Strand 2/Morphology – Part 7: More on Verb Affixes

The Strand 1/Grammar post on Verb Morphology fits in nicely here. It focuses on ways to identify verbs, using affixes unique to verbs, such as the past tense -ed (an inflectional affix), but also derivational affixes (that “derive” new words) like dis-, re-, -ate, -ize, and -en. (And not focusing on a meaning-based definition of verb as an action word or a state of being.) There are lots of different kinds of problem-solving activities that could grow out of this verbal affixation topic. It’s important, however, to make sure that the students discover the patterns and categories, rather than simply telling them that some affix attaches to some verb and changes the meaning in a particular way. (See my rant on that here.)

Here’s one lesson plan that focuses on re-, illustrating the patterns – the kinds of verbs re- attaches to, the restrictions on the attachment, and re- with roots that are not stand-alone verbs.

And there are lots of lists of prefixes and suffixes (and Latin and Greek roots) and accompanying lessons already out there, some mentioned here.

An example of the kind of exploration comes from a prefix like un-. It has a straightforward meaning that students can discover when they examine a set of data:

undo
untie
unfasten
untangle

The prefix means something like “reverse action” of whatever the verb is. There’s another un- that attaches to adjectives:

unhappy
uninhibited
unequal

And this affix doesn’t mean “reverse” but rather “not.” So there are two affixes that look the same, but have different meanings and attach to different parts of speech.

(These two distinct affixes which attach to two different parts of speech and have different meanings results in a cool ambiguity with words like the adjective unlockable. Notice that this word can have opposite meanings, that the door can be unlocked (able to be unlocked) or that the door cannot be locked (not lockable). You can have students think about how this can be. It’s not a typical situation since there are not many homophonic affixes like un-; there’s the un- that attaches to adjectives and means ‘not’ and the un- that attaches to verbs and means ‘reverse.’ It’s a good activity to get students to think about these pieces of words and how much meaning is packed in there that we usually take for granted.)

Another take-away from these activities is the awareness that we build up words in a step-wise fashion, attaching certain affixes before others. Again, we do this automatically as native speakers, but understanding the complexity of this automatic process is empowering for native speakers and instructive for non-native speakers of English. There’s a lesson on that here.

Don't forget to check out Ann Whiting's 7th graders' word exploration blog for other great ideas and similar word study. And if you're feeling intimidated about your analysis of these complex words, Whiting's students take advantage of a great resource, the Online Etymological Dictionary, where you can look up affixes as well as whole words. This dictionary offers a way to continue the exploration using something other than a standard dictionary, especially when seeking a single answer to "what part of speech is this?" That is, you want to encourage students to figure out the parts of speech on their own, but if this is too challenging, or if you want to focus on research tools and etymology, send them to this dictionary to help them explore the meanings of the parts.

Strand 1/Grammar – Lesson 6: Verb Morphology

So what are some ways to find verbs, if we can’t rely on a meaning-based definition like a verb is an action word? Well, only verbs can be tensed. In English, we indicate past tense and present tense on verbs, but since there’s no much present tense marking left in English (I’ll come back to that), let’s stick with past tense.

The -ed is a past tense suffix that can then attach to a verb. (It’s called an inflectional affix, distinct from derivational affixes. Wikipedia has a decent overview of the difference between the two, , and here’s a bit more technical one by Tom Payne, but you don’t need to get into this now, if you don’t want to.)

Test for Verbs: Can take -ed to indicate past tense.

She walked to school.
She blerked the zongot.
She ambled down the lane.

There are other ways of marking past tense: catch-caught, read-read, and so on.

Activity: Come up with more irregular past tense verbs. Are there patterns? Groups of words that take the same kind of irregular past tense? Make up some words. What are their past tense forms? Think of some slang or other newish words. What are their past tense forms? (So all of the new words will take the –ed. The other forms, which we now think of as irregular, were members of larger groups of words that formed their past tense in different ways in older forms of English.)

So the test for verbs is that they can indicate past tense, typically by -ed, but sometimes in other ways.

This could be a good time to start a wall chart for verbs, with the test on it.

There are plenty of other affixes that turn words into verbs (or attach to verbs to make a verb with a different meaning). Here are just a few. (These are all derivational affixes, distinct from the tense-marking inflectional affixes.)

dis- disappear
re- rediscover

-ate activate
-ize regularize, maximize, realize
-en tighten, deepen, thicken

Then the past tense –ed can attach to any of them (always at the end, after the other affixes) to mark tense. This post from the Morphology Strand discusses some verb-forming and adjective-forming suffixes, and links to a lesson plan on that. Here's a link to a TeachLing lesson referenced in the Morph post, but be aware that it also includes adjectives, which you may not have dealt with yet.

Next, we'll delve into the differences between main verbs and auxiliary verbs, and the five different forms that main verbs can have.

Here's a version of this post as a doc.