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The sounds that make up a word is phonology.

Breaking down each sound in a word helps hear each sound. As each sound is individual, blending them together to create a word is a phonologic awareness. Being able to manipulate the sound is part of English as in different words, the individual sound may have a different sound. The structure provides foundational support to help ELL communicate and learn the sounds that make up word in English.  Being phonologically aware is when students are able to hear, recognize and connect the sounds.

“When spoken, English can sound like an unbroken string of sounds, but it is made up of many smaller sound units, called phonemes”  (Linguistics for Teachers of ELLs, n.d.)

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The way words are formed is made up of the smallest units (morphemes).

Decoding and breaking down into components will help students be able to make up the word. Breaking words into smaller units by prefixes, roots and suffixes will allow students to make up the whole word. When a word is a multisyllables word students can break it into parts, guiding students to reading fluency. Focusing on words that are frequently used, can have imageability, and are transparent morphemes in order to begin teaching Morphemes.

“Teach and continually practice with ELLs, to help with reading fluency, word solving, and writing”

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4 classroom:

1. Matching games

Students can identify prefixes/suffix's to complete the word. This helps with decoding, breaking down and then creating.  To differentiate for varying proficiency, we can begin with words that are frequently used to help students make connections and from there you can add words.

2. Word building

Students can create words by combining parts. This can be a hands-on activity for students to visually see the prefixes, suffixes and roots that are within the words. To differentiate for varying proficiency, you can use colored Legos to show how each sound is separate but when together create a word.

3. Word matrix

This is a map of a word family where students can see the connections and see the base words within. This is a visual representation of word sums and the structure. To differentiate for varying proficiency, we can begin with the word family's covered and as they begin understanding you can start uncovering different parts. Beginning with some covered and slowly reveling can help students make connections and try to build the word.

4. Morphology bingo

As teachers read out a based word the students can identify the prefix or suffix in order to make a word. This can help students identify the smallest units that are making up the word, this works on decoding and connecting. To differentiate for varying proficiency, students can begin with a word box to visually see the word and as they get the understanding the word box can be put away. Students will still listen to the words like the other students in order to make the connections.

1 at home:

1. Students can listen to their parents as they read them a story in order to identify the different morphemes that are within the story. This will help students make connections as they are hearing more and more morphemes. To differentiate for varying proficiency, we can provide students with a less wordy book that has morphemes that we have discussed.

Link for families to assist with the development of the language structure

https://www.uwo.ca/fhs/lwm/teaching/dld2_2017_18/Zeh_Morphological-Awareness.pdf

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4 classroom:

1. Counting syllables in your name

This activity can be beneficial in identifying the phonemes in a student's name. It is a structured activity where students will write each letter and visually see the breakdown of the different phonemes. To differentiate for varying proficiency levels, the students name can be written into separate boxes in order to visually see that they are separated.

2. Word cards

As students can visually see the different sounds that make a word sound by having the different syllables in a word different color. As students can see that if 2 letters are one color then they will see that that syllable stays together making a sound. Having these cards is a tool to break apart the phonemes in a word. To differentiate for varying proficiency levels, we can have the sounds on separate cards and the students can sort them into a box's forming a word card.

3. Sound scavenger hunts

Focusing on a specific sound and having the student go on a scavenger hunt around the classroom in order to find things that have that sound. This allows students to hear the sounds in different things and identify that the sound is within words. To differentiate for varying proficiency levels, we can have objects in one section together for the search to be more narrowed down.

4. Substituting phonemes

With repetition students can make the connection that specific sounds are in specific words. When words are a like they will be able to take a sound and connect it with another sound. Substituting the middle sound can help students break apart the phonemes in a word, identifying the initial sounds.

1 at home:

1. iSpy

Looking around your house students can find an object they would like to break down. When a student chooses the word, they will break it down by syllables and be able to identify the different sounds. When there are more options, it will allow students to hear the phonemes and how they make up a word. To differentiate for varying proficiency, we can set up objects they have less syllables in order to help guide students to get the hang on it before diving into all of the options.

Link for families to assist with the development of the language structure

https://www.gcsd.k12.wi.us/cms_files/resources/Home%20Support%20Activities%201.pdf

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Phonological and Phonemic Awareness: (2024). Reading Rockets, https://www.readingrockets.org/literacy-home/reading-101-guide-parents/your-kindergartener/phonological-and-phonemic-awareness

Teaching Morphology to Improve Literacy (n.d.). Zeh_Morphological-Awareness.pdf. https://www.uwo.ca/fhs/lwm/teaching/dld2_2017_18/Zeh_Morphological-Awareness.pdf

What is Morphology? (n.d.). Linguistics for Teachers of ELLs. https://linguisticsforteachersofells.weebly.com/morphology-in-the-classroom.html

What is Phonology? (n.d.). Linguistics for Teachers of ELLs. https://linguisticsforteachersofells.weebly.com/phonology-in-the-classroom.html

What Should Morphology Instruction Look Like? (n.d.). Reading Rockets. https://www.readingrockets.org/blogs/shanahan-on-literacy/what-should-morphology-instruction-look

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Based on reading comprehension and language comprehension, syntax deals with the formation of a sentence and the grammar used within.

Within syntax students are learning how to form a sentence based on the rules of grammar, language, structure, and formation of a sentence. This is important in order for a sentence to be grammatically correct and make sense. Based on academic learning skills, ELL’s syntax plays an important role in language structure as language comprehension and syntax skills coincide naturally.

“Knowledge of how grammatical elements such as pronouns, lexical references, and connectives function in sentences allows young children to follow the ideas in a sentence and understand its meaning” (Oakhill, Cain, & Elbro, 2015).

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From the individual meaning of words, semantics covers the meaning of language.

Understanding semantics helps with forming sentences in order to understand the individual meanings of each aspect in a sentence. Using language socially and academically it is crucial to have an understanding of the language structure and how semantics help define the meaning of language. Making connections between the words, meanings and definitions, ELL’s can make meaning of language.

“A strong understanding of words helps us know where to use words in a sentence, how and where to use in a social setting, what all the possible meanings are for a word, and what other words might be used in their place” (Weebly, n.d.)

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Language is used in many different ways and in different situations, learning pragmatics helps with context and structure.

Based on situations, environment, context, language and speakers all have a different role in how language can be used. Surrounding students with different relationships and opportunities can play a role in students understanding the language structure and use of language.

“The cooperative principle of speech states that speakers and listeners must cooperate to both contribute to conversation by using purposeful speech as well as listening with purpose of conversation in mind” (Weebly, n.d.).

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4 classroom:

Sentence building:

Students will unscramble words into a sentence in order to find the meaning. Students are focsuing on the sentence based on reading comprehension and language comprehension. Using the rules of grammar students will be able to create a meaning of the words and form a sentence. To differentiate for varying proficiency by having the first and last word of the sentence filled in, filling in the blanks can help with formation.

Picture-based sentences:

Students will look at a visual and be able to identify the different aspects within the picture. As students use the picture to form a sentence, they will know the meaning based on the visual. Word order will be built within the sentence building and language comprehension will guide students through this. To differentiate for varying proficiency students can have captions under the picture in order to guide students to begin.

Sentence scrambles:

Students will have a list of sentences for them to make sentence they will have to be put in the correct order. As the order can be arranged to form a story developing awareness of language awareness.

Simple definitions:

Students will arrange words based on the grammatical rules. Students will define words within a sentence in order to connect the meaning of the sentence with the words. Language comprehension and rules will help students determine which way words are being used and formed within a sentence. To differentiate for varying proficiency students will have a visual in order to help define words. Based on a visual students will pair it up with a sentence and then depict the definitions within the visual with the sentence.

1 at home:

Mad Libs

Students will fill in the blanks based on what is being asked and the topic that follows. The rules of nouns, verbs, and adjectives guide students through the rules of sentence forming. Proper word order, structure and different parts of speech will help guide students in language comprehension and forming sentences.

Link for families to assist with the development of the language structure

https://www.funenglishgames.com/worksheets/scattergorieswithcategories.html#google_vignette

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4 classroom:

Word mapping:

Students will be able to categorize and expand their knowledge of words. Students create a map and then can visually see the connections in words or categories. Making connections will focus on the individual meaning which expands knowledge on semantics. To differentiate for varying proficiency students can be given a fill in the blank word box which will help break down the different categories that a word can fall under.

Synonym match:

Students will be able to learn more words to describe a word. This will broaden a student's vocabulary and be able to sure more words in a sentence in order to form a meaningful sentence. This activity will help students have more of a word choice in understanding the individual meaning of each aspect in a sentence. To differentiate for varying proficiency students can be given a pair in order for students to scramble the synonyms and be able to match them.

Word of the day:

This focuses on learning new vocabulary, which expands students' word box. Knowing the meaning of words can help expand students' understanding and be able to use more words in sentences in order to make connections. To differentiate for varying proficiency students can be given a sheet at the end of each week with the 5 new words they have learned throughout the week.

Fishbowl:

Students will pick out a word out of a bowl and students must use a word to describe it without using the word. First round students can use 3 words to describe them, then second rounds students can use 2 words to describe them, then third round students can only use 1 word to describe it. Students are using descriptive words that will help focus on individual meaning of words. To differentiate for varying proficiency students can begin with a word box in order to narrow down broad choice of words.

1 at home:

Scategories:

Finding objects around a student's home where they can be given a category and then they will have to find objects that fall under that. This will help students make connections and identify the individual meaning of words. As students find an object, they can make a sentence using that object to pair the meaning of the language.

Link for families to assist with the development of the language structure

https://thegaminggrammarian.com/2021/05/05/digital-scattergories/

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4 classroom:

Role playing:
Students can be in a controlled setting where students are acting as others. This will focus on pragmatic skills where students can focus on the different aspects that are playing a role. This gives students different opportunities, roles, environment, context, speakers and more. To differentiate for varying proficiency.

Storytelling:

Students can hear different stories from their classmates which allows for different social context and conversational skills to be developed. As students are listening, they are focusing in on the perspective of who is talking and then where it is their turn to tell a story it will focus on the conversational skills. To differentiate for varying proficiency students can write down their ideas in a story map to help structure and organize their thoughts.

Debates:

Students will have structured discussions and, in this time, will hear from other students about their viewpoints and chime in. As this is structured it also allows for social skills to come into play as they are taking in other considerations. Hearing the different tones, communication, expressions, viewpoints and body language, students can focus on pragmatics in the ways language is used. To differentiate for varying proficiency students can be given a certain topic to tone in on that is relevant to them in order for students to have background knowledge and correlate to them. Debates can also be done in groups to help students bounce different ideas off of each other.

Group discussion:

Students can discuss together, and this will help students figure out roles and works on pragmatics skills. Active listening, taking turns, and point of view can all play a role in navigating in a group discussion. To differentiate for varying proficiency students can be placed in a group of students who are more talkative with a quieter kid in order for someone to take on the lead role in the group.

1 at home:

Pictionary: Students will be able to use visuals in order to figure something out. This takes out the aspects of numbers, verbal cues, gestures, words and more. Focusing on the visuals in order to figure out what the other person is drawing. To differentiate for varying proficiency there can be a topic to choose something to draw from in order to narrow down the ideas.

Link for families to assist with the development of language structure:

https://teachbetter.com/brain-break-games/pictionary-brain-break-games/

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Foorman. (n.d.). Syntax. Department of Elementary and Secondary Education . https://www.doe.mass.edu/massliteracy/skilled-reading/language-comprehend/syntax.html

Literacy Teaching Toolkit (n.d.). Victoria State Government Arc. https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/speakinglistening/Pages/litfocuspragmatics.asp

Oakhill, J., Cain, K., & Elbro, C. (2015). Understanding and teaching reading comprehension: A handbook. New York: Routledge.

What is Pragmatics? (n.d.). Linguistics for Teachers of ELLs. https://linguisticsforteachersofells.weebly.com/semantics-in-the-classroom.html

What is Semantics? (n.d.). Linguistics for Teachers of ELLs. https://linguisticsforteachersofells.weebly.com/semantics-in-the-classroom.html