Instructions: Read the following sentence and then answer the questions in a word processing document.

The faloopious scaringas tringled quaransically to the barton.

1. What did the faloopious scaringas do? They tringled.

2. How did they tringle? Quaransically.

3. What/Who tringled? The scaringas.

4. Where did they tringle? To the barton.

Reflection: Using the basic rules of grammar, I could tell that the subject is the scaringas. The word precedes the term tringled which is written like a verb in the past tense. So if the verb is tringled, one might ask, What tringled? and the answer would be to look immediately to the left of the predicate and identify the term that is being associated with the verb-looking word. That would be scaringas which appears to be a noun in the plural case. The term faloopious appears to have a descriptive ending ious which is a morpheme that designates that the root word is describing a noun. Knowing these grammatical endings and what to look for helps to identify the parts of speech. Syntax defines the way words are used in English. If ELLs understand the basic parameters enforced by English syntax, they will be able to more easily identify the parts of speech.

Instructions:Construct a set of rules which explain the processes necessary to transform the sentences. Be sure to experiment with different sentences to see if your rule system is adequate.

Affirmative ? Negative

1. Norma was tired ? Norma wasn't tired.

2. Cindy can come. ? Cindy can't come.

3. Ann may come. ? Ann may not come.

4. Aixa has a daughter. ? Aixa doesn't have a daughter.

5. Clem loved his boat. ? Clem didn't love his boat.

Declarative ? Interrogative

1. Elizabeth is on vacation! ? Is Elizabeth on vacation?

2. Jane has gone to the office. ? Has Jane gone to the office?

3. Jean knows best. ? Does Jean know best?

4. Cheryl said so. ? Did Cheryl say so?

5. Katherine could stay late. ? Could Katherine stay late?

Active ? Passive

1. Ann cut the cake. ? The cake was cut by Ann.

2. Candace walked the dog. ? The dog was walked by Candace.

3. We will rewrite the old tests. ? The old tests will be rewritten by us.

4. They have eaten all the pie. ? All the pie was eaten by them.

Rules:

Forming Negatives: Add not or nt to to be form of verb.

Changing from declarative to interrogative: Add question mark to end of sentence and invert the order of the verb by placing the helping verb before the main verb.

Changing from active to passive. Change subject to object and include to be helping verb.

Instructions: Read Jabberwocky and complete the following:

1. A list of 10 nonsense words with the possible meaning(s) based on your knowledge of morphology, syntax and word order.

2. List possible blends of words that formed the new words. Example: Whiffling: whistle and sniffling

Jabberwocky

And, as in uffish thought he stood,

The Jabberwock, with eyes of flame,

Came whiffling through the tulgey wood,

And burbled as it came!

One, two! One, two! And through and through

The vorpal blade went snicker snack!

He left it dead, and with its head

He went galumphing back.

"And hast thou slain the Jabberwock?

Come to my arms, my beamish boy!

O frabjous day! Callooh! Callay!"

He chortled in his joy.

1. Uffishdisgruntled, heavy, moody

2. Whifflingmoving quickly with a whistling sound

3. Tulgeywoody, full of mossy trees

4. Burbledbubbling and burping at the same time

5. Vorpalcurved

6. Galumphinga mix between galloping and harrumphing

7. Beamishhappy with a bright, beaming smile (beaming like a ray of sun)

8. Frabjousfantastic, rapturous, and full of joy

9. Chortleda mix between a snort and a cough

10. Snicker snacka snapping action that is decisive and cutting

Possible word combinations that produced these words:

1. Uffishugly and oafish

2. Whifflingwhistling and sniffling

3. Tulgeyturgid and foggy

4. Burbledbubbling and burping

5. Vorpalvertical and opal

6. Galumphinggalloping and harrumphing

7. Beamishbeam and beaming

8. Frabjousrapturous and joyous

9. Chortledsnort and cough

10. Snicker snackwhack and sack

Instructions:Why might it be helpful to ELLs to focus on types of sentences when they are encountered in reading?

It is helpful because ELLs need to encounter a variety of sentences in order to prepare for the real world, where oftentimes communications are varied and not homogenous. Being able to read both simple and complex or compound sentences will assist the ELL in strengthening his or her communication skills.

It is also important for them to be able to identify different types, such as declarative, inquisitive, descriptive and ejaculatory. Every sentence will have its own purpose and it is helpful to be able to see that purpose when looking at a sentence. Things to ask the students could be: what is the sentence doing? Is it stating a fact? Is it describing an object or a person, place or thing? Is it asking questions about something? (The question mark is usually a goo giveawayso it helps to be able to identify punctuation and know what it indicates). Is it making a loud statement about something (usually followed by an exclamation markanother sign of what type of sentence it is). Knowing these different types gives the student a better sense of what to look for and how to interpret it when reading. It can give the ELL the information needed to respond appropriately: for example, if the ELL sees that it is an inquisitive type of sentence, he will know that an answer is what is required (usually a declarative statement or a descriptive statement).

Copy the activities ( Activity 1 and Activity 2) and paste them into a word processing document.

There are also different semantic relations among sentences as well.

paraphrase: one statement having a similar meaning as another; for example: The cat chased the mouse. The mouse was chased by the cat. The cat tried to catch the mouse.

entailment: one statement entails, or assumes, the consequence of the second; for example: The poacher killed the alligator. The alligator is dead.

contradiction: one statement is the opposite of the other; for example: Lisa is a spinster. Lisa is married.

Activity 1:

Identify the relationships in the following sets of sentences:

The criminal robbed the bank. The bank teller gave the criminal the bank's money. Entailment

Mark is an old man. He is twenty years old. Contradiction

Jack is divorced. He was formerly married. Paraphrase

Our class is diverse. We have many ethnic and language groups represented. Paraphrase

Activity 2:

Write two sentences that exemplify each semantic relation among sentences.

paraphrase: I write that book. I produced the sentences and paragraphs that went into that text.

entailment: Bob ate the steak. The steak is in Bobs belly.

contradiction: Matt loves sunny days. Matt is very upset since the sun is shining today.

Instructions: Fill in the table with the appropriate information, save this document and submit it on the assignment box.

Summarize in your own words the information requested for each approach. Your summary under each section should be no more than 5 sentences long.

Grammar Translation Natural Approach Language Experience Approach CALLA

Language is

Language is the tool by which people communicate using sounds and symbols which refer to other things, people, places, actions and ideas. Language enables people to share ideas, work together, pursue a common aim, and make society grow and develop in a positive way. Without language, an individual is cut off from society. Because people are social creatures, language is necessary for people to build their human and social capital and achieve a better life. In terms of grammar, language consists of the rules that are applied to give the sentence structure. In terms the natural approach, language refers to the duplication of sounds and symbols that one recognizes. In terms of the language experience approach, language is absorbed at an early age. In terms of CALLA, cognitive learning is the key. This approach takes the position that the manner in which the mind is engaged is critical in understanding how students learn or acquire language skills. So understanding cognition and cognitive development, where children are cognitively speaking at specific ages and stages of developmentall of that plays a part in how to help ELLs acquire their L2. There are also theoretical approaches to consider that can be used to assist the cognitive approach as well.

Language Learning is

The theories that explain language learning or second language acquisition are numerous and include the theory of universal grammar, semantic theory, sociocultural theory, processability, connectionism and many others. These theories are all helpful in their own ways in understanding how students acquire language skills and can be used to make decisions regarding curriculum, instruction and assessment of English learners for all levels in any school. Likewise, there is a plethora of research to support the curriculum, instruction, and assessment for all four language domains (speaking, listening, reading and writing), which can be used to support a teachers approach educating ELLs. For grammar related learning, language learning is based on understanding the rules and guidelines of how the language is meant to be used in sentences. For the natural approach, there is more freedom and the ELL is not even viewed poorly for mixing the L1 and L2 because this is seen as a part of the natural process of development in which the ELL is sorting out the languages in his or her own mind and finding the right expressions for the words. It is also important to understand that in this approach there can sometimes be the case that the right word is only available or known in the L1 and not in the L2, so there is a good deal of understanding that must be present here. As for the language experience approach, it builds on prior knowledge and gives the student areas to develop and grow on. CALLA focuses on cognitive development and encouraging the cognitive process.

Primary Objectives

The primary objective of grammar is to teach sentence structure, syntax and how the parts of speech work together. The primary objective of the natural approach is to connect sounds with symbols, to hear how words are being pronounced and duplicate those sounds with letters. The primary objective of the language experience approach is to develop ones language acquisition skills by building on prior knowledge. And the primary objective of CALLA is to use cognitive theory and research to facilitate language acquisition.

Syllabus

The syllabus is important for acting as a guide or roadmap of where the student is going throughout the course. It will give a clear indication of the stops along the waywhere the students will be learning particular theories or where particular approaches will be implemented. It shows what subjects will be treated upon when. It gives the students a heads-up about what they can expect to encounter.

Instructions: Read notes on error correction.

Answer the following questions

Which of these techniques have you already used in class? Give an example of each one you have already used.

I have used pinpointing. For example, if a student uses the wrong tense like The boys are jump into the pool I would hesitate on the verb and see if anyone picks up on the problem. Or if we are correcting a mistake made by a student at the board and no one in the class is able to see the mistake, I will go through the sentence and pause at the area where the mistake is, pausing right on the word to see if anyone knows what the right word should be. It is a good opportunity to then discuss why the right word is the right word and why the mistake is a mistake.

I have used questioning a lot....

Bound: Bound morphemes are "pieces of words" to which meaning can be assigned, but which must accompany a stem to form a unit. Example: the plural " s" on cats. The letter alone has no meaning, but makes a free morpheme change in some way (plural, past tense, etc.)

List other examples of bound morphemes in the box below.

Ante pre un dis ty ion ly er ism ness

Morphology is not the study of meaning, per se, but of the attached or otherwise associated bound forms. Thus, morphologists are less interested in cat than in the -s," the " ty," and the " like" in cats, catty, and catlike, respectively. Since it is a study of form rather than of referential meaning, morphology is considered by some linguists to be a part of the grammar, studied along with the sntax of a language. In some instances, it is also linked to the study of phonology.

Depending on their position in words, and with respect to the phonemes adjacent to them, morphemes can take different forms, or allomorphs. To see examples of this, complete the following activity.

The regular English plural is written as " s" or " es." How is it pronounced (what sound does " s" or " es" make) in the following words?

Matching Activity (answer selections in the box below)

sound made rule

1. lips, cats, laughs, ducks __b___

2. judges, kisses __a___

3. dads, bugs, hams, laws __c___

Match each of the following to the correct example above in the box labeled rule:

-s" or " es" is pronounced

a. /z/ after /j/, /zh/, /sh/, /z/, and /s/

b. /s/ only after /p/, /t/, /f/, and /k/

c. /z/ elsewhere

Morphology

Types of Morphemes: Modifying and Creating New Words

Another typology of morphemes is the distinction made between bound morphemes that either modify words or create words, as shown on the chart below.

Note: Morpheme boundaries are indicated with a hyphen either before or after the affix, showing where it must be attached to a root word.

modify words create new words

inflectional morphemes derivational morphemes

Inflectional morphemes are those that modify a word's form in order to mark

the grammatical subclass to which it belongs. (O'Grady, Dobrovolsky, & Aronoff, 1993, p. 130).

Derivation is the process by which a new word is formed from a base word, such as when we add "un-" to happy to form unhappy.

Sometimes derivational morphemes are category-changing, such as when we form kindness, a noun, from kind, an adjective, and the suffix "-ness."

English really has only a few inflectional morphemes, as the following list demonstrates:

plural and possessive -s' -'s

third person singular present -s

progressive -ing

past tense -ed

past participle -ed

comparative -er

superlative -est English has quite a rich array of derivational morphemes that speakers add to words to augment their meanings.

These are called affixes; prefixes precede the base, while suffixes follow it.

Following is a short list of common affixes, taken from

O'Grady et al (1993, p. 121). In reading these you may notice that some can have more than one meaning. In the chart, V stands for verb, N stands for noun, and A stands for adjective:

Affix Change Semantic effect Examples

(Suffixes)

-able V + A able to be Xed fixable

-er V + N one who X's worker

-al N + A pertaining to national

-ize N + V put in X hospitalize

-ate A + V make X activate

(Prefixes)

ex- N + N former ex-president

in- A + A not X incompetent

re- V + V X again rethink

Morphology

In addition to the affixes listed above, we have a great number of Latin and Greek roots and affixes that we use to build our technical lexicon, an example being mononucleosis " mono " (one), C 4 nucle " (nut), " osis" (condition).

Although, sometimes, knowing the meanings of roots and affixes that come from other languages will help us understand words better, the fact that mononucleosis is "an acute, infectious disease" (American Heritage Dictionary, 1982, p. 811) is not quite so obvious. This is because, as time goes on, speakers expand and chanqe word meanings, sometimes through' metaphorical extension, as in the case of nucleus (nut), that "central or essential part around which other parts are grouped or collected" (p. 851). More about how word meaning is assigned is presented in the section on semantics.

Affixing (putting a prefix or suffix with a base word) is one way speakers create new words. New words are also created by:

compounding of words - cowboy for instance

clipping prof from professor

acronyms radar for radio detecting and ranging

blends brunch for breakfast and lunch

back-formation - enthuse from enthusiasm

Rather than being built by an additive process, as in affixing, back formation is subtractive.

Speakers assume that words made of several common morphemes have been built up by affixation. For example, long ago, speakers made up the word peddle from peddler, by analogy to worker "one who works," even though peddle as a verb did not occur in the language before. This is a common psycholinguistic process called overgeneralization, and it occurs frequently in learner data. Complete the following activity.

Identifying Morphemes Activity

Directions:

Find the morpheme in the list below.

State if it is "free" or bound or both if includes a free plus a bound.

State if it is a modifying or creating morpheme. Also include meaning if it is a bound morpheme.

ing ---bound Meaning: verb present participle/gerund; shows action that is happening right now

box ---free

ed ---bound Meaning: verb simple past tense; shows action that has happened in the past

ex ---bound Meaning: adjective; shows place (outside or away from the root word)

pre ---bound Meaning: adverbial; shows when (coming before the action of the root word)

-ize ---bound Meaning: transitive verb (to render or to make into something else via the root word)

re ---bound Meaning: verb (to do again or do over in connection with the root word,…