Reynolds, K. M., Dikilitas, K., & Close, S. (2022). Introduction to TESOL: Becoming a language teaching professional. Wiley. ISBN-13: 9781119632696

Wei, L. (2021). Teaching academic vocabulary to English language learners (ELLs). Theory and Practice in Language Studies, 11(12), 1507-1514.

(2) For literacy development, phonemic awareness is the important process where children learn to hear and break down words into the individual sounds, blend sounds, and manipulate sounds to make new words.

(3) Knowing the sounds associated with letters (phonics) helps ELLs decode new words when reading.

(2) Learning about Morphemes allows ELLs to recognize and understand unfamiliar words. For instance, recognizing that the root word "educate" is part of "education" or "educator" helps learners infer the meanings of these related terms, improving their reading comprehension.

(3) Knowledge of how words are structured aids in spelling. ELLs who understand morphology can apply rules when writing, which leads to better spelling and grammar.

(2) Before English learners are reading, the development of age-appropriate academic English-morphology, syntax, vocabulary-can be accelerated orally through planned and deliberate daily instruction

(2) Pragmatics helps learners understand how to communicate effectively across languages and cultures.

(3) Pragmatic language skills help learners understand the intentions and emotions of others, which helps them respond appropriately.

(2) It can be said that all content words (e.g., nouns, verbs, adjectives, and adverbs) havesemantic features that make them possess a special meaning that another word doesnot have.

Students will categorize terms or images into relevant content categories and explain their thinking and compare with peers.

Differentiation -

High Support: Provide beginner students with a fewer number of words.

• Provide sentence frames for students to explain their reasoning.

• Incorporate connected visuals with terms whenever possible.

Light Support

• Challenge students to write a short paragraph comparing and contrasting the categories.

• Provide the words and have students sort the words and then determine the categories.

Students will read a text with select words and phrases removed and use context clues and content learning to add missing words.

Differentiation

High Support:

• Read the text aloud if it's above the independent reading level of your students.

• Create groups or pairs to support language use and understanding.

• Choose a passage with visual aids that will support comprehension.

• Provide a word bank or the first letter of the missing word for students.

• Limit the size and number of omissions in the cloze sentence or passage.

Light Support:

• Create passages where the omissions may require students to infer or predict correct answers rather than think literally.

Students will Read text with specific purpose or prompt, track thinking and comprehension on sticky notes and post directly on pages, and discuss notes and prompts with peers

Differentiation

High Support:

• Provide prompts with comprehensible language.

• Work closely with a small group of students sharing the same text.

• Allow students to use symbols or illustrations in addition to words on notes.

• Identify examples in the text and have students create the sticky notes.

Light Support

• Provide additional prompts to students.

• Challenge students to provide reasons or explanations.

Students will identify explanatory or informational writing topic, complete graphic organizer with details, confer with peer and add more supporting facts and details to graphic organizer, write paragraph including topic sentence, supporting facts, and conclusion, and discuss with peer and revise paragraph

Differentiation

High Support:

• Provide students with picture cues for specific details as well as the signal words.

• Provide a partially completed graphic organizer.

• Consider pulling a small group for guided instruction.

Light Support

• Challenge students to write more than one paragraph about the topic, using more difficult vocabulary words.

(2) Syntax - The Syntax tab has resources that support understanding of Syntax. Explicit teaching of grammar rules and structures may be necessary for students, especially for ELLs gaining academic language.  Here is a great resource, from North Carolina Public Schools, of grammar tips for teaching and numerous lessons to tackle those common grammar challenges, including concept of a sentence, run-on sentences, verb tenses:

(3) Pragmatics - The Pragmatics tab has resources to support the understanding of pragmatics. 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 ____.).  Sentence frames are helpful for explain thinking in mathematics, such as telling ‘how they know’ (The ___ is ___.-> The pencil is 5 cubes.  The crayon is 3 cubes.) and can be used to help teach the pragmatics of English language, like how to greet others, request basic needs, or communicate feelings.

Ellis, R., & Shintani, N. (2014). Grammar Teaching in Second Language Classrooms. Cambridge University Press.

Hinkel, E. (2016). Teaching English Grammar to Speakers of Other Languages. Routledge.

Nassaji, H., & Fotos, S. (2011). The Role of Syntax in English Language Learning. TESOL Quarterly, 45(4), 758-781.

The TEFLology Podcast (2016). Grammar and its place in English Language Teaching.

Journal -

http://babylonia.ch/fileadmin/user_upload/documents/2014-2/Ellis.pdf

Book -

https://www.routledge.com/Teaching-English-Grammar-to-Speakers-of-Other-Languages/Hinkel/p/book/9781138906938?srsltid=AfmBOorDIr7bPyf75ik7XdrW5psClZX4D2H9aXQFkF_g3ryz-OnbwGAh

Video Series -

https://youtube.com/playlist?list=PLbVib986kweg8Ltp4HObWGpXn9FKJOgeD&si=HKS5kx6WzifuoGgB

Podcast -

Science of Reading Podcast. https://amplify.com/science-of-reading-the-podcast/