English Language Arts and Reading.8.2.C

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The student is expected to

determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as ast, qui, path, mand/mend, and duc.

vocabulary strand teks talk image

Knowledge and Skills Statement

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
words used in the learning of academic subject matter in a formal educational context that are associated with literacy and academic achievement, including specific academic terms, technical language, and speech registers related to each field of study
Students are expected to determine the meaning of academic terms derived from Latin or Greek roots by using their understanding of the root’s meaning and the context in which the word is used. For example, students in this grade might read a text that includes the word pathology and know that the root path can mean either feeling or disease. Depending on the context, the student will need to determine which usage is correct to interpret the intending meaning.
roots originating from Greek or Latin that are common in the English language and understanding their meaning can improve vocabulary acquisition (e.g., ast, qui, path, mand/mend, and duc)

Research


1. Crosson, A. C., McKeown, M. G., Moore, D. W., & Ye, F. (2018). Extending the bounds of morphology instruction: Teaching Latin roots facilitates academic word learning for English learner adolescents. Reading and Writing, 32(3), 689–727. doi:10.1007/s11145-018-9885-y

Summary: The authors discuss how academic vocabulary instruction can be based on the morphological analysis of Latin roots to determine the meaning of new words to clarify texts. The article includes an overview of the impact of abstract words that tend to be used in multiple disciplines. Additionally the article addresses the complexity of learning advanced vocabulary. Crosson and McKeown recommend that teachers support students in learning academic words and developing morphological analysis. The article provides a deep dive in the discussion and includes tables, figures, and charts. 

2. Crosson, A. C., & McKeown, M. G. (2017). Middle school learners' use of Latin roots to infer the meaning of unfamiliar words. Cognition and Instruction, 34(2), 148–171. doi:10.1080/07370008.2016.1145121

Summary: This study examined the effect of using Latin roots to infer meanings of unfamiliar words. The study included the use of interventions such as morphological analysis using roots. The study revealed the intervention showed promise for middle school students who use their knowledge of Latin roots to make meaning of words that are less familiar to them. 

3. Nagy, W. , Townsend, D. , Lesaux, N., & Schmitt, N. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 46(1). 91–108. Retrieved from https://www.jstor.org/stable/41330887

Summary: This article is a review of literature related to interventions that support students who are challenged by the demands of academic language. The article outlines the role of academic vocabulary; instructional approaches to address vocabulary; the interrelationship between general academic and discipline-specific words; an overview of the current state of research in this area; and recommendations for future studies.