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Baker, C. (2014). Foundations of bilingual education and bilingualism (6th ed.). Multilingual Matters.

Bardovi-Harlig, K., & Mahan-Taylor, R. (2003). Introduction to teaching pragmatics. ESL & Applied Linguistics Professional Series. Lawrence Erlbaum Associates.

Huang, L., & Buxton, C. (2020). Syntax awareness and its influence on reading comprehension among EFL learners. English Language Teaching, 13(3), 155-163. https://doi.org/10.5539/elt.v13n3p155

National Clearinghouse for English Language Acquisition. (2007). The impact of language and literacy education on academic achievement for English learners: A synthesis of research. U.S. Department of Education. https://www.ncela.ed.gov/files/rcd/BE019235/Impact_Language.pdf

Packard, J. L. (2006). Morphological instruction as a route to literacy for language-minority learners. Reading and Writing, 19(7-8), 767–793. https://doi.org/10.1007/s11145-006-9021-z

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

Reynolds, K. M., Dikilitas, K., & Close, S. (2022). Introduction to TESOL: Becoming a language teaching professional. Wiley.

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Phonology refers to the study of the sounds of a language (Phonology in the classroom, n.d.).

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Importance to Language and Academic Learning for ELLs

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Importance to Language and Academic Learning for ELLs

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Phonology plays a crucial role in language and academic learning for English Language Learners (ELLs) as it encompasses the study of sound patterns and pronunciation. A solid understanding of phonology aids ELLs in acquiring accurate pronunciation, improving their oral communication skills, and enhancing their overall language proficiency. This, in turn, contributes to better academic outcomes by facilitating comprehension and expression across various subjects (National Clearinghouse for English Language Acquisition, 2007).

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1. Phonics Bingo: Activity: Create Bingo cards with words focusing on specific phonemes. Call out the words, and students mark the corresponding word on their card. For differentiation, provide picture cues for lower proficiency levels or challenge advanced learners with sentences using the target phonemes.

2. Phoneme Sorting Game: Activity: Supply students with a set of word cards and ask them to sort the words based on shared phonemes. For differentiation, vary the difficulty by adjusting the number of phonemes involved – simpler sorts for beginners and more complex sorts for advanced students.

3. Phonemic Awareness Obstacle Course: Activity: Set up an obstacle course with stations representing different phonemes. Students navigate the course, saying words or identifying sounds at each station. Differentiate by adjusting the complexity of phonemic tasks, such as initial sound identification for beginners and blending sounds into words for more advanced learners.

4. Rhyme Time Poetry: Activity: Engage students in creating rhyming poems. Provide them with a list of rhyming words and encourage them to compose verses. For differentiation, offer simpler word choices for beginners, and challenge higher proficiency students with more intricate rhyming patterns and multisyllabic words.

These activities can be tailored to varying English language proficiencies by adjusting the complexity of the words, providing additional visual aids, scaffolding instructions, and incorporating peer support. Regular formative assessments will guide teachers in adapting activities to meet the evolving needs of ELLs at different proficiency levels.

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Activity: Families can organize a phoneme scavenger hunt at home. Provide a list of words emphasizing a specific phoneme, and have children search for objects or items around the house that contain that sound. For example, if focusing on the 'ch' sound, they might find a chair, a chalk, or a cheese box.

Website Link: Starfall - Learn to Read

Explanation: Starfall offers interactive phonics activities and games suitable for various English language proficiencies. For beginners, the website provides engaging audio-visual aids to introduce and reinforce phonemes. Intermediate learners can explore more complex phonetic patterns, while advanced students can benefit from the platform's interactive stories and activities that involve a broader range of phonological skills, making it adaptable for different proficiency levels. The at-home scavenger hunt adds a kinesthetic element to reinforce phonemic awareness in a fun and interactive way.

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Morphology refers to the study of morphemes, or the smallest units within a word that carry meaning (Reynolds et al., 2022).

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Importance to Language and Academic Learning for ELLs

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Importance to Language and Academic Learning for ELLs

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Morphology holds significant importance for language and academic learning for English Language Learners (ELLs) as it involves the study of word structure, enabling learners to decipher the meaning and usage of words in context. A strong grasp of morphology aids ELLs in understanding the relationships between word components, such as roots, prefixes, and suffixes, facilitating vocabulary expansion and comprehension across various subjects. Morphology instruction is essential for ELLs as it contributes not only to vocabulary development but also to improved reading and writing skills (Packard, 2006).

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1. Word Building with Affixes: Activity: Provide students with a set of base words and a variety of prefixes and suffixes. Have them create new words by combining the base words with different affixes. For differentiation, offer visual aids and simplified affixes for beginners, and challenge advanced learners with more complex combinations and discussions about nuanced meanings.

2. Morpheme Match-Up Game: Activity: Create a matching game with cards featuring base words on one side and corresponding affixes on the other. Students must match the base word to its correct affix. Differentiate by providing additional support, such as word-picture associations, for lower proficiency levels, and increasing the number of morphemes for higher proficiency students.

3. Morphology Graphic Organizers: Activity: Introduce graphic organizers like charts or matrices to visually represent relationships between base words, prefixes, and suffixes. Students can fill in the organizers to analyze and categorize morphemes. Adapt the complexity by varying the number of morphemes and providing sentence examples for context, catering to different proficiency levels.

4. Root Word Exploration Stations: Activity: Set up stations with different root words, and have students rotate to explore and analyze the meanings of these roots. For differentiation, support lower proficiency learners with visuals and simpler roots, while encouraging advanced students to investigate more abstract or uncommon root words and their applications in specialized contexts.

These activities can be adapted for various English language proficiencies by adjusting the complexity of the words, providing visual aids, scaffolding instructions, and incorporating peer collaboration. Formative assessments can guide educators in tailoring activities to meet the evolving needs of ELLs at different proficiency levels.

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Activity: Families can create a Morpheme Match-Up Board Game using index cards. Write base words on one set of cards and corresponding affixes on another. Players take turns matching base words with the correct affixes to create new words. This interactive game promotes hands-on learning of morphology.

Website Link: Vocabulary.co.il - Rooting Out Words

Explanation: The "Rooting Out Words" game on Vocabulary.co.il offers an interactive online experience for families. It supports morphology development by challenging players to match roots with appropriate prefixes and suffixes. The game allows families to tailor difficulty levels, making it suitable for various English language proficiencies. Families can use the online game as a model for their at-home Morpheme Match-Up Board Game, adjusting the complexity based on the proficiency levels of their ELLs.

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Syntax refers to the arrangement of words in a sentence, or sentence structure (Reynolds et al., 2022).

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Importance to Language and Academic Learning for ELLs

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Importance to Language and Academic Learning for ELLs

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Syntax is crucial for language and academic learning for English Language Learners (ELLs) as it governs the structure and order of words in sentences, thereby shaping meaning and communication. Understanding syntax aids ELLs in comprehending written and spoken language, constructing grammatically correct sentences, and effectively conveying their thoughts and ideas (Huang & Buxton, 2020). Mastery of syntax facilitates academic success by enabling ELLs to engage with complex texts, express themselves proficiently in writing, and participate actively in classroom discussions.

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1. Sentence Building Game:

Activity: Provide students with sets of words and ask them to construct grammatically correct sentences using those words. They can work individually or in small groups to create sentences based on a theme or a specific grammar rule.

Differentiation: For ELLs at lower language proficiencies, provide word banks with simple vocabulary and sentence structures. For more advanced ELLs, introduce complex vocabulary and syntax rules, such as subordinate clauses or passive voice constructions.

2. Sentence Scramble:

Activity: Create sentences on cards and then scramble the words. Students must unscramble the words to form coherent sentences. They can work individually, in pairs, or in small groups to rearrange the words correctly.

Differentiation: Provide visual cues or pictures to support understanding for ELLs at lower language proficiencies. For more advanced ELLs, include sentences with varying degrees of complexity and challenge them to identify parts of speech or grammatical structures.

3. Sentence Expansion:

Activity: Start with a simple sentence, and then ask students to expand it by adding more details, such as adjectives, adverbs, prepositional phrases, or dependent clauses. Encourage creativity and elaboration to enrich the sentence.

Differentiation: Offer sentence starters or prompts to support ELLs at lower language proficiencies in generating ideas for expansion. For more advanced ELLs, encourage them to use complex sentence structures and higher-level vocabulary to extend the sentences further.

4. Syntax Sort:

Activity: Provide students with a mix of sentences with different structures (e.g., simple, compound, complex). Have them categorize the sentences based on their syntax and explain the characteristics of each type.

Differentiation: Scaffold the activity by providing sentence examples with clear markers of syntax for ELLs at lower language proficiencies. For more advanced ELLs, include sentences with subtle syntactic differences or grammatical errors to challenge them in identifying and correcting syntax.

These activities can be adapted and scaffolded according to the language proficiency levels of ELLs, ensuring that all students can engage meaningfully in developing their syntactic skills.

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At-home activity: Story Sequencing

Description: Encourage your child to retell a story they have read or heard using sequencing cards or pictures. Provide them with a set of images depicting key events from the story and ask them to arrange the pictures in the correct order to retell the narrative. This activity helps ELLs develop their understanding of syntax by organizing events sequentially, which reinforces sentence structure, grammar, and vocabulary usage.

Website link: https://www.teacherspayteachers.com/Product/Sequencing-Picture-Cards-No-Print-Digital-Boom-Cards-Free-Printable-Freebie-5455587?st=89b57f4562625820ac2fdd48bac95183

Explanation: This activity supports ELLs at various language proficiency levels by providing visual aids to aid comprehension and reinforce the syntactic structure of English sentences. Beginners can focus on basic vocabulary and sentence structure as they match pictures to create a coherent sequence, while more advanced learners can practice complex sentence structures and narrative coherence by describing the events in detail. Overall, story sequencing engages ELLs in meaningful language practice, promoting syntax development in a fun and interactive way.

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Semantics refers to the study of the meaning of morphemes, words, phrases, and sentences (Reynolds et al., 2022).

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Importance to Language and Academic Learning for ELLs

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Importance to Language and Academic Learning for ELLs

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Semantics, the study of meaning in language, plays a crucial role in language and academic learning for English Language Learners (ELLs). Understanding semantics enables ELLs to comprehend and produce words and sentences accurately, facilitating communication and participation in academic tasks. Additionally, mastery of semantic concepts such as word relationships and connotations enhances ELLs' ability to interpret academic texts, solve word problems, and engage in critical thinking tasks across various subjects (Baker, 2014).

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1. Semantic Word Maps: Activity Description: Provide ELLs with a list of target vocabulary words related to a specific topic or theme. Have students create semantic word maps, organizing the words into categories such as synonyms, antonyms, or words with similar meanings. Encourage students to illustrate each word to reinforce comprehension.

Differentiation:

Beginners: Provide visual aids such as pictures or real objects alongside the vocabulary words to support understanding.

Intermediate: Offer sentence frames or sentence starters for students to use the target vocabulary in context, promoting sentence-level semantics.

Advanced: Challenge students to identify nuances in meaning between related words and discuss how context influences word usage, fostering higher-order semantic understanding.

2. Semantic Sort: Activity Description: Prepare a set of word cards with various categories or concepts (e.g., animals, colors, emotions). Ask students to sort the word cards into groups based on semantic similarities. Encourage students to explain their reasoning for each grouping.

Differentiation:

Beginners: Provide pre-defined categories and scaffold the sorting process by offering visual cues or hints.

Intermediate: Allow students to create their own categories and justify their choices, promoting critical thinking and deeper semantic understanding.

Advanced: Introduce more abstract concepts or ambiguous words for sorting, challenging students to consider multiple perspectives and make nuanced semantic distinctions.

3. Semantic Webbing: Activity Description: Choose a central word or concept and create a semantic web by brainstorming related words, synonyms, antonyms, and associations. Encourage students to expand the web by making connections between the words and concepts.

Differentiation:

Beginners: Offer sentence starters or sentence frames to help students generate sentences using the target vocabulary within the semantic web.

Intermediate: Encourage students to add more complex relationships, such as cause-and-effect or hierarchical connections, to their semantic webs.

Advanced: Challenge students to incorporate academic vocabulary or domain-specific terminology into their semantic webs, fostering depth of understanding and application across disciplines.

4. Semantic Role Play: Activity Description: Assign roles or scenarios to students and have them engage in role play or dramatization using vocabulary words related to the given context. Encourage students to use the words in contextually appropriate ways while interacting with their peers.

Differentiation:

Beginners: Provide scripted dialogues or sentence starters for students to use during the role play, focusing on basic vocabulary and sentence structures.

Intermediate: Allow students to create their own dialogues or scenarios, providing guidance on incorporating target vocabulary and semantic concepts.

Advanced: Encourage students to improvise and adapt their language use based on the reactions and responses of their peers, promoting fluency and flexibility in semantic expression.

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At-home activity: Semantic Bingo

Description: Create bingo cards with a grid of words related to a specific semantic category (e.g., animals, food, emotions). Call out definitions, synonyms, or descriptions of the words, and have family members mark the corresponding word on their bingo cards. The first person to get a line or a full card wins!

Website link: myfreebingocards.com

Explanation: Semantic Bingo can be adapted to accommodate ELLs at various language proficiencies. Beginners can focus on basic vocabulary acquisition by matching spoken definitions to the corresponding words on their bingo cards. Intermediate learners can expand their semantic understanding by responding to more complex clues, such as synonyms or descriptions, which require deeper comprehension and critical thinking skills. Advanced ELLs can engage in strategic thinking and linguistic creativity as they aim to complete their bingo cards, reinforcing semantic connections and expanding their vocabulary repertoire.

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Pragmatics refers to the context and other factors that affect the meaning of language (Reynolds et al., 2022).

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Importance to Language and Academic Learning for ELLs

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Importance to Language and Academic Learning for ELLs

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Pragmatics, the study of how language is used in social contexts, is crucial for language and academic learning for English Language Learners (ELLs). Mastery of pragmatics enables ELLs to understand and appropriately use language in various communicative situations, including academic settings. Proficiency in pragmatic skills facilitates successful interaction with teachers, peers, and other members of the school community, fostering participation in classroom activities, collaborative learning, and academic achievement (Bardovi-Harlig & Mahan-Taylor, 2003).

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1. Role-Playing Scenarios: Activity Description: Provide ELLs with various social scenarios commonly encountered in school (e.g., asking for help, joining a group discussion). Assign roles to students and have them act out the scenarios, focusing on appropriate language use and nonverbal communication. Differentiation:

Beginners: Provide scripted dialogues or sentence frames to guide ELLs in using appropriate language in different social situations.

Intermediate: Encourage students to improvise and adapt their language use based on the specific context of each scenario, promoting flexibility and understanding of social norms.

Advanced: Challenge students to analyze the pragmatics of the scenarios, discussing cultural differences in communication styles and considering alternative responses.

2. Discussion Circles: Activity Description: Organize small-group discussions on various topics of interest to ELLs. Provide conversation prompts or discussion questions to guide the conversation, and encourage students to take turns speaking, listening actively, and responding appropriately to their peers.

Differentiation:

Beginners: Offer sentence starters or visual aids to support ELLs in expressing their thoughts and ideas during the discussion.

Intermediate: Provide opportunities for ELLs to practice turn-taking, paraphrasing, and asking follow-up questions to maintain the flow of conversation.

Advanced: Facilitate debates or discussions on controversial topics, challenging students to use persuasive language and negotiation strategies while respecting diverse viewpoints.

3. Problem-Solving Activities: Activity Description: Present ELLs with real-life scenarios or dilemmas commonly encountered in school (e.g., resolving conflicts, making decisions). Have students work in pairs or small groups to brainstorm solutions, negotiate compromises, and role-play possible outcomes. Differentiation:

Beginners: Offer concrete, step-by-step instructions and provide scaffolding to help ELLs understand the problem-solving process.

Intermediate: Encourage ELLs to collaborate with peers, negotiate solutions, and justify their decisions using appropriate language and reasoning.

Advanced: Present open-ended or ambiguous scenarios that require critical thinking and creativity in problem-solving, allowing ELLs to explore multiple perspectives and propose innovative solutions.

4. Video Analysis: Activity Description: Show ELLs video clips depicting various social interactions or conversations. After watching each clip, engage students in discussions about the pragmatics of the interactions, focusing on verbal and nonverbal cues, implied meanings, and cultural differences. Differentiation:

Beginners: Provide guided questions or prompts to help ELLs identify key elements of communication in the video clips.

Intermediate: Encourage ELLs to analyze the subtleties of language use and nonverbal communication in the videos, discussing how context and cultural factors influence interpretation.

Advanced: Facilitate deeper discussions about the pragmatic implications of the interactions, challenging ELLs to critique communication strategies and propose alternative approaches for achieving communicative goals.

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At-home activity: Family Dinner Role-Play

Description: During family dinner time, engage in role-play activities where family members take turns playing different roles, such as waiter, customer, host, or guest. Encourage everyone to use polite language, take turns speaking, listen actively, and respond appropriately to each other's requests and comments.

Website link: https://www.1specialplace.com/2022/06/28/role-play-activities-to-promote-speech/

Explanation: This at-home activity supports the development of pragmatics for ELLs at various language proficiencies. Beginners can focus on basic social interactions and greetings, using simple language and scripted dialogues. Intermediate learners can practice turn-taking, making requests, and expressing opinions using more complex language structures. Advanced ELLs can engage in more sophisticated role-play scenarios, negotiating preferences, making suggestions, and resolving conflicts, which fosters fluency and cultural awareness.

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Weaver C. (1996). Teaching grammar in context. Boynton/Cook.

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More than fifteen years ago, Constance Weaver's Grammar for Teachers (NCTE, 1979) broke new ground by responding to widespread concern about the place of grammar in the curriculum. Suggesting that teachers need to know key aspects of grammar in order to teach writing more effectively, Weaver also argued that students need to be guided in learning and applying grammatical concepts as they revise and edit their writing. Attention to sentence structure and mechanics during the process of writing would result in better products.

With Teaching Grammar in Context , Weaver extends her philosophy by offering teachers a rationale and practical ideas for teaching grammar not in isolation but in the context of writing. She begins by introducing some common meanings of "grammar" and provides a historical overview of traditional reasons for teaching grammar as a school subject. After examining those reasons, she questions them, citing decades of research which suggests that grammar taught in isolation has little, if any, effect on most students' writing.

To lay the groundwork for a more effective approach, Weaver considers how preschoolers learn the basic structures of their native language and how second-language grammar is acquired. She goes on to suggest a research-based perspective on the concept of error and on the writing "errors" our students make, concluding with practical alternatives to what Lois Rosen has dubbed "the error hunt." Equally useful is Weaver's examination of the aspects of grammar on which we might focus as we guide our students in writing and revising sentences and in editing selected pieces. Her final chapter addresses the teaching of grammar from the perspective of learning theory.

The appendix includes numerous sample lessons from Weaver's own teaching, illustrating the five broad topics suggested in the text:

teaching concepts of subject, verb, clause, sentence, and related editing concepts

teaching style through sentence combining and generating

teaching sentence sense and style through manipulation of syntactic elements

teaching the power of dialects and dialects of power

teaching punctuation and mechanics for convention, clarity, and style.

Teaching Grammar in Context fills a long-standing gap in the literature on teaching writing. It will prove invaluable to all practicing and preservice teachers, especially those at the middle and high school levels, where grammar is taught most intensively.

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Amazon.com: Teaching Grammar in Context: 9780867093759: Weaver, Constance: Books

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The role and effect of explicit grammar instruction in SLA (Journal Article)

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The role and effect of explicit grammar instruction in SLA (Journal Article)

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Gonzalez Tamayo, A. (2012). The role and effect of explicit grammar instruction in SLA. Universidad Publica De Navarra.

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Teaching Grammar: What Really Works (Book)

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Teaching Grammar: What Really Works (Book)

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Benjamin, A., & Berger, J. (2010). Teaching grammar: What really works (1st ed.). Routledge.

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Basic English Grammar Lessons 101 (Video)

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Basic English Grammar Lessons 101 (Video)

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Basic english grammar lessons 101: Rules for beginners. YouTube. (2019). https://www.youtube.com/watch?v=PZvqsyS-mRg

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Basic English Grammar Lessons 101: Rules for Beginners

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Purdue OWL writing lab. (2024). Purdue University. https://owl.purdue.edu/owl/

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This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

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The Purdue On-Campus Writing Lab and Purdue Online Writing Lab assist clients in their development as writers-no matter what their skill level-with on-campus consultations, online participation, and community engagement. The Purdue Writing Lab serves the Purdue, West Lafayette, campus and coordinates with local literacy initiatives. The Purdue OWL offers global support through online reference materials and services.

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Welcome to the Purdue Online Writing Lab

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This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice. Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission.