Structural Analysis

Structural Analysis

Structural analysis is the study of words to identify their individual meaning elements (morphemes).

Word Parts Word parts are free morphemes that sometimes stand alone. They are also known as root words. For example, in the word working, work is the root word or free morpheme.

Prefixes

Prefixes are bound morphemes that must be attached to a root word to carry meaning. Prefixes come before a root word, some common prefixes include: intro-, pro-, post-, sub-, and dis-.

Suffixes

Suffixes are bound morphemes that must be attached to a root word to carry meaning. Suffixes come after a root word, some examples include: -ant, - ist, -ence, - ism, -s, and –ed.

Recommendations for Structural Analysis • Use the flash card method to learn prefixes, suffixes, and root words. http://whs.dist214.k12.il.us/www/academics/efa/bransite/st22.htm • Use knowledge of structural analysis to expand student’s vocabulary. Start with the root word, then write as many related words containing the root word as possible, as you write the words, give a description of how the prefixes and suffixes change the meaning.

• Practice Root Words by defining, finding, and creating them. • It is imperative to teach structural analysis in context, as much as possible. Students will learn from isolated words, however having them identify word parts in context, such as in a story is important. One simple activity is to read a passage to students, and have them raise their hand when they hear a specific word part (prefix). • Use worksheets that include both isolated words and words in sentences. This Prefix worksheet has students manipulate words, put them in sentences, and then use the dictionary. • Teach how suffixes change the meaning of words by having students correct

sentences that have the wrong suffix ending. Suffixes Beginning With Vowels activity is provided. For more activities with suffixes, please go to the following site:

http://www.rhlschool.com/eng/lp27.htm • Students can practice identifying root words with online resources. This can also be used as a self-assessment tool. This particular test will give a score out of ten. http://www.teachingandlearningresources.co.uk/rootwords.htm • Use fun activities such as, Creating Nonsense Words and Making Words , to help students understand word parts.

• Have students rearrange the order of the word parts, to help them understand how each part affects the meaning of the word. This activity can be done with note cards or with a handout (Root Words ).

Vocabulary Prefixes/Suffixes

Goal: This strategy helps students see how big words are constructed and how

meaning is affected by adding prefixes and suffixes.

Teaching Procedures: 1. Start with the root word of a vocabulary term or concept that is

important for students to know. Display the root word and establish a through understanding of it for students.

2. Write as many related words containing the root as possible, including important vocabulary term(s). Line up the root word consistently throughout the list. Using the root word govern, the list might look like this:

govern government governmental governmentalism antigovernment progovernment governance

As you write the words, give a description of how the prefixes and suffixes change the meaning.

Student Practice:

Working as individuals or in small groups, students may be assigned other root words important to the content area, from which to generate additional words and their meanings. Prefixes and suffixes are provided as needed.

Root Words

What is a root word? Write a definition below. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Now find the root words of the longer words below. – the first one has been done for you. 1. bicycle cycle 2. triangle 3. exported 4. injustice 5. friendliness 6. uncontrollable 7. admission 8. magically 9. disagreement 10. signature 11. competition 12. proposal 13. generously 14. unsuitable 15. sympathize Now, see if you can make some longer words from the following root words. appear cover like comfort colour weak

Prefixes A prefix goes at the beginning of a word and changes its meaning. There are a number of different prefixes. Task One The prefix un- This prefix is used to make opposites. Make these words opposites by adding un-

1. happy 2. safe 3. healthy 4. pleasant 5. easy 6. truthful 7. tidy 8. lucky

Task Two Using the words you have created in task one, copy and complete these sentences.

1. A person who tells lies is 2. A classroom that is not neat is 3. A person who worries a lot is 4. Someone who is miserable is 5. Something that is not nice to look at is 6. A person who doesn’t feel well is 7. To walk under a ladder is considered 8. Bare wires sticking out from a plug are

Task Three The prefix dis- This is usually used to show a reversal in an action or state. Make new words by adding dis-

1. appear 2. loyal 3. array 4. agree 5. continue 6. infect

Task Four Use a dictionary to look up the words you have found in task three and write down a brief definition in your book. For example: Dishonor means to treat without honor.

Suffixes Beginning With Vowels

Add the correct suffix to the italicized word in each sentence. The first two are done for you.

1. You will not be permit to swim with the sharks! (ed, er) permitted

2. The plane is depart at noon. (ing, ish) departing 3. Football is a very excite sport. (est, ing)

4. The doctor gave her an inhale to help her breathe. (en, er)

5. Your opinion is certainly debate. (able, ist)

6. This is the big SUV ever manufactured. (er, est)

7. The colonists rebel against the king. (ed, ish)

8. You did a very fool thing! (ish, able)

9. The scarecrow is deter the crows from eating our corn. (er, ing)

10. The old road has to be repave. (ed, ing)

Creating Nonsense Words Purpose: Many of the most popular poets, such as Shel Silverstein and Jack Prelutsky, have tapped into children’s fascination word play in their very creative poetry. For instance, when Silverstein speaks of “gloppy glumps of cold oatmeal,” we all understand what he means, even though gloppy and glumps are really nonsense words. Getting students to create nonsense words and apply them to popular poetry is a motivating way to help students practice phonic patterns. Materials: First decide which phonic sound/letter pattern families you wish to emphasize. For instance, it may be appropriate to review the letter/sound families represented by –ack, -ide, -ing, and –ore. Also needed are books of poetry or songs with rhyming phrases, chart paper or overhead transparencies, and markers. Procedure: As with all activities, begin by modeling what you expect students to do. On a large sheet of chart paper or at the overhead projector, write the word family parts that you wish to emphasize (for this example, we used –ack, - ide, - ing, and –ore). Illustrate how you can convert the word parts into nonsense words by adding a consonant, consonant blend, or consonant digraph before each one, such as shown by the following: -ack -ide -ing -ore gack spide gacking zore kack mide zwing glore chack plide kaching jore In the next phase of the demonstration, select a poem or song that rhymes and review it with students first (use enlarged text for all of your modeling). Next, show students a revised copy of the song or poem in which you have substituted nonsense words. Here is one example we have used with the song “I know an Old Lady Who Swallowed a Fly.” We show only the first verse here, but you could use the entire song, substituting a nonsense word in each stanza. Original version: I know an old lady who swallowed a fly, I don’t know why. She swallowed the fly, I guess she’ll die. Nonsense word version: I know an old lady who swallowed a zwing, I don’t know why, She swallowed the zwing, I guess she’ll die.

Making Words Making words is a strategy that helps children improve their phonetic understanding of words through invented or “temporary spellings” while also increasing their repertoire of vocabulary words they can recognize in print. Making Words will be a familiar strategy for anyone who has ever played the crossword game Scrabble. Materials: You will need a pocket chart, large index cards, and markers. Procedure: In the Making Words activity, students are given a number of letters with which to make words. They begin by making two or three letter words using the letters during a set amount of time, then progress to making words having more letters until they finally arrive at the teacher’s target word that uses all the letters. This final word can be the main word to be taught for the day, but the other words discovered during the activity may also be new for students. By manipulating the letters to make words of two, three, four, and more letters using temporary spellings, students have an opportunity to practice their phonemic awareness skills. Making words is recommended as a 15-minute activity when used with first and second graders. Reutzel, D.R., & Cooter, R.B. (2003). Strategies for reading assessment and instruction: Helping every child succeed. Columbus, Ohio: Merrill Prentice Hall.

Root Words

A root word is a word from which other words are built. A prefix is a group of letters placed at the beginning of a word. A suffix is a group of letters added to the end of a word.

1. Write the root word. a. indoors b. unwashed c. disagreement d. awaken e. unfinished f. enjoyable

2. Rearrange the order of the prefix, root word, and suffix to make the word. a. bolt un ed (not locked) b. appear dis ed (to go out of sight) c. phone tele d (dialed) d. ful truth un (telling lies) e. ed un claim (not claimed) f. ing re build (building again)

Formal Assessment of Structural Analysis Stanford Reading First www.hemweb.com/trophy/esea/SRF_FactSheet.htm Informal Assessments of Structural Analysis Structural Analysis Test (Level I, II, and III) Structural Analysis Inventory (upper-primary, intermediate, and upper level) Advanced Word & Sentence Structure

Structural Analysis Test: Level I Sample

A. The ___________ were crying. baby babies babied

1. The boy was ___________ the horse.

ride rided riding 2. I see many ____________.

toys toying toy

3. My balloon is the ______________. big biggs biggest

4. The dog __________ over the gate.

jump jumped jumping

5. He ____________ very fast. run running runs

6. Joe is ____________ than Dick.

tallest taller talls

7. He is _____________ home. come comed coming

8. They will not ________ together.

goes go going

9. The ____________ are coming soon. child childs children

10. The bird ____________ over the house.

flew flyed flying

Structural Analysis Test: Level II

1. Circle the word or words in each row that indicate more than one (plural). a. baby babies baby’s babied b. cries cried criers crying c. thoughtlessness rethought thoughts thoughtful d. ruler’s ruling rulers unruled

2. Circle the word or words in each row that show past. a. jumped run walks walked b. stopped flew is eating c. were come listing brusher

3. Circle the word or words in each row that have a part (affix) meaning

“more” or “less than.” a. bigger tall fewer high b. painter smaller manly mixed c. paying happier frozen reviews

4. Circle the words with the affix that means “not.”

a. happiness unhappy happily happening b. disoriented reoriented orienting orienter c. uninteressted interesting disinterested reinterest d. illegal legality leger legalistic e. practical impractical practically practice

5. Circle the words with the affix that means “again.”

a. entering reenter unentered b. non-negotiable negotiate renegotiate

6. Circle the words with the affix that means “against.”

a. freezing antifreeze frozen b. antisocial sociability society

7. Circle the words with the affix that means “with.”

a. educated coeducate uneducated b. cooperate operating inoperable

8. Circle the words with the affix that means “before.”

a. paying payable prepaid b. viewed preview review

Structural Analysis Test: Level III

Underline the root word in each of the following words if the root word is present. Put an X on the word that does not have the root in it. Look at the sample. Notice that recount, countless, and uncounted have the same root and that country does not. Sample: recount countless country uncounted Now word the problems below in the same way: 1. unmarked remark marking markproof 2. listen unlisted listing relisted 3. alone loner lonely abalone 4. parental parentless transparent parents 5. refasten fasten fastest unfasten 6. eating heater eats uneated 7. kindly unkindly kindling kindness 8. famed famous famously famine 9. painful painless painstaking painter 10.reader reread ready reading

Structural Analysis Inventory (Upper primary-grade level)

Name___________________ Grade_______ Teacher____________________ 1. Underline the base or root word in each word.

pointed sniffs dresses nearer glasses waiting landed stretches fastest fires cakes brothers

2. Underline the prefix in each word.

untie replay unhappy return enjoy exchange unroll unscrew

3. Underline the suffix in each word.

waiting cats swinging farmer golden sleepy quickly teaches wooden fastest roses trucks

4. Add the suffix ing to each base or root word and write the new word on the line

beside it.

run _____________________ bake ________________________ bite _____________________ dig _________________________ hop _____________________ drive ________________________ slide _____________________ skip _________________________ hope _____________________ sit ___________________________

5. Add the suffix es to each base or root word and write the new word on the line beside it. baby ____________________ pony __________________________ lady ____________________ penny _________________________ puppy ___________________ cry ____________________________

Structural Analysis Inventory (Intermediate-grade level)

1. Underline the base or root word in each word.

blossoms immediately wreckage incorrect disappear antifreeze wishful inspecting export reappear misspell retrace

2. Underline the prefix in each word.

disappoint recover microphone unusual submarine extend invisible displease misplace encircle defrost antebellum

3. Underline the suffix in each word.

nothingness solemnly tiniest tomatoes hesitated pleasantly tasty cunning thankful careless graceful scarcely

4. Write the plural of each noun on the line beside it.

church ________________________ mouse _____________________ chimney ______________________ ox ________________________ country _______________________ goose ______________________ skeleton _______________________ magician ____________________ valley ________________________ dungeon _____________________

5. Divide these compound words into syllables by placing a / between each syllable. earthquake undersecretary honeycomb overcome buttermilk paperweight hummingbird waterfall railroad deerskin gooseberry earthworm 6. Mark the accented syllable for each word in this way: base’ ment

enlarge around suddenly message handkerchief foreign exhaust clinic beside offend monster translate whimper intelligence motherhood embrace

Structural Analysis Inventory (Upper level)

1. Underline the base or root word in each derivative.

disdainful disappearance companions attachment formality postgraduate disobey subordinate feverish microbiology readable auditors

2. Underline the prefix in each derivative

antecedent circumnavigate international excavation misrepresent posthumous prelude disadvantage supervisor transfusion unfortunate dehydrate

3. Underline the suffix in each derivative.

instinctively portrayal subsequently outlandish feudalism villainy gondolas vehemently healthiness carnivorous legalism deceitful

4. Divide each of these words into syllables by placing a / between each syllable.

superintendent doctor remedial obstinate impulse desolation convenience distraught insolent grossly ardent remnant currency certainly translation distance reflection admission parchment application experiment phantom tempest impending

5. Mark the accented syllable for each word in this way: base’ ment

abate perplexing abound solution connection bemoan terminate obese perform primrose fantastic obsolete primitive replacement skeptical specific harbinger inversion maintenance migrate parliament

Advanced Word & Sentence Structure Goal 1: The student is able to recognize inflectional suffixes by identifying

the root word, noun, verb, adjective, and adverb inflections. Objectives:

1.01 The student is able to recognize root words and the inflections which have been added to them.

1.02 The student is able to identify noun, verb, adjective, and adverb inflections.

1.03 The student is able to identify that the possessive forms of singular nouns end in ‘s (girl, girl’s).

1.04 The student is able to identify that the possessive form of plural nouns which do not end in s is ‘s (mem-men’s).

1.05 The student is able to identify that the possessive form of plural nouns that end in s is ‘ (five teachers’ ideas).

Advanced Word & Sentence Structure - Goal 1

Pre-Test

Directions: Read each example. Choose the correct answer.

1. The root word in sanded is … 9. Which word shows that one truck

A. sande C. sand owns something? B. ed D. sanded A. truckes

2. The root word in running is … B. truck’s A. Run C. ing C. trucks B. Runn D. running 10. Which word shows that two or 3. The root word in funniest is … more own something?

A. funn C. iest A. children B. funni D. funny B. childrens’

4. Which group of words is nouns? C. children’s (Names of persons, places, or 11. Which word shows that two or

things.) more people own something? A. slow, slower, slowest A. men’s

B. lady, ladies, lady’s B. mens C. walk, walked, walking C. mens’

5. Which group of words can describe 12. Which word shows that two or trees? more own something? A. big, bigger, biggest A. womens’

B. run, ran, running B. women’s C. road, roads, roads’ C. womens 6. Which word tells how a person does 13. Which word shows that two or something? more own something? A. schools A. teachers’ B. pretty B. teachers C. slowly C. teacher’s 7. Which word shows that one person 14. Which word shows that two or

owns something? more own something? A. carpenter’s A. dog B. carpenter B. doges C. carpenters’ C. dogs’ 8. Which word shows that one animal 15. Which word shows that two or

owns something? more own something? A. animales’ A. boyes B. animals B. boys’ C. animal’s C. boy’s

*** Post-test- same questions, in reverse order

Advanced Word & Sentence Structure Goal 1

Assessment Key

Question Number Objective Answer 1 1.01 C 2 1.01 A 3 1.01 D 4 1.02 B 5 1.02 A 6 1.02 C 7 1.03 A 8 1.03 C 9 1.03 B 10 1.04 C 11 1.04 A 12 1.04 B 13 1.05 A 14 1.05 C 15 1.05 B

Advanced Word & Sentence Structure

Goal 3: The student is able to divide derived words into syllables by identifying prefixes, suffixes, and simple adjective endings as separate syllables, and by applying the rules for adding affixes to words ending in a final e.

Objectives:

3.01 The student is able to identify that prefixes are usually separate syllables.

3.02 The student is able to identify that suffixes are usually separate syllables.

3.03 The student is able to identify that final e is usually dropped when an affix beginning with a vowel is added.

3.04 The student is able to recognize simple adjectives with comparative endings (slow, slower, slowest).

Advanced Word & Sentence Structure - Goal 3

Pre-Test

Directions: Read each example. Choose the correct answer. 1. Which word is correctly divided? 8. Race + ing is correctly spelled … A. u/nkind A. raceing B. unk/ind B. racing C. un/kind C. raccing 2. Which word is correctly divided? 9. Serve + ant is correctly spelled … A. ret/urn A. serveant B. r/eturn B. servent C. re/turn C. servant 3. Which word is correctly divided? 10. “That tree is the _______ of all.” A. be/fore Is completed correctly by adding.. B. bef/ore A. greenest C. b/ef/ore B. greener 4. Which word is correctly divided? 11. “Robert is ________ than Bill.” A. pai/nter Is completed correctly by adding.. B. paint/er A. tall C. pain/ter B. taller 5. Which word is correctly divided? C. tallest A. kind/ness 12. “That green crayon is _________ B. kin/dness than the blue crayon.” Is C. kindn/ess completed correctly by adding... 6. Which word is correctly divided? A. shorter A. sl/owly B. shortest B. slo/wly C. short C. slow/ly 7. Hope + ing is correctly spelled… A. hopeing B. hoping C. hopping

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Data\Microsoft\Templates\Normal.dot Title: Structural Analysis Subject: Author: Public Computing Keywords: Comments: Creation Date: 3/22/2003 4:41 PM Change Number: 5 Last Saved On: 3/22/2003 5:49 PM Last Saved By: Public Computing Total Editing Time: 54 Minutes Last Printed On: 4/6/2003 9:58 AM As of Last Complete Printing Number of Pages: 22 Number of Words: 3,374 (approx.) Number of Characters: 19,237 (approx.)