Leaving Plans for the Sub

I remember when I first started incorporating orthography into my lessons.  I was kind of panicky about having to be absent and needing to leave plans.  How could I create a worthy activity, and then give the substitute teacher enough background information to lead it?  Would opportunities for rich discussion go unnoticed by a teacher without real understanding of English spelling?  The nagging answer to that question was, “Of course they would.”  And because I couldn’t stand the thought of those teachable moments dissipating without notice, I left plans for other subjects, but not for orthography.

It didn’t take long before I felt guilty about that.  I mean, studying orthography has become the most important subject I teach!  Surely there were some activities I could put together that would keep my students thinking about words with or without me.  Over the years I have repeated several of the activities that I found worked well.   Just as importantly, I have learned how to set my lessons up for the substitute.  I include notes on what to say as the activity is introduced and also on what to expect from the students.  Recently I was absent for three days in a row.  I thought I’d share the activities I planned for those absences along with my reflections of the student work (which always results in ideas of what to do next).

Being gone for three days is unusual for me.  So what to leave for the students to do?  I wanted to vary the activities so that they weren’t doing the exact same things each day, yet I wanted to reinforce the idea of a word’s morphemic structure.

DAY ONE

10:05-10:35  Orthography

Write the word <make> on the board.  Have students get a piece of lined paper from the shelf near the door.  They are to put their name in the upper right corner of the paper. They are to write the word <make> on the top line of their paper.  Then they are to write the words you read aloud as word sums. We have done this several times, so they know what to do. Remind them they are to write synthetic word sums for each word you read.  Ask someone to explain to you what a synthetic word sum is. Ask them to skip a line on their paper between each word sum. Here are the words to read. Use them in a sentence if you can think of one.

maker
making
remake
makeup
filmmaker
troublemaker
makeover

Next, ask someone to collect the papers.  As they are being collected, ask for volunteers to write the word sums for each word on the board. Here is what the word sums should look like (although please don’t  correct anyone as they are writing them up):

make/ + er → maker

make/ + ing → making

re + make → remake

make + up → makeup

film + maker → filmmaker

trouble + maker → troublemaker

make + over → makeover

Once all the word sums are on the board, ask the class if they question anything that’s on the board.  If there are questions, hear them out and ask what others think of the point being raised. Once everyone is in agreement over the word sums,  ask for  volunteers to read each word sum.  They should be read as follows:

“M-a-k-e plus e-r is rewritten as m-a-k (replace the e)  e-r.” Ask the student reading the word sum why the final non-syllabic <e> is replaced.  I am hoping they say something like, “it is final and non-syllabic AND the suffix begins with a vowel”.

“M-a-k-e plus i-n-g is rewritten as m-a-k (replace the e) i-n-g.” Ask the student why the final non-syllabic <e> is replaced.  I am hoping they say something like, “it is final and non-syllabic AND the suffix begins with a vowel”.

“R-e plus m-a-k-e is rewritten as remake”.   Ask why we don’t replace the final non-syllabic <e>.  I am hoping they say, “we are not adding a suffix”.

“M-a-k-e plus u-p is rewritten as m-a-k-e-u-p”.  Ask why we don’t replace the final non-syllabic <e>.  I am hoping they say, “we are not adding a suffix. We are adding another base and making a compound word.  We only apply suffixing conventions when we are adding suffixes”.

“F-i-l-m plus m-a-k-e plus e-r is rewritten as f-i-l-m-m-a-k-e-r”.  Ask why we replace the final non-syllabic <e> on <make>. I am hoping they say, “because the e is final and non-syllabic AND the suffix begins with a vowel”.

“T-r-o-u-b-l-e plus m-a-k-e plus e-r is rewritten as t-r-o-u-b-l-e-m-a-k-e-r”.  Ask why we replace the final non-syllabic <e> on <make>. I am hoping they say, “because the e is final and non-syllabic AND the suffix begins with a vowel”.

“M-a-k-e plus o-v-e-r is rewritten as m-a-k-e-o-v-e-r”.  Ask why we don’t replace the final non-syllabic <e> on <make>.  I am hoping they say, “because we are not adding a suffix. We are adding another base and making a compound word, so the suffixing conventions can’t be applied”.

Save the stack of papers that was collected so I can look them over.

This is an activity I do fairly often with my classes.  I get some valuable information from the student work, such as whether or not students recognize certain suffixes and/or suffixing conventions.  Here are a few examples of what the student papers looked like.

Looking at this first sheet, I realized we would need to address  the random capitalization of <maker> and <making>.  I notice each year that students come in capitalizing certain letters whether or not it is warranted.  The next thing I notice is that although this student understands that the single final non-syllabic <e> in the word <make> can be replaced when followed by a vowel suffix, they are not recognizing that <up> is not a suffix here.  It is another base element and this word is a compound word.  This student did the same thing with the word sum <make + over>.  The suffixing conventions apply when a suffix is joined to a base, when a suffix is joined to another suffix, and sometimes when a connecting vowel is joined to a base.

Looking at this sheet, I see that this student is not writing out a full word sum for each word.  I will need to explain again how writing word sums will help them as spellers.  It will get them in the habit of thinking of words as elements that join to form a word, and that the word’s specific meaning is represented by the sense and meaning of the specific combination of elements.

Another thing to note is the unfamiliarity of the word <filmmaker>.  We will need to talk about what a filmmaker is (in case the substitute did not catch this or address it).  One last thing I see here is the word sum for <troublemaker>.  I’m pleased that this student recognizes that in some words, <-le> is a suffix.  Some examples are <sparkle>, <single> (from Latin singulus “one, individual” – not related to Old English singan “to chant, tell in song”), and <nestle>.  We’ll have to look at <trouble> together to find out if this is one of those.  Better yet, perhaps I can send each student (or each two students) on an investigation of a word with a final <le> spelling.  Then we could compile our findings and see what we notice.  Is it always a suffix?  Is it sometimes a suffix?  Is it rarely a suffix?

Looking at this paper I’m curious about the shifting spelling of the base element we are focusing on here – <make>.  This student is not consistently recognizing the spelling of the base as <make>.  This seems to happen when a student has learned the spelling of a word like <making>, but never really understood its structure.

 

DAY TWO

10:05-10:35  Orthography

Arrange the students in groups of two.  Make sure you have one copy of the matrix sheet for each pair of students.  They are to work together to list word sums for words that could be made using the matrix.  I’ve included (for you) the list I used when I created the matrix. Put the example word on the board and ask a student to explain it.  (I am unable to put the slash through the final <e> in the word sum when typing, so it appears behind it. It should go through the <e> to show I am replacing that <e> with a vowel suffix.  Most students can explain this to you.)

Have someone read aloud the directions, and then please ask if there are any questions about those directions.  After that, they may begin. I’d like these turned in before they go to the next class.  Save the stack of papers that was collected so I can look them over.

Here is the matrix sheet the students used:

Here is a matrix for the bound base <mote>.  Remember that we call this kind of a base a bound base because it isn’t a word by itself.  It is ALWAYS bound to another element (a suffix or a prefix or another base). I’d like to see how many words you and your partner can recognize and write word sums for.  Make sure your word sum looks like the example below:

mote/ + ive/ + ate →  motivate

  1. Make your list on lined paper.  
  2. Put both your name and your partner’s name on the top.
  3. Skip every other line. Take turns writing the word sums.
  4. Write neatly so I can read it easily.
  5. Once you are finished, read through your list together.  Make sure you could use each word in a sentence.  If you aren’t sure what the word has to do with “move”, look the word up in a dictionary.
  6. Turn your sheet in to the teacher.

I wanted the students to work in partners because we had not done this particular activity before and I thought that two sets of eyes would keep the activity going.  The substitute teacher said that she let the students in the second group (I teach three groups of 5th graders each day) know the largest number of words found by the first group.  Then she did the same for the third group.  The slight bit of competition kept students focused.  Here are a few of the student papers:

What I learned from this paper is that the students understand the suffixing convention of replacing the single, final non-syllabic <e> when the suffix is being added to a base element, but don’t realize that the same convention is applied between two suffixes as well.  I notice this in the word sum for <motivating>.

Something else that is interesting to note is the word <demotive>.  When the students create a word like this, I love to point out its structure.  We can make sense of this word’s structure, but can we make sense of its meaning?  So next I ask them to use it in a sentence.  If they can use it in such a way that we all understand what it means, then we call it a word.  We do this whether or not the word is listed in a dictionary.  These become our two criteria for whether or not we can call something a word.  Does it have a structure that we can identify through looking at its morphological relatives?  Can we use it in a way that other people understand what it means?

With the word <motorcyclist>, I need to reinforce the idea that <-ist> is an agent suffix.  I’ve mentioned it before, but there is so much new information that I’ve presented since the beginning of the year that much of it needs to be repeated!  It indicates that this noun refers to a person who is driving a motorcycle.  We might then brainstorm some other words with this same agent suffix (chemist, scientist, artist, cellist, pianist, etc.).

On a day that I am directing their attention to <-ist>, I might also direct their attention to <-er> which can also be an agent suffix.  After we have brainstormed a list of words with an <-ist> suffix, we will brainstorm a list of words with an <-er> suffix.  Then we might sort those into lists of words that refer to a person and words that do not.  Examples of words with the agent suffix <-er> are teacher, baker, driver, potter, gardener, and painter.  Examples of words with an <-er> suffix that are not referring to a person are bigger, wiser, tower, paper, water, and outer.  We might take the second list and divide the words up further by thinking about which of those words are used when comparing one thing to another and which just name things.

Look at what this group did!  They knew there was a meaning connection between automotive and automobile, so they tried to make automobile fit this matrix!  Interesting!  This tells me that some of my students are still unclear about letters that we replace.  We only replace single, final non-syllabic <e>’s.  We don’t replace consonants!  They are starting to see that our language is orderly and can make sense, but there are still lots of moments when they fall back into crossing off and adding letters willy-nilly because spelling has always felt that way to them.

The word right below automobile is also interesting.  The students saw the single final non-syllabic <e> on the base and thought that just adding an <r> would work.  They didn’t recognize that this word actually took an <-or> suffix.  They also did not recognize that there is an <-er> suffix, but not an <r> suffix.  This distinction could be made clearer if we spent some time brainstorming words with an <-or> suffix versus words with an <-er> suffix.  In the past when I’ve looked at these suffixes with my students, we’ve noticed that many bases that can take an <-or> suffix also can take an <-ion> suffix.  Examples are motor/motion, equator/equation, tractor/ traction, reactor/reaction, and director/direction.  An activity like that can be done as a whole class if everyone is looking at Word Searcher and thinking about the words listed that have an <-or> suffix.  How many of them might take an <-ion> suffix, and how many can’t?

The substitute teacher on this day was not the same one as the day before.  This one wasn’t any more familiar with orthography than the first one.  Even so, she personally enjoyed the activity.  I later found a list of words she made by using the elements on the matrix.  She had 39 words on her list!  I especially loved the note she left me:

Looks like my lesson made an impression on her as well as my students!

DAY THREE

Have the students get out their orthography notebooks.  They have the same list you see below in their notebooks.  We have been exploring the list below for a while now.  We began reviewing these bound bases last week.  Pair the students up and tell them they have 5 minutes to quiz each other about what the bound bases mean.  The list is below:
<bi> –  life
<ge> –  earth
<therm> – heat
<trope> – turn
<hydr> – water
<atm> – vapor steam
<strat> – layering, spreading
<mes> –  middle
<cosm> – universe, order
<lith> –  stone, rock
After they have practiced, lead a review game.  You say either a base or it’s definition and each group writes down the base AND it’s definition.  Tell them to do this quietly so you can see which group has the most correct answers at the end.  When checking to see who had the most correct answers, announce that the base MUST be spelled right, but no point will be lost if the definitions are misspelled.
Next have each person grab a sheet of lined paper, and tell them to write their name in the upper right corner.  Then read the following words and tell them to write a word sum for each.   Remind them that every word has an <o> connecting vowel and the base <sphere>.   I’ve put the word sum in parentheses below:
1.  cosmosphere   (cosm + o + sphere)
2.  lithosphere   (lith + o + sphere)
3.  geosphere   (ge + o + sphere)
4.  atmosphere  (atm + o + sphere)
5.  biosphere  (bi + o + sphere)
6.  thermosphere  (therm + o + sphere)
7.  stratosphere  (strat + o + sphere)
8.  hydrosphere  (hydr+ o + sphere)
9.  troposphere  (trope + o + sphere)
10.  mesosphere  (mes + o + sphere)
Collect so I can see where everyone is at with this.
Here are some of the student sheets that were turned in:
In the above list you can see another instance of random capitalization with geosphere.  I addressed that the first day I was back.  Another thing I addressed was the single, final non-syllabic <e> on <trope + o + sphere –> troposphere>.  I explained that the crossing out of the <e> happens when we are considering whether or not there are suffixing conventions that apply to this particular joining of elements.  So in a finished word sum, the single, final non-syllabic <e> would have a slash through it to show that it will be replaced by the <o> connecting vowel that follows it and will not appear in the finished spelling of the word.  When the finished word is being written, the student is thinking, “t-r-o-p-replace the <e>-o-s-p-h-e-r-e.
Another aspect of the <trope> base to discuss was the reason for the single, final non-syllabic <e> in the first place.  I began by reminding the students that:
– the bound base <cosm> was from Greek cosmos
– the bound base <atm> was from Greek atmos
– the free base <trope> was from Greek tropos
“When we were identifying the stem that has become a modern English base element, we removed the Greek suffix <-os>.  Why did I put an <e> on <trope>, but not on <atm> or <cosm>?”  There was a flurry of hands waving in the air and some hypotheses about pronunciation, but no one understood the reason.  So I said, “Let’s try to understand why that <e> is there by looking at two words that are more familiar to you.  I wrote <hope> and <hop> on the board.  “One of these has a single, final non-syllabic <e> and one does not.  What happens when we add a vowel suffix to each of these?
<hope/ + ed –> hoped>
<hop + ed –> hopped>
“Do you notice that the one with the single, final non-syllabic <e> did not have a double <p> in its final spelling, but the one without the <e> did?  You might say that that final <e> prevented the consonant <p> from being doubled.”  When we looked at the spelling of the related words <tropic> and <tropism>, we noticed that the <p> was not doubled.  If we didn’t place the final <e> on the base element after we removed the Greek suffix <os>, that <p> would double when we added the vowel suffixes <-ic> and <-ism>.
The bottom line is that we added the <e> to the base because the base was monosyllabic and had a final consonant with just one vowel before that consonant.  If we hadn’t, the doubling suffixing convention would have been applied.  The final <e> prevented that from happening.
The third day was part of an ongoing review of this particular list of words.  It began with investigations and continued with presentations of those investigations.  At this point I want to show them that knowing a word’s structure helps them think of the word as a joining of elements (often familiar).  Instead of memorizing this list by reciting the letter order of each over and over, they connect the base to other words that share that base.  Those connections are what make the base and its denotation easier to remember.  Then, of course, the reciting of word sums helps the students remember the spelling of each element in the word.  I discourage my students from pronouncing the elements as if they are completed words.  I ask them to spell out all parts of a word sum.
The following are pictures of another kind of review.  This is called the “Sixty Second Draw”.  I announce one of the words, and the student has sixty seconds to write its word sum, the denotation of the bases, and to draw something that they think of when they think of what that base means.  We did this today to reinforce their understandings of these bases and the shared structure of these words.
As part of our deeper look at the biosphere, we have been learning about food chains, food webs and, of course, photosynthesis.  Today, as we were watching a video called “Energy Transfers in Trophic Levels”, the word <hydrothermal> came up.  It was brilliant to see the recognition of these two bases among the students!  This word was used to describe the vents deep in the ocean that release heat from inside the earth.  Certain bacteria live in and near these vents.  Since there is no light reaching that depth in the ocean, these bacteria make their own food using chemicals.  Instead of doing photosynthesis, they do chemosynthesis!  Faces just lit up when the students saw the connection between these two words.  My face lit up just watching the students.
All three days my students practiced recognizing a word’s structure.  By reviewing their work, I was able to assess which skills and understandings still needed to be reinforced.  I even came up with lesson ideas for the coming weeks!   I had three different substitute teachers stepping in for me, and yet I feel like my students moved forward in their understanding.   Their learning deepened, my awareness of what they know and need to know deepened, and I aroused the curiosity of those teachers who visited my classroom!  What a great welcome back for me!

“Outer Beauty Attracts, but Inner Beauty Captivates.” ~Kate Angell

Like many native English speakers, those who are learning English often express disappointment that words that have identical letter strings do not rhyme (bomb/tomb/comb, read/red, thought/though/through). It’s interesting to me that my own attitude about that has become one of fascinated interest. Where someone else might throw their hands up and cross their eyes, I smile and pause to consider what might be going on with those words. Then I head to a trusted etymological dictionary (usually Online Etymology Dictionary​ first) to investigate and check out my hypotheses.  At times I search through a second or even third etymological resource.  Maybe I end up in either my copy of Lewis and Short’s A Latin Dictionary or Liddell and Scott’s  Greek-English Lexicon.  I might even be led to Richard Venezky’s book, The American Way of Spelling for further understanding.  The point is that I will look because I expect there to be an explanation.  Those who throw their hands up and cross their eyes have never been taught that an explanation is possible.  What a shame.  Because an explanation is not on the surface of the word, those people think it doesn’t exist.  I guess they’ve never applied the old adage “Never judge a book by its cover” to a word.  What a difference that has made for my students and me!

This morning I was reading THIS ARTICLE in Huffpost called “35 Confusing Things About the English Language”.  Nine out of the 35 comments listed were related to the expectation that things with similar spellings should be similar in their pronunciations.  That’s 1/4 of the comments!

Since I don’t fluently speak another language, I’ve never stopped to wonder whether or not a letter or letter combination in another language is reliably pronounced one certain way.  I’ve just always understood that in English it’s not that way.  As my respected orthography teacher says, “English spelling represents the language we already speak.  Its job is not to teach us how to speak our own language.”  The job of English spelling is to represent meaning.  You see, words are a combination of morphemes. A morpheme is the smallest functioning unit in the construction of a word’s meaning.  As morphemes are joined, the word’s meaning emerges.

A morpheme, either alone or in combination with other morphemes, constructs meaning. Each morpheme on its own might not carry specific meaning, (I’m thinking of a connecting vowel here and perhaps some suffixes) but each has a function in connecting the morphemes that do. In a completed word, every morpheme can be identified, and its function (as it relates to the construction of the word’s meaning) explained. Morphemes are bases (free or bound) and affixes.  The base carries the principle meaning in the word.  Affixes are either derivational (alter the meaning of the word by building on the base) or inflectional (have a grammatical function).  All prefixes are derivational whereas suffixes are either one or the other.  Very few people have been taught to look at a word and automatically think about what its morphemes might be and what sense and meaning they bring to the total word.  Instead, most people look at a word and think that the spelling of the word dictates its pronunciation.  Then they get frustrated that sounding out the letters doesn’t always result in a recognizable pronunciation of the word in question.

I have to wonder if it isn’t our own fault that we have this unrealistic expectation that words spelled similarly must rhyme.  After all, think about how we teach reading in our country.  Imagine yourself looking in on a primary grade classroom where students are being taught that word families include words that  1) have a certain string of letters and  2) all rhyme.  Here’s an example:

What is at the head of this “family”?  It is a string of letters that carries absolutely no meaning.  After completing worksheets and lessons focusing on many many “families” like this, a student might very well expect that whenever a string of letters seen in one word is also in another, the two words will rhyme.  Why wouldn’t they after having it demonstrated to them over and over?  Are they ever told that it doesn’t always work that way?  Are they ever shown examples of words that share the same string of letters but that DON’T rhyme?  Right from the start children are being told something that isn’t always true, only they aren’t told that it isn’t always true.  In other words, we are setting them up with this unrealistic expectation.  As they begin encountering words for which this is not true, they look to their teachers for explanations.  Unfortunately many teachers were never given an explanation themselves, and so have no explanation to share.  And boom!  The English-spelling-is-crazy-and-makes-no-sense fallacy is born to yet another generation.

What if?

What if we used that idea of a word family to signal something more helpful to a child’s comprehension AND spelling of words.  What if we taught children right from the start that a word family is a group of words that share a base, and that a base carries the main sense and meaning found in all words built from that base.  And most importantly, that sometimes the base is pronounced the same among words within a family, and sometimes it isn’t.  Here’s an example:

The base element here is <sign>, and it has a denotation of “mark”.  Now look at all the words I’ve listed that are morphological relatives (that means that they all share the spelling of the base AND they share an ancestor.  Their etymological root is Latin signum “identifying mark”.  As you think about each of these words, think about their meaning and how it has something to do with making a mark, marking something, indicating something, a symbol, or a designation.

THIS is a word family.  There is a meaning relationship and there is a spelling relationship among these words.  The meaning relationship is verified by checking an etymological resource to find evidence that they all are from the same root.  I found out that the root in this case is Latin signum by looking at Etymonline.  I began by searching for <sign>.  I know it is a free base (is a word without needing affixes) and found it as both a verb and a noun.  Its use as a noun is just a bit older, but both uses were attested in the 13th century.  Then I read both entries to find the origin of <sign>.   According to Etymonline, other interesting facts about the various uses of this word over time include:

“Ousted native token. Meaning “a mark or device having some special importance” is recorded from late 13c.; that of “a miracle” is from c. 1300. Zodiacal sense in English is from mid-14c. Sense of “characteristic device attached to the front of an inn, shop, etc., to distinguish it from others” is first recorded mid-15c. Meaning “token or signal of some condition” (late 13c.) is behind sign of the times (1520s). In some uses, the word probably is a shortening of ensign. Sign language is recorded from 1847; earlier hand-language (1670s).”

Isn’t it interesting that <sign> became preferred over the use of <token>?  When we teach children to check whether two words share a root and therefore a denotation, it is likely they will also learn something about a word’s story (find themselves delving into etymology).  They will also have looked at the etymological evidence to see if there is anything that helps explain a word’s spelling.  This particular base has had the spelling of <sign> right from the start, but there are other words whose spelling makes sense once we know the word’s origin or influence by languages along its diachronical journey ending in our modern day use.

Teaching children about a word family like this results in them understanding that words have structure.  Every word has a base element.  We build related words by adding other bases or affixes to the base.  Look back at my word web to see how obvious the structure of most of these words is.  When we teach children about a word’s structure, we are teaching them about a word’s morphology.  Announcing word sums is a way to reinforce our understanding of word structure.  Take <designate>.  The word sum is <de + sign + ate –> designate>.  It would be announced as “d e  plus  s i g n  plus  a t e  is rewritten as  de sign ate.”  The elements are spelled out, the arrow is announced with “is rewritten as”, and when spelling the finished word there is a slight pause between the elements to show recognition of those boundaries.

The third major consideration in teaching children about a word family as I have described it is that pronunciation piece.  Studying a word family teaches children the reality about whether a common string of letters will always rhyme.  It won’t.  And with this kind of word family representation, they won’t ever think it should or be surprised that it doesn’t.  As an example, let’s look at the family for <sign>.  When we pronounce <sign>, <signer>, <cosign>, and <assignment>, the base is pronounced [saɪn].  But what happens when we pronounce <design> and <resign>?  The base is pronounced [zaɪn].  And when we pronounce <signal>, <signify>, and <signet>, the base is pronounced [sɪgn].  In these three words the <g> is pronounced.  But it isn’t pronounced in eight of the family members I’ve included in this web!

Just think about that.  If spelling were there so we knew how to pronounce a word, most of the words in that one family would have different spellings.  But they don’t!  They are spelled the way they are to represent the meaning that they all share!  The meaning and the shared spelling is what binds these words together into a family.  We don’t have to blame the English language because words that look like they might rhyme don’t.  Instead we need to appreciate the fact that the unpronounced <g> in this family is a marker letter, and as such, it marks its meaning connection to members of this family in which it is pronounced.   Pronunciation is not consistent enough to be the reason for a word’s spelling, but a word’s sense and meaning is!

You may be thinking that <sign> is a word that would not be studied in a primary classroom.  But why not?  Surely the children know some of its related words.  They don’t need to be able to read the words to understand that they all have <sign> in their spelling.  They can talk about what the words mean and the teacher can talk about the structure, meaning, and even point out the differences in pronunciations of the base.  More of the students will understand this than you might think, and the rest will be gaining a foundation for a more accurate understanding of how our spelling system actually works.  Any classroom should make it a point to look at words that interest the students no matter how many letters the word has!  If the focus is always on the structure, the meaning, the word’s relatives, and the interesting things to note about the word’s grapheme/phoneme relationships, then the word is the vehicle for the understanding.  Perhaps have an “I Pick – You Pick” philosophy for choosing words to look at.  It will really drum up interest!

Look at this word web that is centered around <dog>.  As you include more and more of these, you can start the discussion with, “What do you notice?”

It will not take long before students say things like, “I see the word <house> in <doghouse>”.  Then you know it’s time to talk about compound words.  This word web could also lead to a discussion about the final pluralizing <s>.  Maybe your students could quickly help you make a list of plural words and you could write them in two columns:  those in which the final grapheme <s> is represented by /s/, and those in which it is represented by /z/.  It won’t be long after that before they will be pointing that very thing out in plural words they are reading!  And then there is the doubled <g> in <doggy>.  It is not too early to talk about the doubling convention that happens when we add a vowel suffix to a base.  Explain it and talk about it as an interesting thing to notice.  Say something like, “I think I’ve seen that in the word <scrubbing> as well.  Keep your eyes open.  If you see a word that you think has a doubled consonant because of a suffix being added, let me know, and we’ll look at it together!”

Here’s another great tip:  Don’t put a word web like this away until you have given students a chance to think of other words that might belong to this family.  It will give you the opportunity to see what kinds of connections they are making.  What if they suggested ‘hot dog’?  Instead of responding yourself, give the other students the opportunity to respond.  “What do the rest of you think?  Does it belong?  Why or why not?”.

This kind of word family is the only kind of word family.  You can still talk about rhyming words if you want, but don’t call them families.  If you are using them to help a child read, begin incorporating true word families as I have suggested.  Sometimes we decide what our students can and cannot handle.  Sometimes we misjudge them.  If you are hesitant to study word families, your students will be the ones to convince you otherwise. When they point out something as they are reading in class, when they bring in a word web they made on their own at home, when they explain a suffixing convention you have previously explained, or even when they ask a question about a suffix that you didn’t expect them to, you will know they are on their way to building an understanding about the reliability of our spelling system.  And you can feel great knowing that the group leaving your classroom has been taught to see below the surface of the word.  They’ve peeked beneath the cover and are now judging a word by its structure (morphology), story (etymology), and grapheme/phoneme correspondences (phonology).  And they are captivated!

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I encourage you to click on the comments.  The link is just below the end of this post in small letters.  Peter Bowers has written a great response and has included links to research that may be of interest.  Like I said, check it out!

 

The Intertwining of Etymology and Entomology

Related image

A long time ago and in a land just down the road,  my husband asked me to type up his Master’s Thesis.  I was faster at typing than he was, so I agreed.  What an interesting venture THAT was!  So many words that were unfamiliar to me, but that made perfect sense to him.  You see he was getting his Masters in Aquatic Entomology.  Of course I knew that entomology had to do with insects.  Hadn’t we spent numerous weekends at Otter Creek with a white sheet and a flashlight making observations and noting the adult caddisfly species inhabiting the area?  Hadn’t I also gone with him as he collected caddisfly larva from the same creek that he would later identify to species?  Hadn’t I been to his lab at UW-Madison often enough and checked out the artificial creek in which he was raising caddisflies?  Of course I had.  But when I typed up his thesis, I became fascinated with something other than the caddisflies.  I became fascinated with the scientific names of the insects he was writing about.  Each had a name that was either Latinate or Hellenic.  And because the names were from Latin and Greek, they carried meaning which helped me understand something about the insect named.  At that point, I was years away from understanding that ALL words have a spelling that specifically represents their meaning.  Back then it made scientific terms seem magical.

Today my husband forwarded an article about Carl Linnaeus.  He was a naturalist who lived from 1707-1778.  He created a system for naming, ranking, and classifying organisms that is still in use today.  Here is a link to the article.  I enjoyed many interesting things about this article, but one of my favorites was his reason for wanting to describe all living organisms with a two word name (binomial nomenclature).  The example given in the article is that of the European honeybee.  Before 1758, it was known as the Apis pubescens, thorace subgriseo, abdomine fusco, pedibus posticis glabris utrinque margine ciliatis.  The article roughly translates that Latin to “furry bee, grayish thorax, brownish abdomen, black legs smooth with hair on both sides.”  While quite detailed and helpful in describing one species from another, it was very cumbersome to remember or write down.  Thanks to Carl Linnaeus, the European honeybee is now known as Apis mellifera  “honey-bearing bee.”

I encourage you to watch this  short video about him and his scientific contributions.

Long before my husband’s thesis was ready to be typed, I was hearing the scientific names of many insects.  As part of his Masters coursework he prepared a prodigious insect collection.  I remember that we carried collection jars wherever we went!  In this post I will focus on the some of the Order names I became familiar with during that time period.  The levels of classification are Kingdom, Phylum, Class, Order, Family, Genus, Species.  What caught my attention with the Order names was the consistent use of the element <ptera>.

I was fascinated that caddisflies were part of the larger Order known as Trichoptera.  At the time I was told it  meant “hairy winged.”  Now I know that <trich>  had a Hellenic ancestor, τριχίνος (transcribed as trichinos) meaning “of hair” and <pter> is from Greek pteron and means “winged.”  The Caddisflies in this Order are often confused with moths in the Lepidoptera Order.  They are confused because they are similar in size and color to many moths, but upon a closer look (and because of what is revealed in the name Lepidoptera), one can see a major difference.  You see, Lepidoptera is also a compound word with one element deriving from Hellenic λεπιδος (transcribed as lepidos) “a scale” and the other from Hellenic πτερόν (transcribed as pteron) “winged.”

This is an adult caddisfly, Order Trichoptera “hairy winged.”

Image result for trichoptera free clipart

This is a Brown House-moth, Order Lepidoptera “scaley winged.”

Picture

Some of the other Orders of insects I learned about while typing my husband’s thesis were Hemiptera, Hymenoptera, Diptera, Siphonaptera, and Megaloptera.  There were others, of course, but looking at even these few will unlock your understanding of scientific names used in classification.

As I was looking up more information about the Order Hemiptera, which is from ἠμί (transcribed as hemi) “half” and πτερόν (transcribed as pteron) “winged,” I found out that historically, the Order Hemiptera was split into two suborders.    The first was Heteroptera.  Its first element is from ἑτεροειδής (transcribed as heteroeidēs) “of another kind” and its second element is πτερόν (transcribed as pteron) “winged.”  The second Suborder was Homoptera, whose first element is from ὁμοείδεια (transcribed as homoeideia) “sameness of nature or form” and its second element is πτερόν (transcribed as pteron) “winged.”

From that we can note that insects in the Order Hemiptera are half winged.  That doesn’t mean that their wings are halved in some way.  It means instead that if they are in the Suborder Heteroptera, one pair of their wings has a tough and leathery upper half with a membranous tip and the other pair of their wings is strictly membranous.  You might say that of their two sets of wings, one set is “of another kind.”  If they are in the Suborder Homoptera, both of their wing pairs share a “sameness of form.”  Their forewings can either be toughened or membranous, but not both.

This is one of the insects classified as a Heteroptera.  You can see both the membranous wing and the leathery wing.

Image result for hemiptera

This is an aphid, one of the insects classified as a Homoptera.  You can see that both pair of wings are the same.  They are membranous.

Euceraphis species Birch Aphid Bugs Homoptera Images

Now let’s find out about the name for the Order of insects known as Hymenoptera.  Are you making guesses as to this word’s meaning at this point?  In looking at the Greek-English Lexicon by Liddell and Scott, I actually found the full word ὑμενόπτερος (transcribed as hymenopteros) “membrane winged.”  This group includes wasps, bees, and ants.  One thing to note about their wings is that the front set is bigger than the back set.

Here is a picture of a Tawny Mining Bee.  I chose this picture so you can see the smaller second set of wings.

Andrena fulva Tawny Mining Bee Hymenoptera Images

Let’s move on to the order known as Diptera.  Think about what the word sum will be.  We now know the second element in this word.  What’s left?  It would have to be <di + pter + a –> diptera>.  So far all of the elements in all of the words we have looked at have been Hellenic (Greek in origin).  The English base <di> is derived from the Greek word δοιοί (transcribed as doioi) “two.”  This group of insects includes flies, mosquitoes, gnats and more.  These insects belong in this Order because of the characteristic stated in the denotation of their name.  They have just two wings.

Here is a picture of a Green Bottle Fly.  You can see the two wings.

Lucilia species a Green Bottle Calliphoridae

Next let’s look at the Order Megaloptera.  Do you have any guesses about this word?  The second element is the same in all of the words we’ve looked at, so the first element will no doubt be describing the wings on the insects in this order.  Searching in Liddell and Scott, the first element is derived from μεγάλον (transcribed as megalon) “big, great.”  If you guessed that this order of insects includes those with big or great wings, you can pat yourself on the back!  Some of the insects we find in the Order Megaloptera are alderflies, dobsonflies, and fishflies.

Here is a picture of a dobsonfly.  Its wings are obviously larger than any others we have looked at today.

Image result for megaloptera

The last Order we’ll look at here is Siphonaptera.  There are things about this word that are similar to the ones we’ve already looked at, and yet there’s something new to notice.  First off, we see the now familiar element <pter> “winged.”  What will the rest of this word reveal?  Well, I found σίφων (transcribed as siphon) “tube, pipe.”  That leaves us with that curious letter <a> between the first element and the second.  That is a negativizing <a> that is a modern prefix to <pter>.  In this case, insects in the Order Siphonaptera are without wings!  They have no wings!  But what their name reveals to us is that they have mouthparts that are tube-like for sucking.  You guessed it.  The insects we find in this Order are fleas!  They stay alive by feeding on the blood of their host.

In this picture of a flea, you will notice there are no wings.  The tubes for sucking are hanging down near the mouth on the far left.

File:Ctenocephalides felis ZSM.jpg

 

There are, of course, many other Orders of insects.  We could keep making sense of their names for quite a long time!  What is an especially interesting find in the few we HAVE looked at is that Hellenic element <pter>. I wonder if you recognize it from words outside of this particular context.  The most common word I can think of is helicopter.  The word sum is <helic  + o + pter  –> helicopter>.  The Hellenic base <helic> “spiral” and the Hellenic base <pter> “winged” are joined with the Hellenic connecting vowel <o>.  Can you picture the blades of a helicopter and the way they move?

Another familiar word you may recognize is pterodactyl.  You will notice that when this element is initial in a word, the <p> is unpronounced.  The word sum is <pter + o + dactyl –> pterodactyl>.  The Helenic base <pter> “winged” and the Hellenic base <dactyl> “finger” are joined with the connecting vowl <o>.  Here is a picture of the pterodactyl.  You can see the fingers.


Credit: Joe Tucciarone

Entomology.  The word itself has an interesting story.  Using Etymonline, I found out it is from French entomologie, which was coined in 1764 from -logie “study of” and Greek entonom “insects.”  Entonom is the neuter of entonomos “cut in pieces, cut up.”  In this case, “cut” refers to the way an insect’s body is in segments and each segment is cut in or notched between the segments.  The word sum is <en + tom + o + loge/ + y –> entomology>.  The <en> prefix “in” is joined to the first base <tome/> “cut” which is joined to the second base <loge> “study, discourse” by the Hellenic connecting vowel <o> (which replaces the final non-syllabic <e>on the base).  Finally the suffix <y> replaces the final non-syllabic <e> on the base <loge>.

Here is a drawing that clearly shows the segmenting of an insect’s body.

File:ABDOMEN (PSF).png

People who study science expect the words they use to represent meaning.  It is one of the things I love about teaching science.  The words we use in class as we are learning any science topic are ripe with meaning.  They seem so unpronounceable and weird to the students because they have not been taught to look to parts of a word (morphemes) as parts of a meaningful structure.  Syllable division steers students away from believing that spelling makes any sense at all.  It misguides and makes them think a word’s spelling is not understandable, but it IS pronounceable.  But that is the opposite of what is true.  As you have seen with these seemingly difficult and nonsensical insect Order names,  the spelling of a word – EVERY WORD – reveals to us a structure.  Looking to understand the structure, we find the word’s story and begin to understand how and why the spelling of that word makes perfect sense.  Once we understand the structure and the word’s etymology, we can understand the possibilities for pronunciation.  As we noticed with the base <pter>, the pronunciation of this base is dependent on its placement in the word.  That is just one example of what I meant when I said “possibilities for pronunciation.”

The amazing thing is that it isn’t just science words that are spelled to represent meaning.  It is so hard for many to let go of the idea that spelling represents pronunciation.  When thinking about how to spell a word, the strategy to “Sound it out” is so deeply ingrained.  It is the only strategy many adults and children have been taught.  That makes it feel right.  But it is not.  Your logical and reasoning brain will tell you that.  So will all of these fascinating scientific names.  If it is now obvious to you that the name for the insect Order Megaloptera makes sense, it’s time to look at other words that catch your eye.  Look at math words and history words and guidance words and, well, all words.  There are revelations waiting for you in every word you read!

Phonology is something … but it isn’t EVERYTHING!

It is a hard-to-believe concept, but it’s true.  Words do not have the spellings they have so that we know how to pronounce them.  Words like busy, does, piano, action, and pretty prove that.  The truth is that words are spelled the way they are to represent their meaning.  That’s such a foreign idea to so many.  “If that was true, wouldn’t we teach that to children who are just learning to read?”  You’d think so, wouldn’t you?  But the majority of schools don’t.  So why do we resist believing this obvious truth?

When I first began studying orthography and learning Structured Word Inquiry, I was skeptical myself.  I wondered what people in this community meant when they said that spelling represented meaning and not pronunciation.  How can that be?  I learned to spell by “sounding words out” – by pronouncing them.  Sometimes I pronounced them in unnatural ways so that I could remember the spelling (Wed – nes – day  or  ap – pear – ance, both with parts pronounced unlike they are in the whole).  I knew what the words meant, but that didn’t have anything to do with the spelling, did it?  I learned to spell one word at a time, twenty or so words a week.  I was pretty good at rote memorization.  I also studied definitions right out of the dictionary.  They didn’t always make sense to me, but because they didn’t, I didn’t know how to reword them.  I found out when my children went to school that times haven’t changed much in this regard.

I remember when my son was in high school and had to be able to match up a list of words to their definitions.  I offered to help him study.  That was when I realized that he had figured out a system to pass the test without having learned anything useful.  If I read the word, he could give me the first four words of the definition.  If I read the definition, he could tell me the first four letters of the word the definition would match up with on the test.  Blech! He became very annoyed with me when I pointed out how useless this test was.  “Mom!  It doesn’t matter.  I have to pass the test tomorrow.  Go away.  I’ll study by myself.”

One thing is for sure.  He was smart enough to know that passing the test didn’t hinge on him actually understanding anything.  I was sad, but remembered cheating my own learning in the same way as I went through schooling years.  I didn’t cheat my learning to the extent my son did, but cheat it I did.  Neither of us were taught to look to the word for meaning – we had learned that spelling and meaning were two separate activities and rote memorization was the only way to handle them in order to pass the test.

Recently Oxford Dictionaries posted the ten most frequently misspelled words in their Oxford English Corpus (which they describe as “an electronic collection of over 2 billion words of real English that help us see how people are using the language and also shows us the mistakes that are most often made”) .  Seeing as I spend a fair amount of my teaching life looking at misspelled words, I took a look, wondering if I could predict the words that made the list.  As I was clicking, my mind was betting that the people who misspell these words (whichever they were), had an education like mine and have been taught to “sound out words” and not to even consider morphology or etymology as they relate to a word’s spelling.

Here is their list:
*accomodate (accommodate)
*wich (which)
*recieve (receive)
*untill (until)
*occured (occurred)
*seperate (separate)
*goverment (government)
*definately (definitely)
*pharoah (pharaoh)
*publically (publicly)

Once you begin to study orthography and use Structured Word Inquiry, it doesn’t take long to see how easily the above spelling errors could be avoided altogether.  The people misspelling these words do not understand the spelling – have not been taught to understand the spelling.  Let’s look closer at each of these.  Along the way I’ll point out the information that would actually help a person understand and remember these spellings.

accommodate   (*accomodate)

meaning:
Before we talk about spelling, it’s always important to talk about how the word is used.  What does it mean?  I could talk about the fact that my classroom can accommodate 30 students, meaning that the space is adequate to fit that many students.  I could also use it if I was talking about accommodating the needs of a student who has a broken leg.  In that sense, I am fitting the needs of the student by perhaps getting a different type of desk.

morphology:
A person without any understanding of morphology might be wondering, “Is it two <c>’s and one <m>, or is it one <c> and two <m>’s?”  That person might even write the word down on a piece of paper with several different spellings to see which one looks right.

Here’s what you understand when you understand morphology.  All words have structure.  That structure will include a base element and perhaps affixes.  A base element will either be free (doesn’t HAVE to have an affix) or bound (MUST have an affix).

Let’s look at the structure of <accommodate>.  This word consists of four morphemes:  two are prefixes, one is a base, and one is a suffix.  Its structure is <ac + com + mode/ + ate>.

The first prefix is <ac->, and it is an assimilated form of the prefix <ad-> “to”.  When a prefix is assimilated, it means that the final letter in the prefix might change to better fit phonologically with the first grapheme of the next morpheme in the word.  In this case, the original form of the prefix is <ad-> “to”.  Seeing as the next morpheme begins with a <c>,  the <ad-> assimilated to <ac-> to better match the phonology of that <c>.

The second prefix is <com->, and it is an intensifying prefix.  That means that it brings a sense of force or emphasis to this word.  There are people who have learned this prefix and will tell you that it means “together”.  Well, it does bring that sense to some words we find it in.  But there are prefixes that can also be intensifiers, such as this one!

etymology:
The base element of this word is <mode>.  It is a free base element from Latin modus “measure, manner”.  This base can also be found in words like:

modify, modular, accommodation, model, modest, and yes, even commode!

The suffix is <-ate>.  It is a verbal suffix.

Let’s put the morphemes together and understand this spelling:  <ac + com + mode/ +ate –> accommodate>.  If you stop yourself from thinking of there being a double <c> and instead think of the prefix <ac> plus the prefix <com> plus the base <mode (replace the <e>)> plus <ate>, you will have spelled this word with very little problem.  At the same time, you will understand that the denotation of this word is “to fit with emphasis”.  Compare that denotation with a connotation (how the word is used now), and you will have the spelling AND the meaning, and understand both!

phonology:
It is important to recognize that pronunciations are affected by many things.  I will include a generally accepted pronunciation for each of these words.  But please know that there may be pronunciation variations in different parts of the country / world.  The pronunciation is /əˈkɑməˌdeɪt/.  Here is the phoneme / grapheme correspondence:

<accommodate>
/əˈkɑməˌdt/

It is interesting to note that the first <o>, which is stressed, has a different pronunciation than the second <o>, which is unstressed.

  

which   (*wich)

meaning:
We often use the word ‘which’ when we are searching for more information about one or more things or people in a specific group.   One might ask, “Which book is yours?”

morphology: 
This word is a free base.  It has no affixes.

etymology:
To understand the spelling of this word, we need to look at its etymology.  I have several sources I use when researching words.  One of my favorites is Etymonline, but I also have copies of Chambers Dictionary of Etymology and John Ayto’s Dictionary of Word Origins.

This word is Old English in origin. According to Etymonline, it was spelled both hwilc (West Saxon, Anglian)and hwælc (Northumbrian).  (Notice that the <hw> is now <wh>).  It is short for hwi-lic “of what form”.  It is interesting to note that in early Middle English there were two other forms (hwelch and hwülch).  They later lost their <l> and became hwech and hwüch.  Both of those spellings disappeared in late Middle English.

When you understand that the <h> has always been part of this word, and that in fact, it used to be the first letter, it is easier to remember that it is STILL part of this word.  It is pretty obvious that those who misspelled this word used phonology alone.  But its spelling takes us back to Old English and the important evidence that the <h> has always been part of this word.

phonology:
The pronunciation is /wɪtʃ/.  Here is the phoneme / grapheme correspondence:

<which>
/wɪ/

 

receive  (*recieve)

meaning:
This word generally means to be given, presented with or be paid for something.  I receive a pay check.  I have received several awards.  I received help from my neighbor.

Now I’m willing to bet you are already thinking, “i before e except after c … blah, blah, blah”.   I came across an article by The Washington Post recently.  To read it, CLICK HERE.  It seems a statistician named Nathan Cunningham plugged a list of 350,000 English words into a statistical program to check out this age old rule.  He found that in words with a ‘ie’ or ‘ei’ sequence, <i> came before the <e> almost 75% of the time.  So then he checked for the “except after ‘c’ part”.  He found that in words with a ‘cie’ or ‘cei’ sequence, ‘cei’ occurred only 25% of the time.  That leaves 75% of that group of words to be exceptions!  So much for that rule! Yup!  The rule with lots and lots of exceptions.  And as any good researcher will tell you, if your rule has a lot of exceptions, you need a new rule!

Besides wasting time memorizing a rule that you can’t count on statistically, there is another reason to abandon the “i before e” rule.  It simply doesn’t take into consideration what else is important about a word – like its morphology and its etymology!  Let’s get out of the land of ‘hit and miss’ and look at this word seriously.

morphology:
Based on other words I have investigated, I might make a hypothesis about this word’s structure like this:  <re + ceive –> receive>.  I know that in words such as recall, reclaim, and refill, <re> is a prefix.  It could be a prefix in this word too, although I need specific evidence pertaining to this word to be sure.  I need to look at where this word comes from – its etymology.

etymology:
This word has come into English by way of Old North French receivre.  Further back, it is from Latin recipere  (re– “back” + cipere, combining form of capere “to take”).  Looking back in time, this word has had a meaning and sense of “regain, recover, take in, admit”. When I look closer at the Latin verbs capere and its combining form cipere, I find other words that share this base <ceive>:

~perceive (<per-> has a sense of “thoroughly”, thus when you perceive something, you are thoroughly taking it in in order to comprehend it),
~deceive (<de-> has a sense of “from”, thus when someone deceives you, they take from you – they cheat you),
~conceive (<con-> is an intensifying prefix, meaning it gives emphasis to the base, thus when someone conceives either an idea or a baby, they are taking something in and holding it)
~transceiver (which is a relatively new word – 1938, created by combining transmitter and receiver).

So what we learn from this word’s history is that its spelling has been fairly consistent since the 1300’s.  No gimmicky rhymes needed.

phonology:
The pronunciation is /ɹəˈsɪv/.  Here are the phoneme / grapheme correspondences:

<receive>
/ɹəˈsɪv/

It is interesting to note that the final <e> is non-syllabic and is preventing this word from ending in a <v>  (no complete English word ends in a <v>).

 

 

until  (*untill)

meaning:
This word means “up to (either an event or a point in time)”.  If you say, “I will wait until you call,”  it is functioning as a subordinating conjunction. If you say, “We swam until 5:00,” it is functioning as a preposition.

morphology:
This word is a free base in Modern English.  It has no affixes.  It might be tempting to identify the <un> as a prefix, but all you have to do is compare the etymology of the <un> in this word to that of the <un-> in words like unhappy and unzip.  They do not share ancestors, nor do they share denotations.

etymology:
This word, as most, has an interesting story.  The verb ’till’  meaning “to cultivate the soil” was first attested in the 13th century.  It is from Old English tilian “cultivate, tend, work at”.  There is a thought that the idea of cultivating and having a purpose and goal may have passed into Old English with the word ’till’ meaning “fixed point”.  It was then converted into a preposition meaning “up to a particular point”.  ‘Until’ was first attested in the 13th century.  The first element <un> is from Old Norse *und “as far as, up to”.  (The asterisk next to the Old Norse spelling means it is reconstructed.)  So when we put the two parts of this word together, we get <un + til –>  until>  “up to a particular point”.  The use of ’til’ is short for ‘until’.

It isn’t about “one ‘l’ or two”.  It’s about the word’s story.

phonology:
The pronunciation is /ənˈtɪl/.  Here is the phoneme / grapheme correspondence:

<until>
/ənˈtɪl/

 

occurred  (*occured)

meaning:
If something has occurred, it has happened.  It could be an event or even a thought.

morphology:
Someone who is misspelling this word, doesn’t understand its morphology.  That would include how suffixing conventions are applied.  The structure of this word is <oc + cur + ed –> occurred>.  Notice that the final <r> on the base was forced to double when the vowel suffix <-ed> was added.  This happened because of the position of the stress in this word.  The stress is on the second syllable – the one closest to the suffix.

etymology:
This word was borrowed from Latin occurrere “run towards, run to meet”.  The prefix <oc-> is an assimilated form of the prefix <ob-> bringing a sense of  “towards”.  The base is <cur> “run “.   This base is seen in present day words including curriculum, current, recur and concur.

phonology:
This word is pronounced /əˈkɜɹd/.  Here are the phoneme / grapheme correspondences:

<occurred>
/əˈkɜɹd/

It is interesting to note that the initial <o> is unstressed and that affects its pronunciation.

 

 

separate   (*seperate)

meaning:
This word generally means to divide or cause to be apart.  I might separate old coins from new coins.

morphology:
Growing up I remember this word being one that I could never get right.  The reason I misspelled it time after time is because all I had was its pronunciation to work with.  Had I known its morphology and etymology, I would have had a better chance of remembering its spelling.  First, let’s look at its morphology.  The structure of this word is <se + pare/ + ate –> separate>.

etymology:
The prefix <se-> has a sense of “apart”.  The base element <pare> is from Latin parare with a denotation of “make ready, prepare”.  The suffix <-ate> is a verbal suffix in this word.  The base element in this word, <pare>, is also seen in words like:

~apparatus (The prefix <ap-> is an assimilated form of the prefix <ad-> and brings a sense of “to”.  Apparatus helps to make things ready or be prepared.)
~preparation (The prefix <pre-> brings a sense of “before”.  When you prepare, you make things read before you need them.)
~pare (This is a free base that means to “trim or cut close”.  Again we see the denotation of “make ready” in the image of this word’s action.

phonology:
The pronunciation is /ˈsɛpɹət/.  Here is the phoneme / grapheme correspondence:

<separate>
sɛpɹət /
It is interesting to note that the <a> is not typically pronounced in this word.  The final <e>, which is the final letter in the <ate> suffix, is non-syllabic.  That means it is not pronounced either.

  

government  (*goverment)

meaning:
A government is a way to regulate or control members or citizens  of a particular region (state or country) or of an organization.  In the United States, we have a federal government with different branches that creates laws for the entire country, and we also have state governments making decisions for each of the fifty states.

morphology:
Why does this word get misspelled?  Again, it is because of the way it is pronounced.  So let’s look at this word’s morphology and phonology as we have with every other word so far.  The structure of this word is <govern + ment –> government>.  People who leave out the <n> in this word, don’t think about the word’s structure.  The base shares its spelling with all words in its word family.  See the matrix below.

etymology:
The base element <govern> was first attested in the late 13th century, and at that time it meant “rule with authority”.  It is from Old French governer which meant “steer, be at the helm of, rule, command”.

phonology:
The pronunciation is /ˈgʌvəɹmənt/.  Here is the phoneme / grapheme correspondence:

<government>
gʌvəɹmənt/

It is interesting to note that the <n> is not typically pronounced.  This is evidence that it is important to have knowledge of a word’s morphology and etymology when trying to understand its spelling!

 

 

definitely  (*definately)

meaning:
When used, this word is intended to remove all doubt.  I will definitely watch your dog this weekend.

morphology:
The structure of this word is <de + fine/ + ite + ly –> definitely>.  The single final non-syllabic <e> is replaced by the <-ite> suffix in the final spelling.  The suffix <ite> is adjectival, but the addition of the suffix <ly> makes this word adverbial.

etymology:
This word is from Old French definir, defenir  “to finish, conclude, come to an end, determine with precision”.  Before that it came directly from Latin definire “to limit, determine, explain”.  The prefix <de-> brings a sense of “completely” and the base <fine> has a denotation of “to bound, limit”.

phonology:
This word is pronounced /ˈdɛfənətli/.  Here are the phoneme / grapheme correspondences:

<definitely>
/ˈdɛfənətli/

It is interesting to note that both <i>’s are unstressed which affects their pronunciation.  The final <e> on the suffix <-ite> is predictably unpronounced.  The final <y> on the <ly> suffix also has a predictable pronunciation.

 

 

pharaoh  (*pharoah)

meaning:
A pharaoh is an ancient Egyptian ruler.

morphology:
This is a free base with no affixes.

etymology:
This word has an interesting trail to follow.  It was first attested in Old English as Pharon.  Earlier it was from Latin  Pharaonem.  Earlier yet it was from Greek Pharao. Even earlier it was from Hebrew Par’oh.  But its origins are in understandably Egyptian Pero’ where it meant “great house”.  Note that the spelling sequence of ‘pharao’ was present in Greek and in Latin.  That is the spelling sequence we currently see.  Once again the spelling represents where the word came from and what it means, not how it is pronounced!

phonology:
This word is pronounced
/ˈfɛɹoʊ/.  Here are the phoneme / grapheme correspondences:

<pharaoh>
fɛɹ/

It is interesting to note that the <ph> represents /f/.  This is a signal that this word has a Greek heritage.

 

publicly   (*publically)

meaning:
When something is done publicly, it is done for all to see.

morphology:
The structure of this word is simply <public + ly>.  The <ly> suffix can be an adverbial one.  The misspelling listed shows a misidentification of structure.  There are many words that actually HAVE that structure, including basically, magically, comically, and tropically.  This brings us to an important point!  Just because two things are pronounced the same, it doesn’t mean they are spelled the same.  It doesn’t take much time or effort to check with a reference book!

etymology:
The word ‘public’ was first attested in the last 14th century.  Earlier it was used in Old French public.  It comes directly from Latin publicus “of the people, of the state, common, general”.  The meaning of “open to all in the community” is from 1540’s English.

phonology:
This word is pronounced /ˈpʌblɪkli/.  Here are the phoneme / grapheme correspondences:

<publicly>
/ˈpʌblɪkli/

It is interesting to note the predictable pronunciation of the final <y> of the <-ly> suffix.

 

 

Reflection

Think about the words on this misspelled list.  Everyone of them has a spelling that can be explained by looking at the word’s morphology, etymology , and its phonology.  I’ll say it again … by looking at the word’s morphology, etymology, and its phonology.  Teaching all three is so powerful.

It’s time for schools to change the way they teach children about words and spelling!  Phonology is just ONE ASPECT of a word.  When it is seen as THE ONLY THING (as it is in most every classroom), students are cheated out of the opportunity to understand a word’s story.  And understanding a word’s story is often the thing that connects a word’s meaning to its spelling.  Understanding a word’s meaning leads to understanding the word in context, which in turn increases reading comprehension.  How could it not?

Teaching spelling and reading via phonology alone makes spelling a giant guessing game.  For example, there are a number of graphemes that can represent the phoneme /iː/.  I can think of <ea>, <ee>, <y>, and <ei> off hand.  There are no doubt more.  A student faced with memorizing which grapheme to use in which word based on pronunciation alone is clueless – literally!  That student NEEDS the clues that morphology and etymology provide.  Why not teach a student where to find the information needed in order to make informed decisions about a word’s spelling?

Another huge disadvantage of teaching as if spelling represented only pronunciation is that our students never see for themselves how words are connected to one another.  They miss realizing that each word is a member of a larger family.  The family is full of words that all share a common base with a common ancestry and a common denotation.  Why are words like busy, business, and businesses found on different spelling lists?  Why not present them together so a student can see they are part of the same word family?   Or present them together so the students can internalize an understanding of the suffixing conventions that can happen within a family of words.  The matrices I have created above do just that.  They help us see connections among words that we have not been taught to see before now.

Let’s go back to the list of commonly misspelled words.  Oxford Dictionaries only gave us their top ten, but I’m willing to bet there are hundreds and hundreds of such words in their Oxford English Corpus.  I say, let’s raise the bar for our students.  Let’s give them engaging word work that supplies them with resources for all the clues they need in order to understand a word’s spelling.  What schools have been teaching students during reading and spelling instruction  — phonology alone  —  has not worked for the vast majority of students.  If it had, we would not see the spelling errors we do.  We would not hear adults blaming the English language when they misspell a word or misunderstand a paragraph.  We would not hear parents claim, “I was a terrible speller too” at parent-teacher conferences, as if not having been taught to understand our language is a trait one inherits much like height or hair color.

 

What Does It Matter?

I was having a discussion with a secondary level English teacher about teaching words with Latin and Greek roots.  This teacher was feeling lukewarm about the current program/workbook being used in his district to teach them.  I was gushing about what my students have been doing, and how they’ve been learning about words from Old English.  Then I went on to tell him about having my students recognize clues in a word’s spelling that hint at the word’s origin.  And that was when he asked it.  The question that revealed just how little he knew about our language and the reasons the words in it have particular spellings.

“What does it matter if a word comes from Latin, Greek, or Old English?”

Now, let me just say, I completely understand where this question is coming from.  If all you are doing with regards to spelling is rote memorization, then there would seem to be no need to know more about the word.  BUT as a person who has crossed that line so to speak, I can explain it like this.  Remember watching The Wizard of Oz and noticing that the movie starts off as black and white, predictable and drab, but the minute Dorothy lands in Oz everything is in color? Everything becomes instantly interesting and memorable?  It’s like that.  It’s the difference between skimming the surface for information and seeking a deeper level of knowledge.

As classroom teachers there is often that desire to provide students with the opportunity to dig deep, yet there is this thing called a schedule.  There are places to be and other things needed to be taught.  The result is that we skim topics more often than we should.  We have moments of depth, but those moments are saved for “big” topics that come up in reading, science, social studies or math.  Who ever thinks of creating deep meaningful investigations in spelling?  Or grammar?  Or vocabulary?  But don’t you see? That is where it makes the most sense to do so.  These are the basic places in which our ability to communicate is born.  This is where we begin to put words together – to think, to speak, to read, to write.  But investigating words has never been modeled for today’s teachers by their teachers.  For the most part, teachers use their own childhood classroom experiences as a guide for themselves.  Sure, methods and strategies have changed, but not much has changed as far as teaching reading or spelling.  Aren’t we still teaching phonics and rote memorization of spelling words?  Knowing whether a word came from Latin, Greek, or Old English didn’t matter to my teachers back in the day, and for many who are still following the way it’s always been done, it doesn’t matter now.

If you are a passionate vegetable gardener, you know there is a difference between different varieties of tomatoes.  You can talk about those differences with enthusiasm in your voice.  You know which variety will make the best spaghetti sauce, which the best ketchup and which will be best for fresh eating.  It’s the same for someone who can talk about cars and the different models built over time.  That person knows great stories about certain failed models and which designs have stood the test of time.  What about someone who constructs buildings and knows about the strengths of the possible materials to use?  That person is prepared to use specific materials for specific reasons whether those reasons be for strength or aesthetics.  You see?  Once you dig past the surface and begin to understand your subject matter, that subject matter reveals its importance to you.

It definitely matters.   When a word was born.  Where a word originated.  Which languages a word passed through.  These are the bits of etymological information that tell a word’s story.  And that story is what explains a modern word’s spelling.

One of the biggest reasons so many people don’t understand English spelling is because they don’t know much about where our words come from or the clues present in PDE (Present Day English) words that tip us off to a word’s birthplace.  Let me explain with examples:

Words with <ch> pronounced as /k/ such as choir, echo, orchid, dichotomy, and chronicle are from Greek.   I know because I routinely investigate words and pay attention to what I see.  So do my students.  In our journey to learn more about our language, we’ve learned a bit about the Greek alphabet.  Here’s a video of  my students reciting it.

We know that one of the letters was χ (chi) .  When the words with χ  were transcribed into Latin, the scribes wrote <ch> since Latin did not have that same letter.  Another letter was φ (phi), and a similar thing happened with Greek words that had φ in them.  That letter was transcribed as <ph> since that same letter didn’t exist in Latin.  So words with <ph> pronounced as /f/ such as photograph, sophomore, philosopher, telephone, and hydrophobia are also from Greek.

You might recognize Greek letters as representing college fraternities and sororities.  Isn’t it interesting that the words fraternity and sorority are from Latin frater “brother” and Latin soror “sister”, yet those organizations have historically chosen Greek letters to identify themselves?  The first was the fraternity Phi Betta Kappa.  It was established in 1776 and the name comes from phi (φ) + beta (β) + kappa (κ), initials of the society’s Greek motto, “φιλοσοφια βιου κυβερνητης”, meaning “philosophy is the guide of life”. There is a thorough history of the first fraternity at this Colonial Williamsburg site.  The first sorority was Alpha Delta Pi and was established in 1851.  I could not find the significance of the three Greek letters used as I could with the first fraternity.  Ah, but I digress.  Such is the life of a scholar!  Can you imagine what it feels like when your students become scholars and rush into your classroom to tell you about a word they investigated the previous evening?  It’s positively delicious!

Recognizing and understanding these things helps with spelling, reading and pronunciation.  Those are obvious once you begin this journey with your students.  But knowing the etymology of a word also brings a beauty to the words we speak every day.  It’s like getting to know a student throughout the year.  By the end of the year, that student is special to you because you understand who he/she is as a person.  You see the beauty that radiates and the potential that lies within.  Words are not so very different.

Here’s one more:  words with a medial <y> such as hymn, hydrosphere, lyric, myth, type, cycle, and syllable are typically from Greek.  This is something your student might discover if they investigate the phonology of the single letter grapheme <y>.

As you can see in the picture, two different students looked closely at the grapheme <y> and the phonemes it represented in a number of words.  As the heading of each list I had my students use IPA symbols because they represent pronunciation no matter the word’s spelling.  The IPA symbol that represents the grapheme <y> in words like hymn, myth and syllable  is /ɪ/.  The IPA symbol that represents the grapheme <y> in words like hydrosphere, cycle, and type is /ai/.  Knowing the possible phonemes when a <y> is medial is helpful when considering a word’s pronunciation.

Another discovery as my students were investigating specific graphemes happened with the consonant digraph <ch>.

If you notice the middle column, you may be able to guess that these words are either from French or spent enough time in that language to have their spelling affected by it.  What a cool explanation for words in which the grapheme <ch> is represented by the phoneme /ʃ/ as it is in crochet, chef, parachute and others!

There are other clues that will signal that a word is from Greek.  For instance, look at connecting vowels.  They are found in words of both Greek and Latin ancestry.  Words whose base elements are from Greek might use an <o> connecting vowel.  Words whose base elements come from Latin might use an <i>, <u> or <e>.   Connecting vowels follow a base element and need to be followed by another element.  They can be used to connect two base elements to create a compound word (as in tachometer and  conifer).  They might also connect a base element to a suffix (as in igneous and partial).  Knowing about connecting vowels helps when determining a word’s structure or morphology.

Just think of all the great things one can be aware of when having knowledge of a word’s origin!  What I have shared in this post is a very short list.  There are many more delightful things to recognize regarding words from Latin, Old English, French and other languages as well.  Experts don’t all agree, but many will say that over 60% of our modern words come from Latin, Greek and French.  That’s enough to convince me that my students and I need to know more about the language we use!

So why does it matter?  Why is it helpful to know which language a word was born in or influenced by?  Because that is where the word’s story is.  Because that is what explains the word’s structure and spelling.  Because that is where we build an understanding that spreads across many of the words in our language.  Because that’s where we find clues to a word’s pronunciation.  Because that’s where we begin to appreciate what a beautiful language we have.