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References

Activities to develop semantic knowledge. (2013, July 1). Teaching Expertise; dontan. https://www.teachingexpertise.com/articles/activities-to-develop-semantic-knowledge/

Hilliard, A. (n.d.). Twelve activities for teaching the pragmatics of complaining to L2 learners. Eric.ed.gov. Retrieved August 9, 2023, from https://files.eric.ed.gov/fulltext/EJ1137786.pdf

Larrazabal, M. (2022, November 2). 5 everyday activities to improve pragmatic language skills in children. Better Speech. https://www.betterspeech.com/post/5-everyday-activities-to-improve-pragmatic-language-skills-in-children

Make learning syntax a game for ESL students. (2018, February 12). For the Love of Language! https://misssamesesl.wordpress.com/2018/02/12/make-learning-syntax-a-game-for-esl-students/

Massachusetts Department of Elementary, & Secondary Education. (n.d.). Syntax. Mass.edu. Retrieved August 9, 2023, from https://www.doe.mass.edu/massliteracy/skilled-reading/language-comprehend/syntax.html

Pragmatics. (n.d.). Gov.au. Retrieved August 9, 2023, from https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/speakinglistening/Pages/litfocuspragmatics.aspx

Semantic gradients. (n.d.). Reading Rockets. Retrieved August 9, 2023, from https://www.readingrockets.org/classroom/classroom-strategies/semantic-gradients

Sentence patterning chart. (n.d.). Serving Multilingual Learners of All Ages. Retrieved August 9, 2023, from https://www.valentinaesl.com/articles-for-educators/teaching-english-language-structures-using-the-sentence-pattering-chart

Social communication (pragmatics). (2011, May 5). Kid Sense Child Development. https://childdevelopment.com.au/areas-of-concern/play-and-social-skills/social-communication-pragmatics/

Strategies to build your learner’s ability to Understand Semantic Structures. (2015, November 27). Upbility Publications. https://upbility.net/blogs/news/strategies-to-build-your-learner-s-ability-to-understand-semantic-structures

Tas, E. W. [@ESLwithTas]. (2022, November 12). 4 interactive grammar games to play with young learners! ESL. Youtube. https://www.youtube.com/watch?v=Duih1W2UtmI

Teacher’s corner: Simple ways to incorporate pragmatics in the EFL classroom. (n.d.). State.gov. Retrieved August 9, 2023, from https://americanenglish.state.gov/resources/teachers-corner-simple-ways-incorporate-pragmatics-efl-classroom

Zhang, S. [@sylviazhang9709]. (2017, October 24). Semantic mapping. Youtube. https://www.youtube.com/watch?v=3KTNThJZkAU

(N.d.-a). Masterclass.com. Retrieved August 9, 2023, from https://www.masterclass.com/articles/learn-about-syntax-in-the-english-language

(N.d.-b). Lessonplanet.com. Retrieved August 9, 2023, from https://www.lessonplanet.com/lesson-plans/syntax

(N.d.-c). Mass.edu. Retrieved August 9, 2023, from https://www.doe.mass.edu/massliteracy/skilled-reading/language-comprehend/syntax.htm

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Board games are a simple way to practice pragmatics at home. Children learn how to follow directions, take turns, and wait for one another.

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Here is a board game students can play at home to identify general and specific word choices.

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Level 2

Naming a semantic class
Level 2
"A watermelon, a banana and an orange are all ...?"
"What group do toes, eyeballs and shoulders belong in?"
"I went shopping for new clothes. What did I buy?"

Sorting according to a semantic class
Level 2

"Find all the vegetables."
"Find something that is an insect."
"Show me all the farm animals."

Citing an example within a category
Level 2
"Name something that is a drink."
"Tell me something that is a vegetable."
"Show me something that belongs in the transport group."
"I went to the zoo. Tell me something that I saw at the zoo."

Contents/product description - This program targets Blank's Level 2 questions and statements. Playing the games provided in this program will help your child to understand that objects can be grouped into categories and that categories have labels (fruit, vegetables, clothes, tools, zoo animals). Playing a number of different games all targeting the same language goal will further stablise these concepts whilst ensuring that your child is engaged.

Research indicates that we store and retrieve words more easily if they have been organised into 'collections'. Working through these activities will help to increase your child's vocabulary and improve his/her word finding skills. A child may 'know' a word and he may point to the appropriate object when it is named but he may not be able to retrieve the word at all or be able to retrieve the word in a timely manner. Playing the games in this program will be enjoyable for your child and should ensure that he/she repeats the tasks numerous times which will help him/her fully understand the concept.

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Contents: 21 pages including instructions

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Students can use the sentence frames of Mad Libs to follow sentence structure and practice grammar rules.

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Facial expressions and even playing charades are ways to teach students about different pragmatics. Words said in anger mean something different than the same words said in jest. Teaching students about body language and expressions help them understand this.

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Students can practice speaking and conversing in different settings. Speaking to a friend is different than speaking to an adult. Making a request is different than making a complaint.

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This is a great explanation for how to teach students about pragmatics using charts. An example in this artice is the different ways a person can complain, such as justifying a low grade, requesting an opportinity to redo a low grade, and complaining about a low grade.

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Here is a list of things to do in the classroom involving pragmatics. One idea is to have students read paragraphs to each other (or listen to a teacher, depending on skill level, and determine the mood of a story. Is it "dark," "humorous," or "satirical"?

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What is pragmatics?

If we use our general knowledge of the word "pragmatic," we would expect that pragmatics has to do with things that are practical, but in linguistics, pragmatics has a specialized meaning. Imagine this scenario:
After living in a new country for a few weeks, a young teacher goes to the bank to make a transfer. This teacher is not yet familiar with the language and culture of her host country. While processing the transaction, the bank teller asks, "Did you eat?" The teacher does not understand why the bank teller is asking this question. Although the teacher understood the grammar, vocabulary, and pronunciation the bank teller used, she did not know how to respond. She is confused because, for her, it is odd to be asked this kind of question during a business transaction. In her culture, the question "Did you eat?" is used to invite someone to eat with you or to offer them something to eat. After a long pause, the teacher answers "Yes," but still wonders why the teller had asked this question. Later, the young teacher learns from her colleagues that in her host country, "Did you eat?" is simply a greeting like "How are you?" It is only meant to be a greeting, not any kind of invitation.
This is an example of pragmatics. Pragmatics tells us that communication is not only about the words we use.

Understanding Pragmatics

In the example above, the listener and speaker had different understandings about the meaning of the very same words. Communication is influenced by cultural backgrounds and the social contexts in which people use language. The study of pragmatics is about the ability to use language in socially appropriate ways. Pragmatic ability refers to knowledge about pragmatics and the ability to apply that knowledge. Understanding pragmatic meaning can be challenging since speakers do not always directly say what they mean, and listeners may not always correctly interpret the intended meaning of a message.

So, why don't speakers directly communicate their intended messages? In some instances, communicating directly is considered too abrupt. For instance, Americans often find questions about age too direct. However, in some cultures, "How old are you?" is a common question because it helps speakers understand how to address one another. In some cultures, certain messages might commonly be communicated through hints rather than direct communication. For example, someone might say "It's cold in here" rather than directly asking another person to close the door. Even within the same culture and language group, people use language in different ways depending on the context. For instance, in an English Teaching Forum article called " Pragmatic Activities for the Speaking Classroom," Joseph Siegal gave the examples of how apologizing to a potential employer for being late to a meeting would require different strategies and language than apologizing to a friend for being late. Likewise, complaining about working conditions to a colleague would differ from complaining to a manager. In order to be very proficient communicators, we need to know how to communicate appropriately given the situation.
Following the experience at the bank in the story above, the young teacher encountered many more instances in the host country in which people often asked questions that were surprising. They asked about age, salary, and even shoe size. Not only was the teacher sometimes confused about the way people in the host culture communicated, she also found that sometimes the messages the teacher communicated were misunderstood. One day at the supermarket, the teacher told the cashier that a bag would not be necessary. The cashier looked a bit shocked, but the teacher did not understand why. Later, the teacher learned that it was more polite to say "That's okay" when refusing something that had been offered. When the teacher learned about the concept of pragmatics, the differences in communication between the home culture and host culture started to make sense, and she started to think of ways to incorporate pragmatics into lesson plans in English language classes so that both she and her students became more skilled communicators across languages and cultures.

Teaching Pragmatics

Understanding the pragmatics of a language helps learners use language appropriately in different situations, but what does pragmatics mean for the English language teacher? It is important to realize that there is no one best way to teach pragmatics. Teachers can build information on pragmatics into existing lesson plans, or they might add information or lessons on pragmatics as the need becomes evident. For example, after being asked many questions that were taboo, the young teacher created a lesson on taboo questions when meeting someone for the first time in order to talk with students about taboo questions across cultures. Lessons on pragmatics often relate to different language functions, such as greetings, requests, complaints, invitations, and apologies and often include the home culture and the target culture, but they might also include other cultures as well.

Lessons on pragmatics are sometimes (but not always) carried out through speech act sets. A speech act set is a set of possible strategies for use in a particular language function. For instance, for an apology, a speech act in English could include the following strategies: expression of apology (I'm sorry for being late), acknowledgment of responsibility (It is my fault), explanation or account (The reason this happened is that I forgot to set my alarm.), offer of repair (I will buy you lunch.), and promise of non-recurrence (It will never happen again.). When giving an apology, speakers would use a minimum of at least one strategy, but could make use of numerous strategies.

Instruction in pragmatics can start at early levels of language proficiency. For instance, in our example, there was a great deal of pragmatic meaning in the greeting, and greetings are often one of the first language functions learners are introduced to. As English language teachers, our main goal for teaching pragmatics is to raise learners' awareness about the choices they can make when interacting in the target language. Textbooks for language learning don't always include information about pragmatic ability, and pragmatics does not always receive much attention in teacher training programs. Fortunately, there are many excellent resources on American English ( americanenglish.state.gov) with ideas for teaching pragmatics in the English language classroom. The following section will provide information on the resources for teaching pragmatics and highlight some of the activities available on American English.

Some Ideas for Teaching Pragmatics

Introducing Pragmatic Awareness

In " Introducing Pragmatic Awareness at Low Levels," Edit H. Kontra describes an activity about how we speak tells a lot about our intended message. For instance, when asked how we are doing, we might say "I'm fine" with a very sad voice, which shows that we are, in fact, not fine. For the main part of the lesson, in pairs, students read dialogues from their course book using different moods, and other students attempt to identify the moods of the speakers. Following the reading of each dialogue, students talk about how language was used to convey certain moods. Observations often relate to features of language such as rhythm, intonation, or tone.

In " Luck of the Draw (Pragmatics)," Amy Hanna explains an activity for using appropriate greetings with different people and different contexts. Students practice using different greetings through role-plays where the speakers and locations are randomly selected. This activity can also be used for practicing pragmatics with a variety of other functions such as apologizing, giving advice, making a request, making an excuse for being late, or closing a conversation. As an extension activity, students can evaluate the appropriateness of peers' use of pragmatics in different situations.

Request Scenarios

In the Forum article " Pragmatic Activities for the Speaking Classroom," Joseph Siegel provides useful information for teaching pragmatics in a speaking class through activities for request scenarios. The teacher comes up with a number of scenarios in which a request would be made. Each scenario has certain specific features, such as age of speakers, context, past relationship of speakers, and so on. The teacher gives the scenario, and students decide how they would make a request. The teacher and students go over the responses and talk about why a certain response is appropriate for the situation and why others are not appropriate. The teacher can then extend that activity with "a range of interlocutors." For the range of interlocutors, the teacher writes down a list of different people on the board with numbers next to each person. For example, 1 = elderly man, 2 = woman in a business suit, and 3 = a boy younger than you. The teacher then provides a scenario. For example: You have your hands full. You drop a bag and can't pick it up. (Examples are taken from the article.) Students then decide which person they are talking to and provide an appropriate request.

Complaints

In the Forum article " Twelve Activities for Teaching the Pragmatics of Complaining to L2 Learners," Amanda Hilliard provides activities for teaching complaints. These activities help learners understand how to complain appropriately in different situations. In one activity from this article, students are given different situations. For example: Your classmate always comes late to group meetings and is not helping at all with your group's presentation. Complain to that classmate. (Example is taken from the article.) Students first write down their answers in their native language, and then they translate that response into English. Students and teacher then talk about what students have written in the chart and discuss their appropriateness.

From the above activities, we can get some ideas about how we might approach teaching pragmatics. Fortunately, there are many other resources available on American English on the page " Teaching Pragmatics." The following resources are sorted by language function so that you can find them easily.

Apologies: " Pragmatic Activities for the Speaking Classroom"
Closings: " How do you say good-bye?"
Complaints: " Twelve Activities for Teaching the Pragmatics of Complaining to L2 Learners"
Compliments: " Giving and Responding to Compliments"
Greetings: " Luck of the Draw (Pragmatics)," " Greetings with a Difference"
Greetings, small talk, and leave-taking: " Hello, I Must Be Going!"
Openings and closings: " How are you, Auntie Elizabeth?"
Politeness: " Politeness is More Than 'Please,'" " Softening Short Requests"
Refusals: " Teaching Refusals in an EFL Setting"
Requests: " Pragmatic Activities for the Speaking Classroom," " E-mail Requests," " What Do You Think? Requesting Responses from Professors "

Conclusion

The classroom is a safe place for learners to experiment with using language in different ways, so it is a good place for them to acquire pragmatic competence. Pragmatic instruction often focuses on asking learners to determine the best way to communicate in a certain situation given the context and the culture, and is generally linked to language functions. A lesson in pragmatics might be related to content in the textbook. For instance, when going over a textbook unit on apologies, the instructor can add information concerning how people apologize in the home language and the target language. Alternatively, teachers might add in lessons in pragmatics because of student need. If, for example, the instructor notices that students come across as too direct in the target language, the teacher can prepare a lesson on politeness. Although instruction in pragmatics is not always present in the curriculum or in textbooks, there are numerous resources for teaching pragmatics-many of which can be found on the American English website. As teachers, we can learn about the pragmatics of a language and different ways to teach it by researching the language functions we are teaching. Pragmatics is an important part of learning language because it helps learners to avoid miscommunication and to communicate as they wish across cultures and languages.

Want to learn more? Visit the Teacher's Corner group on Facebook!

The AE Teacher's Corner is a closed Facebook group originally created for readers of Teacher's Corner on americanenglish.state.gov. As our group has grown, it has taken shape into a dynamic community of English language teachers and learners who learn together, collaborate and support each other. Every month we feature a new article from Teacher's Corner and throughout the month, participants are encouraged to engage in extended conversation, exchange teaching resources related to the theme, and participate in contests.

Join our private Teacher's Corner group here: https://www.facebook.com/groups/AETeachersCorner/. Please answer all three questions completely. You will not be accepted into the group unless you answer the questions.

Photo Credits (From Top): Jessica Da Rosa on Unsplash; Alexis Brown on Unsplash; Adam Solomon on Unsplash; Rémi Walle on Unsplash; and Mohamed Hassan from Pixabay

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Teacher's Corner: Simple Ways to Incorporate Pragmatics in the EFL Classroom

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If we use our general knowledge of the word "pragmatic," we would expect that pragmatics has to do with things that are practical, but in linguistics, pragmatics has a specialized meaning. Imagine this scenario: After living in a new country for a few weeks, a young teacher goes to the bank to make a transfer.

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Not everything said should be understood literally. Language learners need to develop an understanding of context and word meanings for increased comprehension. When it is "raining cats and dogs", students should not be looking out for flying animals. Pragmatics also invloves how people communicate with one another, such as making requests versus making demands.

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Create a game using synonyms. The teacher says a word, and then students can compose a list of more specific or more general words. Word complexity varies depending on the language skills of the students.

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Semantic gradients is an activity regarding the way words are used from general tp more specific. Teachers can either read a book or simply introduce a word. Students then use the general word and then add more specific words related to that topic. If a teacher provides words on notecards, students will put the words in order from general to more specific.

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Greenwood, S.C., & Flanigan, K. (2007, November). Overlapping Vocabulary and Comprehension: Context Clues Complement Semantic Gradients. The Reading Teacher, 61(3), 249-254.

Stahl, S.A., & Nagy, W.E. (2006). Teaching word meanings. Mahwah, NJ: Erlbaum.

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Semantic gradients are a way to broaden and deepen students' understanding of related words. Students consider a continuum of words by order of degree. Semantic gradients often begin with antonyms, or opposites, at each end of the continuum. This strategy helps students distinguish between shades of meaning.

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This Youtube video shows how word mapping is used to determine more specific words for a car, As vocabulary develops, students should know how to use more specific vocabulary to prevent errors in the readers' understanding.

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This is a list of activities to help with beginning sementics. One activity mentioned is to present students with words and images. Students can sort these into different catagories. Using the example of the word, "bare," students will learn that this word fits into more than one catagory

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Semantic knowledge is the ability to understand narrative. This includes the ability to understand the meanings of words in different contexts, as well as a knowledge of the meaning of relationships between words. The activities listed here will help develop semantic knowledge

Semantics refers to the meanings of words and how they relate to each other. This may be affected by poor auditory memory skills and can have serious implications for pupils in the classroom. If they cannot retain an understanding of the learning of new vocabulary, they will have difficulty understanding new concepts and ideas. This will also affect their ability to express their own ideas.

Pupils with difficulties in this area may have:

word-finding problems (see separate 'word-finding' activities page)

difficulty with word classification

difficulty developing more than a literal understanding of a text

a poor short-term auditory memory

a need to be given time to process information

kinesthetic strengths, learning better through using concrete materials and practical experiences

visual strengths, enjoying learning through using visual materials (charts, maps, videos, demonstrations).

Order the best-selling book A-Z of Special Needs for Every Teacher for lots more activities and help.
Activities to develop semantic knowledge

1. Comparative questions - eg. 'Is the red ball bigger than the blue ball?'

2. Opposites - using everyday objects (eg. thin/fat pencils, old/new shoes).

3. Sorting - both real and pictorial items into simple given categories (eg. items we can eat, items we use for writing and drawing).

4. Classification - ask pupils to sort both real and pictorial items into groups, using their own criteria.

5. Bingo - simple pictorial categories (establish that each pupil understands the category on their baseboard before they begin the game).

6. Odd one out - ask the pupils to identify the items that should not be in a specific category and give reasons why.

7. Which room? - ask the pupils to match pictures of objects to specific rooms in the house and give reasons for their choice of rooms.

8. Where am I? - one pupil chooses a place in the classroom to stand or sit and asks 'Where am I?' The other pupils have to use a range of prepositions to describe the pupil's position, eg. 'You are in front of the teacher's desk', 'You are next to the whiteboard'.

9. Comparisons - activities in maths (finding objects that are shorter than, longer than).

10. Concept opposites - introduce concept vocabulary within different areas of the curriculum, using visual/concrete materials (eg. hard/soft, full/empty, heavy/light, sweet/sour, rough/smooth).

11. Homophone pairs, snap, pelmanism - using pictures and words (eg. see/sea, meet/meat).

12. Compound word dominoes - eg. start/bed//room/to//day/for//get/pan//cake/hand//bag/finish.

13. Compound picture pairs - match pictures that form a compound word (eg. foot/ball, butter/fly).

14. Word families - collect words that belong to the same category (eg. vegetables, fruit, clothing).

15. Synonym snap - this provides an introduction to the use of a simple thesaurus (eg. big/large, small/little).

From A-Z of Special Needs for Every Teacher by Jacquie Buttriss and Ann Callander

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Activities to Develop Semantic Knowledge - Teaching Expertise

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Semantic knowledge is the ability to understand narrative. This includes the ability to understand the meanings of words in different contexts, as well as a

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Semantics is important for creating meaning. A student can say the word, "person", but they can also say words such as "man, woman, child, lady, ect". The more specific the word, the easier it is for a person to comprehend the message.

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This is an explanation on how to play a game of "word mix up". Write a sentence incorrectly on the board. Have teams of students identify the mistakes and rewrite the sentences correctly. More complex sentences can be used for more developed language speakers.

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Create a sentence pattern chart and have students add words in each column to make sentences. This reinformes parts of speech. Sentences can become more complex as language skills develop.

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Serving Multilingual Learners of All Ages

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English language structures can be confusing for a student who is learning English as a second or other language. Language structures may differ and cause
​English learners to struggle with language structures in English. Enter...The Sentence Patterning CHART.
The Sentence Patterning Chart is an excellent method for exposing learners to English language structures while teaching content. The benefits of this technique are amazing:

lowers the affective filter

engages learners

builds vocabulary

provides oral language practice

imprints into the brain using song

categorizes words

offers an opportunity for shared reading and writing

I learned about this technique several years ago through Project Glad. And over the years, I've seen a few different takes on the Sentence Patterning Chart. As a certified Project GLAD trainer, I not only used the technique with my own students but I also trained teachers in the technique.
Here's how to implement it in your lesson plans to benefit all students:
1. Introduce the chart once students have some knowledge about the unit or theme. For example, if your unit is about farm animals, the sentence patterning chart would be appropriate after students already know about the animals, types, what they do, where they live, etc.
2. Create an outline of a 5 column chart in pencil very lightly so your students can't see the titles of the columns. Title the columns Adjective, Noun, Verb, Adverb, Prepositional Phrase (in that order).
3. Now, with students in close proximity, introduce a column at a time. Start with the noun. You might say something like this:
"A noun names a person, place, animal, or thing." As you are talking, trace over the word NOUN that you wrote in pencil with a colored marker and then draw a sketch of a person, place, animal and thing.
Then you might say:
"Today we are going to make lots of sentences about animals because we've been learning all about farm animals." Then write "animals" under the NOUN column. *The noun you use must be plural.
4. Next, explain what adjectives are. Trace over the word in a different colored marker.
5. Have students turn and teach their partner what an adjective is and share examples of adjective with one another. After a few moments, allow them to popcorn out as many adjectives as they can while you list them under the ADJECTIVE column using the colored marker. When the column is filled, stop to read each word in the list with the class. This can be practiced as a choral reading (read together) or echo reading (you read a word and they echo it back).
6. Repeat step 5 for the verb, adverb, and prepositional phrase columns.
7. Now that the chart is filled, we can move to the chanting and creating sentences using the Farmer and Dell tune. First model by singing this to the tune of Farmer and the Dell:
Adjective, Adjective, Noun.
Adjective, Adjective, Noun.
Adjective, Adjective, Noun, Verb, Adverb, Prepositional Phrase.
Then, place a sticky note by the words students will sing.

View the YouTube Video below to watch a demonstration of this lesson.

My friend, Katie Toppel from Oregon, also loves Sentence Patterning Charts and has used them with students. She presented this topic at TexTESOL in November 2017. To learn about how she uses them click here .

Let me know how your SPC lesson goes! Send pictures too! And connect with me on Twitter @ValentinaESL

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English language structures can be confusing for a student who is learning English as a second or other language. Language structures may differ and cause ​English learners to struggle with...

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Here are 4 activities for classroom games. One activity involves putting words in a sentence on seperate cards. Have teams of students put the cards in order to make a sentence. As language skills develop, more complex sentences can be created. The narrator reminds us to include punctuation marks on cards so students remember the importance of punctuation.

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4 Interactive Grammar Games to play with Young Learners! ESL

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These worksheets provide simple and more complex activities for language learners. Some of the activities include analysing simple and then more complex paragraphs for errors in syntax. Teachers may use these as an introduction to a lesson and then supplement the worksheets with group and individual lessons.  https://www.lessonplanet.com/lesson-plans/syntax?gclid=CjwKCAjw8symBhAqEiwAaTA__O6WpLPoPzQ0mc8dR8748-RkSJFdtHujPzuMKXanWh0xnIhompd6mxoC3DQQAvD_BwE

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Syntax involves word order. It helps the reader comprehend text. Syntax is how we determine the "who" and "what" (S-V) in a sentence. Students need to understand syntax in order to make meaning in their speaking and their writing. We use syntax in writing to seperate ideas.

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Pragmatics is the unspoken rules for how people communicate with one another. It also involves the meanings of different words and phrases depending on context, such a figures of speech or words with implied meanings.

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Semantics involves how words are used to create meaning. Sometimes words are used differently or more explicitly.

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Syntax is how words are arranged to make meaning in writing. Syntax involves parts of speech and grammatical elements such as subject, verb, and prepositions.

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References

A Love for Teaching. (n.d.). Blogspot.com. Retrieved August 1, 2023, from http://alove4teaching.blogspot.com/2012/03/prefixesand-more.html

Educational games. (n.d.). Turtlediary.com. Retrieved August 1, 2023, from https://www.turtlediary.com/

Flocabulary - educational hip-hop. (n.d.). Flocabulary.com. Retrieved August 1, 2023, from http://flocabulary.com

Morphology in the classroom. (n.d.). Linguistics for Teachers of ELLs. Retrieved August 1, 2023, from https://linguisticsforteachersofells.weebly.com/morphology-in-the-classroom.html

Phonetics and Phonology: Introduction. (2019, September 7).

Phonology in the classroom. (n.d.). Linguistics for Teachers of ELLs. Retrieved August 1, 2023, from https://linguisticsforteachersofells.weebly.com/phonology-in-the-classroom.html

Reading and writing - BrainPOP Jr. (n.d.). Brainpop.com. Retrieved August 1, 2023, from https://jr.brainpop.com/readingandwriting/

Scholarly Elite Tutoring. (2020, October 26). Activities to develop morphological awareness. Scholarly Elite. https://www.scholarlyelite.com/post/activities-to-develop-morphological-awareness

Shanahan, T. (n.d.). What should morphology instruction look like? Reading Rockets. Retrieved August 1, 2023, from https://www.readingrockets.org/blogs/shanahan-on-literacy/what-should-morphology-instruction-look

Word Cracking morphology teaching resources. (2022, November 16).

(N.d.-a). Retrieved August 1, 2023, from http://file:///C:/Users/User/Downloads/shadow-reading1%20(1).pdf

(N.d.-b). Retrieved August 1, 2023, from http://file:///C:/Users/User/Downloads/The%20Effect%20of%20Language%20Proficiency.pdf

(N.d.-c). Retrieved August 1, 2023, from http://file:///C:/Users/User/Downloads/jazzchants_igetupat730_script_700035.pdf

(N.d.-d). Readingeggs.com. Retrieved August 1, 2023, from https://readingeggs.com/articles/2014-10-15-phonemic-awareness-activities/

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Here is a list of activities that students can do to recognize and practice using word chunks. One idea is to provide root words and prefixes and suffixes on separate pieces of paper. Have the students combine the papers to make "new" words, and then fid a way to use the new word in a sentence. Students will learn how to pronounce and understand new words without having to sound out each letter.

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After your child has developed the ability to sound out words, it is important that they begin to recognize words as "images" in their minds.

This skill, known as morphological awareness, involves the recognition and comprehensions of morphemes, small unit of meaning (i.e. run, banana, re-, tri-).

By teaching root words, prefixes and suffixes, your child can build morphological awareness for stronger reading success.

Here are 5 easy tips you can incorporate into your child's reading practice to build morphological awareness and ultimately their overall reading automaticity for greater academic success.

Help your child understand the concept of root words, by explaining thar the root of the word os the key word in a long word. Practice identifying root words with a list of complex words.

Teach your child the concept of affixes by explaining prefixes (parts added to the beginning) and suffixes (part added to the end). Create a list of root words and a corresponding list of affixes, encourage your child to match the root with the correct prefix of suffix

Build morphological awareness by recognizing word families based in morphemes. Instruct your child to examine and sort a list of words based in their morphemes. Have them find the similarity and predict the meaning of the morpheme.

Example: Colourful, disadvantage disappointed, careful

Dis- (means "not"): disadvantage, disappointed,

-ful (means "full of"): colourful, careful

Have your child create complex words using a blend of prefixes, suffixes and roots, by making flashcards with different root words and affixes. Instruct your child to physicallyu manipulate the flash cards to create as many real words as they can.

En-, content, -ful, dis-, light, joy, de-, -ment

Possible words: contentment, discontent, delightful, joyful, enjoy

Your child can apply their knowledge of morphemes by using them in sentences. Provide your child with a list of root words plus one affix. Have them combine the morphemes and use the new word in a sentence.

Root words: hope, thought, care

Words: Hopeful, Thoughtful, Careful

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Activities to Develop Morphological Awareness

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After your child has developed the ability to sound out words, it is important that they begin to recognize words as "images" in their minds. This skill, known as morphological awareness, involves the recognition and comprehensions of morphemes, small unit of meaning (i.e. run, banana, re-, tri-).

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Learning and practicing nursery rhymes at home is a way students can develop phonemic skills. Students will practice rhyme and sound by repeating basic word patterns.

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This is an audio version of Jazz Chants, where students listen and practice repeating, As they hear the sounds and practice them, their pronunciation improves. Older students would need more age appropriate chants, and more advanced students could listen and write.

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Rhyming end sounds is a beginning skill. Looking at Beowulf and Shakespeare, matching assonance and consonance are evident. Students can read, repeat, and identify matching sounds in words to practice enunciation.

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Learning words that rhyme can be a fun and engaging way to improve your vocabulary, language skills, and phonological awareness. Rhyming words share similar sounds at the end of the word, which can help with pronunciation and creative writing. Here are some examples of words that rhyme:

Remember that these are just a few examples, and there are countless rhyming words in the English language. You can explore rhyming dictionaries or engage in activities like reading poetry, singing songs, or playing word games to expand your repertoire of rhyming words.

In the game Words that Rhyme, young learners are introduced to the concept of rhyming and learn to build sounds and word relationships. Specifically, the children will be looking for end rhymes, with three pairs of rhyming words on each screen. Rhyming is an important skill to master, as it sharpens auditory awareness and heightens a child's ability to play with words and use them with more precision.
Once you click through the OK button to begin playing the game, it takes you through the brief instructions, which encourages you to look for three pairs of rhyming words on each page. Pictures show up on the screen with words at the bottom of each like digital flashcards. If the child does not know the word, they simply press the auditory button on the left of each word and it will be read aloud to them. Locate two rhyming words on the screen, and click once on each to pair them up as a correct rhyme.
Once you click a correct pair, the narrator will announce that A rhymes with B, and whisk the cards away. Incorrect matches get a slightly harsh sound and a "This is incorrect." statement. A timer does continuously tick up as you play, bringing more and more screens of matching rhyming words. The words begin simply, with only three letter simple words being used, but it quickly amps up with each subsequent screen if they are able to handle it. Learning rhyming skills is an essential skill to have and can be practiced here while employing other senses along with it.

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Rhyming Words | Rhyming Words For Kids | Phonics Games | Turtle Diary

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Partners in Rhyme is an online game for young toddlers about rhyming words. It helps them build sound and word relationships. In this game, kids get a set of words,

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Shadow reading involves oral reading in pairs. While one person reads, the other person summarizes and repeats what they heard. The listener can ask for clarification if necessary. Text length and complexity increases depending on the skills of the student.
file:///C:/Users/User/Downloads/shadow-reading1.pdf

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Beowulf is a story about an epic hero. It has rhyme scheme and alliteration. Having students read and repeat the words in unison is one way to develop better awareness of phonology. All grades can do this with varied text structure.

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Read this cute blog about prefix pockets. This is an elementary level lesson about prefixes and suffixes where students in groups created word lists with specific prefixes and suffixes. More advanced students may read complex text and identify words with common morphemes to decode.

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Yesterday I was working one on one with a student during Recess. Normally I don't like to keep students in during recess, but this particular student had chosen to play all during centers instead of do his work so he got to do his work with me during recess. He was working on an I am poem. One of the lines said "I worry..." I asked my student "What do you worry about?" His response was "nothing". When I asked him again he said "nothing, hakuna matata, it means no worries. I learned it from a movie, it taught me that hakuna matata means no worries." What a great reminder this was to me! In the end everything works out how it is supposed to, and chances are it will all work out better than I ever could have imagined.

Funny note: Today I wore a shirt that buttons down the back. As we were walking to lunch one of my students said to me "Miss Paul, are you wearing your shirt backwards?" Made me smile, oh how I love kiddos!

Happy note: Yesterday we made our multiplication monsters! Today we were doing some more multiplication. I put 3x5=15 up on the board and had the students discuss with their table groups what it meant. I heard one kid say "It's like 3 monsters with 5 eyes each!" YES! He got it! 3 groups of 5! Multiplication Monsters = success! I absolutely love it when I see or hear kids applying things that I have taught in previous lessons.

Prefixes -

Today we talked about prefixes un-, re-, and mis-. I came up with the idea of "prefix pockets". After watching a video about prefixes and talking about what the different prefixes meant I had the students work with table groups to brainstorm words with prefixes. They shared their words with the class and then I wrote the words and pt them in the corresponding prefix pocket! We just did this as a whole class activity, but you could make it an individual assignment. For younger grades you could turn it into a word sort where kids have to sort words with prefixes into the correct pocket. Anyways, just thought I would share!

Enjoy the rest of the week!

Katrina

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Yesterday I was working one on one with a student during Recess. Normally I don't like to keep students in during recess, but this particula...

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Students watch a video, hear music, develop vocabulary, and create their own rhymes. Flocabulary programs are available for all different types of language activities, and teachers may assign work appropriate for age and skill levels.

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Roots - Grammar Exercises - Root Words - Flocabulary

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Teach or review common root words with Flocabulary's educational rap song and lesson plan.

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This is a short activity where students can spin the scrolls to create new words and identify new word meanings. It helps students learn about different roots and affixes, and students will see the chunks of sound instead of having to sound out each letter. This activity would be better for younger children, but the premise of identifying the seperate parts of words applies to all age levels.

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The Word Cracker Multi-sensory Literacy Tool

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Word Cracking Morphology Teaching Resources

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This simple vocabulary lesson enables students to apply what they know of basic prefixes and suffixes to numerous other words. Learning the meaning of words is the first stage, but students can later apply these words to decoding, writing, and then using them while speaking.

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Earlier this week a student began outlining an essay about "Epic Heroes." His outline mentioned that epic heroes do heroic duties for "thame". When comments were returned to him asking if he meant "fame," he was confused, not understanding that the term we had discussed in class was fame. This is an error with phenology, as his pronunciation for the "f" and "th" were confused.

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Morphology is the study of parts and forms of words. For students developing vocabulary, it enables them to figure out new words by applying what they already know about word structure. For example, the word "microscope" contains micro and scope. Understanding that micro means "small" enables students to understand the words microorganism, microscope, and microbiology.

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Definition-The study of the meanings of units of sound. Examples of this are "ed" and "ing" suffixes.

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Definition-The study of sounds and sound patterns. Phonology relates to how words are pronounced and where we place our tongue to make those sounds.