unit 3 the structure of language

UNIT 3THE STRUCTURE OF LANGUAGE

Why Is The Structure of Language Important?

The Phonemes of English

Learning Language Structure Through the

History of English

Table Talk

Turn to table partners and discuss: How do the findings of reading research discussed in these

units match what you were taught about reading in your teacher training program? What are the similarities? Differences?

What are some of the programs for struggling readers currently being used? How is it decided who receives this instruction?

Identify a student you may have taught that had a double deficit. What were some of the characteristics you noticed about that student?

Language Structure Is Important Because…

“Teaching reading is a job for an expert.

Contrary to the popular theory that

learning to read is natural and easy,

learning to read is a complex linguistic

achievement…

Moats, 1999, p. 10

Understanding Language Structure Enables Teachers To Answer:

What sounds will children confuse with /p/ and how can I help?

Why do common sight words, such as “was,” “what,” and “said,” have irregular spellings?

How many meaningful parts (morphemes) are there in the word contracted?

Why is English spelling perceived as “crazy?”

Language Structure Topics Include

SyntaxSyntax

SemanticsSemantics

MorphologyMorphologyPhonologyPhonology

Orthography

Orthography

PhoneticsPhonetics

?

Build A Language Foundation

Speech sounds-how producedPHONETICS

How sounds go together in wordsPHONOLOGY

Meaningful word parts: in-flat(e)-edMORPHOLOGY

Meanings of words, phrases, idiomsSEMANTICS

How words are ordered in sentencesSYNTAX

PARAGRAPH AND

TEXT STRUCTURE

Organization of sentences in text


WRITTEN LANGUAGE

How our writing represents

phonology, morphology, and

semantics

PHONETICS

PHONOLOGY

MORPHOLOGY

SEMANTICS

SYNTAX

PARAGRAPH AND

TEXT STRUCTURE

ORAL LANGUAGE

ORTH

OGRA

PHY

ORTH

OGRA

PHY


PHONICS- Teaching the connections between sounds

and spelling.

PHONETICS

PHONOLOGY

MORPHOLOGY

SEMANTICS

SYNTAX

PARAGRAPH AND

TEXT STRUCTURE

ORAL LANGUAGEWRITTEN LANGUAGE

ORTH

OGRA

PHY

ORTH

OGRA

PHY

Phonetics

PHONETICS: The study of linguistic speech sounds and how they are produced and perceived.

Make the sound represented by “f” and make the sound continue for a few seconds.

What parts of your mouth are involved?

1. tongue & roof of mouth

2. lower lip and upper teeth

3. lower teeth and tongue

Phonology

PHONOLOGY: The rule system within a language by which phonemes are sequenced and uttered to make words.

Which of these pairs of sounds could be adjacent in a single syllable?

1. /g/ /f/

2. /s/ /w/

3. /s/ /j/

Phonology: A Related Term

PHONOLOGICAL PROCESSING: The use of information about speech sounds which can include: Pronouncing words Remembering names Rhyming, identifying syllables Segmenting and blending sounds

How many syllables in delectable? What real word rhymes with…

change … table …

Phonological Processing

VerbalShort-term

Memory

Rapid serial naming

Articulation speed

PhonologicalAwareness

Word Awareness

Phonemic Awareness

Syllable Awareness

Sensitivity to rhyme

Phoneme manipulation

Full phoneme segmentation

Partial phoneme segmentation

Matching by alliteration and

rhyme

Morphology

MORPHOLOGY: The study of meaningful units of language [morphemes] and how they are combined in words.

Determine how many morphemes in each word.

teach-er-s

re-heat-ing

il-legal

butter

teachers

reheating

illegal

butter

Morphology In Action

Use the morphemes to identify the meaning of the following:1. Astro/y/opsy/ed ________________________2. Hemi/mort ____________________3. Bi/chron/er ______________________4. Platy/rupt/ed _________________5. Nesia/the/s ______________________6. Vis/ocul/ocul ____________________7. Bene/vive ___________________________8. I am an invertebrate but people tell me that I am an

echinoderm. I look like an astro. Who am I?9. My cephalo is attached to my octo pods. Who am I?

Starry-eyedHalf-dead

Two-timerFlat-brokeIslands of the godsSee eye to eyeThe good life

tree speak chief be baby receive these

Orthography

Orthography: A writing system. What part of each of these words stands for the sound of

long e?


cups pennies tripped starring baking

Which orthographic rule is used in adding each of the suffixes below?


Semantics

SEMANTICS: The study of word and phrase meanings To what category do these words belong?

bicycle bus taxi automobile scooter

far bad few sparse elaborate idealist

Give an antonym for each word:

skim scan peruse review study

Semantics: What Do These Idioms Mean To You?

flew the coop empty nest

my goose is cooked

chicken-hearted

bird in the hand

hen-pecked

swan song

feathered his nest

Semantics

Work with the group at your table. See how many

animal idioms your group can come up with in three

minutes. Share them.

Syntax

SYNTAX: The rule system governing sentence formation; the study of sentence structure.

Arrange these words into a coherent sentence and write it down.

little mine red is sports car cute the

“the red cute little sports car” “the sports little red cute car”

Would an English speaker say these words in any of these orders?

Syntax

How does word order affect the meaning?

Jan is the boss of Martin.

Martin is the boss of Jan.

The boss of Jan is Martin.

Is Jan the boss of Martin?

Who’s The Boss?

Language Topics For Teachers

English isn’t crazy, but it is complex. And so we study…

The Structure of Language

Phonology

Morphology

Orthography

Semantics

Syntax

Analyze The Word “Instruction”

PHONOLOGY

MORPHOLOGY

ORTHOGRAPHY

SEMANTICS

# of sounds # syllables

Base word/root prefix suffix(es)

Base word prefix suffix

Examples: Definition/ partof speech/synonym/antonym/figurative expression

10 3

struct- in - - tion

struct (letters “ct” represent /kt/)

Spelling does not change

in-, in, into, within

struct - to build

tion





History of English

What Is A Phoneme?

Definition: the smallest unit of sound that makes a difference in meaning (or that changes one word into another word).

Phonemes should not be confused with letters. Phonemes are the sounds of speech. Letters may represent phonemes in written language.

/k/ /a/ /t//h/ /a/ /t//h/ /o/ /t//h/ /o/ /p/

What Is A Consonant Phoneme?

A consonant phoneme is a speech sound that is formed by fully or partially obstructing flow of the air stream. Consonants are often described as closed sounds.

The Consonant Phonemes

Phonic Symbol Example Phonic Symbol Example

/b/ bat /n/ nut

/d/ dog /p/ pan

/f/ fun /r/ rat

/g/ game /s/ snake, city

/h/ hat /t/ top

/j/ jug, gym /v/ van

/k/ kite, cat /w/ wind

/l/ leaf /y/ yellow

/m/ man /z/ zebra, dogs

/th/ thumb /sh/ ship

/th/ this /wh/ whisper

/ch/ chin /ng/ king

/zh/ measure

Confusing Graphemes

Grapheme Phonemes(letter) (sound)

x /k/+/s/ qu /k/+/w/

Consonant Phoneme Classification

Consonants can be classified as stops or continuants (air stream)

Consonants can be classified by where they are made in the mouth (place of articulation)

Teachers need to be aware of both air stream and place of articulation when teaching letter-sound associations and monitoring oral reading.

How Do We Make Speech Sounds?

Original Image From: www.cancerbacup.org.uk/info/ refer/fact-head.htm (April 2004)

Vocal Cords

Nasal Cavity

Front of Tongue

Floor Of Mouth

Lip

Teeth

Hard Palate

Soft PalateLipAlveolar Ridge

Center of Tongue

Back of Tongue

Lips Lips/Teeth

TongueBetween

Teeth

Roof Of

Mouth

Back Of

Mouth

ThroatTongueJust

Behind

Teeth

P l a c e o f A r t i c u l a t i o n

The Phoneme Chart

Classifying Sounds:Place Of Articulation

Place the phonemes on the chart: /b/ /t/ /g/

/b/ /t/ /g/

Classifying Sounds:Place Of Articulation

With a partner, pronounce the phonemes listed and determine the parts of the mouth that are used to make the sound.

Write the phonic symbol in the appropriate box on the “Place of Articulation” table. More than one symbol may be placed in a box.

/f/ /th/ /s/

Lips Lips/Teeth

TongueBetween

Teeth

Roof Of

Mouth

Back Of

Mouth

ThroatTongueJust

Behind

Teeth


The Phoneme Chart

Classifying Sounds: Place Of Articulation

Check your work with a partner.

/b/ /t/ /g//f/ /th/ /s/

Classifying Sounds By Air Stream (Manner of Articulation): Stops And Continuants

Consonants can also be classified based on air stream Continuants are sounds such as /f/ and /z/ that can be

stretched out or pronounced in a sustained manner /ffffffffffffff/ /zzzzzzzzzz/

Stops cannot be sustained in this way as they are interruptions of the air stream. /b/ /k/

Continuants can be fricatives, nasals, liquids or glides.

Classifying Sounds By Airstreams:Using Stops And Continuants

Continuant consonants should be used in the initial position when first teaching students to blend sounds into words. The initial sound /m/ “mmmmaaaap” is easier to blend then

the initial sound /t/ “taaaap”

/b/

Classifying Sounds:Organize Consonants By Air Stream

Lips Lips/Teeth

TongueBetwee

nTeeth

Roof Of

Mouth

Back Of

Mouth

ThroatTongueJust

Behind Teet

h


Man

ner

of

Art

icu

lati

on Stop

Fricative

Affricate /j/

/s/

The Phoneme Chart

/b/a consonant phoneme that stops the stream of air

a consonant phoneme made with a continuing hiss or friction of air between two parts of the mouth

a consonant phoneme made with a stop followed by a fricative

Place these phonemes on the chart: /t/ /g/ /th/ /f/ /sh/

Classifying Sounds ActivityStops, Continuants, Combinations

Lips Lips/Teeth

TongueBetwee

nTeeth

Roof Of

Mouth

Back Of

Mouth

ThroatTongueJust

Behind Teet

h


Man

ner

of

Art

icu

lati

on Stop

Fricative

Affricate

/f/

/t/

/sh//th/

/g/

/j/

/s/

/b/

The Phoneme Chart

Classifying Sounds:Voiced And Unvoiced Sounds

Make the sound /z/ and hold it /zzzzzzzzz/. Touch your Adam’s apple while make the sound. Do

you feel vibrations? Now hold the /fffffffff/ sound and check your Adam’s

apple. What is the difference? With /z/, the vocal chords are sounding hence the

vibration. /z/ is a voiced or noisy phoneme. With /f/ the vocal cords are still. /f/ is an unvoiced or

quiet phoneme.

Classifying Sounds:Voiced And Unvoiced Sounds

Now make the /b/ sound several times while cupping your hands over your ears.

Do the same with the /t/ sound. Which one is louder? /b/ is much louder because it is voiced (noisy) and /t/ is

unvoiced (quiet).

Classifying Sounds:“Discovering The Sisters” Activity

Noisy Noisy SisterSister

Quiet Quiet SisterSister

Classifying Sounds:Discovering The Sisters Activity

Place the phonemes on the chart: /p/ /k/ /v/ /th/ /d/ /z/ /ch/

Lips Lips/Teeth

TongueBetwee

nTeeth

Roof Of

Mouth

Back Of

Mouth

ThroatTongueJust

Behind Teet

h


Man

ner

of

Art

icu

lati

on Stop

Fricative

Affricate

/k/

/j/

/d/

/s//th//v/

/p/

/f/

/t/

/sh//th/

/g//b/

/z/

/ch/

The Phoneme Chart

/zh/

Discovering The Sisters: /t/ and /d/

Voiced And Unvoiced Sounds: Why Do You Need To Know?

The voiced and unvoiced pairs, such as /b/ and /p/, are frequently confused in reading.

Students are likely to confuse voiced and unvoiced sounds in spelling.

When teaching phonemes or letter-sounds to students, the voiced stops (/b/, /d/, /g/) are the hardest to pronounce without putting an “uh” sound after the consonant sound.

Knowing how sounds are articulated also helps in showing students how to leave the “uh” off of other phonemes as well.

Discovering The Nasals

Make the /m/ sound and hold it /mmmmm/ while you pinch your nose closed. What happens?

What parts of your mouth are touching? Place /m/ on the phoneme chart.

Lips Lips/Teeth

TongueBetween

Teeth

Roof Of

Mouth

Back Of

Mouth

ThroatTongueJust

Behind

Teeth


Manner of Articulation

Nasal /m/consonant sound with the air stream directed through

the nose


Try the nose pinch method to determine which of these sounds is nasal: /w/ /n/

Place the nasal on the chart.

Lips Lips/Teeth

TongueBetween

Teeth

Roof Of

Mouth

Back Of

Mouth

ThroatTongueJust

Behind

Teeth



Nasal /n//m/


The sound at the end of king and other words ending in “ng” is not a blend of /n/ and /g/.

/ng/ is a unique nasal sound. It is made at the back of the mouth. Place /ng/ on the chart.

Lips Lips/Teeth

TongueBetween

Teeth

Roof Of

Mouth

Back Of

Mouth

ThroatTongueJust

Behind

Teeth



Nasal /m/ /n/ /ng/

The Glides And Liquids

Lips Lips/Teeth

TongueBetwee

nTeeth

Roof Of

Mouth

Back Of

Mouth

ThroatTongueJust

Behind Teet

h


Man

ner

of

Art

icu

lati

on

Stop

Fricative

Affricate

The Phoneme Chart

Nasal

Glide

Liquid

a consonant sound that glides immediately into a vowel

a consonant sound that obstructs the air stream but does not cause friction

/p/ /b/ /t/ /d/ /k/ /g/

/f/ /v/ /th/ /th/ /s/ /z/ /sh/ /zh/

/ch/ /j/

/m/ /n/ /ng/

The Glides And Liquids

Lips Lips/Teeth

TongueBetwee

nTeeth

Roof Of

Mouth

Back Of

Mouth

ThroatTongueJust

Behind Teet

h


Man

ner

of

Art

icu

lati

on

Stop

Fricative

Affricate

The Phoneme Chart

Nasal

Glide

Liquid

/p/ /b/ /t/ /d/ /k/ /g/

/f/ /v/ /th/ /th/ /s/ /z/ /sh/ /zh/

/ch/ /j/

/m/ /n/ /ng/

/y/ /wh/ /w/ /h/

/l/ /r/

Same Sound Or Different?

whichwhich

witchwitch

What Is A Vowel?

A vowel is an open, or unobstructed, speech sound. Vowel phonemes should not be confused with vowel

letters (a, e, i, o, u). Vowel phonemes include 15 sounds in English that are

variously represented by letters.

What Is A Vowel?

One vowel phoneme can be represented by different letters. rain, rein, reign

Different vowel phonemes can be represented by the same letters. seat, deaf, great

Vowels are sometimes called the glue that holds the syllable together.

Introducing Vowels Phonemes

LAX VOWELS(Short Vowels)

TENSE VOWELS(Long Vowels)

DIPHTHONGS

/a/ apple

/e/ Ed

/oi/ coin

/ou/ out

/i/ itch

/o/ octopus

/u/ up

R-CONTROLLED

/oo/ book

ape

eat

ice

oak

cube

moon

/er/ mother

/aw/ bought

/ar/ art

/or/ or

The r-controlled vowels are a subject of disagreement among linguists, but most instructional programs treat the vowel + r as one sound.

/a//e/

/i/

/o/

/u/

/oo/

Say the vowel sounds /e/ and /oo/. Observe your partner and feel your own mouth as you

say these vowels. Decide which one should be called a “front, smile” and

which one a “back, rounded vowel”.

front, smile low, open back, rounded

Vowels Phonemes:Smiles, Opens And Rounds

e oo

Vowels Phonemes:Smiles, Opens, And Rounds Activity 1

Make each of these sounds with your partner, observe your partner’s mouth and feel your own.

/oo/ / i / /u/ /a / /o/

e

i

u oo

Vowels Phonemes:Smiles, Opens, And Rounds Activity 2

Write each phonic symbol in the column it seems to belong in.

front, smile low, openoo

a

oo

u

o

back, rounded

ei

a

o oo

Vowels Phonemes: The Vowel Circle

front, smile

e eate Ed

?

?back, round

low, open

e eat

e Ed


front, smile

back, round

low, open

e eat

e Ed

?

?a at

i it

a at i it


front, smile

back, round

low, open

e eat

e Ed

a at

i it

a ate

i ice


front, smile

back, round

i ice

low, open

e eat

e Ed

a at

i it

a ate

u

up

oddaw

law

o


front, smile

back, round

i ice

low, open

e eat

e Ed

oomoon

ooak

oolook

a at

i it

a ate

u

up

oddaw

law

o

SCHWA

low, open

back, round

Vowels Phonemes:The Vowel Circle And Schwa

front, smile

Texas

e

i ice

e eat

e Ed

i it oomoon

ooak

oolook

a at

u

up

oddaw

law

o

a ate

DIPHTHONG

Vowels Phonemes:The Vowel Circle And Diphthongs

/ou/ How, trout

/oy/ Boy, coin

low, open

back, round

front, smile

SCHWA

Texas

e

i ice u

up

oddaw

law

o

e eat

e Ed

i it

a ate

oomoon

ooak

oolook

a at

R-CONTROLLED

Vowels Phonemes: The Vowel Circle And R-Controlled

low, open

back, round

front, smile /er/

urge

her

sir

/ar/

art

/or/

orDIPHTHONG

/ou/ How, trout

/oy/ Boy, coin

SCHWA

Texas

e

i ice u

up

oddaw

law

o

e eat

e Ed

i it

a ate

oomoon

ooak

oolook

a at

___ be ___ bet ___ back ___ heat ___ thick

___ ice ___ sigh ___ day ___ choose

___ quake ___ backed

___ blasted ___ rode ___ rowed

___ kin ___ king

Counting Phonemes

/b/ /e/ /b/ /e/ /t/

/b/ /a/ /k/ /h/ /t//e/

be bet

back heat

2

3

3

3

22473

32433

32

3

33

3

Manipulating Phonemes

Reverse the sequence of speech sounds in each of these words, or say them backwards.

Think of the sounds, not the letters, and write the word with the conventional spelling e.g. note backwards is tone; maid backwards is dame.

a. teach _______ e. lip _________ i. enough _______

b. sigh ________ f. easy ________ j. cash _________

c. cuts ________ g. judge _______ k. snitch _______

d. pitch _______ h. speak _______ l. face _________

cheat

ice

stuck

chip

pill

easy

judge

keeps

funny

shack

chintz

safe





History of English

History Of English Language

Helps teachers understand the origins of our phonology, morphology, orthography and semantics.

Helps teachers understand and explain our spelling system.

Provides an appreciation for the variety and expressive precision of English vocabulary.

Enhances vocabulary teaching.

Explains the historical origin of some common errors seen in invented spelling.

Historical Layers Of English

ENGLISH: A rich and complex recipe with the flavors of many cultures….

600 - 1100 C.E.

1100 - 1500

1500 - Present

Oldest Layer

Anglo-Saxon, or Old English, comprises only 1% of all the words in our dictionary.

Anglo-Saxon comprises 100% of Dolch words, i.e. was, what, there, them, and

Verbs and nouns with irregular inflections are from this period, i.e. bring-brought, give-gave, take-took, tooth-teeth, child-children, leaf-

leaves

600 - 1100 C.E.

Anglo-Saxon Words

Consider these short words used for basic concepts in our everyday speech: family: mother, father, brother, sister, house farming: plow, herd, horse, ox body parts: foot, arm, head

600 - 1100 C.E.

1000 Year Old Words

You can use this information in the class to engage students. Tell students that those sight words are difficult to read and

spell because they are over 1000 years old. Tell students that most silent letters used to be pronounced:

name was “nahm-uh’” night was “neect”

600 - 1100 C.E.

Lord’s Prayer in Old English

Faeder ure, pu pe eart on heofunum, si pin name gehalgod. Tobecume pin rice. Gewure pin willa on eoran swa swa on hoefunum. Urne gedae ghwamlican hlaf syle us to daeg. And forgyf us ure gyltas, swa swa we forgyfa urnum gyltendum. And ne gelaed pu us on constnunge, ac alys us of yfele. Solice

The Middle Layer

In 1066, William The Conqueror leads an invasion from France into England. This act leads to major changes to English language.

French becomes the language of the ruling class, while Anglo-Saxon becomes the language of commoners.

600 - 1100 C.E.

1100 - 1500 C.E.

Latin To French To English

The French language includes many Latin words. As French words became incorporated into the English language, so did Latin words.

Hence over 50% of our English words originate from Latin.

1100 - 1500 C.E.

Latin To French To English

French words that came from the Middle English (1100-1500): government: country, duke, parliament military: arms, peace, war, captain legal: court, judge, attorney, defendant, felony leisure: art, costume, pleasure, trump, ace, duce

1100 - 1500 C.E.

“Hog Chop” For Dinner?

English still includes French words for the foods we commonly eat, i.e. pork, beef, mutton, venison

But, for the animals that provide the food, we use the Anglo-Saxon words: hog, cow, sheep, deer

1100 - 1500 C.E.

The Lord's Prayer (Pater Noster) in Middle English

Oure fadir that art in heuene halowid be thi name, thi kyngdom come to, be thi wile don in erthe as in heuene, yeue to us this day oure breed ouir other substance, & foryeue to us oure dettis, as we for yeuen to oure dettouris & lede us not in to temptacion: buy delyuer us from yuel. Amen

Vocabulary Building

1100 - 1500 C.E.

Latin words from this period are often composed of prefixes, roots and suffixes.

Students can learn many vocabulary words at once by learning about these Latin roots and affixes.

Vocabulary Building

The root tract means pull or draw.

Explain: traction detract intractable

contract – pull with

extract – pull out

distract – pull apart

Using Root Words From Latin

Morphology

Teaching about

combining roots,

prefixes and suffixes

helps children learn

about...??

Semantics

Syntax

Orthography

Phonology

Phonetics

Morphology

Prefixes And Suffixes: Using This Information in the Classroom

Most of today’s suffixes date from the Middle English period of history. Inflectional Suffixes (learned early):

-s, -es, -ed, -ing, -er, -est

Derivational Suffixes (usually change part of speech): -able, - ness, -ful, -ment, -ity

The suffixes may change pronunciation of base words: define definition compete competition

The Top Layer

The final layer in our English cake is characterized by 2 phenomena: The Renaissance The Great Vowel Shift

600 - 1100AKA: Old English

1100 - 1500

1500 - Present

Not Enough Words

The Renaissance, a time of new ideas, science and trade, demanded a growing stock of words: Latin (added in modern era): allusion, appropriate, external,

benefit, exist Greek (useful for new inventions, ideas): atmosphere, atom,

telephone, nylon

1500 - Present

Not Enough Words

Renaissance

scholars needed

new words for new

meanings. This is a

problem of...?? Morphology

Semantics

Syntax

Orthography

Phonology

Phonetics

Semantics

Modern English: Changes in Vowels

While the Renaissance contributed much to the semantics of English, the other major influence on Modern English affected mainly quite a different area of the language….

1500 - PresentThe Great Vowel Shift

Changing Vowel Sounds

Since Modern English began, the pronunciations of many words have changed.

PHONEME MODERN ENGLISH

MIDDLE ENGLISH

Long “a”

Long “e”

Long “i”

“nahm-uh”

“clain”

“feef”

name

clean

five

1500 - Present


When vowel

sounds change

in a language,

it is a matter

of...??Morphology

Semantics

Syntax

Orthography

Phonology

Phonetics

Phonology

The Great Vowel Shift

During the Renaissance, the pronunciation of words changed particularly for the vowel sounds.

The spelling system was already established and did not change to accommodate the changing sound.

1500 - Present


The written form

of the language did

not change. This is

an example of...??Morphology

Semantics

Syntax

Orthography

Phonology

Phonetics

Orthography

From Layer To Layer

GreekOld English Latin

geographicearth terrain

pyrefire ignite

hydrogenwater aquatic

abstractconcrete

7th – 12th Primary 4th – 7th

Identify Greek, Latin, and Anglo-Saxon

Word Origin Cluethirtypreceptgymnastanalyzeprospectrabbitwashbiosphereatrociouspsalm

Identify Greek, Latin and Anglo-Saxon

Word Origin Cluethirty AS number/thprecept L pt/soft “c”gymnast Gr medial “y”analyze Gr medial “y”prospect L “ct”rabbit AS animal/double “b”

wash AS every daybiosphere Gr “ph”atrocious L “ci” = /sh/psalm Gr silent “p”

A Multicultural Language English Words from Around the World

Africanbanjojazz

gumbotote

American Indianmoose

opossumwigwamraccoon

Arabicalcoholalgebracoffeezero

Germandollar

kindergartenquartzyacht

Hindibungalowdungarees

pajamatote

Italianbalconyopera

umbrellapiano

Malayamok

bambooRussian

mammoth

Yiddishbagel

kibbutz

What Else Does Our Cake Need?

The words of many lands and people…the icing on the cake.

The State Of English Today...

English has the largest vocabulary of any language: English: 650,000 words French: 100,000 German: 184,000 Russian: 100,000

“English is well on the way to becoming a universal language.”

From English Isn’t Crazy, Diana Hanbury King, p. xi

You Now Know…

What sounds will children confuse with /p/ and how can I help?

Why do common sight words such as “was,” “what,” and “said,” have irregular spellings?

How many meaningful parts (morphemes) are there in the word contracted?

Why is English spelling perceived as “crazy?”

Congratulations!

You have completed Unit 3:

The Structure Of Language

SOURCES

Henderson, Edmund H. 1981. Learning to read and spell: The child’s

knowledge of words. DeKalb, Illinois: Northern Illinois University

Press.

Henderson, Edmund H. 1990. Teaching spelling, 2nd ed. Boston:

Houghton Mifflin.

King, Diana Hanbury. 2000. English isn’t crazy: The elements of our

language and how to teach them. Baltimore: York.

Moats, Louisa. 2000. Speech to print: Language essentials for teachers.

Baltimore: Paul H. Brookes.

Henry, Marcia K. 2003. Unlocking literacy: Effective decoding and

spelling instruction. Baltimore, Maryland.

unit 3 the structure of language

Documents

language foundationphonics

producedhow sounds

pairs of sounds

meaningful parts morphemes

idiomshow words

wordsmeaningful word

common sight words

units match