View Content #28575

by Tigre Lusardi, CASLS Graduate Intern

This activity was created to help learners use what they know about language patterns to predict what unknown words might be while writing in the target language. It is suitable for learners of all levels.

Learning outcome(s):
Learners will be able to:

• Identify morphemes or radicals, root words, and/or prefixes and suffixes of target words.
• Brainstorm possible related words given a set of root words, prefixes and suffixes. 

Mode(s): Presentational

Material(s): Predict Words as You Write video, list of 8-10 sample words in the target language that are related to current curricular themes or units, blackboard or shared Google suite space (e.g., Google Doc, Jamboard, or Google Drawing)

Procedure:

1. Ask learners to think about what they usually do when they are writing in the target language and realize that they don’t know a word that they want to write. Elicit the strategies they typically use (e.g., look the word up, think about words that might be similar, or ask someone else what word to use). Write the strategies on the board (or on Google Jamboard for online classes), and then read strategies one by one and ask learners to raise their hands for the strategies they use the most.
2. Next, show learners the Predict Words as You Write video. Have learners write down the three steps mentioned in the video. After watching the video, ask learners to name the three steps .
3. Write a list of 8-10 sample words on the board. Ask learners to explain what a morpheme or radical is (as stated in the video). For each word on the list, have the class break the word into parts (e.g., morphemes). Mark parts by putting a slash in between each in the words written on the board.
4. Ask learners to explain what root words or radicals and, if relevant to the target language, what prefixes and suffixes are. Have learners brainstorm at least 6-8 root words or radicals and as many prefixes and suffixes as they can name. Write these on the board and have learners write them down.
5. Next, have learners work in small groups to assemble possible words by working with the brainstormed list.
6. As a whole group, review the list of words groups have made. Circle any words that multiple groups listed.
7. Ask learners to verify their predicted words by looking them up, and lead the group in a discussion regarding their perceived utility of the strategy of predicting words when writing.

Notes:

• For step 4, if preferred, provide pre-selected root words, prefixes, and suffixes on cards or slips of paper and hand one batch to each group. Learners will use the cards like puzzle pieces to assemble longer words.