UNIT 3 THE STRUCTURE OF LANGUAGE
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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
Build A Language Foundation
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
Build A Language Foundation
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?
tree speak chief be baby receive these
cups pennies tripped starring baking
Which orthographic rule is used in adding each of the suffixes below?
tree speak chief be baby receive these
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
UNIT 3THE STRUCTURE OF LANGUAGE
Why Is The Structure of Language Important?
The Phonemes of English
Learning Language Structure Through the
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
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
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
P l a c e o f A r t i c u l a t i o n
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
P l a c e o f A r t i c u l a t i o n
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
P l a c e o f A r t i c u l a t i o n
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
P l a c e o f A r t i c u l a t i o n
Manner of Articulation
Nasal /m/consonant sound with the air stream directed through
the nose
Discovering The Nasals
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
P l a c e o f A r t i c u l a t i o n
Manner of Articulation
Nasal /n//m/
Discovering The Nasals
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
P l a c e o f A r t i c u l a t i o n
Manner of Articulation
Nasal /m/ /n/ /ng/
The Glides And Liquids
Lips Lips/Teeth
TongueBetwee
nTeeth
Roof Of
Mouth
Back Of
Mouth
ThroatTongueJust
Behind Teet
h
P l a c e o f A r t i c u l a t i o n
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
P l a c e o f A r t i c u l a t i o n
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
Vowels Phonemes: The Vowel Circle
front, smile
back, round
low, open
e eat
e Ed
?
?a at
i it
a at i it
Vowels Phonemes: The Vowel Circle
front, smile
back, round
low, open
e eat
e Ed
a at
i it
a ate
i ice
Vowels Phonemes: The Vowel Circle
front, smile
back, round
i ice
low, open
e eat
e Ed
a at
i it
a ate
u
up
oddaw
law
o
Vowels Phonemes: The Vowel Circle
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
UNIT 3THE STRUCTURE OF LANGUAGE
Why Is The Structure of Language Important?
The Phonemes of English
Learning Language Structure Through the
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
Changing Vowel Sounds
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
Changing Vowel Sounds
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.