Teaching Strategies

Question 1

Homonyms

P.3

Answer 1

identify misspelled words, recognize multiple meanings of words in sentences, spell words correctly within given context, match words with meanings

Question 2

Phonemes

P.2

Answer 2

Focus on groups of words that rhyme with different beginning phonemes (ran, can, fan) or words with same beginning phoneme and various vowel sounds (tin, ten, ton, tan)

Vowels/consonants introduced in deliberate order

Question 3

Stress

P.3

Answer 3

Acting out different meanings

Question 4

Morphology

P.4

Answer 4

Guess at the meaning of a word

Take a root word and create as many new words as possible

Identify root/pre/suffix

Question 5

Mistakes/Overgeneralized rules used

P. 5-6

Answer 5

Do not embarrass student

Consider stage of progress and context of error. No need to correct each mistake (can discourage/cause shut down)

Repeat segments of spoken language and correct any errors, as if to confirm understanding

Keep track of repeated errors to inform teaching

Question 6

Stages of Syntax Development

P. 6-7

Answer 6

1. Single words
2. SVO structure
3. Wh-fronting, Do fronting, adverb fronting, negative+verb
4. Y/N inversion, copula inversion, particle shift
5. Do 2nd, auxiliary 2nd, negative do 2nd
6. Cancel inversion

Question 7

Phonological Awareness

P.13-14

Answer 7

Fluency before comprehension can be reached

Start with sounds that both languages share

Question 8

Four language skills:

Answer 8

Listening, reading, speaking, writing

All need to be integrated

Question 9

Pragmatics

Answer 9

Model, explicitly teach, role play