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Citation:
Thornbury, S. (2021). How to Teach Grammar (3rd ed.). Pearson Education. https://jonturnerhct.files.wordpress.com/2014/09/how-to-teach-grammar-scott-thornbury.pdf

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Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2015). Words their way: Word study for phonics, vocabulary, and spelling instruction (6th ed.). Pearson. ISBN-13: 978-0133996333.

Bowers, P. N., & Kirby, J. R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading and Writing: An Interdisciplinary Journal, 23(5), 515–537. https://doi.org/10.1007/s11145-009-9172-z

Carlisle, J. F., & Stone, C. A. (2005). Exploring the role of morphemes in word reading. Reading Research Quarterly, 40(4), 428–449. https://doi.org/10.1598/RRQ.40.4.3

Graves, M. F. (2016). Vocabulary instruction: Research to practice (2nd ed.). Teachers College Press. https://www.google.com/books/edition/The_Vocabulary_Book/OSTrDAAAQBAJ?hl=en&gbpv=1&pg=PR4&printsec=frontcover

Harris, A. J., & Hodges, R. E. (1995). The literacy dictionary: The vocabulary of reading and writing. International Reading Association. https://eric.ed.gov/?q=ED385820&id=ED385820

McKeown, M.G., Beck, I.L., & Blake, R.G. (2009). Rethinking Reading Comprehension Instruction: A Comparison of Instruction for Strategies and Content Approaches. Reading Research Quarterly, 44, 218-253.

Nagy, W., Berninger, V. W., & Abbott, R. D. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Educational Psychology, 98(1), 134–147. https://doi.org/10.1037/0022-0663.98.1.134

Peregoy, S. F., & Boyle, O. F. (2022). Reading, writing, and learning in ESL: A resource book for teaching k-12 English learners (8th ed.). Pearson. ISBN-13: 9780137535552.

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Pragmatics refers to the study of how context, social cues, and cultural norms influence the interpretation and use of language in communication.

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Semantics refers to the study of meaning in language, including how words, phrases, and sentences convey information and the relationships between different linguistic elements.

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Morphology is the branch of linguistics that studies the internal structure, formation, and interpretation of words and their meaningful components in a language.

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Phonology is the branch of linguistics that studies the systematic organization of sounds in languages and how they function and interact within a specific language or languages.

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Phonology is vital for language and academic learning for English Language Learners (ELLs) as it helps them acquire correct pronunciation and understand the sound patters of the English language. By studying phonology, ELLs can improve their listening skills, comprehend spoken English more effectively, and develop better speaking abilities, allowing for clearer communication. Additionally, phonological awareness plays a crucial role in reading and spelling acquisition, enabling ELLs to decode and recognize words accurately, enhancing their overall literacy skills and academic performance.

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Differentiation is crucial to cater to the varying English language proficiencies of ELLs. For beginners, focus on basic phonetic elements and provide ample visual support and scaffolding. Intermediate learners can handle more complex sounds and patterns, but may still require visual aids and contextual clues. Advanced students can explore subtle sound variations and engage in more abstract phonological analysis, with less reliance on visuals and more emphasis on auditory discrimination and production.

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Provide ELLs with a variety of picture cards representing words with different beginning, middle, or ending sounds. Students can sort the cards into groups based on the similar sounds they hear. Differentiation can be done by adjusting the complexity of the sounds. For beginners, focus on basic sounds like initial consonants (e.g., cat, dog). Intermediate learners can word on more challenging sounds, such as blends (e.g., stop, play), while advanced students can explore subtle sound variations (e.g., sheep, ship).

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Engage ELLs in a rhyming activity where they identify and generate rhyming words. Provide a list of words and ask students to identify pairs of words that rhyme. For differentiation, beginners can work with simple, high-frequency rhyming words (e.g., cat, hat), while more advanced learners can tackle complex patterns and identify near rhymes or words with similar sounds (e.g., car, star).

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Present pairs of words that differ by only one sound (e.g., ship/sheep, pan/pen). ELLs can listen to the words, repeat them, and identify the sound difference. Beginners can focus on basic contrasts, while intermediate and advanced students can work on more challenging phonetic distinctions. Provide additional support through visuals, gestures, or context clues as needed.

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Engage ELLs in interactive phonics games, such as “Phonics Bingo” or “Phonics Memory Match”. Customize the games by targeting specific phonetic patterns or sounds. Differentiate the difficulty level by adjusting the complexity of the targeted sounds or introducing more challenging word patterns for advanced learners. Provide visual cues, word lists, or sentence frames to support ELLs at different proficiency levels.

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o   At home activity: “Phonics Scavenger Hunt”

o   Instructions: Ask ELL families to engage their child in a phonics scavenger hunt at home. Provide them with a list of target sounds or phonetic patterns and encourage them to find objects or items around the house that begin with or contain those sounds. For example, if the target sound is /s/, they can find a spoon, sock, or sun. The activity promotes phonological awareness and reinforces sound-symbol associations.

o   Website Link: Starfall Phonics Games (https://www.starfall.com/h/word-machines/)

o   Explanation: The “Phonics Scavenger Hunt” activity can be adjusted to meet the needs of ELLs at different proficiency levels. For beginners, families can focus on identifying and finding objects with simple, high-frequency sounds, such as /b/ or /m/. Intermediate learners can search for words with more complex blends or digraphs, like /st/ or /th/. Advanced students can be challenged to find words with subtle sound variations or less common phonetic patterns. The Starfall website provides interactive phonics games that can further support phonological development, offering differentiated activities for ELLs of various proficiency levels.

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Morphology is crucial for language learning and academic success for ELLs as it helps them understand and produce words, identify word meanings, and construct sentences effectively. By studying morphology, ELLs can learn about word formation processes such as affixation, which expands their vocabulary and allows them to decipher the meaning of unfamiliar words. Additionally, knowledge of morphology supports ELLs’ comprehension of complex sentences, as they can identify the grammatical relationships between words and use morphological cues to determine word functions and syntactic structures.

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Differentiation for ELLs of various proficiency levels can be achieved by adjusting the complexity of the morphemes, providing visual supports (e.g., visuals, word lists, context clues), and scaffolding the activities with sentence frames or guided questions to support comprehension and participation.

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Provide ELLs with a set of root words and affix cards (prefixes, suffixes) and ask them to combine the cards to create new words. Beginners can focus on basic affixes and root words with familiar meanings, while more advanced learners can work with complex affixes and explore the meaning changes and word formation in greater depth (Bowers & Kirby, 2010).

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Prepare a variety of word cards representing different word families or morphological patterns (e.g., words with the same root, words with different affixes). ELLs can sort the cards into groups based on shared morphological characteristics. For differentiation, beginners can focus on simple word families, while more advanced learners can work with more intricate patterns and analyze the morphological relationships between words (Nagy, Berninger, & Abbott, 2006).

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Provide ELLs with sentences that contain words with morphological complexity (e.g., compound words, words with derivational suffixes). Students can identify and analyze the morphological components of the words, discuss their meanings, and explore how they contribute to the overall sentence structure. Beginners can focus on basic compound words, while intermediate and advanced learners can analyze more complex derivational and inflectional morphemes (Carlisle & Stone, 2005).

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Give ELLs a text passage or a set of sentences and ask them to identify and highlight different morphemes they encounter (e.g., prefixes, suffixes, root words). Beginners can focus on high-frequency morphemes, while more advanced learners can search for less common morphemes or analyze how the morphemes contribute to the meaning and function of the words (Harris & Hodges, 1995).

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o   At-home activity: “Word Family Creation”

o   Instructions: ELL families can engage their child in creating word families at home. Provide them with a list of root words and ask them to come up with new words by adding prefixes or suffixes. For example, if the root word is “play”, they can create words like “replay”, “playful”, or “player”. The activity promotes understanding of morphological patterns and expands vocabulary.

o   Website link: https://www.vocabulary.com/

o   Explanation: The “Word Family Creation” activity can be adapted to cater to the different English language proficiencies of ELLs. For beginners, families can focus on basic root words and provide them with a limited set of high-frequency prefixes or suffices. Intermediate learners can work with more complex root words and explore a wider range of prefixes and suffixes. Advanced students can engage in more intricate word formations, incorporating less common prefixes or suffixes. Vocabulary.com provides interactive word games and activities that can support ELLs’ understanding of morphology at various proficiency levels, offering a differentiated approach to learning morphological patterns.

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Find out how strong your vocabulary is and learn new words at Vocabulary.com.

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Vocabulary.com helps you learn new words, play games that improve your vocabulary, and explore language.

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Syntax refers to the set of rules that govern the arrangement and structure of words and symbols in a language.

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Syntax plays a crucial role in language and academic learning for ELLs for several reasons. Firstly, understanding and using correct syntax helps ELLs to effectively communicate their ideas and thoughts in English, ensuring clarity and coherence in their speech and writing. Secondly, mastering syntax allows ELLs to comprehend written texts more accurately, as it helps them decipher the relationships between words and phrases, and interpret the intended meaning of the text. Lastly, proficiency in syntax enhances ELLs’ academic performance, as it enables to comprehend and produce grammatically correct sentences, leading to better writing skills and higher language proficiency overall.

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Differentiation can be achieved through grouping students based on their proficiency levels and assigning tasks accordingly, providing visual aids or graphic organizers to support understanding, and offering additional scaffolding or support for lower proficiency ELLs, such as sentence frames or sentence starters. Below are four classroom activities that support the development of syntax

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This activity involves providing students with sentence parts (subject, verb, object, etc.) and asking them to arrange the parts to create grammatically correct sentences. To differentiate, provide sentence parts with varying levels of complexity or offer sentence frames for lower proficiency of ELLs to scaffold their learning.

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Give students multiple short and simple sentences, and ask them to combine them into a single, more complex sentence. For higher proficiency ELLs, encourage the use of conjunctions, relative clauses, and other complex sentence structures, while for lower proficiency ELLs, focus on combining simple sentences using coordinating conjunctions like “and” or “but”.

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Provide students with sentences containing syntax error and ask them to identify and correct them. Vary the difficulty level of errors to suit different proficiency levels, such as basic subject-verb agreement errors for lower proficiency ELLs and more complex error involving verb tenses or word order for higher proficiency ELLs.

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Give students simple sentences and ask them to expand them by adding details, adjectives, adverbs, or subordinate clauses. For lower proficiency ELLs, provide sentence starters or vocabulary banks to support their expansion, while higher proficiency ELLs can be encouraged to incorporate more complex structures and sophisticated vocabulary.

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o   At home activity: “Story Chain”

o   Instructions: The Story Chain activity encourages the development of syntax and narrative skills. Each family member takes turns adding a sentence to a story, ensuring that the sentences are grammatically correct and flow logically. This activity can be differentiated for various English language proficiencies, they can contribute shorter and simpler sentences, while higher proficiency ELLs can challenge themselves by incorporating more complex sentence structures and vocabulary.

o   Website Link: “Storybird” (https://storybird.com/)

o   Explanation: The Story Chain activity can address the various English language proficiencies of ELLs by providing a scaffolded and interactive platform for language development. For lower proficiency ELLs, the activity allows them to practice and reinforce basic vocabulary and sentence structures as they contribute a single word or simple phrase to the story. Higher proficiency ELLS can showcase their language skills by incorporating more complex vocabulary, sentences structures, and storytelling techniques, further enhancing their fluency and creativity. The activity promotes active participation, collaboration, and language growth across proficiency levels in a supportive and engaging manner.

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Storybird - Read, write, discover, and share the books you'll always remember.

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Become a better writer with Storybird's creativity tools. Online courses, challenges, and reader feedback will help you improve your writing.

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Semantics is crucial for language learning and academic learning for ELLs for several reasons. Firstly, understanding the meaning of words and phrases helps ELLs accurately interpret and comprehend spoken and written texts, allowing them to engage with academic content effectively. Secondly, knowledge of semantics enables ELLs to express themselves precisely and convey their ideas with clarity, which is essential for effective communication in both social and academic contexts. Lastly, understanding semantic relationships and nuances in language enhances ELLs’ critical thinking skills, as they can analyze and interpret information more accurately, leading to improved academic performance and overall language proficiency.

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Provide a list of words related to a specific category or theme and ask students to sort them into appropriate groups. Lower proficiency ELLs can be provided with visual aids or examples to support their understanding of the categories, while higher proficiency ELLs can be encouraged to generate their own categories and justify their choices (Bear et al., 2015).

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Choose a central concept or word and have students brainstorm related words, synonyms, antonyms, and associations. For lower proficiency ELLs, provide visual support, such as pictures or word banks, to assist in generating vocabulary. Higher proficiency ELLs can be challenged to explore more complex semantic relationships and use more advanced vocabulary (McKeown et al., 2009).

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Choose a central concept or word and have students brainstorm related words, synonyms, antonyms, and associations. For lower proficiency ELLs, provide visual support, such as pictures or word banks, to assist in generating vocabulary. Higher proficiency ELLs can be challenged to explore more complex semantic relationships and use more advanced vocabulary (McKeown et al., 2009).

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Provide students with short texts or passages and ask them to identify words or phrases that contribute to the overall meaning or tone of the text. Lower proficiency ELLs can focus on identifying key vocabulary words, while higher proficiency ELLs can analyze more complex language choices and discuss the impact on the text’s meaning (Graves, 2016).

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o   At-home activity: “Semantics Scavenger Hunt”

o   Instructions: The Semantic Scavenger Hunt activity encourages families to search for items around the house that belong to specific categories or have specific attributes. For example, they can search for objects that are round, soft, or red. This activity supports the development of semantics by allowing ELLs to practice categorization, attribute recognition, and vocabulary expansion. Lower proficiency ELLs can focus on basic categories and attributes, while higher proficiency ELLs can explore more complex categories or create their own.

o   Website link: “Funbrain” (https://www.funbrain.com/)

o   Explanation: The Semantic Scavenger Hunt activity can be differentiated for ELLs at various language proficiencies. For lower proficiency ELLs, the focus can be on basic categories and attributes, allowing them to practice vocabulary recognition and simple categorization skills. Higher proficiency ELLs can be challenged with more complex categories and attributes, encouraging them to expand their vocabulary, think critically, and make connections between words and concepts in a more nuanced manner. The activity provides opportunities for all proficiency levels to engage in semantic development while adjusting the complexity of the tasks to suit their language abilities.

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Pragmatics is crucial for language learning and academic learning for ELLS for several reasons. Firstly, understanding pragmatics helps ELLs navigate the social aspects of language, including appropriate use of greetings, turn-taking, and politeness strategies, allowing them to effectively communicate and interact in different social contexts. Secondly, pragmatics assists ELLs in comprehending and producing language beyond literal meanings, such as understanding idiomatic expressions, sarcasm, or implied meaning, which is essential for fully understanding spoken and written texts. Lastly, proficiency in pragmatics enhances ELLs’ academic performance by enabling them to understand and use language appropriately in academic settings, such as participating in discussions, giving presentations, and writing formal texts.

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Differentiation can further be achieved by grouping students based on their proficiency levels and assigning tasks accordingly, providing scaffolding or support materials such as sentence frames or visual aids, and offering additional opportunities for practice and feedback for both lower and higher proficiency ELLs. Below are four classroom activities that support the development of pragmatics:

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Provide ELLs with various social scenarios and ask them to role-play different roles, focusing on using appropriate language and social cues. Lower proficiency ELLS can be provided with sentence frames or scripts to support their responses, while higher proficiency ELLs can engage in more open-ended and complex role-plays, incorporating cultural nuances and non-verbal cues.

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Play audio recordings or videos of conversations and ask ELLs to interpret the intended meaning, implied messages, and social dynamics. For lower proficiency ELLs, provide transcripts or visual cues to support their comprehension, while higher proficiency ELLs can analyze more complex conversations and discuss the underlying pragmatic features, such as politeness strategies or sarcasm.

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Present ELLs with real-life scenarios or dilemmas and engage them in group or class discussions to brainstorm solutions and make decisions. This activity promotes the use of negotiation, collaboration, and persuasive language. Differentiation can involve providing sentence frames or visual prompts for lower proficiency ELLs, while higher proficiency ELLS can express their ideas using more sophisticated language and engage in deeper analysis.

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Introduce ELLs to different cultural norms and practices related to language use, greetings, and gestures. Encourage discussions about similarities and differences between their own culture and the target language culture. For differentiation, provide visual aids, real-life examples, or simplified explanations of cultural norms for lower proficiency ELLs, while higher proficiency ELLS can delve into more complex discussions and analyze the impact of cultural norms on communication.

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o   At-home activity: “Family Conversation Game”

o   Instructions: The Family Conversation Game encourages families to engage in meaningful conversations while practicing various pragmatic skills. Each family member takes turns asking and answering questions, sharing stories, and expressing opinions. This activity support the development of pragmatics as it allows ELLS of different language proficiencies to practice turn-taking, active listening, expressing thoughts and emotions, and using appropriate social cues in a familiar and comfortable setting. Lower proficiency ELLs can focus on simpler questions and responses, while higher proficiency ELLs can engage in more complex and extended conversations.

o   Website link: “SpeakingofSpeech.com” (https://www.speakingofspeech.com)

o   Explanation: The Family Conversation Game can be tailored to address the various English language proficiencies of ELLS. For lower proficiency ELLs, the focus can be on practicing basic conversational skills, such as greetings, simple questions, and short responses. Higher proficiency ELLs can be challenged with more complex conversation topics, expanding their vocabulary, expressing opinions, and engaging in longer and more detailed discussions. The activity allows for differentiation by adjusting the level of linguistic complexity and providing support or prompts as needed, ensuring that ELLs at different proficiency levels can actively participate and develop their pragmatic skills in a supportive and inclusive family environment.

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Citation:
Larsen-Freeman, D. (2017). Teaching grammar. Colby College. https://web.colby.edu/ed376-spring2018/files/2017/01/Teaching-Grammar.pdf

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Citation:
Purdue Online Writing Lab. (n.d.). Grammar. Purdue University. https://owl.purdue.edu/owl/general_writing/grammar/index.html

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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.

These OWL resources will help you use correct grammar in your writing. This area includes resources on grammar topics, such as count and noncount nouns, articles (a versus an), subject-verb agreement, and prepositions.

Grammar-related exercises can be found here.

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These OWL resources will help you use correct grammar in your writing. This area includes resources on grammar topics, such as count and noncount nouns, articles (a versus an), subject-verb agreement, and prepositions.

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Citation:
Morita, N. (2004). Negotiating participation and identity in second language academic communities. TESOL Quarterly. 38(4). 573-603. https://doi.org/10.2307/3588281

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Negotiating Participation and Identity in Second Language Academic Communities on JSTOR

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Naoko Morita, Negotiating Participation and Identity in Second Language Academic Communities, TESOL Quarterly, Vol. 38, No. 4 (Winter, 2004), pp. 573-603

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Fogarty, M. (Host). (2006-Present). Quick and dirty tips for better writing. [Audio Podcast]. Apple Podcasts. https://www.quickanddirtytips.com/grammar-girl

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Kansas City Star, "Grammar Girl Mignon Fogarty Helps America Speak and Write Better" September, 2007

"Helpful. Smart. Funny. Fans find Grammar Girl to be all those things."

Chicago Tribune, Don't Get Carried Away on National Grammar Day, February 2008

"A more level-headed grammatical authority is Mignon Fogarty -- known to her Web visitors and podcast listeners as Grammar Girl."

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Grammar Girl provides short, friendly tips to improve your writing and feed your love of the English language.