There is so much emphasis on laying the foundation of phonics first, which is absolutely a critical piece in the puzzle that is reading acquisition. However the conversation is no longer so narrow given the morphophonemic nature of our language. Our language is a complex system that goes beyond the straightforward correspondence between letters and sounds. The pronunciation and spelling of words can vary depending on different factors, like as affixes, morphological rules, and historical influences.
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Explicit instruction should teach the grapheme-phoneme correspondence, while simultaneously bringing attention to and discussing the morphemes that get added onto words slightly altering their meaning. One of the earliest ones that I teach are suffix -s vs -es, and -ing vs -ed.
Morphology goes much deeper than that, diving beyond mere surface-level analysis and allowing us to gain insights into how words evolve, change, and adapt over time while still retaining their original kernel meaning through time (Hegland, 2021).
By exploring morphology we can unravel the rich tapestry of our language, unveiling the hidden connections between words and uncovering the ways in which they have transformed throughout history. It provides a lens through which we can observe the intricate process of word formation, shedding light on the mechanisms that shape language. Instead of viewing spelling as an arbitrary set of rules to be memorized, morphology reveals the underlying logic behind these patterns.
I have collected a couple of morphological awareness activities that can get you started on your morphological journey! It looks a lot scarier than it really is, and once you get going you will never see our language the same.
Xo, Kat
![When we talk about comprehension instruction, we often focus on what students should do while reading.
Ask questions.
Annotate.
Make predictions.
But strong comprehension work usually starts before students even begin reading with how we prepare the text.
Scarborough (2001) reminds us that:
“Skilled reading [is] the fluent execution and coordination of text comprehension and word recognition.”
That coordination doesn’t happen by accident.
It happens when we plan instruction that helps students interact with the language, ideas, and structure of a text.
In this carousel, I’m sharing 6 ways I prepare a text for deeper comprehension work. The kind that gets students:
📖 dissecting how the text works
🧠 building coherent mental models
💬 talking through ideas
📚 expanding vocabulary in context
If you want more evidence-based activities you can use in your classroom, I created a free guide for teachers.
Comment STRATEGY and I’ll send it to you.
Save this for the next time you’re planning a lesson—and share it with a teacher who loves digging into text.
Xo, Kat
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