool art, music and even poetry!  I know, I know.  It is no longer March.  But now is when I have the time to post about some great things we did this year.  Perhaps writing Pi poems will be something you’d like to try!

In case you are curious, a Pi Poem can be written on any topic.  What makes it a Pi Poem is the number of words in each line.  Because the sequence of Pi is 3.141592653589 … , The poem must have 3 words in the first line, 1 in the second, 4 in the third, 1 in the fourth, 5 in the fifth … get it?   I tell the students to stop when your poem feels done.  When what you wanted to say is said.

So many of the poems written this year were  just plain lovely!  Here are a few of them:

Flying Pi was written by Kaila and Fish Pi was written by Petra.

I don’t often post my own writing, but thought it was important for you to know that when my students write, I write.

 

The school year ends, but the scholarship never does

During the last week of our school year, I asked my students to tell me about orthography.  After all, back in August it was a new word.  They had never studied orthography or Structured Word Inquiry before this year.  I had them choose a partner, look through the orthography notebooks they wrote in all year, and think about all they had done and all they had learned.  Then they were to write down some specific things they enjoyed about learning orthography.  I then filmed students telling me the types of things they wrote down.

Hearing what they have to say is always interesting.  And real.  They brought up the things that stood out to them.  The things that made them stop and think.  The word stories that they will remember always.  Didn’t you love the moment in the video when one student mentions the word ‘gymnasium’ and the rest of the students react by laughing?  That is the power of knowing something that lots of other people don’t know.  Look it up sometime at Etymonline.   It is from the Greek gymnos.  We could not find many words with this base (besides gymnast, gymnastic,etc.), but just yesterday a student found the word ‘gymnophobia’.  And it is NOT a fear of exercise!  We laughed!  It was like having a shared joke among friends.

And then, of course, there was the boy who laughed gleefully at the prospect of a word having a two letter base!  One of the words I show my students early in the year is ‘antidisestablishmentarianism’.  The boy is right.  It is quite delightful to know that this great big word has such a tiny base.  I like to point to this word as proof that a word can have more than one prefix and more than one suffix.  How many prefixes can you spot?  How many suffixes?  Which two letters do you suppose make up the bound base that is central to this word’s meaning?

Another student comment pointed to one of my favorite things about Structured Word Inquiry.  We learn a list of words that share a base instead of a list of unrelated words.  For example,  we looked at the free base <pend> from Latin pendere “to hang”.  We collected a list of words and checked resources to make sure they were descendants of pendere.  Here are words we had on our list:

suspenders
suspend
dependent
independent
independence
perpendicular
depending
impending

We talked about what each of these words meant and what they had to do with the denotation of the base.  Our understanding of what each of these words meant and how they can be used deepened.  Then weeks later, after we had moved on and were studying something else, someone came bopping into the room wondering about the word ‘pendant’, and  if the <pend> in ‘pendant’ is the same base as in ‘suspend’.  Wonderful!  Isn’t that wonderful?  Long after we have investigated a single base and several of its relatives, students continue to make connections!  They became more observant with words.  They began to analyze words without even realizing they were doing it.

The boy in the video who compared past methods of learning words to what we did this year, said it well.  “With a lot of spelling tests, you usually, like, remember it super hard.  You take the test, and then you forget all of it to make room for the next test.  With what we’re doing, it’s different because you, like, remember it in a way that you actually remember it, like, in a different way that you can remember it for life.”  So true!  With rote memorization, there is no hook.  There’s nothing to connect the word too.  Students, teachers, and parents end up making up stories or songs just to make the letter order memorable.  But by looking at a word’s meaning, it’s structure, and it’s history, a student makes all kinds of connections.  A word’s birth can be connected to an event in time.  A word might have changed it’s spelling over time and there’s an interesting story about that.  Students start appreciating words!

And speaking about the history of a word, several of the students mentioned how interesting it was to dig for just that.  The further along in the school year, the better the students got at understanding the wealth of knowledge presented at Etymonline.  One student talked about how the meaning of ‘awesome’ has changed.  About a month ago a student investigated the words ‘terrific’ and ‘nice’.  She was blown away to discover that at different times in history, those words meant very different things than they do now.  She ended up making a timeline for each to show how the word’s meaning slowly evolved to be what it is today.  Another example of this very thing is what happened today in class.  A girl came in complaining that a boy in her grade was calling her 6 year old brother gay because he was playing around with a friend.  I said, “We’ll have to talk to this boy.”  But then I mentioned that this was another word that meant something else before it had to do with homosexuality.  So we looked it up.  I thought I would find that it once meant light-hearted and joyful.  Well, I did.  But that’s not all.  I was surprised to find out that in Middle English it meant “excellent person, gallant knight, noble lady”.  What a great opportunity to talk about the difference between a word’s denotation and its connotations.

What a year of meaningful learning.  Every year of this is exciting and surprising.  This kind of scholarship just can’t be boxed and repeated exactly the same way each year.  And this kind of scholarship doesn’t just disappear because the students go back to less scientific ways to study words as they move in to 6th grade.   Students come back.  They sign up for orthography as a summer school class.  They stop me in the street to tell me about words they have come across.  They talk to me about words or Greek letters when I see them at local theater productions or even in the local grocery store.

One of my all time favorite insights on the study of orthography came two years ago.  A student said, “Last year in 4th grade we’d get a list of about 15-20 words, and you just memorized them.  During word work or whatever you’d write down the words, erase them off your white board, rewrite them, and do that about 20 times.  And it got really boring really quickly.  But with this, you kind of, like, look up on the computer what the base is and what the prefixes are, what it means, all the words that are related to it, and there’s just multiple steps.  Making it more exciting.”  Did you catch that?  Structured Word Inquiry has multiple steps.  It takes longer.  It is ultimately more work.  But that is what makes it more exciting!  There is an element of discovery and surprise.  It is not repetitious.  It is not mindless.  It is engaging.  It is meaningful.  And the students prefer to be mentally engaged – to be active learners!

 

False lizards? Pseudosaurs!

There is nothing fifth graders love as much as making stuff up!  When I saw Skot Caldwell’s post back in February called “Dinosaur Discoveries“, I knew it was an activity my students would love!  Imagine creating your own dinosaur and giving it a name that had clues to its characteristics — much like the actual dinosaurs! When we look at some familiar dinosaur names, we see:

stegosaurus

The stegosaurus lived about 150 million years ago.  It was a herbivore with small teeth, which no doubt made it necessary to eat constantly.  As you can see in the picture, the stegosaurus had bony plates along its spine.  If we look at its name, we see that it has two bases:  <stege> from Greek stegos “a roof” and <saur> from Greek sauros “lizard”.  When the first stegosaurus fossils were found in Colorado, they were named by Othniel C. Marsh (1877).  It was thought at first that the bony plates functioned as a type of covering or roof for the dinosaur.  Many scientists since have wondered about the function of those plates.  Have you noticed that there is a connecting vowel <o> in this name?  It is the vowel that is typically used to connect bases that are Greek in origin.  Have you also noticed that the suffix on the Greek word for “roof” is <os> and there is a <us> suffix on this word instead?  Saurus is the Latinized form of the Greek sauros.

velociraptor

The velociraptor lived about 75 million years ago.  It was a carnivore with sharp teeth, especially towards the back.  This dinosaur was unique because it was a biped.  It could move much faster than larger quadruped dinosaurs.  If we look at its name, we see that it has two bases:  <veloc> from Latin velocis “speedy, swift” and Latin raptor “robber”.  Have you noticed that there is a connecting vowel <i> in this name?  It is one of the vowels (<e>, <i>, <u>) that is typically used to connect bases that are Latin in origin.  The velociraptor was named in 1924 by Henry Fairfield Osborn.  He felt that the name reflected such a swiftly moving carnivore.

brachiosaurus

The brachiosaurus lived about 100 to 150 million years ago.  It was an herbivore that fed on foliage that was higher up than what other dinosaurs could reach.  This dinosaur was huge!  It was about 85 feet long and weighed between 30 and 45 metric tons!  If we look at its name, we see that it is also a compound word with two bases:  <brachi> from Greek brakhion “an arm” and <saur> from Greek sauros “lizard”.  Since both bases are of Greek origin, we are not surprised to see them connected with an <o> connecting vowel.  As in stegosaurus, we see the Latinized <us> suffix.  The brachiosaurus was named by Elmer Riggs in 1903 when he found fossils in western Colorado.  He named it to point out that the front legs are considerably longer than the back legs.

As we can see, dinosaurs were named to reflect their characteristics.  I shared Skot Caldwell’s post with my students.  They loved the drawings and information each “paleontologist” in Skot’s class included on their posters.  They were hungry to create their own.  Once they had named their pseudosaur (false lizards), I asked them to write about them.  I wanted to know their size and weight.  I wanted to know how they moved and ate. I wanted to know if they lived with others of their kind or if they were loners.  I wanted to know how their characteristics (indicated in their names) were used in their daily lives.  This was a writing that took little nudging.  This was fun writing!

Building Cars Powered by Hot Air

Sir Isaac Newton.  That’s where this project began. Sir Isaac Newton and his three Laws of Motion.

Law Number One:  An object at rest tends to stay at rest.  An object in motion tends to stay in motion.  These conditions cannot change without being acted on by a force.

Law Number Two:  Force equals mass times acceleration.  The more force, the more acceleration.

Law Number Three:  For every action there is an equal and opposite reaction.

We talked about these laws and were helped with our understanding of them by watching this Youtube video:

The students, in groups of two, were about to build cars.  The body and wheels were cut from a styrofoam meat tray.  The axle, to which the wheels were held steady with clay, was a wooden stir stick.  The axle was positioned in a straw which was taped to the bottom of the car body.  The car was powered by a balloon.  All of the materials came as part of a kit that I purchased from Carolina Biological .  What I liked about having this as a kit is that everyone had the exact same materials and the exact same set of directions.  Each pair of students had to read and follow around 30 directions in order to complete their car.

The engagement and cooperation within the groups was impressive.  I had them read through the directions with their partner before coming to get the materials.  I wanted them to have an idea of where this was going, and what the materials were for.  Once they had the materials, they read aloud the directions carefully and began assembling their car.

On the second day of class, students were fine tuning.  Once the car was ready for testing, the students went into the hall outside our room to make sure the wheels were steady and the car moved straight.  There were quite a few cars that veered to one side or another.  In that case the students took the car back in to make adjustments to the wheels.  When the cars were “competition ready”, we went down to the cafeteria to race them.  Here is video of that for each of my three classes.

Two of the cars from the third class went extraordinary distances.  The winner went 331 inches (27 1/2 feet)!  The second highest distance was 318 inches (26 1/2 feet).  No other car all day went even half that distance!  At this point there was so much to talk about!

Why did some of the cars not move at all?
Why did the wheels keep falling off?
How were the winning cars different from the others?

The first thing we did back in the classroom was interview the builders of the two winning cars.  The four students involved gave a lot of credit to the wheels of their cars.  They spent time making sure they were uniformly round.  They sanded them to help the car roll smoothly.  And they measured to make sure the axle was as close to the center of the wheel as possible.  Then they used the clay to make them snug on the axle.  No wobbling!

Next we were ready to review Newton’s Laws of Motion.

We considered the second law: Force equals Mass times Acceleration.  The balloon was the force that powered the car.  Could we alter that? Would it help?  Would more balloons result in more force?  Will several balloons of different sizes lose all their air at the same rate?   What would happen if the mass was increased?  How would that impact the speed or distance?  What if it was decreased?  What could we make the body and wheels from besides styrofoam?

We considered the first law:  An object in motion tends to stay in motion and an object at rest tends to stay at rest unless acted upon by a force.  What force caused the cars to slow down and stop?  Was it just the lack of air in the balloon?  What about friction?  What would happen if we altered the wheels?  What else could we make them out of?  What if we varied their width?  How important is it to cut them so they are perfectly round?  How important is it to measure to find the exact center of the wheel when attaching it to the axle?

We considered the third law:  For every action there is an equal and opposite reaction.  The air from the balloon is being released in one direction, but the car is moving in the opposite direction.  Does the position of the balloon matter?  Does the angle of the balloon and straw matter?  Does the order of the different sized balloons matter?

Equipped with the experience of having already built one car along with the understanding gained from discussing the Laws of Motion, the same groups were asked to build another car.  This time they could use whatever they wanted.  The only thing I discouraged was bringing manufactured wheels off of a toy car.  I put out cardboard, more balloons of different sizes, cardboard tubes and the remaining supplies that came with the initial kit.  The students got started, knowing that they would have the opportunity to bring additional supplies from home.

On day four of this activity, the students had some time to get their cars “competition ready”.  We had a car show (it seemed necessary now that no two cars looked alike).  It was so interesting to see the variations.  During work time, those who sought to use five balloons realized that it was difficult to keep the air in three while trying to blow up the others.  In the end, three balloons was the most that anyone used.  Here are the cars and then races from the three classes:

Even when the cars didn’t leave the starting line, the students laughed and enjoyed this challenge!  In the end, the group whose first car went the furthest, built a second car that also went the furthest!  Their second car was quite different from their first car in that the wheels in the second car were Kerr jar lids!  They struggled during work time in keeping them from wobbling, but by the time the race was run, they had figured that out!

Another group used plastic bottle caps with holes drilled for the axle.  The wheels worked beautifully, but this group struggled with attaching their balloon.  Two other interesting sets of wheels were made out of cardboard tubes.  One group used rubber bands around the tubes to grip the floor!  These two groups struggled with attaching the wheels securely to an axle.

At the beginning of class the next day, I asked the students to share what they had learned while doing this project:

  1.  The cardboard wheels went faster than the styrofoam wheels.
  2.  The wheels on each axle needed to be the same size.
  3.  The wheels needed to be sanded smooth.
  4.  It really helped having a partner to talk with and to help hold parts while taping.
  5.  Having more balloons didn’t always work.  It was difficult to inflate and release several balloons all at once.  Sometimes the first balloon was leaking air as the second was being filled.
  6.  It gets too crowded to have too many balloons.
  7.  The car body needs to be big enough to keep the balloons off the floor.
  8.  Large balloons worked better than small ones.
  9.  Masking tape worked well to tape the wheels to the axle.

When you watch the races of both car 1 and car 2, it is pretty obvious that overall there was more success with car 1.  But in the end that didn’t matter.  It wasn’t the end product that was the most important thing here.  It was the mission and the process.  It was the student input, the focus and the cooperation.  Everyone had moments of frustration, but they worked through those moments.  Students cheered each other on and made this a memorable fun activity.  When asked if I should repeat this activity next year, ALL students said, “YES!”

From Graduation to Tardigrades

It’s always difficult to be absent.  I spend a lot of time thinking about the right activity to leave for the students.  This week, I thought about the fact that my fifth graders will soon graduate from our elementary school and move on to the middle school.  I thought that it might be interesting to have them look closer at the word <graduation> and the family it is part of.  I decided to have them start by reading over a list of related words that I provided.  At the top of the page were the words ‘Latin gradus‘.  Beneath that I wrote the denotation of the Latin noun gradus – “a step; a step climbed; a step toward something; something rising by stages”Then they read the definitions for each word out loud and talked as a whole class about how each word related back to the denotation given.  Here is the list of words they were given.

graduation  – When you have reached the top step in something, and there is a celebration.

grade – a degree of measurement.

gradually – something happening in stages.

gradual – something happening in stages.

grading – assign a number to.

graded – having assigned a number to something.

grader – person who assigns a number to something.

upgrade – upward slope – something a step better.

graduate – one who holds a degree or reached a step in education.

downgrade – a downward slope – something a step worse.

centigrade – divided into 100 degrees, as a scale.

degrade – a step worse in condition – to break down or deteriorate.

gradient – an inclined part of a road – a slope.

tardigrade – slow stepper – a water-dwelling, eight-legged,  micro-animal.

plantigrade – the way humans walk  on their soles with heels touching the ground.

retrograde – directed or moving (stepping) backward.

After having read and discussed each word, they were to think about what the modern English base might be for this group of words.  After they established that, they were to write a word sum for each word and then to fill in a blank matrix that was provided.

The day I returned, I looked over the matrices they had turned in.  I was surprised to see that a few students thought that <grad> was the base, and that <e> was a suffix.  Considering that, I began to wonder what other misunderstandings were out there.  I decided to repeat the part of the activity in which the matrix was filled in, so I could talk about the choices made and hear the students vocalize the reasons for those choices.  I made a video of what I did with one of my three classes.  It went similarly in all three classes.

As we went through this activity, I was reassured that many of the students have a great understanding of the structure of words.  I wish you could have seen the anxious hand fluttering in the front row when Ana recognized that of <up>, <down>, <de>, and <retro>, only <de> was a prefix!  The other three had in common the fact that they were bases and would be part of a compound word when joined with <grade>!

As usual, this dive into structured word inquiry led us to a few more fascinating orthographical finds!  We talked a bit about the word retrograde, and how retro, which is now used as an adjective, is actually of clip of retrograde.  I asked if they knew the word retrospect.  I used it in a the following sentence:  “In retrospect, I shouldn’t have used so much fertilizer on my radishes!”  Since we had recently experimented with growing radishes, students understood that I meant “looking back”.  We also talked about what kinds of things were considered retro – things like clothing, music, hairstyles, dances, and more.

Next we looked at an extreme close up of a tardigrade.

(This undated image released by Bob Goldstein and Vicki Madden taken with an electron microscope, shows a micro-animal “tardigrade” also known as a water bear, at the UNC in Chapel Hill, N.C. In Jan. 2015. Read more: http://www.dailymail.co.uk/sciencetech/article-3015185/Alien-life-midst-incredible-creatures-Antarctica-revealed.html#ixzz4h0jHmVxv )

What a fascinating creature this “slow stepper” is!  It can withstand extreme temperatures at both ends of the spectrum as well as extreme pressures and radiation!  After we looked at a few Googled images, the students begged to know more.  I found this video:

Watching a tardigrade rehydrate was especially interesting.  It is thought that when they curl up and lose all but a bit of their water, they can exist for quite a while.  The word ‘cryptobiosis’ was used to describe this state.  We had to pause and think about that word.  We knew from previous word studies that <bi> was Greek for “life”,  and we had recently come across <crypt> as we were doing a special pseudosaur project based on what we saw happening in Skot Caldwell’s classroom.  The Greek base <crypt> has to do with hiding, and according to Etymonline, <osis> is “a word forming element expressing state or condition.”  If you put all that together, we can understand the word ‘cryptobiosis’ to be the “state of hiding life”.

After watching this video, we wondered if we would find tardigrades in our own woods behind our school.  My husband, who used to work at a water treatment plant, said they are commonly found in the water.  As a matter of fact, about ten years ago he shot a video through his microscope lens and suspects that there were tardigrades present.  I can’t wait to look again at the video and share it with my students.   We just never know where a word investigation will take us.   This ended up being such a fun discovery kind of day!

 

Now Presenting … Our Orthographic Caboodle!

Ever have a student finish an assignment before everyone else and ask, “What should I do now?”  Recently I asked everyone to write an editorial.  We all started at the same point, but once the writing started, everyone was in their own lane and working at their own pace.  When the first few were done, they asked that question.  “What should we do now?”   I gave them things to investigate.  Some finished their first investigation and asked for a second.  All the while, other students were still working on their writing.  And it was all good.  No one felt rushed in their task.

We have moved on from editorial writing, but in the meantime, I assigned three more projects.  One involved partner work in which students investigated Latin verbs. They removed Latin suffixes to see whether their particular Latin verb became a modern English unitary base or a set of twin bases.   (They will be featured in a future blog post.)  Then a poem was assigned in which the students were to use the digits of Pi to determine how many words would be on each line.  (They will be featured in a future blog post.)   The third project involved creating a pseudosaur.  Inspired by the work of Skot Caldwell’s Grade 5 students (use this link) in Canada, we wanted to create our own.  Most of the students are still working on those.  But that also means that plenty of students have finished all major projects and continue to ask for things to work on.  I’m loving it.  Students are investigating all sorts of things!

The unplanned investigations have been of benefit to all of us because the investigator presents his or her findings with the class.  This gives us the opportunity to talk about lots and lots of things we might not have talked about otherwise.  I am thrilled.  Here are some examples of the types of investigations going on:

Looking at specific letters and noticing that that letter can represent several pronunciations, depending on the word it’s in.

 

This type of investigation gave us the opportunity to talk about the investigated letter being initial, medial, or final in the word.  We also had the opportunity to begin learning about IPA (the International Phonetic Alphabet).  The IPA is a standardized representation of the sounds of spoken language.  In looking at each of these symbols, we have paused to feel where in our mouths we vocalize these letter representations.  In doing so we have better understood the symbols.  For example, when pronouncing the <t> in <tap>, we felt our tongue tips touch the ridge right behind our teeth just before air pushed it off.  When pronouncing the <t> in <partial>, we noticed that our tongues came close to that ridge, but never actually touched it.  When we pronounced the <t> in <question>, our tongues once again touched the ridge, but in a different way than with <tap>.  It was more the sides of our tongues.  What we heard reminded us of the pronunciation of <ch>.

One other interesting thing that was observed is that when the <t> is represented with a /tʃ/ pronunciation as it is in question, the <t> is usually followed by either an <ion> suffix or an <ure> suffix.  We compared that to the suffixes on the words in which the <t> is represented with a /ʃ/ as it is in imagination.  Most of the words on this list had an <ion> suffix.  That raised the question of why the <t> is pronounced as /tʃ/ in question, but /ʃ/ in imagination?  The thought was that there was an <s> in front of the <t> in question, and that wasn’t the case in any of the words in which the <t> was pronounced as /ʃ/.  So our hypothesis was that the <s> affected the pronunciation of the <t> in the word question.  It was agreed that we needed to gather more evidence.

The look at <c> was interesting too.  After Alexis finished collecting words in which the <c> was pronounced /s/ and in which the <c> was pronounced /k/, I asked her to look at the letters following the <c>.  She came back and reported that when the <c> was pronounced /s/, it was followed by either an <e>, <i>, or <y>.  If the <c> was pronounced /k/, it was followed by either an <a>, <o>, <u> or a consonant.  We practiced reading the words out loud and took turns explaining the phonology of the <c> in each word.  Then we looked at words with two <c>’s, explaining the pronunciation of each one.  In the end, one student suggested we create an activity to take to the second grade classroom so they could learn this too!

Another letter we looked at was <d>.  I asked Oliver to investigate three pronunciations of <d>.  He collected words in which the <d> was pronounced /d/, in which it was pronounced as /ɾ/, and in which it was pronounced /dʒ/.  When sharing this with the class, we all talked about the way we pronounce <d> as /ɾ/.  Even though we see two <d>’s, we hardly pronounce a clear /d/ at all.  With a word like <glad>, we feel our tongue touch the ridge behind our teeth.  With a word like <wedding>, our tongue barely touches the ridge!  We quickly pronounce the two <d>’s as barely one!  When Oliver read off the list of words in which the <d> is pronounced /dʒ/, we talked about why these words might sometimes be misspelled.   Someone pointed out that in every word, the <d> was followed by a <u>.  We wondered if that is always the case ( we realized this was a very short list and wasn’t a big enough collection from which to draw conclusions).

Looking at specific digraphs and noticing that that digraph can represent several pronunciations, depending on the word it’s in.

In looking at the <ch> digraph, we recognized the IPA symbols /tʃ/ and /ʃ/ again.  We were now becoming familiar with the pronunciation represented by those IPA symbols.  We practiced feeling where those pronunciations were made in our mouths again.  We noticed that when the <ch> is represented by /tʃ/, the <ch> can be initial or final in the word.  We recognized that many of the words in which the <ch> is represented by /k/ are from Greek.  We agreed that we couldn’t assume all of them were since we hadn’t looked them up.  (I put “checking out the origin of these <ch> word with a pronunciation of /k/” on the list of possible future investigations for some curious student.)  When we read the list of words in which the <ch> is represented by the pronunciation /ʃ/, I asked if anyone knew if many of these originated in a specific language.  They guessed it was Spanish, so I added this list of words to my “list of possible investigations for some curious student” as well.  It will be interesting to find out the language origin of these words.  When the presenter hesitated to pronounce <chalet>, but did not hesitate with <crochet> and <ricochet>, I asked him what all three had in common.  I pointed out that they were from the same language and would be pronounced the same.  He pronounced it, but was totally unfamiliar with the word, so we talked about what it meant.

Comparing <ge> to <dge>, <ch> to <tch>, and <k> to <ck>.  If they represent the same pronunciation, when is each used?

 

The investigation comparing <k> to <ck> was completed by Ana and was presented on Google Slides, so I am sharing screen shots. We noticed  interesting things here!   We noticed  that <dge>, <tch>, and <ck> were final in the words looked at by the students and were always preceded by a short vowel.  Ana noticed that when <k> was final in a word, it was preceded by either a vowel digraph or a consonant.  Brayden noticed that when <ge> was final in a word, it was preceded by either a long vowel or a consonant.  When the <ge> was preceded by a short <a>, that <a> was part of the <age> suffix.

Comparing British English spelling to American English spelling

I asked Jada and Natasha to find differences between British English spelling and American English spelling.  Most were familiar with the difference between words like favourite and favorite, but were surprised at organise and organize.  You can’t see in these pictures, but lower on Natasha’s poster she compared words like centre and center.  We have talked about that list of words and how it makes better sense to spell the base with an <re> finally instead of <er>.  Think of this word sum using the British English spelling of the base: <centre> + <al> –> <central>.  Now think of this word sum using the American English spelling of the base:  <center> [<cent(e)r(e)] + <al> –> <central>.  We have to think of the base as having a potential <e> both in front of and behind the <r>.  Wouldn’t you agree that the word sum using the British English spelling of the base is more elegant and straightforward?  Now ask yourself why we have different spellings for British English and for American.  The answer is Noah Webster.

In 1807 Noah Webster, who was a very educated man, set out to write a comprehensive dictionary.  It was completed in 1828 and called The American Dictionary of the English Language.  It was his belief that English spellings were too complex, so he made some changes to certain words and created American English spellings.  He preferred color to colour, meter to metre, license to licence among others.  He also added American words (skunk and squash) which had not been listed in British dictionaries.  He set out to make things easier, but in some ways mucked things up!  This is a great reminder that dictionaries are written by real people!

<f> and <ve> have a very special relationship

This was Saveea’s investigation.  She started by collecting words that had an <f> when singular but the <f> was replaced with a <ve> when the word was written as a plural.  In her search she came across some other words that had one form with an <f> and another form with <ve>.  We couldn’t think of others to add to the list at that moment, but we are keeping it in mind and hope to find more examples!

Words whose meaning has changed drastically over time

Petra enjoyed investigating <terrific> and <nice>.   She decided that a timeline for each would best tell the story of how the meaning changed over time.  If we begin by looking at terrific, we see that in 1660, it meant “frightening”.  In 1809 the meaning was more of “very great or severe” as in a terrific headache.  By 1888 it meant “excellent” as in a terrific idea!   Now when we look at nice, we see that in the 12th century it meant “careless, clumsy, poor and weak”.  By the 13th century it meant “foolish, stupid, senseless”.  How about that?  In the 1300’s it meant “fussy, fastidious”.  In the 1400’s it meant “dainty and delicate”.  In the 1500’s it meant “agreeable or delightful”.  By 1769 it was being used to mean “kind and thoughtful”.  Isn’t that a turn around in meaning?  Since learning this information, when someone uses the word nice in class,  someone else always asks, “Do you mean 12th century nice or present day nice?”  We are definitely having fun with these!

Oliver investigated the word <fabulous>.  He found out that in the early 15th century it meant “mythical and legendary”.  In the 1550’s it meant “pertaining to fable”.  In the 1600’s it took on a meaning of “incredible or enormous, immense, and amazing.”  Ever since the 1950’s it has been trivialized to merely “marvelous or terrific”.  We had a great discussion about the fact that it was trivialized in it’s meaning between the 1600’s and present day.  In the 1600’s, there must have been a feeling of awe surrounding its use that has been lost.

On the left side of Oliver’s poster, he began in the middle with the uniliteral base <f> with the denotation “say, speak, talk” (from Latin fari).  Follow the orange line to <fable> which is built from the base <f> and suffix <able>, and then to <fabulous> “that which is celebrated in fable”.  Fabulous, fabulously, and fabulousness all share the base <fabul>.  At this point, Oliver’s orange lines take you in two directions.  The line to the left takes you to the portmanteau <fantabulous>.  Oliver enjoyed looking at portmanteau words earlier this year and recognized this one right away.  The other orange line takes you to <fab> and let’s you know it is a clip of <fabulous>.  If you follow the line to the top, you’ll see the the word <fab> was popularized by reference to the Beatles!   From the discussions I had with Oliver during his research, I could easily follow his visual on the left.  I hope I’ve helped it be clear to you as well!

We put these investigations on pause when we need to.  Earlier this week I asked the students to write their own graduation speech.  But within two or three days,as students finish that, they eagerly get back to these.  Currently, there are other investigations going on as well.  I have students looking at assimilated prefixes, frequentative suffixes, and diminutive suffixes.  As you can imagine, each investigation broadens the understanding of how amazing, fascinating, and alive the English language is!  These students love investigating because they love learning! 

Don’t Just Tell Me, Offer Evidence So I Can See for Myself.

We had talked earlier in the year about the bound base <fer>, so I thought it was time for a review.  I listed the following words on the left side of the board:

difference
conference
referee
refer
preferring
infer
different
offered
reference
inference
confer
suffering

We began by reading the words.  Next we discussed each one, often using it in a sentence as well as defining it.  I pointed out the suffixes used and how they indicated a specific part of speech.  After that I asked someone to underline the base in each word.  Now we were ready to build a matrix.  This particular matrix became interesting when we came to the word <preferring> and were looking to represent it on the matrix.  One of the students explained that the <r> was doubled because we were adding a vowel suffix.  So then I pointed to <offered> and <suffering> and asked why the <r> wasn’t doubled in those words.  The vowel suffix <ing> was the same suffix used in <preferring>.

At this point we needed to talk about stress.  I had the students say the words out loud, switching the stress from the first syllable to the second.  Then we began to notice how that affected the doubling convention.

I led students through this activity three times today.  The video below was taped with the third group, although all three classes were engaged and participated with enthusiasm!  My favorite part of the video is where the students have one of those “light bulb” moments and it is clear that they understand when to double the final <r> in the base before adding a vowel suffix and when not to.  To quote one of the students, “That is so cool!”

 

“Learn to see what you are looking at.” –Christopher Paolini

The first time I heard the term phonestheme mentioned, I was taking an online class.  The presenter was talking about words that have in common a specific set of letters representing a specific pronunciation. The surprising thing is that the words also share a broad meaning.  Let me give you an example:  The letter string <gr> is initial in the following words:  groan, growl, gruff, grump, grunt, grouch, grate and grief.  Pretty obvious, right?  Now when you stop and think about the meaning of each of those words, there is a common theme here.  It is one of low unpleasant sounds.   Cool, huh?

Here’s another:  The letter string <ump> is final in the following words:  bump, dump, stump, lump, slump, hump, and rump.  When you stop and think of the meaning of each word, there is a shared sense of heavy and compactness, isn’t there? Once you begin an investigation of your own, you will be surprised at how many of these phonesthemes there are.  If you are like me, you will ask yourself, “How could something be right there in front of me all my life, yet I didn’t see it?”

With phonesthemes, it takes a bit of slowing down and thinking about each word to really appreciate what has happened here.  These words share a sound and a broad meaning without sharing a heritage.  They do not all originate from the same language, and they do not all share a root.  It makes a phonestheme all the more fascinating.  When I ask my students to investigate phonesthemes,  they willingly agree.  It seems like such a simple assignment.  If the phonestheme is initial, I recommend they grab a dictionary so they can check to make sure there is a shared sense of meaning.  A surprising number of words have phonesthemes, but just because a word has a letter combination (<gr> for instance),  it doesn’t necessarily mean the word shares this phonestheme for sure.  Here are some of the posters my students created.

So now what?  My students have each had the opportunity to collect words that fit as a particular phonestheme.   Last year I asked my students to write poems using a particular phonestheme.  Some of the poems were fantastic.  Some felt forced.  I wanted to have them write, but we needed to talk about poetry in general first and the role sounds of pronounced words play.

I pulled out my new book by Michael Clay Thompson, A World of Poetry.  I read to them, “Poetry is not just expression in words.  It is also expression in sounds.  Poets compose sounds; they choose words that contain the sounds they need, and then they arrange the words into a composition that is an artistic combination of words and sounds.”

I read more from his book.   We talked about the vowels and the consonants, and how some consonants are breathy (like /s/, /f/, or /h/).  We said aloud other consonants like /v/,  /j/, and /z/ and found them to be hummy and buzzy.  We talked about how some pronounced letters remind us of movements or nature sounds.  I read examples of poems with end rhyme, internal rhyme, eye rhyme, and even no rhyme at all.  And then we were ready to play, to experiment, to explore.

The directions were to go out into the hall and look at all the phonestheme posters completed by classmates.  While reading the lists of words, they were to think of something to write a poem about. It was to be a poem that could incorporate words from several lists.  The words needed to fit.  I was not looking for every other word to be a phonestheme, and the poem to be about nothing.

I let them think through this and begin writing for about 15 minutes.  Then we stopped and talked again.  Some really knew what I was looking for, some did not.  I asked for some volunteers to share what they were working on so far.  I have found that this step gives the students who are unsure a better idea of what others are writing, and then they are able to think of what to write for themselves.  The point was to use the feel and meaning of the words with phonesthemes to improve the feel and meaning of the poem!  Here are a few of the finished poems.

The Former World Has Passed Away

The former world
has passed away.

All trees
have turned to stumps.
Lush lands
have turned to dumps
as we attacked each other
with fire and metal.

Now the only
beauty in the world
is the glimmering glaze
of stars above.

                                                   ~ Perry

The Wind

You swish my hair as I walk by
You blow like a trumpet
yet sometimes you’re hard to find

You knock leaves off trees
You push logs to the river
You swoosh and move plants

Blowing, moving,
huffing and puffing
in your courageous way

If only I was as powerful as you,
WIND

                                             ~Mara

Gone

He fled.
With a whoosh
he was gone –
gone down
that glossy field.

No time to flinch.
No time to whimper.

He was a flash,
a glimmer of speed,
a whisper taken away,
a glowing star.

The flick of his feet,
the glamor of his stride,
and when he finished,
a glint of pride.

                                      ~Zoey

My Little Sister and Me

My little sister
flings dust
in the places
I already swept
because I told her
to get out of the room.

I get so mad
I hit her.
She whacks me back.
I flip out,
my anger
flashing in flames.

                                                 ~Esperanza

Roots of the Past

See that stump?
It used to be a tree.
Now it’s just a clump
of what it used to be.

The tree is dead.
The stump is here.
The canopy’s lost its head.
The poor tree’s fate is clear.

Forever eternal
ash.

                                        ~Oliver

Movement

The swoosh of air that I feel
as I enter the water to swim.

The sweat tearing off my skin
into the swaying water.

Swoosh!  I pass everyone else
swimming next to me.

And that sweep of success
when I swoosh into the wall.

                                       ~Jordyn

The Candle

There was a candle
so bright and new
until somebody lit it.

The flame flickered and flicked
and magically grew.
It glittered and glistened
and gleamed out of sight
and swiftly swooped down
and died in the light.

                                      ~Francesca

I saw this poetry writing as an opportunity to play with words as one might play with Play-Doh.  We don’t always know where we are going to end up, but we start by picking something to create.  Then we add and take away  and keep doing that until we are pleased enough to share.

 

 

To my Valentine … the valiant valedictorian of my heart!

Just last week we started talking about Latin verbs and their principal parts.  We looked at several Latin verbs and practiced identifying which of the 4 principal parts is helpful to us as orthographers.  We became a bit familiar with the infinitive suffixes that can be removed.  We became familiar with the supine suffix and stem suffixes that can be removed.  We practiced recognizing whether or not the removal of those Latin suffixes resulted in a modern English unitary base or modern English twin bases.  Then the students searched for words that shared those bases (and denotations).  That was just last week.

Today I wrote the following principal parts on the board along with this Latin verb’s denotation:

          valeo    valere    valui    valitus
“be strong, influential, healthy, of worth”

I asked, “Which two parts are we going to work with as orthographers?”  As students gave answers, I had them come to the board and label the second and fourth parts.  Then I asked, “What is the infinitive suffix we can remove?”  Several hands went up and I asked someone to come up and draw a single line through it.  Next I asked, “What is the past participle suffix that can be removed off the supine?”  I chose a volunteer to come and cross it off.  But before I could ask my next question (Is there a stem suffix?), a student waved her hand and said, “There’s a stem suffix too!”  I had her draw a line through it as well.  Lastly I asked someone to come and write what was left of the infinitive next to what was left of the supine, so we could compare the spellings.  Here is what this ended up looking like on the board:

Next I put the students in random groups of 3 or 4.  I told them I wanted to see which group could find the longest list of words that share this base.  They had to be able to prove that their word shared the base <val(e)> and was not just a word that coincidentally had that same string of letters.  I also told them that if they found unfamiliar words there were to jot down a quick definition so that they could explain how the word related to the denotation of the base.

I don’t normally set up orthography work in a timed fashion, but I wanted the students to be focused and to work productively.  Sometimes, with longer term projects, I see them working at a slower pace.  I wanted to see what would happen.  See for yourself.

I was very impressed and knew that after 20 minutes it was time to share our findings.  I shared a matrix for <vale> on the Smartboard and asked each group to look for the words they found on the matrix.  I told them that even though this matrix looks complete, it probably isn’t.  A word they found might not be on the matrix.

As they shared words off their lists, we talked about how we would use the word and what its connection was to the denotation of <vale>.  Then a volunteer wrote its word sum on the board.  They used the matrix to double check their hypothesis of the word sum.  We went from group to group, writing words they found on the board.  It didn’t take long before the board looked like this:

What rich discussions about each word.  Tomorrow we will talk some more about this family of words and which words the students didn’t expect to find!

“Words are how we think. Stories are how we link.” ~Christina Baldwin

You know the practice of teaching someone a new language by immersing them in that language?  Putting them in a situation where no other language is spoken or written?  I imagine it is a bit scary and frustrating at first for the learner, but I also imagine the new language is acquired more quickly and spoken more fluently than with other methods.  Well, a little less dramatically, that is what I do when I ask my students to investigate and report on a word of their choosing.  Yes, we have investigated words together as a large group, and yes, the students have investigated words with a partner, but all-by-yourself is different.

Some feel like they have been plunked into the vast ocean of information at Etymonline with only swimmies (little experience) to help them navigate.  Others have surfaced successfully with a smile and a cool story about their word.  Regardless, all students need my guidance.  For several days, I hear my name so often it is crazy!  But every question needs to be honored and every student needs to be steered in the direction of the information they are seeking.  Some need explanations for concepts and ideas that are so new to them.  Often times these explanations become something I bring to everyone’s attention – whether it be that day or just put on a list for another day in which we can spend time collecting more examples that will make the concept more visible.

Because I teach orthography, writing, grammar and science in a 90 minute block to three groups of fifth graders, the students work on these posters for only a portion of their time with me.  They do not finish these in a day and only a few finish within a week and a half.  For some it even takes a month.  But no worries.  Sometimes the students who finish more quickly ask to investigate a second word.  Sometimes I give them something else to investigate.  By the end of a month and a half, I have students working at different places on different projects.   The students like working at their own pace.  It doesn’t feel like a race.  At some point, I decide which investigations are required and I make a list on the board.  Once everyone has completed the items on the list, we are ready to move on as a class.

Here are some pictures of the hallway outside my room.  My students have named it our “Word Gallery”.

These posters are across the hall from each other, so if you are reading one wall of words, you need only turn around to look at some more.  When I look at them now that they are finished, I remember so many of the conversations that took place during each investigation.  For instance:

When Alex asked to investigate <inimitable>, I said he sure could, but wondered what his connection to this word was.  When he said he heard it used in the Broadway show “Hamilton”, then I knew it was a good choice for him.  (He and I share a love of the soundtrack!)  Following the links in Etymonline, Alex was able to collect a lot of related words right away.  As he followed the first hyperlink to <imitable>, I saw this: [1550s, from French imitable (16c.), from Latin imitabilis “that may be imitated,” from imitari “to copy, portray”].  Having taken Latin 1 and Latin 2 Spellinars at Real Spelling, I recognized the Latin verb imitari.  I told Alex that if he searched imitari at Etymonline, he would get a list of words derived from it.  The words that came up were:

imitator
imitable
imitative
imitate
image
imitation

As we looked at this list together, I asked him if he could see which letters they all had in common.  What might the base be?  Because of the word ‘image’, the common factor was <im>.  I asked about words with an <age> suffix.  Between the two of us we thought of package, postage, and footage.  That made it feel obvious that the base would be <im>.  Except that we must always consider the potential of a final <e> on the base.  If we spell the base as <im> and then add a vowel suffix such as <age>, won’t that force the doubling of the <m> as it does in cottage and baggage?  Since there isn’t a doubled <m> in ‘image’, we thought that the bound base should be spelled <ime>.  That made sense in the word sum <ime> + <age>.  Then Alex started looking at the other words on the list and building word sums for each.  I turned his attention to ‘imitate’ and ‘imitation’.  Alex knew that <ion> was a suffix in ‘imitation’.  I asked if the remaining letters were a familiar word.  At the same time he said “imitate”, be said “Ohhh.”  I replace the <e> that was covered up by the <ion>.  In this fashion he worked through the word sums before he made his matrix.  I see that on his poster, he has the word sum for ‘inimitability’ as <in> + <ime> + <it> + <able> + <il> + <ity>.  It’s interesting to me that he didn’t recognize that what he thinks he hears there is already in the suffix <able>.  I have noticed that with several students.  I think it must be the transition between working with syllables and working with morphemes.  They are still looking for syllable type chunks that are about sound in and of themselves rather than recognizing that pronunciation within a morpheme considering stress shifts that might occur.

My favorite part of Alex’s poster? When he asks his viewer to “Think about it.  Inimitable means something can not be imitated and image is a copy of imitation of the original.  Imitation and image share a meaning by copying the original thing.”  Alex now understands the meaning of this word, the structure of this word, and how this word relates to others in its family. Boom!

Here’s another:

Frankie chose the word ‘animals’.  She mentions on her poster that it was attested in the early 14th century, but not used often until the 16th century.  What Frankie didn’t mention is that ‘beast’ was the preferred term prior to the 16th century.  The delightful part of the story with this word was the relationship between the words ‘animal’ and ‘animation’.  As Frankie says, “Animate has something to do with bringing something to life.”  It’s like giving a drawings a life and making drawn characters breathe and move as if alive.

What’s interesting about the word ‘animosity’ is that when attested in the early 15th century, it had a sense of vigor and bravery.  But by the 16th century, it had a sense of “active, hostile feeling”.  Over time, the sense of vigor and bravery disappeared from this word completely.

As Frankie was preparing to make a matrix by writing out the word sums, she noticed the suffix <ate> and how many suffixes could follow it.  We talked about the <or> suffix and recalled an earlier classroom discussion about it often being an agent suffix.  So an animator is a person who does animation.  I also mentioned to Frankie that when a base takes an <ion> suffix, it can also take an <or> suffix.  As an example, ‘animation’ can become ‘animator’ if the <ion> suffix is replaced with an <or > suffix.  Other examples are ‘creation’ and ‘creator’, ‘action’ and ‘actor’, and ‘invention’ and ‘inventor’.  When we compare the agent suffix <or> to the agent suffix <er>, we see that bases that can take an <er> cannot take an <ion> suffix.  Look at ‘baker’, ‘dancer’, ‘banker’, ‘healer’, or ‘jumper’.

Here’s another one:

Saveea’s word gave us the opportunity to talk about frequentative suffixes.  I shared what she and I discovered with all three classes.  The <le> suffix on ‘spark’ lets us know that the action is ongoing.  There wasn’t just a spark and then it stopped.  It kept on catching our eye because it kept going.  It was a sparkle!  The <le> suffix is also a frequentative suffix in ‘crackle’, ‘crinkle’, ‘tremble’, and ‘waddle’.  See?  These are ongoing activities, and the <le> suffix tells us that!

Here’s another:

Alexis thought it would be fun to find out more about the word ‘octopus’.  She wasn’t disappointed!  She remembered being in my Orthography summer school class where we spent time looking at the Greek alphabet.  So she wrote this word that was originally a Greek work in Greek!  She told a great (and true) story about the plural of ‘octopus’ being ‘octopodes’ at one time.  Many people still use that plural form.

Over time, people noticed what happens to ‘stimulus’ and ‘fungus’ and ‘alumnus’ when they change to the plural form.  The <us> switches to an <i> suffix.  They become ‘stimuli’, ‘fungi’, and ‘alumni’.  Since ‘octopus’ has what looks like the same final <us> in its singular form, people assumed it would be made plural in the same way and become ‘octopi’.  But the thing is … stimulus, fungus, and alumnus are of Latin origin and they follow Latin suffixing conventions.  Octopus is of Greek origin and follows Greek suffixing conventions.  If you pluralize ‘octopus’, the proper plural form is either ‘octopodes’ or ‘octopuses’.

Here’s another:

When Zoey picked ‘like’, she didn’t expect to find such an interesting story!  The first thing she found out is that it has been many different parts of speech!  Then she found out the original spelling was gilik.  If you cover up the first two letters, it looks like our present day spelling (minus the final <e>).   Zoey and I enjoyed talking about the Old English pronunciation of this word.   The <ġ> was pronounced [j] as in Modern English yes.  The <i>was pronounced  [i] as in Modern English feet.

The other fun thing with this word is how easy it was to build a rather large matrix!  I appreciated having the opportunity to discuss the base ‘busy’ and that when adding the <ness> suffix, the <y> becomes an <i>.  This happens with bases that have a consonant in front of the final <y>.  Other examples are when happy becomes happiness or lazy becomes laziness.

Here’s another:

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