Objective/Standard Activity Phonology Morphology: Syntax Semantics: Assessment:

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Objective/Standard Activity Phonology Morphology: Syntax Semantics: Assessment: Differentiated Instruction DI Low Performing Students or Tier 2 or Tier 3 students On Grade Level Students Tier 1 Students Above Grade Level Students or Possible Gifted Students Journal: Describe what phonology and morphology are. What sounds are in your native language that are not in the English language? How was your process to acquire both? How important are phonemic and morphemic awareness for ESOL students? How does grammar approach affect ESOL student’s language acquisition/learning? Classroom Activity: Write a plan/activity to do with your ELL/regular first, second or third grade students. You may choose the grade level. If your students are from another grade level, please adapt the information. Objective/Standard: Activity: For the phonology part you are going to choose a sound to teach. This can be /m/ /p/ /s/ or any sound related to the grade level you choose to teach. For the morphology part you’re choosing a structure. This can be gerund in verbs such as going, working, doing. You may choose present tense such as adding s, or es to a verb. You may choose the grammatical structure related to the grade level you choose to teach. Phonology: teach one sound (Use a graphic organizer.) Morphology: what part of a word you are explaining? past tense (ed), singular (s), prefix, suffix, gerund, or a root? Please use graphic organizers or thinking maps. Syntax: For this part you’re choosing a grammatical structure such as singular form of a verb, past tense, use of commas or periods in a sentence, gerund, types of nouns among other examples. Use graphic organizer, bubble maps. Semantics: Choose to teach vocabulary, antonyms, synonyms, or sight words. You may use vocabulary maps, T-Chart, circle maps. Assessment: what are you using to assess your students? Have students use one of Gretchen Bernabei’s writing ideas or have your students write a four-sentence paragraph. This will depend on your students’ grade levels. Differentiated Instruction DI (In a real classroom, DI is done using i-Ready, or any other research-based program/application, however, you, as the teacher, may want to pull the low performing group every day to teach them what they are lacking or need help in.) For the DI do an activity for each group. Low Performing Students: Teach phonemic awareness (any sound) On Grade Level Students: Teach Main idea/Key Detail. You may choose a passage based on their level to make sure your students understand, Above Grade Level Students: Teach Text Evidence (how do you know? Where did you find that information on the text?)

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