Two Programs One Goal - Academic Achievement

Frequently Asked Questions

Will GOTAGS prevent all my problems?

No. Teachers who use GOTAGS report that it significantly prevents problems, but there are still one or a few students for whom they need additional resources.

Do I have to read/do the whole thing – or can I just pick out parts I like or think I need?

Yes – and not if you want optimal success. All six areas in the text work together to create a good start. A good cake requires all of the ingredients (e.g., flour, sugar, eggs, milk, and butter) – if you leave out something, you will not experience the best results. The same is true with GOTAGS.

What if it is past the beginning the year and I got off to a bad start – is it too late?

No. You can always start over, and it works best after a major break – at least after a weekend. Teachers who start over midyear report improvement for that year and much improvement for the following year. So many teachers have asked this question that GOTAGS is preparing a second book to address this concern, Creating a New Beginning that will soon be available.

Can I earn professional development credit for GOTAGS?

Yes. University of the Pacific offers three graduate hours of professional development credit for (1) completing a GOTAGS training (which you can do with the text and online resources), (2) implementing strategies of your choosing in the first week of school, and (3) documenting and reflecting on the implementation in a written format. View assignment choices for University of the Pacific. Check with your school system to make sure they accept UOP professional development credit.

Do the authors ever lead staff development workshops?

Yes. Both authors are experienced in leading GOTAGS workshops and are available to facilitate a workshop at your school or other staff development training. Also, several experienced educators who have used the program are GOTAGS Certified Trainers.

Morphemes FAQ's

What is a morpheme?

A morpheme is the smallest unit of meaning in a language. We often call them roots, prefixes, and suffixes.

Does the program involve a lot of memorization?

No. Rather, it involves a lot of mental connections. Take the word triskadecaphobia:

  • TRI – as in tricycle and triangle (three wheels, three sides)
  • DECA – as in decade (ten years)
  • PHOBIA – a fear of

A fear of ten and three (10 + 3 = 13) or fear of the number 13. Students activate and link prior knowledge, use that knowledge to analyze word parts, and then synthesize a possible meaning. When students check their possible meanings against a dictionary (hard copy or online), they are on target 90% or more of the time. Students also use their knowledge to create new words. Can you analyze the morphemes and synthesize a meaning for the student-created microarchaegynophobiac?

Do I need to know Greek and Latin to teach these materials?

No. These programs focus on English meanings, not the teaching of a foreign language.

Will these programs teach a student Greek and Latin?

No. These programs teach the analyzing of English words by using word parts that come from Greek and from Latin.

Does it make any difference whether you do Greek or Latin first?

Not really. But the author suggests beginning with the Greek, as those 12 lessons include morphemes that students seem to recognize more easily and have more fun manipulating. Once the 12 Greek lessons are completed, students have mastered the lesson format and process, and the 18 Latin lessons seem to go more smoothly.