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Review and Assessment

ELD STANDARDS

Academic language development

Language-based

Reflective of the varying stages of second language acquisition

Representative of social and academic language contexts

Tied to a state’s English language proficiency standards (WIDA)

STATE CONTENT STANDARDS

Academic Achievement

Content-based

Reflective of conceptual development

Representative of the school’s academic curriculum

Tied to a state’s academic content standards

WIDA Consortium

Language and Content Standards

WIDA’s ELD Standards

Social Instruction

al Language

Language of

Language Arts

Language of

Mathematics

Language of Science

Language of Social Studies

Academic Language

Listening

Speaking

Reading

Writing

Process, understand, interpret and evaluate spoken language in a variety of situations

Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency

Engage in written communication in a variety of situations for a variety of purposes and audiences

Engage in oral communication in a variety of situations for a variety of purposes and audiences

Language Domains

Pam Allen pamela.allen@cms.k12.nc.us

Stacy Feldsteinstacy.feldstein@cms.k12.nc.us

Mariana De LucaMariana.deluca@cms.k12.nc.us

Phonetics: The Sounds of Language Jan-March,2013

Participants will identify the sounds of American English, the symbols that represent them and their particular characteristics by listening to a PowerPoint Presentation and

analyzing language in groups.

Objective

1. An Arabic student asks, “Where is my baber?”2. A Chinese student says, “Watch out for broken grass!”3. A Serbian student says, “I vant to eat.”4. A Czech student says, “I leave in Yanuary”5. A Farsi student says, “When will you co back?”6. A French student says, “I will stay with zem.”7. A German student says, “I sink so.”8. A Japanese student says, “It is bery good”.9. A Korean student says, “I drive a zeep.”10. A Spanish student says, “He is chort”11. A Filipino Student says, “It is my pavorite”12. A Turkish student asks, “Do I get a stigger?”13. A Vietnamese student says, “I got two book.”

Name that Phoneme Substitution

The study of speech sounds

Mom: “Hold on”Toddler: “I’m holing

don, I’m holing don.”

Phonetics

/p/

/b/

/m/

Bilabials

/t/

/d/

/n/

Alveolar

s

/k/

/g/

/ŋ/

Velars

Manner of Articulation

Voiced and Voiceless Sounds

Voiced Voiceless

Air obstruction Air flows freely

Vibration of vocal cords No vibration of vocal cords

zzzzzzzzzzzzz sssssssssssssssssssssss

Languages differ to a greater or lesser degree in the inventory of speech sounds that words are built from.

Our linguistic knowledge makes it possible to ignore non linguistic differences. (Background noise, interference)

Identity of Speech Sounds

Nasal and Oral SoundsWhat distinguishes the bilabial voiced /m/ from /b/?

Velum down

Air escape

s through nose

and mouth

Nasal sound

Velum up

Air escapes throug

h mouth only

Oral sound

m b

Activity:/t/ /s/= Describe place and manner of

articulationWhat distinguishes them?

Other phonetic features

Stops Continuants

The airstream is completely blocked in the oral cavity

The airstream flows continually through the mouth

Affricates: A stop closure followed immediately by a slow release

Fricatives: the airstream is forced through a constriction in the vocal tract causing friction

Liquids: some obstruction of airstream, no real constriction /l/, /r/

Glides: (or semi-vowels)little obstruction of the airstream /j/, /w/

With a partner complete exercises 6 on page 262 (except h and i) and 12 on page 264. Share your responses with a different partner.

Test questions: Listen to the questions 8,

Practice