Explain morphology and semantics

Explain morphology (REC 1.F.2) and semantics (REC 1.F.3) as it relates to vocabulary development. Then explain how formal and informal vocabulary assessments can be used to guide instructional decisions (REC 1.F.6).

(sample response below)

Morphology and Semantics in Vocabulary Development

The smallest unit of language with meaning is Morphology. Morphemes can be bound with other parts such as roots, prefixes, and suffixes. An example would be -sent with dissent as the word. They can also be free or stand-alone with a specific meaning. Examples of free morphemes include eat, weak, woman. Students need to be taught how to group morphemic elements. The lessons need to build on the student’s prior knowledge and grouped so connections can be made (Gunning, 2018; Reutzel & Cooter, 2016). It is necessary to teach morphology since many words students encounter have affixes and roots (Manyak et al., 2018). 

The relationship of words and how a person draws meaning from those words is semantics. Semantics involves understanding how individual words and combinations of words create phrases and sentences. It also includes the meaning of the words used in context. Semantics deals with the meaning of words and connecting a person’s background knowledge, interests, and perspectives with spoken and written language. It influences a person’s reading comprehension, as well as comprehension of other words. Prior knowledge, or lack thereof, can affect understanding language and word choices. Connecting synonyms, antonyms to the word you are studying is one example of semantics (Reutzel & Cooter, 2015). 

Informal assessments are a way for teachers to see how students are doing as they are learning. They are used to provide feedback on what students are understanding and applying.  They are used to drive instruction for the class and individual students giving teachers points of emphasis for the next steps in the instructional path. When assessing vocabulary depth, teachers receive a clearer picture of the understanding of the vocabulary a student has. This can be done through informal assessments and checks in the class (Teng, 2014).  Formal tests that can be used include Curriculum-Based Measures (CBM) while informal could be Vocabulary Knowledge Scales (VKS), and Vocabulary Recognition Test (VRT). Observations, writing samples, and having and listening to conversations that the student is involved in are informal assessments that can give a teacher much information. Teachers can also use games, teacher-created tests, and student journals to assess students (Dougherty Stahl & Bravo, 2014; Saint Leo, n.d.).

Formal assessments tell us what students have learned over time. A grade is taken from these predetermined criteria. The assessments look at the product of student learning, not the process. Many formal tests, such as standardized tests, look at vocabulary breath as it is easier to assess. Some test also includes a vocabulary section where students must choose how the word is used in the given sentence taking it beyond just the memorization (Teng, 2014). Assessments come in a variety of ways, including chapter tests, final projects, or a portfolio. The Vocabulary Levels Test is an example of a formal teat that is easy to administer and access student’s knowledge of 10,000 words that occur frequently. It is used for English language learners but is valuable to use for all students (Gunning, 2018). The Peabody Picture Vocabulary Test is another. Progress Monitoring drives instruction by providing teachers the ability to monitor if students are struggling or responding to instruction. The assessments happen on a weekly or bi-weekly basis, and results are charted to monitor progress. This not only drives instruction for the teacher but allows the student to track and monitor their progress (Furtak et al., 2017; Marzano, 2019: Saint Leo, n.d.b).

This text was chosen because it connects math, social studies, and reading together. It is especially crucial that teachers continue to teach phonemic awareness (PA) skills and vocabulary throughout the higher grades as the text is complex and a higher academic vocabulary that students must understand. When students can make the connection to the vocabulary, they can comprehend what is read. This book was also chosen as it is a multi-level book, meeting the needs of many students within the class. The more the students use the words orally and in writing, the better the connection is made to the meaning or meanings (Carver & Pantoja, 2015; Marzano, 2019; Saint Leo, n.d.).