Morphemes

References:
Australian Curriculum
Teaching Reading Sourcebook - Core Literacy Library

1. Morphemes Word-part clues, the meaningful parts of words Root words Prefixes Suffixes Greek and Latin roots

2. Types of Morphemes There are 2 basic types of morphemes: free and bound. Types of Morphemes Free morphemes: Can stand alone as words Anglo-Saxon root words: help, play, run Bound morphemes: Cannot stand alone as words Prefixes: dis-, in-, re-, un- Derivational suffixes: - ful , -less, - ly Inflectional suffixes: - ed , - es , - ing , -s Greek roots: bio, graph, scope Latin roots: dict , ject , struct

3. Compound Words Compound words are composed of two Anglo-Saxon root words. The meaning of some compound words can be derived from the meanings of the two smaller words that comprise them: for example, doghouse and bluebird. Other compound words have a meaning different from the meaning of the two smaller words: for example, butterfly and airline.

4. Affixes Affixes are bound morphemes. This group of word parts includes prefixes and two kinds of suffixes: derivational and inflectional. Prefixes: are fixed to the beginning of root words. They usually alter the meaning of the root word. Derivational Suffixes: are fixed to the end of root words. They usually alter the meaning of the root word. It may also change the root word’s part of speech, pronunciation, or spelling. Inflectional Suffixes: are endings, fixed to the end of root words. They usually change the form of a root word but not its part of speech. If the root word is a noun, the suffix might show possession (hers), or plurality (boxes). If the root word is a verb, the suffix may show tense (walked), active or passive (it was driven), or state (she had been singing). If the root word is an adjective, the suffix may show comparison (louder, loudest).

5. Greek and Latin Roots Greek and Latin Roots are also bound morphemes. Most Greek roots appear in combination with each other. Most Latin roots appear in combination with one or more affixes.

6. Most Frequent Prefixes Attached to Free Morphemes Prefix Meaning Example Percent un- not unkind 26% re- again, back redo, return 14% in-, im -, il -, ir - not injustice, impossible 11% dis- not, opposite to disagree 7% en -, em - cause to encode, empower 4% non- not nonsense 4% in-, im - in, on insane, imprint 4% over- too much overdo 3% mis - wrong misfire 3% sub- under sublease 3% pre- before preview 3% inter- between interact 3% fore- before foreclose 3% de- not, opposite deactivate 2% trans- across transplant 2% super- above superstar 1% semi- half semicircle 1% anti- against antiwar 1% mid- middle midway 1% under- below undersea 1% All others 3%

7. Most Frequent Suffixes Attached to Free Morphemes Suffix Meaning Example Percent -s, - es more than one books, boxes 31% - ed past tense verbs played 20% - ing verb form/ present participle running 14% - ly characteristic of quickly 7% - er , -or one who worker, actor 4% -ion, - tion , - ation , - ition act, process collection, infusion 4% -able, ible can be done comfortable 2% -al, - ial having characteristic of personal 1% -y characterised by jumpy 1% -ness state of, condition of kindness 1% - ity , -ty state of formality 1% - ment action or process enjoyment 1% - ic having characteristic of Linguistic 1% - ous , - eous , - ious possessing the qualities of joyous 1% - en made of wooden 1% - er comparative higher 1% - ive , - ative , - itive adjective form of a noun active 1% - ful full of careful 1% -less without fearless 1% - est comparative longest 1% All others 7%

8. Common Latin Roots Root Meaning Example Root Meaning Example aud hear audible man hand manual bene well, good benefit mem mind memory centi hundred centipede migr move migrate contra against contrary mit , miss send submit/mission cred believe, trust credible ped foot pedal dict tell dictate pop people popular duct lead conduct port carry transport equi equal equitable rupt break erupt extra outside extravagant sign mark signal fac make factory spect see inspect fig form figure sta /stat stand statue flec flex, bend flexible Struct build/ form construct form shape formulate trac / tract pull tractor fract break fracture urb city suburb init beginning initial vid/vis see video/ visible ject throw reject voc voice vocal junct join junction volv roll revolve

9. Common Greek Roots Root Meaning Example Root Meaning Example amphi both amphibian micro small microscope astro star astronaut mono single monorail auto self automatic ology Study of morphology biblio book bibliography opt eye optical bio life biology para beside parallel chron time chronic phil love philosophy geo earth geology phon sound phonograph graph write, record autograph photo/ phos light photograph hemi half hemisphere pod foot podiatrist hydr water hydraulic psych Mind, soul psychic hyper over hyperactive scope see microscope ist one who dentist sphere ball hemisphere logo word, reason logic syn together synonym macro large macrobiotic tele from afar telephone mech machine mechanic therm heat thermometer meter measure barometer

10. Australian Curriculum – Scope and Sequence Sub-strand Foundation Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Phonics and word knowledge sub-strand Phonological and phonemic awareness of the ability to identify the discrete sounds in speech (phonemes), and to reproduce and manipulate them orally Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (ACELA1439) Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words (ACELA1819) Segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words (ACELA1822) Manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (ACELA1457) Orally manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution in combination with use of letters in reading and writing (ACELA1474) From Year 3 onwards, knowledge about phonological and phonemic awareness continues to be applied when making connections between the sounds (phonemes) in spoken words and the letters (graphemes) in written words.  

11. Australian Curriculum – Scope and Sequence Sub-strand Foundation Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Phonics and word knowledge sub-strand Alphabet and phonic knowledge The relationship between sounds and letters (graphemes) and how these are combined when reading and writing Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents (ACELA1440) Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words (ACELA1820) Use short vowels, common long vowels, consonant blends when writing, and blend these to read one-syllable words (ACELA1458) Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound (ACELA1459) Use most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more syllable (ACELA1824) Understand that a sound can be represented by various letter combinations (ACELA1825) Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns (ACELA1826) Understand how to use phonic knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes (ACELA1828) Understand how to use phonic knowledge to read and write less familiar words that share common letter patterns but have different pronunciations (ACELA1829) Understand how to use phonic knowledge and accumulated understandings about blending, letter-sound relationships, common and uncommon letter patterns and phonic generalisations to read and write increasingly complex words (ACELA1830 From Year 7 onwards, knowledge about alphabet and phonic knowledge will continue to be applied when reading, writing and spelling  

12. Australian Curriculum – Scope and Sequence Sub-strand Foundation Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Language sub-strand Spelling Knowledge about how sounds (phonemes) of words are represented by letters or letter patterns, knowledge of meaning units within words (morphemes) and word origins Understand how to use knowledge of letters and sounds including onset and rime to spell words (ACELA1438) Know how to read and write some high-frequency words and other familiar words (ACELA1817) Understand that words are units of meaning and can be made of more than one meaningful part (ACELA1818) Understand how to spell one and two syllable words with common letter patterns (ACELA1778) Use visual memory to read and write high-frequency words (ACELA1821) Recognise and know how to use simple grammatical morphemes to create word families (ACELA1455) Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words (ACELA1471) Use knowledge of letter patterns and morphemes to read and write high-frequency words and words whose spelling is not predictable from their sounds (ACELA1823) Build morphemic word families using knowledge of prefixes and suffixes (ACELA1472) Understand how to use letter-sound relationships and less common letter patterns to spell words (ACELA1485) Recognise and know how to write most high frequency words including some homophones (ACELA1486) Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word (ACELA1827) Understand how to use knowledge of letter patterns including double letters, spelling generalisations , morphemic word families, common prefixes and suffixes and word origins to spell more complex words (ACELA1779) Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling (ACELA1780) Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words (ACELA1513) Explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word (ACELA1514) Understand how to use knowledge of known words, word origins including some Latin and Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell new words including technical words (ACELA1526) Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them (ACELA1539)   SSP - SSP Daily – 4 Code Levels – (simple code), Speedy Paired Decoding Speedy Six Daily – (complex code) including morphology – Affixes, Greek and Latin Roots