Goals
Stage: Starting Point
Goal Information
Date: April 13, 2026Attainment Scale:
Starting Point:
identifying possible roots and prefixes/suffixes
Midpoint:
finalizing roots and prefix/suffix list
Target Goal:
full menu of 12 roots (3 per quarter) along with prefixes and suffix for use explicit morphology routines.
Stage: Starting Point
Goal Information
Date: April 13, 2026Notes
During today’s session, we discussed Anna’s new goal for the remainder of the course. She plans to develop a morphology matrix to support her students during word work. She envisions implementing this during the warm-up portion of each ELA lesson.
Anna noted that the school still has access to a curriculum resource that, although no longer in use since the adoption of Wit & Wisdom, is only two years old and contains a strong collection of roots. This resource could serve as a foundation, allowing her to avoid recreating materials from scratch. Additionally, lower-grade materials already introduce prefixes and suffixes, though instruction currently ends in third grade. Anna plans to review third-grade mastery expectations and use them as a starting point for selecting which prefixes and suffixes to emphasize moving forward.
She has already created a draft of a matrix/flashcard system that includes prefixes and suffixes. She described how students could use these cards to build words and determine meaning based on their understanding of individual word parts.
We also discussed considerations around cognitive load, specifically whether students should begin by constructing words (building meaning) or deconstructing them (analyzing meaning). We also discussed the importance of authenticity in task design. In most real-world contexts, students encounter fully formed words and must deconstruct them to determine meaning. Therefore, beginning with deconstruction may provide a more meaningful entry point.
As we continued to refine her vision, we explored the balance between breadth and depth. Focusing on high-utility roots and studying them deeply through a consistent, structured routine may better support long-term retention and transfer to unfamiliar words. Anna is leaning toward having students apply their understanding by using words in sentences as a way to monitor progress.
Finally, we briefly explored a text reconstruction strategy called dictogloss and its potential application to word study. This adapted routine could include the following steps: 1 students first listen to words in context, 2 then write down any roots, prefixes, or suffixes they recognize; 3 next, they collaborate with a partner to confirm or expand their thinking; and 4 finally, they reconstruct the words within their original context.
We finished by refining Anna’s goal for the remainder of the course.