UNIT 3 THE 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 Build A Language Foundation PHONETICS PHONOLOGY Speech sounds-how produced How sounds go together in words MORPHOLOGY SEMANTICS SYNTAX PARAGRAPH AND TEXT STRUCTURE Meaningful word parts: in-flat(e)-ed Meanings of words, phrases, idioms How words are ordered in sentences Organization of sentences in text Build A Language Foundation ORAL LANGUAGE WRITTEN LANGUAGE PHONETICS PHONOLOGY MORPHOLOGY How our writing represents phonology, morphology, and SEMANTICS SYNTAX PARAGRAPH AND TEXT STRUCTURE semantics Build A Language Foundation ORAL LANGUAGE WRITTEN LANGUAGE PHONETICS PHONOLOGY MORPHOLOGY SEMANTICS SYNTAX PARAGRAPH AND TEXT STRUCTURE PHONICS- Teaching the connections between sounds and spelling. 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 Verbal Short-term Memory Phonological Awareness Rapid serial naming Word Awareness Syllable Awareness Phonemic Awareness Sensitivity to rhyme Matching by alliteration and rhyme Partial phoneme segmentation Articulation speed Full phoneme segmentation Phoneme manipulation Morphology MORPHOLOGY: The study of meaningful units of language [morphemes] and how they are combined in words. Determine how many morphemes in each word. teachers teach-er-s reheating re-heat-ing illegal il-legal butter butter Morphology In Action Use the morphemes to identify the meaning of the following: 1. Astro/y/opsy/ed ________________________ Starry-eyed 2. Hemi/mort ____________________ Half-dead 3. Bi/chron/er ______________________ Two-timer 4. Platy/rupt/ed _________________ Flat-broke 5. Nesia/the/s ______________________ Islands of the gods 6. Vis/ocul/ocul ____________________ See eye to eye 7. Bene/vive ___________________________ The good life 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? 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 Which orthographic rule is used in adding each of the suffixes below? cups pennies tripped starring baking Semantics SEMANTICS: The study of word and phrase meanings To what category do these words belong? bicycle skim bus scan taxi automobile scooter peruse review study Give an antonym for each word: far bad few sparse elaborate idealist Semantics: What Do These Idioms Mean To You? flew the coop empty nest my goose is cooked swan song chicken-hearted feathered his nest bird in the hand hen-pecked 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 Would an English speaker say these words in any of these orders? “the red cute little sports car” “the sports little red cute car” Syntax How does word order affect the meaning? Who’s The Boss? Jan is the boss of Martin. Martin is the boss of Jan. The boss of Jan is Martin. Is Jan the boss of Martin? 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 10 3 Base word/root prefix suffix(es) struct- in - - tion Base word prefix suffix struct (letters “ct” represent /kt/) Spelling does not change Examples: Definition/ part of speech/synonym/antonym/ figurative expression tion in-, in, into, within struct - to build UNIT 3 THE 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). /k/ /h/ /h/ /h/ /a/ /a/ /o/ /o/ /t/ /t/ /t/ /p/ Phonemes should not be confused with letters. Phonemes are the sounds of speech. Letters may represent phonemes in written language. 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/ /h/ /j/ /k/ /l/ /m/ /th/ Confusing Graphemes game /s/ hat Grapheme jug, gym kite, cat (letter) leaf x man qu thumb snake, city /t/ Phonemes /w/ (sound) /y/ /k/+/s/ /z/ /k/+/w/ /sh/ top /v/ van wind yellow zebra, dogs ship /th/ this /wh/ whisper /ch/ chin /ng/ king /zh/ measure 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? Nasal Cavity Alveolar Ridge Lip Teeth Front of Tongue Lip Hard Palate Soft Palate Center of Tongue Back of Tongue Floor Of Mouth Vocal Cords Original Image From: www.cancerbacup.org.uk/info/ refer/fact-head.htm (April 2004) Classifying Sounds: Place Of Articulation Place the phonemes on the chart: /b/ /t/ /g/ Place of The Phoneme Chart Lips /b/ Lips/ Teeth Tongue Between Teeth Articulation Tongue Just Behind Teeth /t/ Roof Of Mouth Back Of Mouth /g/ Throat 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/ Classifying Sounds: Place Of Articulation Check your work with a partner. Place of The Phoneme Chart Articulation Lips Lips/ Teeth Tongue Between Teeth Tongue Just Behind Teeth /b/ /f/ /th/ /t/ /s/ Roof Of Mouth Back Of Mouth /g/ Throat 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” Classifying Sounds: Organize Consonants By Air Stream The Phoneme Chart Place of Lips Lips/ Teeth Articulation Tongue Tongue Just Between Behind Teeth Teeth Roof Of Mouth Back Of Mouth Manner of Articulation a consonant phoneme that stops the stream of air Stop Fricative Affricate /b/ /b/ a consonant phoneme made with a continuing hiss or friction of air between two parts /s/of the mouth a consonant phoneme made with a stop followed by /j/ a fricative Throat Classifying Sounds Activity Stops, Continuants, Combinations Place these phonemes on the chart: /t/ /g/ /th/ /f/ /sh/ Place of Lips Stop /b/ Manner of Articulation The Phoneme Chart Fricative Affricate Lips/ Teeth Articulation Tongue Tongue Just Between Behind Teeth Teeth Roof Of Mouth /t/ /f/ /th/ /s/ Back Of Mouth /g/ /sh/ /j/ Throat 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 Quiet Sister Noisy Sister Classifying Sounds: Discovering The Sisters Activity Place the phonemes on the chart: /p/ /k/ /v/ /th/ /d/ /z/ /ch/ Place of Lips Stop /p/ /b/ Manner of Articulation The Phoneme Chart Fricative Affricate Lips/ Teeth Articulation Tongue Tongue Just Between Behind Teeth Teeth Roof Of Mouth /t/ /d/ /f/ /v/ /th/ /th/ /s/ /z/ Back Of Mouth /k/ /g/ /sh/ /zh/ /ch/ /j/ Throat 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 Place of Lips Manner of Articulation Nasal Lips/ Teeth Tongue Between Teeth Articulation Tongue Just Behind Teeth Roof Of Mouth Back Of Mouth Throat consonant sound with the air stream directed through /m/ the nose 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. Discovering The Nasals Place of Lips Manner of Articulation Nasal /m/ Lips/ Teeth Tongue Between Teeth Articulation Tongue Just Behind Teeth Roof Of Mouth Back Of Mouth Throat /n/ Try the nose pinch method to determine which of these sounds is nasal: /w/ /n/ Place the nasal on the chart. Discovering The Nasals Place of Lips Manner of Articulation Nasal /m/ Lips/ Teeth Tongue Between Teeth Articulation Tongue Just Behind Teeth /n/ Roof Of Mouth Back Of Mouth Throat /ng/ 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. The Glides And Liquids The Phoneme Chart Manner of Articulation Stop Place of Lips Lips/ Teeth Tongue Between Teeth /p/ /b/ Fricative Articulation Tongue Just Behind Teeth /t/ /d/ /f/ /v/ /th/ /th/ /s/ /z/ Back Of Mouth Throat /k/ /g/ /sh/ /zh/ /ch/ /j/ Affricate Nasal Roof Of Mouth /m/ /n/ /ng/ Glide a consonant sound that glides immediately into a vowel Liquid a consonant sound that obstructs the air stream but does not cause friction The Glides And Liquids The Phoneme Chart Manner of Articulation Stop Place of Lips Lips/ Teeth Tongue Between Teeth /p/ /b/ Fricative Articulation Tongue Just Behind Teeth /t/ /d/ /f/ /v/ /th/ /th/ /s/ /z/ /m/ Throat /k/ /g/ /sh/ /zh/ /n/ /ng/ /y/ Glide Liquid Back Of Mouth /ch/ /j/ Affricate Nasal Roof Of Mouth /l/ /r/ /wh/ /w/ /h/ Same Sound Or Different? which witch 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 R-CONTROLLED /a/ apple /i/ itch /e/ Ed /o/ octopus /oo/ book /a/ ape /i/ ice /u/ cube /e/ eat /o/ oak /oo/ moon /oi/ coin /ou/ out /er/ mother /ar/ art /u/ up /or/ /aw/ bought or The r-controlled vowels are a subject of disagreement among linguists, but most instructional programs treat the vowel + r as one sound. Vowels Phonemes: Smiles, Opens And Rounds 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 e low, open back, rounded 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/ Vowels Phonemes: Smiles, Opens, And Rounds Activity 2 Write each phonic symbol in the column it seems to belong in. oo u a front, smile i e o oo low, open back, rounded a u oo e o oo i Vowels Phonemes: The Vowel Circle e e Ed e eat eat? e back, round Ed? front, smile low, open Vowels Phonemes: The Vowel Circle i e it a at eat i ? it back, round e front, smile Ed a at? low, open Vowels Phonemes: The Vowel Circle e eat i it a ate back, round e front, smile Ed a at i ice low, open Vowels Phonemes: The Vowel Circle e eat i it a ate back, round e front, smile Ed a at i ice up odd u o low, open law aw Vowels Phonemes: The Vowel Circle e eat i a look ate e front, smile moon it at i ice oo oak o Ed a oo up odd u o low, open law aw back, round Vowels Phonemes:The Vowel Circle And Schwa SCHWA eat i a oo oo oak o Ed a moon look ate e front, smile Texas it e e at i ice odd law aw up u o low, open back, round Vowels Phonemes:The Vowel Circle And Diphthongs eat i it a a moon look oo oo oak o Ed DIPHTHONG /ou/ /oy/ Texas ate e front, smile SCHWA e e at i ice odd law aw up u o How, trout Boy, coin low, open back, round Vowels Phonemes: The Vowel Circle And R-Controlled i DIPHTHONG oo oo oak o Ed a moon look ate e front, smile Texas it a /ou/ /oy/ SCHWA eat e e at i ice odd law aw up u o back, round R-CONTROLLED /er/ /ar/ /or/ urge art or her How, trout Boy, coin sir low, open Counting Phonemes be /b/ /e/ 2 bet /b/ /e/ /t/ 3 back /b/ /a/ /k/ 3 heat /h/ /e/ /t/ 3 2 be ___ 3 bet ___ 3 back ___ 3 heat ___ 2 ice ___ 2 sigh ___ 2 day ___ 3 choose ___ 4 quake ___ 4 backed ___ 7 blasted ___ 3 rode ___ 3 kin ___ 3 king ___ 3 rowed ___ 3 thick ___ 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. cheat e. lip _________ pill funny a. teach _______ i. enough _______ ice easy shack b. sigh ________ f. easy ________ j. cash _________ stuck g. judge _______ judge k. snitch _______ chintz c. cuts ________ d. pitch _______ h. speak _______ chip keeps l. face _________ safe UNIT 3 THE 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…. 1500 - Present 1100 - 1500 600 - 1100 C.E. 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. Gewurde pin willa on eordan swa swa on hoefunum. Urne gedae ghwamlican hlaf syle us to daeg. And forgyf us ure gyltas, swa swa we forgyfad urnum gyltendum. And ne gelaed pu us on constnunge, ac alys us of yfele. Sodlice 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. 1100 - 1500 C.E. 600 - 1100 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 (11001500): 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 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. 1100 - 1500 C.E. Vocabulary Building The root tract means pull or draw. contract – pull with extract – pull out Explain: traction detract distract – pull apart intractable Using Root Words From Latin Phonetics Teaching about combining roots, Phonology Morphology Semantics Syntax Orthography prefixes and suffixes helps children learn about...?? 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 1500 - Present 1100 - 1500 600 - 1100 AKA: Old English 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...?? Phonetics Phonology Morphology Semantics Syntax Orthography 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…. The Great Vowel Shift 1500 - Present Changing Vowel Sounds Since Modern English began, the pronunciations of many words have changed. 1500 - Present PHONEME MIDDLE ENGLISH MODERN ENGLISH Long “a” “nahm-uh” name Long “e” Long “i” “clain” “feef” clean five Changing Vowel Sounds When vowel Phonetics sounds change in a language, it is a matter of...?? Phonology Morphology Semantics Syntax Orthography 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 Phonetics Phonology Morphology Semantics Syntax Orthography The written form of the language did not change. This is an example of...?? From Layer To Layer Old English Latin Greek earth terrain geographic fire ignite pyre water aquatic hydrogen concrete Primary abstract 4th – 7th 7th – 12th Identify Greek, Latin, and Anglo-Saxon Word thirty precept gymnast analyze prospect rabbit wash biosphere atrocious psalm Origin Clue Identify Greek, Latin and Anglo-Saxon Word thirty precept gymnast analyze prospect rabbit wash biosphere atrocious psalm Origin AS L Gr Gr L AS AS Gr L Gr Clue number/th pt/soft “c” medial “y” medial “y” “ct” animal/double “b” every day “ph” “ci” = /sh/ silent “p” A Multicultural Language English Words from Around the World African banjo jazz gumbo tote Hindi bungalow dungarees pajama tote American Indian moose opossum wigwam raccoon Italian balcony opera umbrella piano German dollar kindergarten quartz Malay yacht amok bamboo Russian mammoth Arabic Yiddish alcohol bagel algebra kibbutz coffee zero 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: French: German: Russian: 650,000 words 100,000 184,000 100,000 “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.