Brenda Zamudio

English 487

Professor Fantuzzi

7 November, 2017

Project 2: Morphology

Most English language learners spend most of the school day in mainstream classrooms,
attempting to keep up with their peers at the same time as they learn the language of
instruction. In schools where there are small numbers of English language learners, ESL
support may be limited, and even beginners may spend most of — or all — the school day
in a mainstream classroom.

Whether you are teaching language learning in a mainstream classroom or an ESL class, it is
important to ensure that the classroom environment supports language learning. This means
that it is necessary to design special activities for beginners, as suggested in Chapter 10. It is
also necessary to provide long-term support for English language learners, often for several
years after they have “graduated” from an ESL program. This is because it typically takes at
least five years for learners to develop the cognitive academic language proficiency (CALP)
required to deal successfully with the mainstream curriculum.

The strategies described in this chapter are designed to help teachers at all grade levels and
in all subject areas provide the support necessary for English language learners to participate
successfully in the program at the same time as they develop their English skills. Many of
the strategies also enhance the learning of English-speaking students. The strategies include
key visuals, guided reading
, integrated vocabulary instruction, integrated grammar
instruction, writing scaffolds, journals
, the writing process
, guided projects
,
integrating the arts
, alternative resource material

Key visuals are content-specific graphic organizers, such as concept maps, T-charts, Venn
diagrams, flow charts, story maps, timelines, and decision trees. They are graphic
representations of relationships among key ideas in a particular text, lesson, or unit of work.
 Function Words
of the in to up with at the as they learn the
of in where there of may be and may most
of or all the in a whether in a or an it is to
that the means that it is to for as in it is to
for from is because it at for to the to have
with the the in are to at and the for to in the
at the same time as they many of the the of
the the the are as and they are of in a or of
Content Words
English language learners spend school day
main- stream classrooms attempting keep
up their peers same time learn language
instruction schools small numbers English
language learners, ESL support limited
even beginners spend school day
mainstream classroom teaching language
learning mainstream classroom ESL class
important ensure classroom environment
supports language learning means
necessary design special activities
beginners suggested Chapter 10 also
necessary provide long-term support
English language learners, often several
years after “graduated” ESL program
because typically takes least five years
learners develop cognitive academic
language proficiency (CALP) required deal
successfully mainstream curriculum
strategies described chapter designed help
teachers grade levels all subject areas
provide support necessary English
language learners participate successfully
program same time develop English skills
strategies also enhance learning English-
speaking students strategies include key
visuals, guided reading
, integrated
vocabulary instruction, integrated grammar
instruction, writing scaffolds, journals

writing process
, guided projects
,
integrating arts
, alternative resource
material Key visuals content-specific
graphic organizers, concept maps, T-charts,
Venn diagrams, flow charts, story maps,
timelines, decision trees graphic
representations relationships among key
ideas particular text, lesson, unit work.
 Compound Words
Mainstream classrooms classroom content-
specific relationships timelines
Complex Words
Mainstream instruction limited beginners
ensure design activities provide often
typically successfully designed students
strategies visuals grammar content concept
diagrams story timelines school attempting
keep peers language schools content
participate number support spend teaching
environment years develop cognitive
academic language instruction journals
alternative decision maps reading important
integrated include arts instruction process
projects alternative resource charts
decisions flow trees graphic representations
relationships among key ideas particular
text lesson unit work

Inflectional
classrooms attempting peers schools
numbers learners limited beginners
teaching learning supports means activities
beginners suggested learners years
graduated takes years learners strategies
described designed teachers levels areas
learners skills strategies learning students
strategies visuals guided reading integrated
projects integrating arts visuals organizers
maps T-charts diagrams charts maps
timelines trees representations relationships
ideas
Derivational
Limited provide often students strategies
visuals grammar content graphic concept
diagrams story learners instruction number
attempting beginners alternative include
important academic environment integrated
resource decisions representations
relationships

Stem Derivation
Decide (v) Decisions (n)
Relate (v) Relationships (n)
Ten(n) Often (adv)
Present (adj) Representations (n)
Gram (n) Grammar,diagram (n)
learn (v) Learners (n)
Instruct (v) Instruction (n)
Native (n) Alternative (adj)
Graph (n) Graphic (adj)
Environ (v) Environment (n)
Source (n) Resource (n)
Success (v) Successfully (adv)
Tempt (v) Attempting (v)
Begin (v) Beginners (n)
Numb (adj) Numbers (n)
Port (n) Important (adj)

Word Origin Root Affix

instruction latin Struct (to build) In= not
Ion= suffix
design latin Sign (indicate) De=prefix
Participate latin part Cipate=to take
learners latin learn Ers-suffix
environment latin environ Ment=suffix
visuals latin Vis (to see) uals=suffix
Important latin Port (carry) Im=into

MORPHEME MATRIX

Prefix Latin Root Sample Word

In=into instruction
Re=again reconstruct
Con=with Struct= to build construction
De= way from destructive
Ob= against obstruct
 instruct
instruction
instructive
instructed destruct
instructing
destructs
instrutcs
destructed
instructively
destructing
instructor
destruction
restructure
reconstruct destructive
reconstructs destructiveness
reconstructing destructively
reconstructured

Word
construct (s) Root obstruct
constructed obstructs
construction
constructing
struct obstructed
obstructing
constructive obstructive
constructively obstructively obstructiveness
obstruction (s) obstructor(s)