1) Morphemes In linguistics, a morpheme is the smallest grammatical unit in a language. In other words, it is the smallest meaningful unit of a language. The field of study dedicated to morphemes is called morphology.

Definition

A morpheme is the smallest meaningful unit in the grammar of a language.

Discussion

Current approaches to morphology conceive of morphemes as rules involving the linguistic context, rather than as isolated pieces of linguistic matter. They acknowledge that

meaning may be directly linked to suprasegmental phonological units, such as tone or stress. Source: Payne, T. 1997a 2021

the meaning of a morpheme with a given form may vary, depending on its immediate environment.

Examples (English)

Unladylike The word unladylike consists of three morphemes and four syllables. Morpheme breaks: un- 'not' lady '(well behaved) female adult human' -like 'having the characteristics of' None of these morphemes can be broken up any more without losing all sense of meaning. Lady cannot be broken up into "la" and "dy," even though "la" and "dy" are separate syllables. Note that each syllable has no meaning on its own. Dogs The word dogs consists of two morphemes and one syllable: dog, and -s, a plural marker on nouns Note that a morpheme like "-s" can just be a single phoneme and does not have to be a whole syllable. Technique The word technique consists of only one morpheme having two syllables. Even though the word has two syllables, it is a single morpheme because it cannot be broken down into smaller meaningful parts.

2) Shared readingShared ReadingShared Reading is an interactive reading experience that occurs when students join in or share the reading of a book or other text while guided and supported by a teacher. The teacher explicitly models the skills of proficient readers, including reading with fluency and expression. The shared reading model often uses oversized books (referred to as big books) with enlarged print and illustrations.More fluency strategies Choral Reading Paired (or Partner) Reading Reader's Theater Tape Assisted Reading Timed Repeated ReadingsWhy use Shared Reading? It provides struggling readers with necessary support. Shared reading of predictable text can build sight word knowledge and reading fluency Allows students to enjoy materials that they may not be able to read on their own. Ensures that all students feel successful by providing support to the entire group.How to use shared reading1. Introduce the story by discussing the title, cover, and author/illustrator. Ask the students to make predictions regarding what they think the story might be about.2. Read the story aloud to the students using appropriate inflection and tone. Pause and ask the students to make predictions. Ask brief questions to determine students' comprehension level.3. Conclude the reading by reserving time for reactions and comments. Ask questions about the story and relate the story to the students' similar experiences. Ask the children to retell the story in their own words.4. Re-read the story and/or allow time for independent reading.5. Conduct follow-up activities such as making crafts related to the stor

3) Chain reading Reading ChainGrade Level: K-3Subject Area: Beginning Reading

Reading Chain is just one of the many excellent activities taken fromDeveloping Literacy Using Reading ManipulativesCTP2333

Be sure and visit us every single month! Activities change just as the months do!To keep a copy of this activity for future reference click the print button on your browser.Reading Chain

Description In advance, write each sentence from a favorite story or poem on paper slips and number each. Place sentences in a container. Explain that an important part of reading aloud is to read at a comfortable pace without long breaks between words and sentences. Tell children they will read one of their favorite stories together-their challenge being to read it aloud so it flows and is easy to understand. Have each child choose a sentence from the container. Ask each child to read his or her sentence silently and orally several times. Go around the room and help children read their sentences. Ask the child with sentence number one to read his or her sentence aloud. Have the child with sentence number two read immediately after. Continue the reading chain until everyone has read. Ask children how they could improve the reading. Invite children to read the story until it becomes fluent.

Materials Needed Numbered sentences from a favorite story or poemContainerPaper Slips Markers