Digital Toolkit: Phonology, Morphology, Syntax, Semantics, and Pragmatics by Heather Kidd

Phonology

hkidd14 — 2024-06-27 13:42:55 UTC

Phonology is the study of the patterns of speech sounds. Phonology tells us the sounds of words, how to combine or change words, and explain the patterns in words to help us identify them, (Szczegielniak, n.d.)

Phonemes

hkidd14 — 2024-06-28 13:43:47 UTC

Included in the study of phonology, are phonemes. Phonemes are the smallest unit of sound, (Linguistics for ELLs, n.d.). It is important for ELLs to learn the sounds of each letter, the sound the letters make when they are combined, and any exceptions to the phonics rules. Understanding the phonemes also allows students to manipulate and change words to make new words, (IRIS Center, 2024).

Phonological Awareness

hkidd14 — 2024-06-28 14:04:45 UTC

Phonological awareness is the awareness of sound, the ability to manipulate sound, and the structure of sound, (Reading Rockets, 2024). Being aware of the sounds letters make is important for language and academic learning because it allows readers to connect written letters to sounds and can improve a learner's reading and spelling achievement, (Reading Rockets, 2024). Studies also should be phonologically aware is a major factor in determining a reader's success, (Kilpatrick, 2015).

Phonemic Awareness

hkidd14 — 2024-06-28 14:25:07 UTC

Phonemic awareness refers to the ability to listen, identify, and manipulate the smallest unit of sound, (IRIS Center, 2024). It allows them to separate the sounds in words and be able to put them back together in a variety of ways, (IRIS Center, 2024). Phonemic awareness is important for language and academic success because it indicates their future success, (Robertson & Breiseth, (n.d.).

Phonemes

hkidd14 — 2024-06-28 16:19:25 UTC

A phoneme activity that can be used to support language development is a word sort for sound of ed, (Hickey & Lewis, 2013). To a young learner -ed might be pronounced as /ed/. In actuality it makes three different sounds: /d/, /t/, and /id/. The teacher can start with leading the activity by sorting words ending in -ed by their sounds. Then the teacher can invite students to share words ending in -ed in the correct category. Finally students can sort words on their own. This can help familiarize the learners with a hard phoneme combination. This can be differentated for ELLs by letting them work in pairs or have a recording of the words so they can hear the sounds that they make.

Phonological Awareness

hkidd14 — 2024-06-28 16:38:00 UTC

A phonological awareness activity that can help with language development is a r-controlled vowel activity, (Reading Rockets, 2024). The sound of the letter /r/ is a very difficult skill for all learners. The educator can give learners a list of words with r-controlled vowels. Students can then use highlighter and identify the vowel and the position in the word. This activity can be differentiated for ELLs by allowing them to work in pairs or using different highlighters colors to visually see the structure of the word.

Phonemic Awareness

hkidd14 — 2024-06-30 16:13:54 UTC

A phonemic awareness activity that can help language development is teaching students how to delete sounds and add a different sound to make a new word, (IRIS Center, 2024). The activity could begin with the teacher writing the word 'mat' on the white board. The teacher can then change the beginning, middle, or sending sound to a different letter. Have students try to pronounce the word aloud. The teacher can do multiple examples. The teacher can then have students get out dry erase markers and dry erase boards. The teacher can then give a word and have them write it on their white boards. Students can hold up their boards on the teacher's signal. Students can then delete different letters and add different letters to create new words. This activity can be differentiated for ELLs by allowing them to work in partners, allow them to have a letter chart available, or give students extra time. This can also be done in small group if that is how students learn best.

Phonemic Awareness

hkidd14 — 2024-06-30 16:29:37 UTC

Creating word family charts builds phonemic awareness in young learners, (Between the Lions, 2024). This activity can be done in whole or small group. A teacher can explain what a word family is to students and start with a word family students may already be familiar with. For example, -in can be used to create several words. The teacher can write an example or two on chart paper. She can then invite students to share words they know in the same word family. She can also give them clues to words they know or encourage them to think of rhyming words. This activity can be differentiated using white board and dry erase marker practice or shaving cream on their desks. This will make the activity more multi-sensory and memorable. Smaller charts can be created as a resource students can use at their desks.

Phonics Scavenger Hunt Or Detective Game

hkidd14 — 2024-07-01 00:31:16 UTC

An activity families can do at home to develop phonological skills and develop language skills is a phonics scavenger hunt or have learners pretend to be a detective, (From Sounds to Spelling, 2024). If a young learner is learning the letter p, students can hunt through the house to find objects that start with the letter p (pizza, puzzle, pillow, etc.). This can be used for letters, blends, dipraphs, etc. When families are reading with their children at home, they can teach their students to be detectives. If you child is learning the sight word 'the', have them preread the book and 'detect' as many 'the's as possible. The website lists several other at home activites. https://www.fromsoundstospelling.com/blog/7-fun-free-phonics-activities-for-parents-to-do-at-home

Morphology

hkidd14 — 2024-07-01 00:37:06 UTC

"Morphology studies the smallest part of words that carry meaning, (Jozwik & Gardiner-Walsh, 2019)".

Importance of Morphology

hkidd14 — 2024-07-01 00:49:04 UTC

Morphology is important for language and academic learning in ELLs because it allows readers to manipulate words and word parts to create new words, (Hickey & Lewis, 2013). Knowledge of morphology allows readers to infer the meaning of multiple meaning words by using context clues, (Hickey & Lewis, 2013). Explicitly teaching morphology can allow ELLs to introduce similarities between roots, prefixes, and suffixes in English and their native language, (Hickey & Lewis, 2013).

Word Trees

hkidd14 — 2024-07-01 01:01:50 UTC

A classroom activity that supports the development of morphology is called a word tree, (Hickey & Lewis, 2013). Teachers can write a root on chart paper. For example, spec. The teacher can call on students to add words to the chare with spec somewhere in the word. The anchor chart can be broken down into where spec is in the word. It can be used as a prefix, suffix, or root word. A discussion can be had about similarities and differences in the words. This activity can be differentiated for ELLs by using post it notes to add words to the word trees instead of having students raise their hands or call out. ELLs may feel self conscious about their speech or even feel afraid they will be wrong. Post its allow students to show what they know without pressure from their teachers or peers.

Prefix Changing Activity

hkidd14 — 2024-07-02 02:25:11 UTC

This is an activity that can be done individually or in pairs after prefixes have been taught as a review, exit ticket, or practice. Students will be given a base word and be instructed to come up with two words that are opposites by adding different prefixes, (Tools for ELLs, n.d.). Once students have come up with two opposites, they will use another base word to come up with two opposites until time is up. Roots and prefixes can be printed on paper or dry erase magnets so students can manipulate them. This activity also teaches antonyms. This activity can be differentiated for ELLs by giving students a list of prefixes with their definitions for students to reference during the activity. If this information is on an anchor chart in the classroom, students could sit near it for the activity.

Find the Roots

hkidd14 — 2024-07-02 02:34:00 UTC

For this activity root words should be introduced. Teachers must explain what root words are, explain they are sometimes called base words, and root words can stand alone but oftentimes have prefixes and/or suffixes added to them. It would also be helpful to have a root word anchor chart with an explanation of what root words are and examples. Students can then be handed out a paper with several complex words. Students will use a highlighter, pretty pen, or crayon to identify the root word in each complex word, (Zeh, 2017). Early finishers can use different color highlighters to identify the prefixes or suffixes. This activity can be differentiated for ELLs by allowing them to work in pairs or give them a shortened word list.

Big Word Breakdown/Scavenger Hunt

hkidd14 — 2024-07-02 02:41:08 UTC

For this activity students will use a textbook or large chapter book to skim to find ten big words (these should be unknown words to the student), (Zeh, 2017). Students will write these words down on a sheet of paper. They will then try to break the word into prefixes, suffixes, and roots. They will then try to infer the meaning of each word. To differentiate this activity for ELLs, students can work in pairs or find a short number of words. It may also be helpful when the students are breaking the word down to use colored highlighters to visually see how the word is broken down.

Morphology Word Sort

hkidd14 — 2024-07-02 02:50:52 UTC

This is an easy at home morphology activity that does not take a lot of prep or materials. To start a grown up will write down several words with prefixes, suffixes, or both. Once this is done, the learner will be given the card. The learner will sort the words into categories that make sense, (Findley, 2024). They will then discuss with their grown up why they chose the categories they did. The website lists several other morphology activities. https://jenniferfindley.com/morphology-activities-for-grades-4-5-including-free-activities/

Syntax

hkidd14 — 2024-07-06 14:21:47 UTC

Syntax refers to how sentences are formed based on grammatical rules and allows others to understand how sentences should be structured, (Foorman, et al., 2016). Syntax also refers to word order and punctuation and can improve reading and listening comprehension.

Importance of Syntax

hkidd14 — 2024-07-06 15:19:36 UTC

Syntax is important for language and academic learning in ELLs because it allows learners to correctly form sentences to communicate using spoken and written language, (Linguistics for Teachers of ELLs, n.d.). Teaching syntax involves teaching parts of speech, phrases, clauses, compound sentences, and constituents. Syntax varies from language to language so ELLs learning words is insufficient for language development.

Teaching Grammar Through Student Writing and/or Communication

hkidd14 — 2024-07-06 15:55:25 UTC

This activity can be done as often as needed with a group of students or individually. It can be done as needed by correcting students as they are speaking but is more meaningful during writing. When a student makes a grammatical writing mistake several times, use this mistake as a lesson, (Linguistics for Teachers of ELLs, (n.d.). Explicitly teach the learner or learners the grammar rule or pattern. Once the student starts using this rule in their writing, praise the learner and give them positive, targeted feedback. This will encourage continued use of the rule. It also keeps the educator from focusing on too many skills and overwhelming the learner. The activity can be done repeatedly and focuses on individual student growth. This activity can be differentiated for ELLs as the activity is already targeted for a specific learner. The activity focuses on a skill the educator knows the learner needs through formal or informal assessment. The activity is low pressure as it is done individually or in small group. The activity is not done for a high stakes test or assessment but to improve the learner’s success in the classroom and in their daily life.

Teach Word Functions Through Questioning

hkidd14 — 2024-07-06 16:11:40 UTC

This activity not only teaches grammar and syntax but improves student written and spoken language. Read or recite a complex sentence to students. This can be extended to a paragraph or passage as students progress. Begin to ask students questions about the sentence. What is the sentence about? Explain to students this answer is a noun. What did the noun do? Explain to students this answer is a verb. Ask what kind, which one, how many questions, and explain to students these answers are adjectives. Ask students when, where, how, why questions and explain to students these answers are adverbs or prepositional phrases, (Massachusetts DOE and Secondary Education, 2022). This is a more modern form of Daily Oral Language (DOL) practice. It allows students to see how sentences are structured and the parts of a sentence. This activity could be differentiated for ELLs by completing the activity in a small group or individually. If students are ready to practice this time of activity on their own, they could practice with a partner. Students could also have a recording of the sentence or the sentence could be written down so the learner has something to visually reference. If students have a visual they can manipulate, have them label or color code each part of the sentence. This could lead to a discussion about the unlabeled parts.

Sentence Anagrams

hkidd14 — 2024-07-06 16:24:06 UTC

Give students a sentence with the words out of order. Students must put the words in order to make a correct sentence using all words provided, (Sedita, 2019). To differentiate this activity for ELLs at different language proficiencies the sentence can be written on a sentence strip and cut up. This allows students to manipulate the words in the sentences. They won't worry as much about getting the sentence wrong because they can simply move the words around. For beginners, the first word can be capitalized and the last word can have punctuation. This helps learners get the first and last word and gives them a starting point. Students can also work with a partner and rewrite the sentences to practice written language skills.

Expand a Sentence

hkidd14 — 2024-07-06 16:34:57 UTC

Start with a simple sentence that includes only a noun and a verb, (Sedita, 2019). For example: cats meow. Then starting asking questions. Where: Cats meow in the kitchen. How: Cats meow loudly in the kitchen. Why: Cats meow loudly in the kitchen because they are hungry. This allows students to understand sentence structure and combine what could be small boring sentences in a more complex sentence. This activity could be differentiated for ELLs at different language proficiencies by color coding the questions. As students add more to the sentence, they can write the sentence part in the color that corresponds to each particular question. This can be done as a whole group or in small group. ELLs could also be given the option to work with a partner.

Sentence Games

hkidd14 — 2024-07-06 16:46:22 UTC

Families can cut out cute or funny pictures from magazines and glue them to cards, (Spivey, 2024). Students can then orally describe the picture to a family member and have them guess the picture. This encourages spoken language and encourages the use of adjectives and adverbs. This activity can address the various English language proficiency of ELLs because the activity can be done at any proficiency level. Simple pictures can be used for newcomer ELLs. More complex pictures with more going on can be used for learners who are more advanced. Learners who are more advanced could write or make up a story about the picture. Families could work together to write a story with each family member adding another sentence. More activities are available at https://www.handyhandouts.com/viewHandout.aspx?hh_number=233#:~:text=Play%20sentence%20games.,how%20old%20you%20are.%22)

Semantics

hkidd14 — 2024-07-07 18:53:20 UTC

Macgrath says that semantics refers to how language is organized and how language expresses meaning.

Importance of Semantics

hkidd14 — 2024-07-07 19:01:24 UTC

Semantics is important for language and academic learning in ELLs because it allows learners to compare language, investigate language, and allows for cultural comparisons, (Macgrath, 2017). Understanding semantics also allows learners to understand environmental print and the meaning of colors, symbols, trademarks, etc. Semantics allows learners to understand meaning in everyday life through words, pictures, and symbols.

Cognates Word Wall

hkidd14 — 2024-07-07 19:16:07 UTC

Cognates are words that have a similar spelling and the same meaning in two different languages, (Linguistics for Teaching ELLs, n.d.). An activity that supports the development of language is a cognate word wall. As a student begins acquiring English, they may come upon cognates themselves or these can be explicitly taught. A cognate word wall is a great way to provide a visual for learners and is helpful for all students. A cognate could be introduced prior to a read aloud or any lesson where a cognate may be used. This cognate can then be added to the word wall. If a student finds one on their own they could add it to the cognate wall themselves. This can be very motivating for students and gives them ownership of their learning. This activity could be differentiated for ELLs by allowing them to choose a cognate of the week or teach the cognate to the class if they feel comfortable.

New Word Discussions

hkidd14 — 2024-07-07 20:30:08 UTC

An at home activity that can assist with the development of semantics is having discussions about new words families may encounter. As families are reading books, watching TV, or spending time in the community, they may encounter different, weird, or simply uncommon words. Families should point out these words and begin a discussion about these words with their child or children, (Kassotaki, 2015). Families can ask their child if they have ever heard of the word, if they know what the word means, if they know synonyms or antonyms to the word, etc. This activity can address the various English language proficiencies of ELLs because it can be differentiated for any learner. More difficult unique words can be used for middle or high schoolers. More simple yet uncommon words can be used with younger children. More at home activities are available at https://upbility.net/blogs/news/strategies-to-build-your-learner-s-ability-to-understand-semantic-structures/

Comparative Questioning

hkidd14 — 2024-07-07 21:27:26 UTC

Comparative questioning is a great way to develop semantics. This can be done during a read aloud or a small group guided reading group. The teacher can ask questions about the character and compare the character to a character the students are familiar with, (Bruzzano, 2024). The teacher can also ask questions about what would happen after the book, ask if the character would enjoy different activities, or what the students would do if they were the character. This allows learners to infer and and improves students' semantic learning, (Bruzzano, 2024). This activity can be differentiated for learners at various language proficiencies by asking questions that are developmentally appropriate. The teacher should ask questions that will challenge the students academically but not too hard the students become frustrated.

Simon Says

hkidd14 — 2024-07-07 21:28:53 UTC

Simon Says is a listening game that improves listening and semantic learning, (Bruzzano, 2024). In Simon Says students must apply what they hear the instructor say. This activity can be differentiated for ELLs at various language profieciencies by allowing students to preview the Simon Says actions. The educator can also repeat the instruction more than once.

Word Card Activities

hkidd14 — 2024-07-08 13:24:55 UTC

Different word card activities can be used for learners to practice previously taught skills independently. Semantic topics may include word work games using synonyms, antonyms, homophones, compound words, parts of speech, etc., (Bruzzano, 2024). Different activities might be write the room, sorts, memory match, concentration, task cards, board games, etc. Students must have explicit instruction on each game type before they are expected to play it independently. Games should be taught to the whole group, then the teacher can have the class practice as a whole group while he/she monitors, and finally students can practice on their own. Word card activities can be differentiated for ELLs at different language proficiencies by allowing them to work in pairs, allow them to have visual instruction, or give them a shortened activity that still meets the learning goal.

Pragmatics

hkidd14 — 2024-07-08 13:38:31 UTC

Pragmatics refers to how language is used in daily interactions, conversation, and written language and is often influenced by culture, (Linguistics for Teachers of ELLs, n.d).

Importance of Pragmatics

hkidd14 — 2024-07-08 19:28:32 UTC

Pragmatics is important for language and academic learning because it allows learners to communicate in different social contexts, (Beltran-Planques & Querol-Julian, (2018). It allows learners to communicate with different people in different ways using appropriate body language, hand gestures, and facial expressions.

Role Play

hkidd14 — 2024-07-08 19:40:15 UTC

An activity that can support the development of pragmatics is role play. Educators can have students role play different scenarios the student may encounter, (State Government of Victoria Australia, 2020). These role plays can include asking peers to play at recess, addressing a teacher when the student has a problem, addressing storekeepers or cashiers, how/when to apologize, and addressing a new acquaintance. Having students role play takes the anxiety out of doing it in real situations. Educators can give students feedback about what is and isn't culturally acceptable. Role play can be done during a whole class lesson or small group. This activity can be differentiated for learners at different language proficiency by allowing them to role play privately. Students may feel more comfortable role playing when not many people are watching. Students may also prefer to role play in their native language.

Picture Books

hkidd14 — 2024-07-08 20:37:55 UTC

An activity that can support the development of pragmatics is using picture books focusing on problems and how the characters solve them, (State Government of Victoria Australia, 2020). This is an activity that can be done with the whole class and does not single out a student. Teachers can start an anchor chart of ways to solve the character's problem before he/she finishes. This gives students a visual to help them if they run into a problem. It would be helpful to have prompts or sentence starters so students can learn ways to verbalize when they are having a problem. This activity can be differentiated for ELLs at different language proficiencies by choosing books that are developmentally appropriate and culturally relevant.

Discussion of Speech Activity

hkidd14 — 2024-07-08 21:00:59 UTC

An activity that can support the development of pragmatics is having a discussion of speech patterns and have students record how they would respond to a complaint or different prompt in English and their native language, (Hilliard, 2017). This activity will allow learners to see the difference in how their responses may be perceived in English versus their native language. Teachers can give feedback and let them know when their responses may be considered rude or disrespectful in our culture. This activity can be differentiated for ELLs at different language proficiency by allowing students to verbalize their English responses and having someone else record them. If the student is still learning English, it may be difficult for them to write down their response.

Discourse Completion Tasks

hkidd14 — 2024-07-08 23:24:50 UTC

An activity that supports the development of pragmatics is discourse completion tasks, (Hilliard, 2017). Discourse completion tasks involved ready made prompts that students will answer in pairs or with a small group. Groups will work together to write to or answer the prompt for an amount of time. Once time is up students will form new groups' and discuss the other groups answers. Students will then act out the prompts. This activity can be differentiated for ELLs at different language proficiencies by having them work in groups with a student who will record the answers. This will allow the learner to focus on the answer instead of worrying about having to write it down.

Drawing and Painting

hkidd14 — 2024-07-08 23:43:54 UTC

An at home activity that can assist with the development of pragmatics is simply painting and drawing, (Larrazabal, n.d.). Families can sit with their child and ask them to explain what they are doing as they do it. Families should continue to ask questions throughout the process, encouraging the child to be as descriptive as possible. Children can also be the 'teacher' and tell a family member how to draw or paint something. The family member should do exactly what the child tells them. This will encourage the child to be descriptive and exact with their instructions. This activity can address the various English language proficiencies of ELLs because it can be differentiated for any learner. For a young learner, the drawings and paintings will be simple. For older learners, the drawings become complex and detailed. This activity and other are available at https://www.betterspeech.com/post/5-everyday-activities-to-improve-pragmatic-language-skills-in-children.

West Ed

hkidd14 — 2024-07-09 00:05:54 UTC

West Ed provides professional development for teachers and administrators in the area of literacy and several other educational areas.

West Ed. (2024). Quality teaching for English learners professional development for teachers and education leaders. https://www.wested.org/service/quality-teaching-english-learners/#

ESL Teaching Podcast

hkidd14 — 2024-07-09 00:11:51 UTC

This podcasts has several episodes dedicating to helping ELL teachers including tips for new teachers, teaching challenges, choice boards, and more.

Simply Leva. (n.d.) Podcast. Welcome to the ESL teaching podcast--A podcast for for ESL/ELL teachers! https://www.simplyieva.com/welcome-to-the-esl-teaching-podcast-a-podcast-for-esl-ell-teachers/

English Learners and the Science of Reading Podcast

hkidd14 — 2024-07-09 00:15:46 UTC

This podcast focuses on the science of reading and how it affects ELLs. Science of reading has become a buzzword but many states are switching to a different curriculum that is quite different than balanced literacy.

Voyager Sopris Learning. (2023). Podcast. English learners and the science of reading podcast. EDVIEW 360 Podcast Series. https://www.voyagersopris.com/podcasts/2023/english-learners-and-the-science-of-reading

Professional Development Among English Language Teachers Article

hkidd14 — 2024-07-09 00:21:28 UTC

This article focues not just on professional development but how challenging it can be to implement.

Sadeghi, K., & Richards, J. C. (2021). Professional development among English language teachers: challenges and recommendations for practice. Heliyon, 7(9), e08053. https://doi.org/10.1016/j.heliyon.2021.e08053 PMCID: PMC8479616.

Equipping ELLs Podcasts

hkidd14 — 2024-07-09 00:26:08 UTC

This podcast focuses on strategies to help educators engage and instruct ELLs while trying to cross things off our to do list.

Vaucher, B. (2021). Podcast. Welcome to Equipping ELLs. Inspring Young Learners. https://www.inspiringyounglearners.com/podcast/