UNIT 3 THE STRUCTURE OF LANGUAGE

1. UNIT 3THE STRUCTURE OF LANGUAGE Why Is The Structure of Language Important? The Phonemes of English Learning Language Structure Through the History of English

2. 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?

3. “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… Language Structure Is Important Because… Moats, 1999, p. 10

4. 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?”

5. Language Structure Topics Include Phonetics Phonology ? Morphology Semantics Orthography Syntax

6. PHONETICS PHONOLOGY MORPHOLOGY SEMANTICS SYNTAX PARAGRAPHAND TEXT STRUCTURE Build A Language Foundation Speech sounds-how produced How sounds go together in words Meaningful word parts: in-flat(e)-ed Meanings of words, phrases, idioms How words are ordered in sentences Organization of sentences in text

7. PHONETICS PHONOLOGY MORPHOLOGY SEMANTICS SYNTAX PARAGRAPHAND TEXT STRUCTURE Build A Language Foundation ORAL LANGUAGE WRITTEN LANGUAGE ORTHOGRAPHY How our writing represents phonology, morphology, and semantics

8. PHONETICS PHONOLOGY MORPHOLOGY SEMANTICS SYNTAX PARAGRAPHAND TEXT STRUCTURE Build A Language Foundation ORAL LANGUAGE WRITTEN LANGUAGE ORTHOGRAPHY PHONICS- Teaching the connections between sounds and spelling.

9. tongue & roof of mouth lower lip and upper teeth lower teeth and tongue 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?

10. 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? • /g/ /f/ • /s/ /w/ • /s/ /j/

11. 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 …

13. 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 • reheating • illegal • butter teach-er-s re-heat-ing il-legal butter

14. Use the morphemes to identify the meaning of the following: Astro/y/opsy/ed ________________________ Hemi/mort ____________________ Bi/chron/er ______________________ Platy/rupt/ed _________________ Nesia/the/s ______________________ Vis/ocul/ocul ____________________ Bene/vive ___________________________ I am an invertebrate but people tell me that I am an echinoderm. I look like an astro. Who am I? My cephalo is attached to my octo pods. Who am I? Morphology In Action Starry-eyed Half-dead Two-timer Flat-broke Islands of the gods See eye to eye The good life

15. Which orthographic rule is used in adding each of the suffixes below? cups pennies tripped starring baking 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 tree speak chief be baby receive these tree speak chief be baby receive these

16. Give an antonym for each word: far bad few sparse elaborate idealist Semantics • SEMANTICS: The study of word and phrase meanings • To what category do these words belong? • bicycle bus taxi automobile scooter • skim scan peruse review study

17. flew the coop empty nest Semantics: What Do These Idioms Mean To You? my goose is cooked chicken-hearted swan song feathered his nest bird in the hand hen-pecked

18. Work with the group at your table. See how many animal idioms your group can come up with in three minutes. Share them. Semantics

19. 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 • 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

20. How does word order affect the meaning? Syntax 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?

21. 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

22. Analyze The Word “Instruction” # of sounds # syllables PHONOLOGY 10 3 Base word/root prefix suffix(es) MORPHOLOGY struct- in - - tion Base word prefix suffix struct (letters “ct” represent /kt/) ORTHOGRAPHY Spelling does not change tion in-, in, into, within Examples: Definition/ partof speech/synonym/antonym/figurative expression SEMANTICS struct - to build

23. UNIT 3THE STRUCTURE OF LANGUAGE Why Is The Structure of Language Important? The Phonemes of English Learning Language Structure Through the History of English

24. 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/

25. 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.

26. Confusing Graphemes Grapheme Phonemes (letter) (sound) x /k/+/s/ qu /k/+/w/ 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

27. 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.

28. How Do We Make Speech Sounds? Nasal Cavity Hard Palate Alveolar Ridge Soft Palate Lip Teeth Center of Tongue Front of Tongue Back of Tongue Lip Floor Of Mouth Vocal Cords Original Image From: www.cancerbacup.org.uk/info/ refer/fact-head.htm (April 2004)

29. P l a c e o f A r t i c u l a t i o n The Phoneme Chart Lips Lips/ Teeth Roof Of Throat Tongue Tongue Just Back Of Between Mouth Behind Mouth Teeth Teeth Classifying Sounds:Place Of Articulation • Place the phonemes on the chart: /b/ /t/ /g/ /b/ /t/ /g/

30. 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/

31. P l a c e o f A r t i c u l a t i o n The Phoneme Chart Lips Lips/ Teeth Roof Of Throat Tongue Tongue Just Back Of Between Mouth Behind Mouth Teeth Teeth Classifying Sounds: Place Of Articulation • Check your work with a partner. /th/ /b/ /f/ /t/ /g/ /s/

32. 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.

33. 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”

34. P l a c e o f A r t i c u l a t i o n Lips Lips/ Teeth Roof Of Throat Mouth Tongue Tongue Just Back Of a consonant phoneme that stops the stream of air Between Stop Behind Mouth Teeth Teeth a consonant phoneme made with a continuing hiss or friction of air between two parts of the mouth Fricative Manner of Articulation a consonant phoneme made with a stop followed by a fricative Affricate Classifying Sounds:Organize Consonants By Air Stream The Phoneme Chart /b/ /b/ /s/ /j/

35. P l a c e o f A r t i c u l a t i o n The Phoneme Chart Lips Lips/ Teeth Roof Of Throat Mouth Tongue Tongue Just Back Of Between Stop Behind Mouth Teeth Teeth Fricative Manner of Articulation Affricate Classifying Sounds ActivityStops, Continuants, Combinations Place these phonemes on the chart: /t/ /g/ /th/ /f/ /sh/ /b/ /t/ /g/ /f/ /th/ /s/ /sh/ /j/

36. 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.

37. 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).

38. Classifying Sounds:“Discovering The Sisters” Activity Quiet Sister Noisy Sister

39. P l a c e o f A r t i c u l a t i o n The Phoneme Chart Lips Lips/ Teeth Roof Of Throat Mouth Tongue Tongue Just Back Of Between Stop Behind Mouth Teeth Teeth Fricative Manner of Articulation Affricate Classifying Sounds:Discovering The Sisters Activity Place the phonemes on the chart: /p/ /k/ /v/ /th/ /d/ /z/ /ch/ /p/ /t/ /k/ /b/ /d/ /g/ /f/ /th/ /s/ /sh/ /v/ /th/ /z/ /zh/ /ch/ /j/

40. Discovering The Sisters: /t/ and /d/

41. 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.

42. Tongue Tongue Just Back Of Between Behind Mouth Teeth Teeth 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. P l a c e o f A r t i c u l a t i o n Lips Lips/ Teeth Roof Of Throat Manner of Articulation Mouth consonant sound with the air stream directed through the nose /m/ Nasal

43. P l a c e o f A r t i c u l a t i o n Lips Lips/ Teeth Roof Of Throat Manner of Articulation Mouth Tongue Tongue Just Back Of Between Behind Mouth Nasal Teeth Teeth Discovering The Nasals • Try the nose pinch method to determine which of these sounds is nasal: /w/ /n/ • Place the nasal on the chart. /m/ /n/

44. P l a c e o f A r t i c u l a t i o n Lips Lips/ Teeth Roof Of Throat Manner of Articulation Mouth Tongue Tongue Just Back Of Between Behind Mouth Nasal Teeth Teeth 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. /n/ /ng/ /m/

45. Tongue Tongue Just Back Of Between Behind Mouth Teeth Teeth The Glides And Liquids The Phoneme Chart P l a c e o f A r t i c u l a t i o n Lips Lips/ Teeth Roof Of Throat Mouth Stop /p/ /b/ /t/ /d/ /k/ /g/ Fricative /f/ /v/ /s/ /z/ /sh/ /zh/ /th/ /th/ Affricate /ch/ /j/ Manner of Articulation Nasal /m/ /n/ /ng/ Glide a consonant sound that glides immediately into a vowel a consonant sound that obstructs the air stream but does not cause friction Liquid

46. Tongue Tongue Just Back Of Between Behind Mouth Teeth Teeth The Glides And Liquids The Phoneme Chart P l a c e o f A r t i c u l a t i o n Lips Lips/ Teeth Roof Of Throat Mouth Stop /p/ /b/ /t/ /d/ /k/ /g/ Fricative /f/ /v/ /th/ /th/ /s/ /z/ /sh/ /zh/ Affricate /ch/ /j/ Manner of Articulation Nasal /m/ /n/ /ng/ /y/ /wh/ /w/ /h/ Glide /l/ /r/ Liquid

47. Same Sound Or Different? which witch

48. 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.

49. 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.

50. / oi/ coin / ou/ out Introducing Vowels Phonemes /a/ apple /i/ itch /u/ up LAX VOWELS (Short Vowels) /e/ Ed /o/ octopus /oo/ book /aw/ bought /i/ ice /u/ cube /a/ TENSE VOWELS ape (Long Vowels) /o/ oak /oo/ moon /e/ eat DIPHTHONGS / er/ mother /or/ or R-CONTROLLED / ar/ art • The r-controlled vowels are a subject of disagreement among linguists, but most instructional programs treat the vowel + r as one sound.