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Phonology is the study of the sound system of a language, including the rules for combining sounds.

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Morphology is the study of the structure of words, including how words are formed and the meaning of word parts (prefixes, suffixes, and roots).

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Introduction to Language Structure & ELLs

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Language Structure & ELLs

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Students will sit in a circle on the carpet. Each student will clap the syllables in their name e.g. Mar-leen (clap, clap), Mar-lon (clap, clap).

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Group time rhymes with movement, stamping feet for the beat or syllable - e.g. feet, feet, feet, to the beat they compete, march-ing up and down the street.

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Mystery bag - the teacher will fill a bag with familiar objects, when students pull out an object, they will name it, and clap the syllables - e.g. 'melon-mel-on,’ketchup-'ketch-up’- chocolate' -cho-co-late (Victoria State Government, DOE).

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Tongue Twisters: Students practice their pronunciation and fluency by repeating challenging tongue twisters.

Toy boat. Try boat. Toy boat. Try boat.

I saw Susie sitting in a shoeshine shop—where she shines, she sits, and where she sits, she shines.

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Word building: Students use affixes (prefixes and suffixes) to build new words and understand the meaning of the affixes. For example, I would use the root word "mark", the prefix 're' and the suffix 'ed'. Other prefixes and suffixes can be added to build other words from the same root word.

(Sedita 2000)

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Vocabulary charades: Students act out words and classmates guess the word based on the affixes and roots.

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Vocabulary Auction: Teacher will have several words that students must bid for, that they will use to form complete sentences. Students can also trade words or negotiate with their opponents, so that they can have words to complete their sentences (eslspeaking.org).

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Sentence completion: Students complete sentences using words with affixes to improve their understanding of the meaning of the words.

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https://ictgames.com/mobilePage/forestPhonics/index.html

This game reinforces phonological awareness and supports listening and speaking proficiencies in ELLs. They will be better able to recognize, articulate, and distinguish different sounds in English. Additionally, this activity can aid in enhancing vocabulary and reading skills as students learn to associate sounds with written symbols.

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Syntax is the grammatical and structural fundamentals of English (weebly.com)..

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ELLS need to learn syntax because it “allows young children to follow the ideas in a sentence and understand its meaning.” Syntax also helps children to develop an understanding of sentence structures in natural speech and in text (.doe.mass.edu).

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Sentence Scramble: “This strategy supports students developing fluency with English syntax through receptive tasks, using content they are learning” (English Learner Success Forum). ELLs would “unscramble the sentences by sequencing the words in the correct order” (ELSF). Sentence scrambles can be used to teach syntax to ELLs at different proficiency levels. For beginners, provide simple, high-frequency vocabulary and visual aids, and offer sentence starters. For intermediates, use more complex sentence structures and content from their subject areas. For advanced learners, offer advanced vocabulary and varied syntax, and integrate content aligned with their academic or personal interests. Encourage collaborative learning at all levels.

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Word Pairs: This strategy encourages students to build basic sentences using content vocabulary. “It provides the “bricks” and students need to use the “mortar” to construct sentences” (ELSF). The teacher will use content from the lesson, identify word pairs that connect to an important idea in your lesson, and give the word pairs to students. For Beginner ELLs, provide word pairs with basic nouns and verbs and encourage them to practice forming simple sentences. For Intermediate ELLs, offer word pairs with a wider range of vocabulary and support their learning by connecting it to academic subjects. For Advanced ELLs, provide word pairs with complex vocabulary and idiomatic expressions and encourage them to create varied sentence structures. Integrate academic interests or career aspirations.

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Word Substitution: This activity uses academic and content vocabulary and gets students to improve their writing by making linguistic choices based on the meaning of words (ELSF). The teacher will write a range of sentences. The activity can be adjusted for different levels of English Language Learners. For beginners, focus on basic vocabulary and use exercises related to their daily life. For intermediate learners, use a wider range of academic and subject-specific vocabulary. For advanced learners, use complex vocabulary that pertains to their academic or career interests. By tailoring the activity to their proficiency level, teachers can help ELLs develop their writing skills and engage them with meaningful content.

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Syntax Tree Diagrams: The teacher will introduce the students to syntax tree diagrams to represent the structure of sentences visually. Students will create similar syntax trees for different sentences to understand how words and phrases are structured within sentences.

Differentiation: The teacher introduces syntax tree diagrams to represent sentence structure visually. Beginner ELLs use simple sentences with visual cues and color coding. Intermediate ELLs learn complex structures and sentence types and analyze sentences from different areas. Advanced ELLs study content-specific language and vocabulary for complex sentences, fostering analytical and critical thinking.

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Sentence Scavenger Hunt: This activity is a fun way to teach children about sentence structure and syntax. First, write down a list of sentences on small pieces of paper. Then, hide the sentences around the house or yard. Next, give your child a list of the sentences and ask them to find each one. Once they have found all the sentences, ask them to put the sentences in order to create a story. This activity can be used for ELLs at all levels including those with speech and language difficulties. Parents can prompt the child and respond using clear language excluding baby talks.

This activity will help children learn about sentence structure and syntax while also improving their reading and comprehension skills

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Semantics (both lexical and Compositional) refers to how a language conveys meaning (coe.unt.edu).

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ELLS must learn semantics because it takes them beyond the literal meaning of words. A detailed knowledge of words will help ELLs to know where to use words in a sentence, “how and where to use them in a social setting, what all the possible meanings are for a word, and what other words might be used in their place” (weebly.com).

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Vocabulary Charades: Divide the class into teams. One student acts out a word while the other team members guess the word based on the actions.

Differentiation for ELLs: For beginners, the teacher can use basic verbs and nouns; for intermediate students, the teacher can introduce more abstract or complex vocabulary, and for advanced ELLs, idiomatic expressions or phrases can be included.

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Semantic Mapping: this activity involves choosing a word and having students create a web of related words, concepts, and associations stemming from the chosen word.

Differentiation for ELLs: ELLs at the beginner could work with concrete nouns and basic adjectives, while intermediate students could explore more complex adjectives, verbs, and adverbs. The most advanced ELLs could be encouraged to incorporate idiomatic phrases or expressions related to the word.

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Sentence Building Game: The teacher will provide students with sets of words and have them construct grammatically correct and meaningful sentences. Students will read aloud their sentences.

Differentiation for ELLs: For beginners, the teacher will provide sentence starters or basic subject-verb-object word sets; the intermediate students can work with more complex sentence structures and verb tenses, whereas the most advanced ELLs could incorporate clauses, conditional statements, and complex sentence structures.

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Storytelling Circle:  The students will sit in a circle, and each student will add a sentence to a collective story, building upon what the previous person said.

Differentiation for ELLs: Beginners can contribute simple sentences with basic vocabulary; intermediate students can include more complex sentence structures and descriptive language while advanced ELLs can incorporate dialogue, varied sentence structures, and figurative language into their contributions.

These activities can be tailored to suit the language proficiency levels of ELLs, helping them engage with the material at a level that is challenging but still achievable for their language skills.

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Semantic Bingo: This game is a fun way to teach children about the meanings of words and how they relate to each other. To play, create bingo cards with different categories such as animals, food, or household items. Then, call out words that fit into each category and have the children mark off the corresponding word on their bingo card. The first person to get a line of marked-off words wins! This game can be played with children of all ages and can be easily adapted to fit different levels of difficulty.

Link: Semantic Feature BINGO Card (bingobaker.com)

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Pragmatics is the study of how language is used in real contexts, in spoken discourse and written contexts, and is highly influenced by cultural and social contexts (weebly.com).

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Pragmatics is important because it helps us to communicate both in written and speech contexts and how to communicate in real-world contexts. Also, it “includes conversational skills, asking, giving and responding to information, turn taking, asking for clarification, adjusting language based on situation and asking for help or offering help appropriately are the example of the skills that should be mastered by the language learners.

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tic Awareness -Tone

How we speak tells a lot about our intended message. The teacher will ask the students, “How you are doing? The students might say “I’m fine” with a very sad voice, which shows that they are, in fact, not fine. For the main part of the activity, 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.

To differentiate the activity for ELLs at different levels, the teacher can simplify the dialogues and provide visuals for beginners, use more complex dialogues for intermediate learners, use authentic dialogues, and encourage reflection for advanced learners. For each level, provide opportunities for ELLs to practice using different tones and intonations to convey emotions and offer prompts or sentence frames to express observations.

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Think-Write-Pair-Share

In this activity the teacher will ask the students a question and allow them time to think. Students will record their thoughts/answers on paper. They will then share their thought with a partner.

To differentiate this activity for English Language Learners (ELLs) at various academic levels, the teacher can provide additional support and scaffolding as needed. For beginner-level ELLs, the teacher can simplify the question and provide sentence frames or word banks to help them express their thoughts. For intermediate-level ELLs, the teacher can provide more complex questions and encourage them to use academic language and sentence structures. For advanced-level ELLs, the teacher can challenge them to think critically and use higher-level thinking skills by asking open-ended questions and encouraging them to provide evidence to support their answers. Additionally, the teacher can pair ELLs with native English speakers or other ELLs at different proficiency levels to provide opportunities for peer-to-peer support and collaboration.

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This activity increases student-to-student interaction and higher-order thinking skills. The teacher will break a text down into several sections, different students will read or study each section, and the teacher will then ask each student to share the most important ideas/points of their section.

To differentiate for beginners, intermediate, and advanced ELLs, the teacher can modify the activity by using simplified texts with sentence frames and graphic organizers for beginners, grade-level appropriate texts with support for intermediate ELLs, and challenging authentic texts with opportunities for independent research for advanced ELLs. The teacher can also provide examples and opportunities for the practice of language functions such as summarizing and analyzing while encouraging the use of higher-level vocabulary and sentence structures (weebly.com).

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Sentences Frames: Sentence frames are simple sentences that have words missing where students will fill in the words to complete the sentence, in order to communicate their idea (i.e. I like ____.  I need ____.)” (Weebly.com). The teacher can differentiate the activity for ELLs at different proficiency levels. For beginner-level ELLs, the teacher can provide simple sentence frames with visual aids. For intermediate-level ELLs, the teacher can provide sentence frames with more complex structures and vocabulary and encourage the use of synonyms and different forms of words. For advanced-level ELLs, the teacher can provide sentence frames that require critical thinking and analysis, encourage the use of academic language, and provide opportunities for the students to provide evidence to support their ideas.

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Role Play. One at-home activity that families can use to teach pragmatics is role-playing. The family members can act out different scenarios that require using appropriate language and social skills, such as ordering food at a restaurant or greeting a new neighbor. This activity can address ELLs' various English language proficiencies by providing them with opportunities to practice using language in authentic settings and developing their social skills.

Link: pragmatics_dec_teachers_corner.pdf (state.gov)

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1. National Council of Teachers of English. Sounds of Speech (uiowa.edu)

2. Siegel, Joseph. Pragmatic Activities for the Speaking Classroom. ETF 54/1 12-19 (state.gov)

3. Video: Pragmatics | What is Pragmatics? | Lecture: 25 (Linguistics-I). Pragmatics | Definition, Types, Rules & Examples - Video & Lesson Transcript | Study.com

4. Olmen, Daniel Van, and Athanasopoulos, Panos. English Language, Semantics.

(2 n.d). Pp. 134-145.

5. Everly, C., & Cai, G. (2020). Error Correction and Feedback for English Language Learners. TESL-EJ, 24(3), 1-11. From wrong word to right word: Equipping ELLs to make correct semantic choices independently (oclc.org)

6. American English. Teacher’s Corner Simple Ways to Incorporate Pragmatics in the EFL Classroom. Teacher's Corner: Simple Ways to Incorporate Pragmatics in the EFL Classroom | American English (state.gov)

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1. Linguistics for Teachers of ELLs.Syntax in the Classroom - Linguistics for Teachers of

ELLs (weebly.com).

2. Massachusetts Department of Elementary and Secondary Education website (2022). Syntax. Skills for Early Reading: Syntax - Evidence Based Early Literacy (mass.edu)

3. English Learner Success Forum. Sentence Fluency Activities for Newcomer ELs.

5cca8d44b1f6b39426a9e2cc_Sentence Fluency Activities for Newcomer ELs.pdf

(website-files.com)

4. Spivey, Becky, L. Teaching the Fundamentals of Grammar and Syntax at Home. Handy Handout #233:   Teaching the Fundamentals of Grammar and Syntax at Home (handyhandouts.com)

5. The Components of Language and Reading Instruction. Components of Language (unt.edu)

Linguistics for Teachers of ELLs. Semantics in the Classroom - Linguistics  for Teachers of ELLs (weebly.com)