HRoundy LPA1 Task 3

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Linguistics

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Feb 20, 2024

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Heidi Roundy LZM2 Task 3 LZM2 Task 3: Analyzing and Teaching Language Features A. Article: Celebrate math with pi (and maybe some pie). (Temming, n.d.) A2a. Three parts of syntax in a sentence: Syntax is the rules of a language that determine the basic sentence structure and the order of the words, that help it be coherent. To be able to make sense of the language it is important to know the syntax of that language. To explain some of the rules involved in syntax I have chosen the sentence, “ This is true for circles of all sizes, from pennies to pizzas to planets.” (Temming, n.d.) In English, the normal order of words in a sentence follows a subject-verb-object pattern. The subject is a noun, proper name, pronoun, or noun phrase and indicates the thing doing the action. In the sample sentence, the subject is “ This ” , which is a demonstrative pronoun that refers to the facts about the number pi. The next part of a sentence is the verb which is an action, occurrence, or state of being. In the sentence from our passage the verb “ is ” refers to the state of being. The final syntax piece is the object or the thing that is being acted on or affected by the verb. For my sentence, this is the word “true” . The sample sentence also contains three prepositional phrases: “for circles”, “of all sizes” and “from pennies to pizzas to planets”. A2b. Semantic feature in a sentence: Semantics is the study of how words, sentences or phrases convey meaning or how that meaning is interpreted by users of that language. The meaning of words, known as lexile semantics, contributes to the meaning of sentences. This can be difficult because in a language there can be many different meanings for the same word. For example, in math, the word range means all the y-values of a function, but in other contexts it could be something that you cook on or an area outdoors for animals. In the sentence from my article, “This makes pi an irrational number. ” (Temming, n.d.), there is of words that is important for the

Heidi Roundy LZM2 Task 3 lexile semantics of the sentence. The word pi is a Greek word for a letter that is used as a math symbol. It also has a homophone, pie, which is something good to eat. Pi is not a commonly used word so it’s meaning, in this context, needs to be understood to understand the meaning of the sentence. A2c. A morphological characteristic: Morphology is the study of the structure or formation of words. There are simple words that have only one morpheme and cannot be broken down into smaller parts like work, play, or read. Other words are combinations of smaller parts, prefixes, and root words. For example, morphology is from the Greek morph- meaning form, and -ology which means the study of. Circumference, measurement around, is a word in my reading sample that is an example of a complex word. It is from the Latin word circumferens meaning carrying around, and it has 3 morphemes: ‘circum’ meaning around, ‘fer’ meaning to carry or bear and ‘ence’ meaning state of being . Another word in my reading sample is diameter, the measurement across the center of a circle. It is from the Greek ; ‘dia’ meaning across and ‘metron’ meaning measure. Knowing the morphology of words can help with the understanding of other words that have the same morpheme. Circumference and circumnavigate both contain ‘circum’ and both mean around something. A2d. Content-specific vocabulary and why it is important for teachers to identify it: The sentence I chose for this section is “The number pi, or π, is a ratio that’s equal to the circumference of a circle divided by the circle’s diameter.” This sentence is riddled with math vocabulary, some words are new, and some should be from prior knowledge. A teacher needs to be aware of the background knowledge of the students and not make any assumptions about what should already be understood. If a teacher can identify the vocabulary that is important to the lesson, then they will be prepared to teach those words

Heidi Roundy LZM2 Task 3 and ensure the comprehension of the students. The important math vocabulary in this example includes pi, π, ratio, equal to, circumference, divided, circle and diameter. There are two ways that a teacher could approach the vocabulary. The first is to identify, highlight, and pre-teach the vocabulary words with definitions and examples. The other way is to have the students write down the words that they do not know or remember, on sticky notes, then learn over them as a class. B. Text modification for better comprehension: The article “Celebrate math with pi (and maybe some pie)” , as I printed and used it was at a max Lexile level, correlating to 12 th grade level. This is higher than my students who are in 10 th grade and who mostly read below that level. It is available in lower Lexile numbers ranging from 5 th grade down to 2 nd grade. The target language level for students in my class would be about 7 th grade. Modifying the lower level reading text by adding in more of the content vocabulary would keep the easier reading level while still providing the important vocabulary words. B1. Scaffolding supports: A scaffold is defined as a temporary structure or platform used by workers while working at a height above ground level. In education, a scaffold is an aid provided to students as they are learning a new concept or trying to develop a new skill. Just like a building scaffold an educational scaffold should be temporary and at the right level for the student to still learn and grow. One scaffolding strategy for the article I used would be pre-teaching the content vocabulary. I would have the words on my board with the objective. Each student would look for the word in their text and highlight it, write it in their notebook and draw a picture to help them with recall. Along with this is a notetaking strategy I would be using a graphic organizer. The one that I use for vocabulary has a place for the word, a place for the

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