A word with you analysis

About the Word Analyzer

The Word Analyzer provides meta information about a given word, such audience familiarity, to get you insight into how use of the word may affect readability metrics. The analyzer then shows synonyms and related words your audience may be more familiar with.

Determining Word Rank The word rank metric is a measure of word frequency, with frequent words corresponding to higher ranks. In order to get an accurate frequency count of each word, we utilize a stemmer to identify the morphological root form of a word. This allows us to group slight variations of the same word. For example, ‘cats’ and ‘cat’ both have the same stem, as do ‘readability’ and ‘readable.’ For most words, familiarity with said word is independent of count (e.g. the singular form vs the plural form) or part of speech (e.g. adjective form vs the noun form). In some rare cases, however, a common word may have multiple meanings including a meaning so infrequent it is not well known. We then calculate word frequency using the data from Project Gutenberg which is a large collection of freely available english documents and summing the counts for all variations of the word corresponding to the same stem.

Definitions Definitions of each word are generating using the Pearson’s developer API.

Interested in readability? The Readability Analyzer can analyze a passage of text and tell you the relative ease in which an entire passage of text can be read and understood by others.

7 Ways to Teach Word Analysis Every Day

I love teaching word analysis skills because they help kids become stronger readers. Learning strategies to figure out the meaning of new words helps students become more confident and independent in their reading. And as they increase their vocabularies, their reading comprehension improves.

But with increasingly harder vocabulary in the upper elementary grades, word analysis can be really challenging for students. So how can we make time for students to practice and improve their word-solving skills all year long?

What Are Word Analysis Skills?

When students use word analysis skills, they are independently using strategies and resources to figure out what unfamiliar words and phrases mean.

Here are specific word analysis skills you might teach to 3rd, 4th, and 5th graders:

• use context clues
• differentiate among multiple meanings of words
• use knowledge of roots, prefixes, suffixes, synonyms, antonyms, and homophones
• use word reference materials (dictionary, glossary, thesaurus)
• identify figurative language

.

How Do We Make Word Analysis Part of the Daily Routine?

Here are some ways that I’ve made word analysis instruction a part of the daily routine so students keep using these skills all year long:

Get Kids Reading

The single best thing kids can do is read different types of text (fiction, nonfiction, poetry, literary nonfiction, functional text, etc.) at different levels. Independent reading, guided reading groups, and literature circles are all opportunities to use vocabulary skills.

As they’re reading, students can use sticky notes and graphic organizers to show the word analysis strategies they used to figure out different words.

Read Aloud

A daily read-aloud is an easy place to incorporate word analysis practice. As you read a chapter book or mentor text, you can model how you stop at an unfamiliar word and infer its meaning using different clues and strategies. After a few examples, you can have students try this out.

Use Anchor Charts and Word Walls

I LOVE using word analysis anchor charts. I use them when I first teach all of the different strategies and keep them up all year long so students can refer back to them. Mini anchor charts in reading notebooks also work if you’re short on wall space!

You can also create a word wall for synonym and antonym pairs, homophone pairs, and common affixes. I like using interactive word walls that students can add to when they find examples in their reading. They can jot them on a sticky note and add them to the wall.

Use Warmup Questions

Starting each day with a word analysis question is a quick and easy spiral review method. I love showing a daily warmup question on the interactive whiteboard and having students answer on their own whiteboards. Stand-alone analysis questions (questions that don’t require reading a passage) are also great to use as time fillers when you have a few extra minutes.

Need help coming up with questions? Grab a free word analysis question stems list below!

Try a Vocabulary Word of the Day

A vocabulary word of the day is another great activity. You can ask students to segment a word into its root word and affixes, come up with a synonym or antonym for a word, etc. It can go up on your whiteboard, be included in a morning message, or even be an “entrance ticket” to enter the classroom. You can make it more fun by challenging students to use the word in their normal conversations.

This is also a good way to review previously taught vocabulary words. Multiple exposures to words in different scenarios will help expand kids’ vocabularies and get them reviewing all those word-solving skills!

Use Literacy Station Activities

If you have word work stations, morning work bins, early finisher options, or centers, you can easily add some quick individual or partner activities that get kids using their word analysis strategies. Here are a few ideas to try:

• file folder games
• crosswords and word searches
• task cards
• sorting activities
• vocabulary word scavenger hunts
• poem of the day/week
• holiday/seasonal themed activities
• board games like Scrabble

If you have laptops or iPads handy, you can also have students practice using online word reference tools. But keep in mind that they’re set up differently than print resources. My students always needed needed a lot of practice with both.

Bring Other Content Areas into Language Arts

Students are certainly going to come across new words in areas like science, social studies, and math. Using short, leveled content-focused passages in reading groups is a helpful way to introduce vocabulary they’ll need to learn. The key is making sure they have enough background knowledge to grasp the majority of the content. We don’t want every word to be new!

I also like to have students create a class glossary or dictionary of terms they learn throughout a unit.

The biggest way to incorporate word analysis skills in your classroom all year long is to have kids read, read, read and to read, read, read to them! The more they come across new words and phrases, the more opportunities they have to figure out what they mean. Doing a spiral review of word solving skills like using context clues, word parts, and word reference sources will keep kids actively working to solve those unknown word meanings all year long.

This online program analyzes the frequency of words in the given plaintext or ciphertext. It counts how many times each word appears in the textual data and prints the word counts to the screen. The word counts can be printed as a single number, a fraction of the total word count, or a percentage of the total word count. The output statistics can be sorted by the frequency of word occurrences or alphabetically by words. The information of how often certain words appear in the text can help you determine the language that the text is written in. In all written languages in the world, certain words are used most often than others. For example, in English, the most popular word is «the», in Dutch, it’s the word «de», and in French, the word «le». The most popular words also roughly give you an idea of what the text is about. For example, if there are many sports-related words, such as «touchdown», «player», and «punt», then it’s most likely text about football. Our algorithm can also calculate the frequency of word combinations. Combinations of 2 words are called «bigrams», combinations of 3 words are called «trigrams», and combinations of more words are called «multigrams». To find the distribution of all word pairs in the text, use the options and enter «2» in the word group length field, to find the distribution of word triples, set the word group length to «3», and so on. When counting groups of words, they are created in the linear order they appear in the text. By default, the algorithm respects sentence boundaries and doesn’t combine words from adjacent sentences in the same group. If you disable the «Stop at the End of a Sentence» option, then the last word of the current sentence will be merged with the first word of the next sentence. To extract all words from the input text, the tool splits it on whitespace characters. If there are any punctuation marks in the words that you don’t want to include in the analysis, then you can use the «Exclude Punctuation» option. For example, if you have an apostrophe in the contraction «it’s», then you can enter this character in the «punctuation marks to remove» field and the word «it’s» will become «its». Similarly, the other field «punctuation marks to replace with space» lets you split words with punctuation marks into multiple words. For example, if you have the word «thirty-two», and you enter a dash in this field, then this word will become two words – «thirty» and «two». With these two options, you can also remove or replace with a space any other punctuation characters. Before the analysis, the entire text is converted to lowercase. This way, words with different letter cases (such as words at the beginning of sentences and middle of sentences) are counted as the same word. If the letter case is important to you, then you can disable the «Case-insensitive Analysis» option. Cryptabulous!

Ic method

The
method is based on the fact that a word characterised by
morphological divisibility (analysable into morphemes) is involved in
certain
structural correlations.

Breaking
a word into its immediate constituents we observe in each cut the
structural order of the constituents (which may differ from their
actual sequence). Furthermore we shall obtain only two constituents
at each cut, the ultimate constituents, however, can be arranged
according to their sequence in the word: un-+gent-+-le+-man+’ly.

AIMS
AND PRINCIPLES OF MORPHEMIC AND WORD-FORMATION ANALYSIS

If
the analysis is limited to stating the number and type of morphemes
that make up the word, it is referred to as morphemic.
For
instance, the word girlishness
may
be analysed into three morphemes: the root -girl-
and
two suffixes -ish
and
-ness.
The
morphemic classification of words is as follows: one root morpheme —
a
root word (girl),
one
root morpheme plus one or more affixes —
a
derived word (girlish,
girlishness), two
or more stems —
a
compound word (girl-friend),
two
or more stems and a common affix —
a
compound derivative (old-maidish).
The
morphemic analysis establishes only the ultimate constituents
that make up the word.

A
structural
word-formation analysis
proceeds further: it studies the structural
correlation
with other words, the structural patterns or rules on which words are
built.

This
is done with the help of the principle of oppositions,
i.e.
by studying the partly similar elements, the difference between which
is functionally relevant; in our case this difference is sufficient
to create a new word. Girl
and
girlish
are
members of a morphemic opposition. They are similar as the root
morpheme -girl-
is
the same. Their distinctive feature is the suffix -ish.
Due
to this suffix the second member of the opposition is a different
word belonging to a different part of speech. This binary opposition
comprises two elements.

А
соrrelatiоn
is a set of binary oppositions. It is composed of two subsets formed
by the first and the second elements of each couple, i.e. opposition.
Each element of the first set is coupled with exactly one element of
the second set and vice versa. Each second element may be derived
from the corresponding first element by a general rule valid for all
members of the relation.
Observing
the proportional opposition:

girl
child woman monkey spinster book

girlish childish womanish monkeyish spinsterish bookish

it
is possible to conclude that there is in English a type of derived
adjectives consisting of a noun stem and the suffix -ish.
Observation
also shows that the stems are mostly those of animate nouns, and
permits us to define the relationship between the structural pattern
of the word and its meaning. Any one word built according to this
pattern contains a semantic component common to the whole group,
namely: ‘typical of, or having the bad qualities of. There are also
some other uses of the adjective forming ‘ish,
but
they do not concern us here.

In
the above example the results of morphemic analysis and the
structural
word-formation
analysis
practically
coincide.
There are other cases, however, where they are of necessity
separated. The morphemic analysis is, for instance, insufficient in
showing the difference between the structure of inconvenience
v
and impatience
n;
it classifies both as derivatives. From the point of view of
word-formation pattern, however, they are fundamentally different. It
is only the second that is formed by derivation. Compare:

impatience
n
₌
patience
n
₌
corpulence
n
impatient
a
patient
a
corpulent
a

The
correlation that can be established for the verb inconvenience
is
different, namely:

inconvenience
v
₌
pain
v
₌
disgust
v
₌
anger
v
₌
daydream
v

inconvenience
n
pain
n
disgust
n
anger
n
daydream
n

Here
nouns denoting some feeling or state are correlated with verbs
causing this feeling or state, there being no difference in stems
between the members of each separate opposition. Whether different
pairs in the correlation are structured similarly or differently is
irrelevant. Some of them are simple root words, others are
derivatives or compounds. In terms of word-formation we state that
the verb inconvenience
when
compared with the noun inconvenience
shows
relationships characteristic of the process of conversion. Cf.
to
position where
the suffix -tion
does
not classify this word as an abstract noun but shows it is derived
from one.

This
approach also affords a possibility to distinguish between compound
words formed by composition and those formed by other processes.
The words honeymoon
n
and honeymoon
v
are both compounds, containing
two free stems, yet the first is formed by composition: honey
n
+
moon
n
>
honeymoon
n,
and the second by conversion: honeymoon
n>
honeymoon
v
(see Ch. 8).
The
treatment remains synchronic because it is not the origin of the word
that is established but its present correlations in the vocabulary
and the patterns productive in present-day English, although
sometimes it is difficult to say which is the derived form.

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