Morphology- is the study of word formation and construction. And how they relate to one another within a language.

Why Phonology & Morphology are Important to Acamedic and Language Learning for ELLs?

Phonology is important because it is a "how to guide" for sounds. Students can learn about intonation and how speakers stress different syllables like in making a statement or asking a question.

Morphology is important because we use morphenes to convey meaning. Morphological awareness is important when students learn to read for information or textbooks because the language is more academic,

Duolingo seems to have gotten a complete overhaul in the last few years.

That the students can do their work on their phones, makes them more inclined to to do it.

https://schools.duolingo.com/

Semantics- is the study of the meanings of words and sentences.

Pragmatics- is the study of sentences within a certain context.

Pragmatics is concerned with what the speaker implies and what the listener infers based off of factors like situational context, individuals' mental state, preceding dialogue, other elements.

The word syntax comes from anicent Greek meaning "coordination" or "ordering together". Along with diction, it is one of the key ways writers convey meaning in a text.

The Four Rules of English Syntax:

1. A complete sentence requires a subject and verb and expresses a complete thought (called an independent clause).

2. Separate ideas require separate sentences (multiple independent clauses in a single sentence is considered a run- on sentence).

3. English word order follows subject- verb- object sequence (it's usually the same in French and Spanish).

4. A dependent clause contains a subject and verb but does not contain a complete thought.

Semantics is how one's tone, lexicon, grammatical structure, and other elements come together in a sentence to communicate meaning.

1. The pragmatic art of complaining in English. Class discussions that compare students' native language (L1) and culture with the target language (L2) and culture increases students' awareness of cultural norms.

2. The students compare complaining in L1 language to L2. Do the ELLs complain tje same in L1 to a child, a friend, and a boss.

3. Read accounts; texts, listen to audio, watch videos of people complaining in other cultures. Give the ELLs a worksheet with spaces for effective and non- effective complaining.

4. Present ELLs with a script/guideline for the steps to effective complaining. For example: your next door neighbor is having a loud party, and you have to get up early tomorrow.

Semantics

1. Semantic gradient- is a list of words placed on a contium like microscopic on one end to gargantuam (it's antonym) on the other. Words like small, big, little enormous, miniature in between.

   Extend the activity by using pictures or a list words and letting ELLs translate them.

2. Point out new and interesting words as you read and through out the day.

3. Play "Simon Says", a fun way to introduce new vocabulary and check for understanding.

4. Make a semantic map a graphic organizer showing the connections between words that fit themes like "Things You Would See On A Farm" or "Things That Make Someone A Powerful Superhero".

Syntax

1. Sentence Anagram- anagrams are a special kind of word play where letters of words are rearranged to spell other words. Only here we are rearranging words in a sentence.

   Like "night, wait, the, until, hatchings"

   "The hatchlings wait until night."

2. Sentence Elaborations- the teacher start with questions "Who, What, Who, Where, How, Which" asking the students to provide details.

   Extend the activity that the teaher leading a whole group or small groups working togrther.

3. Sentence Combining- where 2 simple sentences from a the weekly text are written on sentence strips cut into single words and combined into more complex sentences.

   Like: "Turtles have shells that cover their backs. The shells cover their stomachs too."

   "Turtles have shells that cover their backs and shells."

4. Ask "Who, What, Where, How, When" question: The wet, hairy dog crawled under my bed during the thunderstorm.

   Who: the dog (the noun)

   What: crawled (the action verb)

   Where/ How: under the bed/ during the thunderstorm (adverbs that describe the action)

   How/ Which: wet, hairy (adjectives that describe noun)

   
   

Extend the activity by using Brain Pop as a refresher to remind older students and an introduction for younger.

https://www.brainpop.com/unit/grammar/

Pragmatics- IXL Language Arts Eighth Grade- has lessons about words in context, Greek and Latin roots, word choice, prefixes and suffixes.

Extend the activity by letting the students work on the assignments in class and at home. IXL can be extra credit.

https://www.ixl.com/ela/grade-8

Semantics- PBS has a series of short teen mental health podcasts. There is a podcast about "How to Record A Podcast". A perfect, modern teaching device already used by students. There are listening and speaking challenges and ways to handle tone. There are differences between talking to co- hosts, guests, and an audience.

Extend the activity- make a podcast a weekly rotating activity in the class where different students host, produce, obtain guests, promote a show. Keep the show short- only 15 minutes.

https://www.story-maker.org/library/how-to-record-a-podcast/

https://www.pbssocal.org/shows/crash-course-linguistics#episodes

2. Literacy How is a professional development website about reading.

   https://literacyhow.org/

3. Master Class is a website where masters in every area teach you how to do things: cooking, film making, playing an instrument. For writing it is R.L. Stine, James Patterson, Judy Blume, etc.

   https://www.masterclass.com/articles/categories/writing

4. Department of Elementary and Secondary Education.

   https://www.doe.mass.edu/massliteracy/skilled-reading/language-comprehend/syntax.html

5. Science Direct's Pramatic Competence

https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0346251X17306772?via%253Dihu