4th Edition LANGUAGE! Overview

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Focus on Academic LanguageThe LANGUAGE! Contrastive Analysis Charts assist teachers in understanding the difficultiesstudents may encounter when learning English. These charts highlight major differencesin phonology, orthography, morphology, and syntax between a student’s first languageand Academic English.Contrastive Analyses: Students’ First Languages With EnglishEach chart identifies predictable areas of difficulty for native speakers of a particular languagewho are learning English:• Chinese• Haitian Creole• Hmong• KhmerContrastive Analyses:American English Variations with Contrastive Academic Analyses: English• KoreanAmerican English Variations with Contrastive Academic Analyses: EnglishAmerican English Variations with Contrastive Academic Analyses: EnglishAfricanAmerican English Variations with Contrastive Academic Analyses: English• Pilipino (Tagalog)American English Variations with Contrastive Academic Analyses:AmericanEnglishPhonological Variations Morphological American Variations English Syntactic Variations Variations with Contrastive Academic Analyses: EnglishPhonological Vernacular Variations Morphological American Variations English Syntactic Variations Variations with Academic English• PortugueseVowelsPlural -sOvergeneralization of the singular pastPhonological Variations Morphological Variations Syntactic VariationsMerge Vowels of / ĭ / and / ĕ / before / m / and / Nouns Plural ending -s in voiceless consonants tense Overgeneralization was to both singular of the and singular plural pastPhonological Variations Morphological Variationsn /: pin (“pen”); him (“hem”). U7.L3.S1 are made plural by adding / ĭz / or by subjects: They Syntactic was (“they VariationsMerge Vowels of / ĭ / and / ĕ / before / m / and / Nouns Plural ending -s in voiceless consonants tense Overgeneralization was to both singular were”); of the and singular We plural pastPhonological Variationsdeleting the final Morphological consonant: desez Variations• Russiann /: pin (“pen”); him (“hem”). U7.L3.S1 are made plural by adding / ĭz / or by was subjects: (“we were”). They Syntactic U5.L8.S3; was (“they VariationsU8.L7.S4;Consonants Merge Vowels of / ĭ / and / ĕ / before / m / and / Nouns Plural ending -s in voiceless consonants tense Overgeneralization was to both singular were”); of the and singular We plural pastPhonological or des’ deleting (“desks”); the final tesez Morphological consonant: tes’ (“tests”) desez Variations U12.L4.S4n /: pin (“pen”); him (“hem”). U7.L3.S1 are made plural by adding / ĭz / or by was subjects: (“we were”). They Syntactic U5.L8.S3; was (“they U8.L7.S4;Stops Consonants Merge Vowels of / ĭ / and / ĕ / before / m / and / Nouns Plural ending -s in voiceless consonants tense Overgeneralization was to both singular were”); of the and singular We plural pastPhonological Variations Morphological Phonological U7.L5.S1 or des’ (“desks”); tesez tes’ (“tests”) Deletion U12.L4.S4n /: pin (“pen”); him Variations deleting the final Morphological(“hem”). U7.L3.S1 are made plural consonant: by adding desez / Syntactic Variations was of (“we a form were”). of be U5.L8.S3; in the present U8.L7.S4;Voiced Stops Consonantsstops in Merge stressed of / syllables ĭ / and / ĕ / before / m / and / Nouns ending in voiceless ĭz consonants / or by subjects: tense They was VariationsSyntactic was (“they VowelsPlural -sOvergeneralization to both singular were”); of the and singular We plural past• SpanishDeletion U7.L5.S1 or of des’ -s(“desks”); “nouns tesez of measure” or tes’ (“tests”) progressive occurs where Academicbecome voiceless: bak (“bag”). U2.L1.Deletion U12.L4.S4n /: deleting the final consonant: desez was of (“we a form were”). of be U5.L8.S3; in the present U8.L7.S4;Voiced Stops Consonantsstops in Merge pinstressed Vowels (“pen”); of / syllables ĭ him / and (“hem”). / ĕ / before U7.L3.S1 / m / and / are Nouns made Plural plural ending -sby in adding voiceless / ĭz consonants / or by subjects: tense Overgeneralization They was to was both (“they singular were”); of the and singular We plural pastTha’ cos’ five dolla’ (“That costs five English uses contractions: I startin’ theS1; become U3.L1.S1; voiceless: U4.L2.S1; bak U6.L3.S1Deletion U7.L5.S1 or of des’ -s(“desks”); “nouns tesez of measure” or tes’ (“tests”) progressive(“bag”). U2.L1.Deletion U12.L4.S4n /: deleting the final consonant: desez was occurs of (“we a form where were”). of be Academic U5.L8.S3; the present U8.L7.S4;Voiced Stops Consonantsstops in Merge pin (“pen”);stressed of / syllables ĭ him / and (“hem”). / ĕ / before U7.L3.S1 / m / and / are Nouns made plural ending by in adding voiceless / ĭz consonants / or by subjects: tense They was to was both (“they singular were”); and We pluraldollars.”). U9.L5.S3car. (“I’m starting the car.”); She eatin’VowelsPluralFricatives S1; -sTha’U3.L1.S1; U4.L2.S1; U6.L3.S1Deletion cos’ U7.L5.S1 five or of des’ dolla’ -s(“desks”); (“That “nouns costs tesez of measure” five or tes’ (“tests”) English progressive uses contractions: I startin’ thebecome voiceless: bak (“bag”). U2.L1.Deletion U12.L4.S4n /: pin (“pen”); him (“hem”). U7.L3.S1 deleting are made the final plural consonant: by Overgeneralization adding desez / ĭz / or by was occurs of (“we a form where were”). of be Academic U5.L8.S3; of the present U8.L7.S4; singular pastVoiced Stops Consonantsstops in stressed syllables dollars.”). U9.L5.S3rice car. (“She’s (“I’m eating starting rice.”). U5.L8.S3;• Vietnamesesubjects: the car.”); They She eatin’was (“they were”); WeThird Person Tha’ -s/ d / Fricatives replaces S1; U3.L1.S1; / th / U4.L2.S1; word-initial U6.L3.S1Deletion cos’ U7.L5.S1 five or of des’ dolla’ deleting -s(“desks”); (“That “nouns the final costs tesez of measure” consonant: five or tes’ (“tests”) desez English progressive uses contractions: I startin’ thebecome voiceless: bak (“bag”). U2.L1.Deletion U12.L4.S4 was occurs of (“we a form where were”). of be Academic U5.L8.S3; the present U8.L7.S4;Voiced Stops Consonantsstops stressed syllablesU9.L3.S4; rice (“She’s U12.L4.S4dollars.”). eating rice.”). U5.L8.S3;position: dis (“this”); dat (“that”). -s in Third third Person Tha’ U9.L5.S3car. (“I’m starting the car.”); She eatin’person singular -s may be/ d / Fricatives replaces S1; U3.L1.S1; / / in U4.L2.S1; word-initial U6.L3.S1Deletion cos’ U7.L5.S1 five or of des’ dolla’ -s(“desks”); in (“That “nouns costs tesez of measure” five or tes’ (“tests”) English progressive uses contractions: I startin’ thebecome voiceless: bak (“bag”). U2.L1.Deletion U12.L4.S4Merge of / ĭ / and / ĕ / before / m / and / Nouns endingoccurs where AcademicVoicedin of a form of be the presentStopsstops stressed syllablesconsonants tense was to both singular and pluralU8.L4.S1; U12.L3.S1deleted from regular verbs or added toBeen U9.L3.S4; used to mark U12.L4.S4dollars.”). rice (“She’s eating action rice.”). that took U5.L8.S3;position: dis (“this”); dat (“that”). -s in Third third Person Tha’ U9.L5.S3car. (“I’m starting the car.”); She eatin’person singular -s may be/ d / Fricatives replaces S1; U3.L1.S1; / / in U4.L2.S1; word-initial U6.L3.S1Deletion cos’ U7.L5.S1 five of dolla’ -s in (“That “nouns costs of measure” five English progressive uses contractions: I startin’ thebecome voiceless: bak (“bag”). U2.L1.Deletion occurs of a form where of be Academicthe presentVoiced stops stressed syllablesirregular verbs: He run. (“He runs.”); Weplace earlier in time yet is still pertinent/ v / U8.L4.S1; replaces U12.L3.S1deleted from regular verbs or added toBeen U9.L3.S4; used to mark U12.L4.S4dollars.”). U9.L5.S3rice car. (“She’s (“I’m eating action starting rice.”). that the took U5.L8.S3; car.”); She eatin’n /: pin (“pen”); him (“hem”). U7.L3.S1 are madeposition:pluralth dis / in (“this”); word-medial dat (“that”). -s in Third third Person Tha’ person cos’ singular -s five dolla’ may (“That be costs five English uses contractions: I startin’ the/ d / Fricatives replaces S1; become U3.L1.S1; by adding/ / in voiceless: U4.L2.S1; word-initial and bak U6.L3.S1 (“bag”)./ ĭzU2.L1./ or by Deletion of -s in subjects: “nouns of measure” They progressive was occurs (“they where Academic were”); Wegoes there (“We go there.”). U4.L4.S3(present perfect): I been know youirregular verbs: He run. (“He runs.”); Weplace earlier in time yet is still pertinentContrastive Analyses:word-final / v / U8.L4.S1; replaces U12.L3.S1deleted from regular verbs or added toBeen U9.L3.S4; used to mark U12.L4.S4dollars.”). rice (“She’s eating action rice.”). that took U5.L8.S3;position: th dis mover / (“this”); word-medial (“mother”); dat (“that”). -s in Third third Person Tha’ person cos’ U9.L5.S3singular -s five dolla’ may (“That be costs five car. English (“I’m starting uses contractions: the car.”); She I startin’ eatin’ the/ d / Fricatives replaces S1; U3.L1.S1; / / in U4.L2.S1; word-initial and U6.L3.S1forever (“I have known you forever.”).goes there (“We go there.”). U4.L4.S3(present perfect): I been know youbave word-final (“bathe”). U8.L6.S1; mover U12.L5.S1 (“mother”);Possession irregular verbs: He run. (“He runs.”); Weplace earlier in time yet is still pertinent/ v / U8.L4.S1; replaces U12.L3.S1deleted from regular verbs or added toBeen U9.L3.S4; used rice to (“She’s mark U12.L4.S4 eating action rice.”). that tookdeleting the final consonant: desez dollars.”). U9.L5.S3 was (“we were”). U5.L8.S3; U8.L7.S4;position: th dis / in (“this”); word-medial dat (“that”). -s in Third third Person person singular -s may beandVariations forever of (“I the have verb known car. (“I’m Be used you to forever.”).starting the car.”); She eatin’/ d / Fricatives replaces / / in word-initial goes there (“We go there.”). U4.L4.S3(present perfect): I been know youPossessive ’s is in nouns. TheAmerican English Variations/ f / bave replaces word-final (“bathe”). / / in U8.L6.S1; word-medial mover U12.L5.S1 (“mother”);Possession irregular verbs: He run. (“He runs.”); Weplace earlier in time yet is still pertinent/ v / U8.L4.S1; replaces U12.L3.S1deleted from regular verbs or added toBeen U9.L3.S4; used rice to (“She’s mark U12.L4.S4 eating action rice.”). that took U5.L8.S3;Consonantsposition: th dis / in (“this”); word-medial dat (“that”). -s in Third third Person person singular -s mayandindicate be/ d / replaces / / in word-initialVariations forever habitual of (“I the action. have verb known He Be always used you to forever.”). bepossessive goes relies there more (“We on position go there.”). than U4.L4.S3(present perfect): I been know youand / word-final f / bave replaces word-final (“bathe”). position: / / in U8.L6.S1; word-medialanyfing mover U12.L5.S1 (“mother”);Possessive Possession irregular ’s is verbs: in nouns. He run. The (“He runs.”); Weplace earlier in time yet is still pertinent/ v / U8.L4.S1; replaces / U12.L3.S1deleted from regular verbs doing or addedindicate this toBeen U9.L3.S4; used to mark U12.L4.S4or des’ (“desks”); tesez or tes’ (“tests”) U12.L4.S4action that tookposition: th dis / in (“this”); word-medial dat (“that”). -s in third person singular may be (“He habitual is always action. doing He this.”). always beinflection:andThe man car (“The man’sVariations forever of (“I the have verb known Be used you to forever.”).(“anything”); and word-final baff (“bath”). position: U8.L5.S1;possessive goes relies there more (“We on position go there.”). than U4.L4.S3(present perfect): I been know youanyfingPossessive ’s is in nouns. The U9.L7.S4/ f / bave replaces (“bathe”). / / in U8.L6.S1; word-medial U12.L5.S1 Possession irregular verbs: He run. (“He runs.”); Weplace earlier in time yet is still pertinentword-final / v / U8.L4.S1; replaces position: / U12.L3.S1deleted from regular verbs doing or added this toBeen used to mark action that tookStopsmover (“mother”);(“He is always doing this.”).car.”). U3.L8.S3; U6.L5.S3; U7.L2.S4;indicate habitual action. He always beThese charts examineU12.L5.S1inflection: The man car (“The man’sVariations forever of (“I the have verb known Be used you to forever.”).U7.L5.S1th / in word-medial and(“anything”); and word-final baff (“bath”). position: U8.L5.S1;possessive goes relies there more (“We on position go there.”). than U4.L4.S3(present perfect): I been know youanyfingPossessive ’s is deleted in nouns. TheU7.L7.S4 car.”). U3.L8.S3; U6.L5.S3; U7.L2.S4;Use U9.L7.S4/ f / bave replaces (“bathe”). / / in U8.L6.S1; word-medial U12.L5.S1 Possession irregular verbs: He run. (“He runs.”); Weplace earlier in time yet is still pertinentword-final / v / replaces position: / th mover / in word-medial (“mother”);of had doing indicate to this indicate (“He habitual is past always tense: action. doing He He this.”). always beNasals U12.L5.S1inflection:andDeletion ofThe man car (“The man’sVariations forever aof (“I the have verb known Be used you to forever.”).(“anything”); and word-final baff (“bath”). position: U8.L5.S1;possessive goes relies there more (“We on position go there.”).anyfinghadthan U4.L4.S3(present form perfect): of I been in know the you presentVoiced stops in stressed syllablestold me that (“He told me that.”).Possessive U7.L7.S4 car.”).Use U9.L7.S4/ f / bave replaces word-final (“bathe”). / / position: in U8.L6.S1; word-medial mover U12.L5.S1 (“mother”);Possessive Possession ’s is deleted in nouns. Theof had doing to this indicate (“He is past always tense: doing He this.”).’s may U3.L8.S3; be added U6.L5.S3; to mine: U7.L2.S4;indicateReduction Nasals U12.L5.S1inflection: The man car (“The man’sVariations forever habitual of (“I the action. have verb known He Be always used you to forever.”). be(“anything”); of / and ng word-final to / n baff / (“bath”). word-final position: U8.L5.S1; anyfingcontrasts betweenDeletion of -spossessive relies more on positionThis Possessive is U7.L7.S4 mine’s (“This ’s may is be mine.”) added to mine:Variations hadthanUse told U9.L7.S4/ in f / replaces “nouns / / word-medial of measure”bave (“bathe”). U8.L6.S1; U12.L5.S1 Possessive Possession ’s is deleted progressive in nouns. Thein of me subject-verb had doing that to (“He indicate told agreement past that.”).car.”). U3.L8.S3; U6.L5.S3; U7.L2.S4;indicateoccurs this (“He habitual is always wheretense: action. doing He He this.”). alwaysAcademicposition: Reduction Nasals runnin’ U12.L5.S1inflection: The man car (“The man’sVariations of the verb Be used to bebecome voiceless: bak (“bag”). U2.L1.(“anything”); of /(“running”). ng to / n baff / U5.L3.S6;(“bath”). word-final U8.L5.S1;possessiveand word-final position: anyfingPossessive relies ’s is more deleted on position inusingnouns.do and have. She do that. (“SheU8.L9.S1 position: runnin’ (“running”). U5.L3.S6;The This possessive Possessive is U7.L7.S4 mine’s form (“This ’s may whose is be mine.”)Variations hadthan TheUse told U9.L7.S4/ f / replaces / / word-medialin of me subject-verb had doing that to (“He indicate told agreement past that.”).car.”). U3.L8.S3;tense: Hereplaced added U6.L5.S3; to by mine: U7.L2.S4;indicate this (“He habitual is always action. doing He this.”). always beTha’ cos’ five Reduction Nasals U12.L5.S1 dolla’inflection: The man car (“The man’s(“anything”); of / and ng / word-final to /(“That n baff / (“bath”). word-final position: U8.L5.S1; costs anyfing five possessive relies English more ondoesposition usesusing that.”); do You and has have. to She go (“You do that. have (“She towho: I don’t know who car that isAcademic English and:-ing U8.L9.S1The This possessive Possessive is U7.L7.S4 mine’s form (“This ’s may whose is be mine.”)Variations hadthanUse told U9.L7.S4 contractions: I startin’ thein of me subject-verb had doing that to this (“He indicate (“He told agreement is past always that.”). tense: doing He this.”).S1; U3.L1.S1; U4.L2.S1; U6.L3.S1car.”). replaced added to by mine:replaced position: Reduction by Nasals runnin’ -ang U12.L5.S1inflection: U3.L8.S3; The U6.L5.S3; man U7.L2.S4;of /(“running”). single-syllable/ to / n / U5.L3.S6; in word-finalgo.”).(“Thedoes U15.L5.S4;man’s(“anything”); baff (“bath”). U8.L5.S1;that.”); You U17.L9.S4 has to go (“You have to(“I don’t who: know I don’t whose know who that car is.”).using do and have. She do that. (“Shethat iswords: -ing U8.L9.S1 thang replaced position: (“thing”); by runnin’ -ang rang (“running”). single-syllable(“ring”). U5.L3.S6;The This possessive Possessive is U7.L7.S4 mine’s form (“This ’s may whose be mine.”)Variations had Use told U9.L7.S4of me subject-verb had that to (“He indicate told agreement past that.”). tense: Hedollars.”). U9.L5.S3car.”). U3.L8.S3; replaced added U6.L5.S3; car. to by mine: (“I’m U7.L2.S4; starting the car.”); She eatin’Reduction Nasals U12.L5.S1 of / / to / n / in word-final(“I don’t know whose car that is.”).Use go.”). of nonstandard does U15.L5.S4; using that.”); do You and irregular U17.L9.S4 has have. to verbs She go (“You do that. have (“She toU10.L1.S1who: I don’t know who car that iswords: -ing U8.L9.S1 thang replaced position: (“thing”); by runnin’ -ang rang (“running”). single-syllable(“ring”). U5.L3.S6;The This possessive Possessive is U7.L7.S4 mine’s form (“This ’s may whose be mine.”)Variations had Use told of me subject-verb had that to (“He indicate told agreement past that.”). tense: Hereplaced added topastby mine:Reduction of / / to / n / in word-finalUse and go.”). of past nonstandard does U15.L5.S4; perfect that.”); tenses: You irregular U17.L9.S4FricativesNasalshas We to seen(“I don’t know whose car that is.”).using do and have. verbs She go (“You do in that. have (“She to• African AmericanLateral U10.L1.S1who: I don’t know who car that iswords: -ing U8.L9.S1 thang replaced position: (“thing”); by runnin’ -ang rang (“running”). single-syllable(“ring”). U5.L3.S6;The This possessive Possessive is mine’s form (“This ’s may ricewhose be mine.”)Variations subject-verb agreementreplaced added (“She’sthattopast (“We by mine: eatinghad told merice.”).that (“He toldU5.L8.S3;that.”).Reduction of / / to / n / in word-finalUse and saw go.”). of past nonstandard does that.”). U15.L5.S4; perfect that.”); tenses: You irregular U17.L9.S4 has We to seen(“I don’t know whose car that is.”).using do and have. verbs She go (“You do in that. have (“She to/ l / Lateral may U10.L1.S1who: I don’t know who car that isbe words: produced -ing U8.L9.S1 thang replaced as (“thing”); a separate by -ang rang single-syllable(“ring”).The This possessive is mine’s form (“Thisposition: runnin’ (“running”). U5.L3.S6;whose mine.”)Variations in subject-verb agreementThird Person -sreplaced that past (“We byUse and saw go.”). of past nonstandard does that.”). U15.L5.S4; perfect that.”); tenses: You irregular U17.L9.S4 has We to seen(“I don’t know whose car that is.”).verbs go (“You in have to/ d / replaces / th / in word-initialU9.L3.S4; U12.L4.S4using do and have. She do that. (“Shesyllable / l / Lateral may the U10.L1.S1who: I don’t know who car that isbe words: end produced -ing of words U8.L9.S1 thang replaced as (“thing”); like a separate by cool/ -ang rang single-syllable(“ring”).The possessive form whose replaced that past (“We byUse and saw go.”). of past nonstandard does that.”). U15.L5.S4; perfect that.”); tenses: You irregular U17.L9.S4 has We to seen verbs go (“You in have toVernacular English (AAVE)(“I don’t know whose car that is.”).coal. syllable U11.L8.S1 / l / Lateral may the U10.L1.S1who: I don’t know who car that isbe words: end produced -ing of words thang replaced as (“thing”); like a separate by cool/ -ang rang in single-syllable(“ring”).that past (“We Use and saw go.”). of past nonstandard that.”). U15.L5.S4; perfect tenses: irregular U17.L9.S4position: dis (“this”); dat (“that”). -s in third person singular may beWe seen(“I don’t know whose car that is.”).verbs in/ l / coal. may syllable U11.L8.S1 be / reduced l / Lateral may the U10.L1.S1 be words: end produced deleted of words thang in as wordmedial/ l / coal. or may word-final syllable U11.L8.S1 be / reduced l / Lateral may the U10.L1.S1 position: be or end produced deleted of he’p words in as word-like a separate cool/that (“We saw that.”).(“thing”); like a separate cool/ rang (“ring”).that past (“We Use and saw of past nonstandard that.”). perfect tenses: irregular We seen verbs inU8.L4.S1; • Appalachian U12.L3.S1deleted from regular verbs or added toBeen used to mark action that tookpast and past perfect tenses: We seenEnglish(“help”); medial / l feә / coal. or may (“feel”); word-final syllable U11.L8.S1 be / reduced l metuh / Lateral may the position: be (“metal”) or end produced deleted of he’p words in as wordmedial/ l feә / coal. or may (“feel”); word-final syllable U11.L8.S1 be / reduced l metuh / may at the position: be (“metal”) or end produced deleted of he’p words in as word-like a separate cool/like a separate cool/that (“We saw that.”).irregularU11.L8.S1verbs: He run. (“He runs.”); Weplace earlier in time yet is still pertinent(“help”);/ v / replaces / th / in word-medial andU11.L8.S1 (“help”); medial / l feә / coal. or may (“feel”); word-final syllable U11.L8.S1 be reduced metuh at position: (“metal”) or end deleted of he’p words in wordmedial/ l feә / coal. or may (“feel”); word-final U11.L8.S1 be reduced metuh position: (“metal”) or deleted he’p in word-like cool/• Hispanic American English goes there (“We go there.”). U4.L4.S3(present perfect): I been know youU11.L8.S1 (“help”);word-final position: mover (“mother”);U11.L8.S1forever (“I have known you forever.”).(“help”); medial / l feә / or may (“feel”); word-final be reduced metuh position: (“metal”) or deleted he’p in wordmedialfeә or (“feel”); word-final metuh position: (“metal”) he’pU11.L8.S1 (“help”);bave • Native (“bathe”). American U8.L6.S1; U12.L5.S1 PossessionArea of difficultyEnglishU11.L8.S1 (“help”); feә (“feel”); metuh (“metal”)Variations of theU11.L8.S1Possessive ’s is deleted in nouns.ContrastiveThekeyedverbtoBetheusedlessonstoAnalysis: American English Variations with Academic English A45/ f / replaces / th / in word-medialindicate habitual action. He always be• Southern Americanand word-final position: anyfing(“anything”); English baff (“bath”). U8.L5.S1;U12.L5.S1Contrastive Analyses:American English Variations with Academic Englishpossessive relies more on position thaninflection: The man car (“The man’scar.”). U3.L8.S3; U6.L5.S3; U7.L2.S4;U7.L7.S4Contrastive Analysis: American English Variations with Academic English A45Contrastive Analysis: American English Variations with Academic English A45Contrastive Analysis: American English Variations with Academic English A45Contrastive Analysis: U9.L7.S4American English Variations with Academic English A45Contrastive Analysis: American English Variations with Academic English A45Contrastive Analysis: American English Variations with Academic English A45doing this (“He is always doing this.”).Use of had to indicate past tense: Hehad told me that (“He told me that.”).NasalsPossessive ’s may be added to mine:Reduction of / ng / to / n / in word-finalThis is mine’s (“This is mine.”)Variations in subject-verb agreementposition: runnin’ (“running”). U5.L3.S6;using do and have. She do that. (“SheU8.L9.S1The possessive form whose replaced bydoes that.”); You has to go (“You have to26 LANGUAGE! Overview who: I don’t know who car that iswww.sopriswest.com/language-ing replaced by -ang in single-syllablego.”). U15.L5.S4; U17.L9.S4
Focus on AcademicLanguage lessonsprovide instructionand practice in areasof potential difficultiesidentified in theContrastive Analyses.Review & Acceleration activities designated with aDifferentiated Instructionin this Teacher Guide includfluency and assessment tasks, and activities related to the Instructional Text in Steps 5 and 6. These activitof this program’s comprehensive curriculum. In the following two scenarios, use only the starred activities.assessment measures will help you determine whether students fit one of these scenarios.Review & Acceleration activities designated with a in this Teacher Guide include new concepts,1. To address weaknesses in student performance. Students whose performance falls below the cutoffscores can repeat these activities to practice basic skills that need strengthening.2. To accelerate instruction for students who are demonstrating strong growth. Students demonstratstrong performance can accelerate progress by focusing on the designated activities.fluency and assessment tasks, and activities related to the Instructional Text in Steps 5 and 6. These activities form the coreof this program’s comprehensive curriculum. In the following two scenarios, use only the starred activities. Data from theassessment measures will help you determine whether students fit one of these scenarios.1. To address weaknesses in student performance. Students whose performance falls below the cutoff testscores can repeat these activities to practice basic skills that need strengthening.2. To accelerate instruction for students who are demonstrating strong growth. Students demonstratingstrong performance can accelerate progress by focusing on the designated activities.Focus on Academic Language activities expand on and enhance unit-specificFocus on Academic Language lessons are identified on the Planning andPacing activitiesFocus Guide appearon at atAcademic the the beginning point of useLanguage of throughout each activities unit. the unit.expand on and enhance unit-specific content. Theseactivities appear at the point of use throughout the unit.Lesson 1 Lesson 2 Lesson 3 Lesson 4Lesson 1 LessonStep24: Using a andLessonan3Step 6: ListeningLessonfor4Step 1:LessonPhonemic5Step 4: Using with a and Nouns an Step 6: Listening for -ing in Step Rapid 1: Phonemic Connected Production Step 4: Using of there / r /with Nouns-ing in Rapid Connected Production of / r / is and there are inSpeechand / l /Speechand / l /SentencesLesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10Step Step 1: Pronouncing 1: Pronouncing Step 1: Phonemic Step 1: Phonemic Step 3: Practice Using Step 3: Practice UsingWords Ending a Production of / z / the Verb Be withWords Ending in a Production of / z / the Verb Be withConsonant SoundProgressive VerbsConsonant SoundProgressive VerbsSpecial Instructional Support activities customize teaching materials and provideopportunities for individualized instruction.Lesson opportunities 1 for Lesson individualized 2 instruction. Lesson 3 Lesson 4 Lesson 5Step 1: Sortegories CD: Step 1: FolderStep 2: Folder Activity: Step 2: Folder Activity: Step 2: Words forPractice UsingSoundtheCountVerb Lesson Be 1 Activity:withPhonemeProgressive Lesson Alphabetize 2 EssentialVerbs Lesson Tic-Tac-Toe with 3 Teachers Lesson CD: Word 4Step 2: Words for Discrimination—Short Words Units 3–5 Essential Words Card Generator—SortTeachers Step CD: 1: Word Sortegories / a / CD: vs. / o / Step 1: Folder Sortegories CD: Build Step It 2: Step Folder 3: Sortegories Activity: CD: Step Present 2: and Folder Present Activity:Refer to to the Contrastive Analysis Chart for:u Card Charts Generator Sound for:Read the uCount Step 2: Sortegories Activity: phrases Read CD: the Phoneme displayed phrases in the displayed pocket chart andStep 5: LANGUAGE! Alphabetize Morph in the It Essential pocket chart Tic-Tac-Toe Progressive and Verb with FormsAfrican p. xxx. Words for Teachers CD: Sort remind It students that eReader am, is, CD: and “Jazz: are are all presentStep 3: Sortegories CD:African American Vernacular English, p. A45; Step Haitian 2: Words Creole, for Discrimination—Shortremind students that Words am, is, Units and 3–5 are are all present Essential WordsWord Study Guide Words tense for Teachers forms of CD: the same The Recipe” verb, the verb be.Categorize Itp. A30; Portuguese, p. A37.Teachers CD: Word / a tense / vs. / forms o / of the sameWhen some speakers form sentences using the present Fluency Builder GridSortegories verb, the CD: verb Build be. It Step 3: Sortegories CD:uCard Generator Follow the Step procedure below to give students practiceprogressive tense, the verb be may be deleted from theuLesson 6 using Lesson be verbs Follow2: Sortegories7 in sentences. the procedureCD:Lesson 8Step below 5: LANGUAGE! to Lesson give studentsMorph9 practiceItWhen some speakers form sentences using Lesson 10verb phrase. These speakers need explicit instruction Words the for presentand Teachers CD: Sort ItStep 2: Words for Step upractice using the verb be in the present progressive tense.Select 2: Wordsusingone forbeof the picture Stepverbs4: cards Wordsin sentences. eReader CD: “Jazz:progressive tense, the verb be may be deleted depicting for and Step action, 3: Sortegories CD:Word Study from Guide the Words for Teachers CD: The Recipe”Teachers CD: Word Teachers CD: Word Teachers CD: Word Analogy Buildingfor example: driving.UnscrambleSearch Fluencyuverb phrase. These speakers need explicit instruction and Select Builder oneCardofGenerator—BuildGrid the picture cards depicting and action,Why Do: Provides focused practice producing the verbStep 4: Folder Activity:upractice using the verb be in the present Step 3: progressive Sortegories CD: tense. Step Place 4: Sortegories the for picture example: CD: card Sentences, in the driving. pocket Move chart Sentence next to the Unscramblebe in the present progressive tense.Relate ItGrammar first phrase, Sort I am. Adverbial Information with AdverbsuHow To:Place theStep 4: Sortegories CD:Step picture 5: LANGUAGE! card in the pocket chart next to theWhy Do: Provides focused practice producing Step 2: Words the verb for u Say the Step sentence 2: Words created by the words and the picture:u Pull the following picture cards from Phrase the Teacher BuildingeReader for CD: “Looking Step 4: Words for Step 3: Sortegories CD:first phrase, I am.be in the present progressive tense. Teachers CD: Word I am driving. Teachers Have CD: at students: Word Jazz” Teachers CD: Word Analogy BuildingResource Kit:Unscramble •drivingsingingListen Search u Say and the repeat. sentence created Card by Generator—Buildthe words and the Step picture:How To:4: Folder Activity:eatingsittingStep 3: Sortegories Example: CD: Step I I am 4: Sortegories driving. Response Have CD: students: Sentences, MoveI am driving.Sentence Unscrambleu Use the following picture cards:emptyingsleeping Relate ItGrammar SortAdverbial Information with Adverbsudriving singingMove the picture • Listen card and down repeat. to the next phrase andlookingstanding Step 4: Sortegories repeat CD:Step 5: LANGUAGE!eating sittingthe process.runningtalkingPhrase BuildingExample: I am driving. eReader Response CD: “Looking I am driving.uemptying sleepingContinue with all forms of be. at Jazz”u Create this chart using cards in the pocket chart:u Move the picture card down to the next phrase andulooking 532 standing Unit 5 • Planning and Pacing GuidesCall on a student to:SingularPluralrepeat the process.running talking• Select an action from the picture cards.I amWe areuu •Create this chart using cards in the pocket chart: Place Continue the card next with to a all phrase. forms of be.You areYou are• Say u the Call sentence on a student created by to: the phrase and theHe is Singular They are Pluralpicture card.• Select an action from the picture cards.I am She isWe are• Call on another student to continue the processIt iswith a different • Place action the card verb. next to a phrase. You areuu Explain that sometimes532You arethe wayUnitwe5say•sentencesPlanninginand Pacing Provide Guides additional • Say modeling the sentence and support created whenever by the phrase and theHe informal is conversation is different They than are the way we say necessary. picture card.She the isame sentences in Academic English, the Englishspoken in school.• Call on another student to continue the processIt iswith a different action verb.u Explain that in Academic English, it is importantu Explain to say the that appropriate sometimes be verb the before way we the say main sentences verb inu Provide additional modeling and support wheneverin the sentence.u Explain that in Academic English, it is importantto say the appropriate be verb before the main verbin the sentence.(800) 547-6747 LANGUAGE! Overview 27Step 4is andSenteLesson 6 Lesson 7 Lesson 8 Lesson 9 LSpecial Instructional Support activities customize teaching materials and proPractice Using the Verb Be with Progressive Verbsinformal conversation is different than the way we say necessary.the same sentences in Academic English, the Englishspoken in school.Picture cards provide visual support for word meaning.Step 2TeachCard GPreseProgreStep 3CategLesson 6 Lesson 7 Lesson 8 Lesson 9 L
Page 1 and 2: ®Fourth EditionOverview
Page 3 and 4: LANGUAGE! is thecomprehensive liter
Page 5: How does LANGUAGE! work?Cumulative
Page 14 and 15: LANGUAGE!Phonemic Awarenessand Phon
Page 16 and 17: LANGUAGE!Vocabularyand MorphologyEn
Page 18 and 19: LANGUAGE!Listening andReading Compr
Page 20 and 21: EnglishLanguageLearnersLANGUAGE!Cha
Page 22 and 23: Each level of text in LANGUAGE! is
Page 24 and 25: Reading and writing are reciprocal
Page 28 and 29: LANGUAGE! accelerates reading achie
Page 30 and 31: The Scope and Sequence for LANGUAGE
Page 32 and 33: What are the unit objectives?At a G
Page 34 and 35: What are you going to teach in each
Page 36 and 37: How are you going to teach it?The L
Page 38 and 39: How can you differentiate instructi
Page 40 and 41: Scheduling OptionsSignificant liter
Page 42 and 43: Sopris West Implementation Services
Page 44 and 45: District 2At-Risk StudentsIn a midd
Page 46 and 47: National RecognitionAs a research-b
Page 48: 4093 Specialty PlaceLongmont, CO 80

4th Edition LANGUAGE! Overview

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