The workshop included the following activities: - Discussing the origins of ancient Egyptian words and their meanings. - Brainstorming possibilities for creating new "-ologies" and "-ologists" based on areas of expertise. - Analyzing Latin and Greek word origins and their influence on the English language. - Playing guessing games to learn the histories and meanings of words. - Creating charts to show how words can change forms and meanings through prefixes, suffixes, and morphological transformations. - Mapping networks of related words connected to common roots, prefixes, and suffixes.

1. What’s the Word?
An Exploration of Etymology, Morphology and Word Play

2. What’s the Word?
An Exploration of Etymology, Morphology and Word Play

3. Ancient Words...

4. Ancient Words...
Egypt................”Kemet”
Pyramid............”Merkut”
Hyeroglyphics...”Mtw Ntr” (“medu netcher”)

5. Possibilities
-ologies=-ologists

6. Possibilities
-ologies=-ologists
Anika Osaze

7. Possibilities
-ologies=-ologists
Anika Osaze

8. Possibilities
-ologies=-ologists
Anika Osaze

9. Community Builder
What’s Your “-Ology”?

10. Name
“______ologist”
Logo

11. Consider one of your areas of expertise,
strength or wisdom.
Name
“______ologist”
Logo

12. Consider one of your areas of expertise,
strength or wisdom.
Create an “-ology” or “ologist” for
yourself based on your area of expertise,
strength or wisdom.
Name
“______ologist”
Logo

13. Consider one of your areas of expertise,
strength or wisdom.
Create an “-ology” or “ologist” for
yourself based on your area of expertise,
strength or wisdom.
Create a business card (name tag) for
yourself.
Name
“______ologist”
Logo

14. Introduce yourself to the group using this
Name
frame:
-ology/-ologist
I am _______. I am an expert at/in _______,
Logo
therefore I am a(n) “________ologist”.
For example: I am an expert in family
dynamics so I consider myself a
“stopthedramaologist”

15. Moving Quotes
Study in silence.
As the quotes circulate around
the room, see how many you
can commit to memory!

16. Etymology

18. Etymology is the art of revealing the
formation of a word and the development
of its meaning. The source of the word
itself is Greek, etumos, “real, true”, and
thus the art is “finding the underlying or
true meaning of words”. There is also
the sense of “root”, as in the history of a
word, rather than its meaning. But of
course, the history of the word is in many
cases, the history of its meaning.

19. On Etymology...

20. On Etymology...
Dr. Evelyn Rothstein

21. On Etymology...
Dr. Evelyn Rothstein
“Every word has a story!”

22. Etymology-Latin and Greek
Team Interpretation
• Work in table groups.
• Analyze the text: Etymology-Latin and Greek (20 minutes).
• Teachers: Readers (alternate paragraphs)
• Student: Interpreter
• Student: Artistic Director
• Develop a graphic representation to illustrate the
Latin influence on the English language.

23. Etymology? For what?

25. Words are born?

27. • "Words are born in thought,
leaving lips, they acquire soul in
the ears, yet sometimes this
auditory magic does not make it as
far as the mouth because it is
swallowed dry."

28. • "Words are born in thought,
leaving lips, they acquire soul in
the ears, yet sometimes this
auditory magic does not make it as
far as the mouth because it is
swallowed dry."
from
The Life of Language;The Fascinating Way Words are Born Live & Die
-steinmetz and kipper

29. What do you think it means?

30. What’s in a Word?
Let’s Play!
• Work with a partner.
• Choose a W.I.W. envelope.
• Read the history of your word.
• Use your “Etymology Mat” to capture the
story of your word! (7 minutes)
• Share

31. Abbreviation Key
• E=English
• N=Norwegian
• L=Latin
• GK=Greek
• Fr=French
• Mex.Sp=Mexican/Spanish
• Sp=Spanish
• It=Italian
• H=Hebrew

32. Morphology
Morphology is the study of the patterns of
word formation, the ways words change
and the way those changes affect the
meanings of a words.

33. Make That Change!
Morphology Chart
Noun Verb Adjective Adverb

34. Make That Change!
Morphology Chart
Create a two page spread.
Noun Verb Adjective Adverb

35. Make That Change!
Morphology Chart
Create a two page spread. Fold each page in half.
Noun Verb Adjective Adverb

37. • Write your group’s verb in the “verb” column.
“I ___

38. • Write your group’s verb in the “verb” column.
“I ___
• Add all other forms of your verb.
“She/He ____s”, “Now, we are_____ing”, “Yesterday they _____ed”.

39. • Write your group’s verb in the “verb” column.
“I ___
• Add all other forms of your verb.
“She/He ____s”, “Now, we are_____ing”, “Yesterday they _____ed”.
• Can you make your verb serve as a Noun?

40. • Write your group’s verb in the “verb” column.
“I ___
• Add all other forms of your verb.
“She/He ____s”, “Now, we are_____ing”, “Yesterday they _____ed”.
• Can you make your verb serve as a Noun?
• Can you turn your word into an Adjective? -ful

41. • Write your group’s verb in the “verb” column.
“I ___
• Add all other forms of your verb.
“She/He ____s”, “Now, we are_____ing”, “Yesterday they _____ed”.
• Can you make your verb serve as a Noun?
• Can you turn your word into an Adjective? -ful
• Can you turn your word into an Adverb? -ly

42. Morphology
Focus on roots, prefixes and suffixes
Roots Prefixes Suffixes

43. Morphology
Focus on roots, prefixes and suffixes
• Fold a single page in your notebook into three
sections
• Give your trifold these headings
Roots Prefixes Suffixes
• “Catch” ideas from the text and add them to the
appropriate column

46. What’d you catch?

47. Part to Whole
Let’s Play!

48. Part to Whole
Let’s Play!
• Place your word part in the center of a Circle Map

49. Part to Whole
Let’s Play!
• Place your word part in the center of a Circle Map
• Word Blitz-Generate as many words as you can
that contain your word part in 1 minute

50. Part to Whole
Let’s Play!
• Place your word part in the center of a Circle Map
• Word Blitz-Generate as many words as you can
that contain your word part in 1 minute
• Add a frame: What do you think your word part
means?

51. According to the source...

52. According to the source...
dia: through, between, across
graph: to write
hyper: over, above
hypo: below, less than
meta: beyond, change
omni: all
tele: distance, from afar
trans: across
spect: to look
super/supra: above

53. What Does it All Mean?
Let’s Play!

54. What Does it All Mean?
Let’s Play!
• Open your envelope.

55. What Does it All Mean?
Let’s Play!
• Open your envelope.
• Use the roots, prefixes and suffixes to build words.

56. What Does it All Mean?
Let’s Play!
• Open your envelope.
• Use the roots, prefixes and suffixes to build words.
• Based upon what you know about your word part,
try to come up with a definition for each word.

57. What Does it All Mean?
Let’s Play!
• Open your envelope.
• Use the roots, prefixes and suffixes to build words.
• Based upon what you know about your word part,
try to come up with a definition for each word.
• Check your definition with a source.

58. Reflection
Talk about it...
Write about it...

59. Reflection
Talk about it...
Write about it...

60. Reflection
Talk about it...
• Respond the following prompt: “How does a focus
on etymology and morphology empower
learners?
Write about it...

61. Reflection
Talk about it...
• Respond the following prompt: “How does a focus
on etymology and morphology empower
learners?
Write about it...

62. Reflection
Talk about it...
• Respond the following prompt: “How does a focus
on etymology and morphology empower
learners?
Write about it...
• Take 2 minutes to write in your notebook about
how you plan to incorporate etymology and
morphology into your practice.

63. LUNCH

64. Word Workshop
• Consider the elements covered in this session and
the opening session with Augusta this morning.
• Use any of the materials available and create the
support documents, teaching tools you need to
engage your students in word study!

65. Final Reflection
• How has today’s work