Standard English Learners Handbook Usage, and Mechanics ... . 16 Writing and Grammar Lessons 18 ... provided in the lessons in the Support for Standard English Learners handbook…

Standard English Learners

Handbook

GRADES

6-12

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1Standard English Learners

Table of ContentsStandard English Learners 2

Instructional Routines and Activities 6 Contrastive Analysis Drills . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Translation Drills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Discrimination Drills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Revision Assignment Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 On-the-Spot Recasting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Read Alouds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Additional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

African American English (AAE) 10 Phonics Differences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Grammar, Usage, and Mechanics Differences . . . . . . . . . . . . . . . . 12

Chicano/a English (CE) 15 Phonics Differences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Grammar, Usage, and Mechanics Differences . . . . . . . . . . . . . . . . 16

Writing and Grammar Lessons 18Lesson 1: Informal and Formal Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . 18Lesson 2: Possessive Patterns (‘s) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Lesson 3: Possessive Patterns (who/whose) . . . . . . . . . . . . . . . . . . . . . . . 22Lesson 4: Plural Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Lesson 5: Past Tense Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Lesson 6: Using is and are . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Lesson 7: Subject-Verb Agreement (Regular Verbs) . . . . . . . . . . . . . . . . . . . 30Lesson 8: Subject-Verb Agreement (is/are, was/were) . . . . . . . . . . . . . . . . . . 32Lesson 9: Subject-Verb Agreement (do/does, have/has) . . . . . . . . . . . . . . . . 34Lesson 10: Subject-Verb Agreement (Present Tense Linking Verbs) . . . . . . . . . . 36Lesson 11: Subject-Verb Agreement (Third Person Singular) . . . . . . . . . . . . . . . 38Lesson 12: Second Person Plural Patterns . . . . . . . . . . . . . . . . . . . . . . . . . 40Lesson 13: Habitual be Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Lesson 14: Patterns with Negatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Lesson 15: Patterns with Contractions . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Lesson 16: Patterns with Indefinite Articles . . . . . . . . . . . . . . . . . . . . . . . . . 48Lesson 17: Patterns with Intensifiers . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Lesson 18: Demonstrative Pronoun Patterns . . . . . . . . . . . . . . . . . . . . . . . . 52Lesson 19: Reflexive Pronoun Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Lesson 20: Embedded Question Inversions . . . . . . . . . . . . . . . . . . . . . . . . 56Lesson 21: Preposition Substitutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

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2 Standard English Learners

Standard English LearnersWho Are SELs?Students come to our classrooms with a wide range of literacy experiences, including great variation in the amount and form of English spoken at home. Standard English Learners (SELs) are native speakers of English who are ethnic minorities and use an ethnic-specific non-Standard dialect of English, such as African American English or Chicano English. That is, the home language of these students differs from the language of schools. (White students who live in impover-ished communities can also be categorized as Standard English Learners.)

African American English (AAE) and Chicano English (CE) are language systems with well-informed rules for sounds, grammar, and meanings. They show the influence of other languages, such as sounds, words, and sentence patterns in languages from Mexico (Náhuatl) or West Africa. Over years, these dialects have developed into consistent rule-based forms of English common to a particular community. They reflect how the people in these communities hear and “feel” language.

African American English and Chicano English serve as a way for many students to identify with their specific community and are often a source of pride. In schools, it is important to take an additive approach to language learning for all our students. That is, we use the language students come to school with and add on the rules of Standard English and the contexts in which both (Standard English and AAE or CE) is most appropriately used. Students who can successfully code switch between the two forms of English increase their chances of success in academic and workplace settings. This is the goal of our instruction.

How Can I Help SELs?Throughout the year you will help students speaking African American English and Chicano English to learn Standard English by focusing on those places where AAE and CE differ from Standard English and on those patterns that will have the most immediate impact on the students’ reading, writing, and speaking development.

These students will need help in understanding that what is appropriate in one setting is not appropriate in another so they can shift easily and competently between varieties in different social contexts. Instruction will be more effective if it identifies non-Standard varieties of English as different, rather than inferior. All students should be taught Standard English in a way that respects their home language.

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Use the charts that follow to identify African American English and Chicano English linguistic differences and instructional modifications that can help students as they learn to successfully and fluently speak, read, and write Standard English. The modifications focus on the following:

• Providing students with clear enunciation examples during phonics and phonemic awareness lessons targeting difficult sounds. Then additional practice is provided during small group phonics and spelling lessons.

• Using contrastive analysis during whole group and small group time in which students code switch between AAE or CE and Standard English. The difference in each grammatical structure is highlighted and students are provided ample opportunities to practice Standard English in speaking and writing. They are also taught the proper context for each usage.

• Using Discrimination Drills in which two sentences (or words) are read aloud or written on the board. One is Standard English, the other reflects common AAE or CE structures. Students determine if they are the same or different and which is Standard English.

• Using Translation Drills in which students change an AAE or CE sentence into Standard English (or vice versa).

This type of instruction for SELs is culturally and linguistically responsive. To provide these best instructional practiced, is it essential that you:

• learn the linguistic features of SEL languages represented in your class to create an additive approach to learning,

• model Standard English and recast student utterances (rather than correct during conversations), and

• teach situational appropriateness of various forms of language and give students time to practice speaking (considering audience and the purpose of talk).

Adopting an additive approach to language is recommended by the research (known as bidialectalism). This approach is grounded in the belief that we live in a society where specific groups of people are afforded privileges that are not accessible to other groups. Schools need to develop systems that seek to include rather than exclude difference. We also need to validate and value students’ cultural and linguistic heritages while also ensuring their development of Standard English.

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The focus of this type of teaching is not right from wrong, but appropriate or not appropriate for specific situations.

• Instead of exercises focusing on “correcting errors,” you should focus on using different forms of English in different situations. How this is presented to students is critical to their self-esteem related to their community/cultural identity.

• Students need to see language as appropriate or inappropriate for specific situations, and effective or ineffective in specific settings. They should see grammar as patterns and understand how language varies by setting and situation. Students should see themselves as following the language patterns of their home language in informal settings and using grammatical patterns or vocabulary that is different from Standard English rather than making mistakes. Students should be encouraged to code-switch (choose the type of language appropriate for the setting and situation). You need to lead students to compare and contrast language, build on existing knowledge and add new knowledge about Standard English, and understand how to code-switch appropriately.

Six Additional Strategies that Facilitate Learning in SELsThe following strategies can also be used as Standard English Learner supports. Many of these are a part of the typical daily instructional experiences of all students, but can be highlighted or enhanced to maximize their benefit for SELs.

1. Cooperative Learning Strategies: These strategies give students more opportunities to talk and share ideas than in whole-group activities. It also increases the amount of time available for hearing language.

2. Use of Graphic Organizers: These mind maps promote active learning, develop higher order thinking, and can help students organize learning and convey complex information in a simple manner. Students focus on key ideas and new vocabulary when using graphic organizers—the essential elements of knowledge building.

3. Instructional Conversations: Increasing academic talk opportunities significantly increases time students get to use language. These conversations provide interactions that promote analysis, reflection, and critical thinking. They should be a part of every lesson.

4. Development of Academic Language/Vocabulary: All students need direct instruction on academic words, word parts, and word usage. Increasing the emphasis on vocabulary development for SELs is critical. These students also need increased opportunities to use new academic words in speaking and writing. Wide reading time, such as a formal independent reading system with supports and accountability measures built in, will help SELs further their vocabulary development.

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5. Contrastive Analysis: In these exercises, students look at two forms of English to identify similarities and differences. They also explore the situational use of each form of English (Standard English in formal settings versus AAE or CE in less-formal settings). These types of lessons are provided in the Support for Standard English Learners handbook and can also be created for targeted small group work.

6. Making Cultural Connections: Using students’ background knowledge, experiences, and culture when appropriate (e.g., understanding and using students’ natural ways of participating and discussing; highlighting people from students’ communities in literature selections) can further assist SELs as they develop their literacy skills in English.

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Instructional Routines and ActivitiesContrastive Analysis Drills Instructional activities that compare and emphasize the differences in Standard English versus African American English and Chicano English in terms of usage and situational appropriateness are the most effective. These include a wide variety of Discrimination Drills and Translation Drills. Examples of many of these activities are provided in the lessons in the Support for Standard English Learners handbook.

Translation DrillsIn Translation Drills, students are given a sentence in African American English or Chicano English and asked to restate it orally or rewrite it in Standard English (or vice versa). Sentences can be created by you based on a specific instructional focus for the week (e.g., subject-verb agreement) or drawn from students’ writing and speech. It is helpful for teachers of SELs to keep a notebook where they record these sample sentences throughout the week for use in these drills.

Discrimination DrillsIn Discrimination Drills, students hear or see two words or sentences and are asked if they are the same or different. For example, the teacher might say “help” and “hep” or “I help my sister” and “I hep my sister.” A discussion of the difference (e.g., sounds in a specific word) provides articulation and spelling support. There are many different types of Discrimination Drills. These include Word Discrimination Drills (focusing on pronunciation of specific sounds in words), Sentence Discrimination Drills (focusing on pronunciation of words in context), and Home-School Discrimination Drills (focusing on the difference between home dialect and Standard English).

Home-School Discrimination Drills are ideal for addressing grammar differences, such as subject-verb agreement, overuse of negatives, and embedded question inversion. In these activities, several sentences are provided in Standard English and African American English or Chicano English. Students are asked to sort the sentences by type (standard versus other dialect). Then students are prompted to add their own examples to each sort. These drills can be targeted (e.g., focus on one skill) or cumulative (focus on a small set of skills you have been working on with students for several weeks). It is ideal to connect these activities to writing exercises, such as providing feedback on students’ writing for a targeted skill through the use of Revision Assignment Notes.

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Revision Assignment NotesRevision Assignments are short, targeted exercises that require a student to revise a small piece of writing to focus on the development of a specific skill. Revision assignments involve marking a specific section of a student’s writing and then asking the student to revise it in a specific way. By requiring students to put your feedback to use when revising their writing, revision assignments show clearly how that feedback has affected what they are able to do next. Revision Assignments can be individualized for each student’s writing that week or you can select a common issue and provide a class Revision Assignment on the board.

Example of Revision Assignments for Standard English Learners

[Underline a section of text, such as one or more sentences.] Read the part that I underlined. It sounds like you are talking to a friend. Rewrite this part using formal, or Standard, English.

Using RAFTS, in which students are asked to write about a specific topic for a specific audience can also give SELs practice using language in different social contexts.

R = role of the writer (e.g., a teacher, president, kid in neighborhood)A = audience (e.g., friend, teacher, mayor)F = format (e.g., story, letter, poem)T = topic (e.g., content-specific topic of the week or unit)

On-the-Spot RecastingRecasting, or restating student speech to address pronunciation or grammar issues, is best done one-on-one or during small group lessons in which the focus is on speaking using Standard English. We never want to create a classroom environment in which students are intimidated to talk for fear of being wrong or constantly criticized. However, you are the best model of Standard English for your students and should take available opportunities to provided these explicit models.

Since pronunciations can greatly affect a students’ spelling of words, use oral segmentation exercises for target sounds. For example, distribute sound boxes to students (see below). Say a word, such as sand (ending in a consonant blend, which breaks the phonological rules of AAE and CE). Clearly state and stretch the sounds. Have students repeat. Then have them write one letter in each box for each sound they hear. This guided spelling practice (dictation) will assist students in remembering the Standard English pronunciation and correct spelling.

Sample Sound Box

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Read AloudsRead Alouds can be used to introduce or emphasize a specific Standard English pattern to younger students. For example, you can read aloud a story and have students repeat a sentence that demonstrates the target pattern (e.g., possessives or use of past tense -ed). Then you provide students practice in using the pattern in both their dialect and Standard English (e.g., repeating teacher sentences and explaining the differences). Students can act out the story, retell it, draw pictures and retell it, or use puppets to retell it to further practice Standard English. Finally students create new text using the pattern to internalize it.

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Additional ResourcesThe California Department of Education provides additional resources for Standard English Learner professional development.

1. The California Adoption Framework, Chapter 9, provides background information on Standard English Learners and designing culturally and linguistically responsive teaching. Go to http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp.

2. For more information on African American English, go to https://www.sdcity.edu/Portals/0/CollegeServices/StudentServices/LearningCommunities/Af.Amer.CRR.PDF.

3. For more information on Chicano English, go to http://achieve.lausd.net/cms/lib08/CA01000043/Centricity/Domain/217/MEXICAN%20AMERICAN_TEACHER%20GUIDE.PDF.

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African American English (AAE)Phonics Differences

Digraph th as in bathroom For many speakers of African American English, the initial /th/ sound in function words like this and then is often produced as a /d/ sound. In some words, such as thing and through, the /th/ sound is produced as a /t/ sound. At the ends of words and syllables, such as bathroom, teeth, mouth, and death, the /th/ sound is replaced by the /f/ sound. In the word south, it is replaced by the /t/ sound (sout’). This will affect students’ spelling and speaking. Students will need articulation support prior to spelling these words.

Final Consonant r Many speakers of African American English drop the /r/ sound in words. For example, these students will say sto’ for store or do’ for door. They might also replace it with the “uh” sound as in sista for sister. Clearly pronounce these words, emphasizing the /r/ sound. Have students repeat several times, exaggerating the sound before spelling these words.

r-Blends Many speakers of African American English drop the /r/ sound in words with r-Blends. For example, these students will say th’ow for throw. Clearly pronounce these words in the lesson, emphasizing the sounds of the r-Blend. Have students repeat several times, exaggerating the sound.

Final Consonant l and Final l-Blends

Many speakers of African American English drop the /l/ sound in words, particularly in words with -ool and -oal spelling patterns, such as cool and coal, and when the letter l precedes the consonants p, t, or k, as in help, belt, and milk. The /l/ sound might also be dropped when it precedes /w/, /j/, /r/ (a’ready/already); /u/, /o/, /aw/ (poo/pool), or in contractions with will (he’/he’ll). These students will drop the l when spelling these words, as well. Provide additional articulation support prior to reading and spelling these words.

Final Consonant Blends(when both are voiced as in ld or voiceless as in sk)

Many speakers of African American English drop the final letter in a consonant blend (e.g., mp, nd, nt, nk, kt, pt, ld, lt, lk, sk, st, sp) or consonant blend sounds formed when adding -ed (e.g., /st/ as in missed or /pt/ as in stopped). For example, they will say des’ for desk. Clearly pronounce the final sounds in these words and have students repeat several times, exaggerating the sound.

Other Final Consonants Many speakers of African American English drop the final consonant in a word when the consonant blend precedes a consonant, as in bes’kind for best kind. They also drop the final consonant sound in words ending in -ed, as in rub for rubbed. Provide additional articulation support prior to reading and spelling these words.

Plurals When the letter -s is added to a word ending in a consonant blend, such as test (tests), many speakers of African American English will drop the final sound. This is due to the phonological (pronunciation) rules of AAE that restricts final consonant blends. Therefore they will say tes’ or tesses. These students will need additional articulation support.

Contractions Many speakers of African American English drop the /t/ sound when pronouncing the common words it’s, that’s, and what’s. These words will sound more like i’s, tha’s, and wha’s. These students will need additional articulation support in order to pronounce and spell these words.

Short Vowels i and e When the /i/ and /e/ sounds appear before the consonants m or n in words, such as pen/pin and him/hem, many speakers of African American English won’t pronounce or hear the difference. Focus on articulation, such as mouth position for each vowel sound, during lessons.

English/ Language Arts Skill

Linguistic Differences and Instructional Modifications

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Inflectional Ending -ing Many speakers of African American English will pronounce words with -ing as /ang/. For example, they will say thang for thing. Emphasize the /i/ sound in these words to help students correctly spell and pronounce them.

Stress Patterns Many speakers of African American English place the stress on the first syllable in two syllable words instead of the second syllable (more common in Standard English). For example, they will say po’lice instead of police. These students will need additional articulation support in order to pronounce these words.

Homophones Due to the phonological rules of AAE, many words that are not homophones in Standard English become homophones in African American English. This will affect students’ spelling and understanding of these words. Some examples include find/fine, run/rung, mask/mass, pin/pen, coal/cold, mold/mole. Focus on articulation, such as mouth position, and differences in meaning for each word pair during lessons.



Phonics Differences (continued)

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Grammar, Usage, and Mechanics Differences

Subject-Verb Agreement(he is, he goes)

To acquire Standard academic English speech and writing, speakers of African American English need to learn to use -s with a verb in the third person and only there, as in he is and he goes. Many speakers of African American English will leave out the -s or place it elsewhere, as in he go or we goes. Write a sentence from students’ speech or writing. Then provide contrastive analysis work. Write the Standard English form above that sentence. Discuss the key differences.

Subject-Verb Agreement(do/does, have/has, was/were)

Many speakers of African American English have difficulties with subject-verb agreement when the verbs do/does, have/has, and was/were are used. Additional grammar instruction and practice will be needed. Write a sentence from students’ speech or writing. Then provide contrastive analysis work. Write the Standard English form above that sentence. Discuss the key differences.

Contractions with Auxiliary Verbs(is, am, are, have, had, has, will, would)

Many speakers of African American English will not use contractions with is and are (e.g., He a big boy, You a pretty girl). However, contractions with am and had/would do exist (e.g., I’m hungry, He’d gone already). Use Translation and Discrimination drills.

Third Person Singular Verb Tense

Many speakers of African American English change irregular patterns of Standard English (e.g., Third Person Singular, which adds an “s”—I run, you run, he runs) to make them regular. For example, instead of “he swims,” they will say “he swim.” Additional grammar instruction and practice will be needed. Use Discrimination and Translation Drills.

Second Person Plural Verb Tense

Many speakers of African American English clarify the Second Person Plural form by add “all” as in “you all.” Point out the unnecessary use of “all” in speaking and writing using Standard English.

Present Tense Linking (Copula) Verbs

Many speakers of African American English change irregular patterns of Standard English (e.g., Present Tense Auxiliary Verbs, which uses “are”) to regularize them—using the same linking verb for all forms. For example, instead of “we are,” they will say “we is.” Other examples include I is, you (plural) is and they is. Use Translation and Discrimination drills.

Past Tense (-ed) Most speakers of African American English understand the use of -ed to form the past tense, but leave it out or add sounds when pronouncing the word, as in pick or pickted for picked, due to the phonological rules of African American English (no multiple consonants at the ends of words). Students will need additional work during small group time with -ed in order to know when and where to use it in writing.

Past Tense (simple past tense vs. past perfect tense)

Many speakers of African American English will add had to the simple past tense, saying We had picked for We picked. The use of had indicates the past perfect tense in Standard English. Other common non-standard forms of irregular past-tense verbs include He seen that and He had ran over there. Clarify meanings and usage during grammar and writing lessons.

Past Tense Linking (Copula) Verbs

Many speakers of African American English change irregular patterns of Standard English (e.g., Past Tense Auxiliary Verbs, which uses “were”) to regularize them. For example, instead of “we were,” they will say “we was.” Other examples include you (plural) was and they was. Use Translation and Discrimination drills.

First Person Future Many speakers of African American English shorten “I’m gonna” to “I’mona,” “I’mo,” or “I’ma.” Focus on articulation. Recast student speech to emphasize all the sounds in the words.

The Verb “to be” (pronunciation)

In the first person present tense, many speakers of African American English will properly use I am or I’m, but say it more like “uhm.” Focus on pronunciation.

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The Verb “to be” (writing) To learn Standard English, many speakers of African American English will need to learn not to delete is and are when speaking and writing. For example, students might say He my brother or She goin’ over there. Additional grammar instruction and practice will be needed. Use Discrimination and Translation Drills.

The Verb “to be” (speaking) Many speakers of African American English will use was in the singular and plural forms, as in He was and They was. Additional grammar instruction and practice will be needed.

The Verb “to be” To learn Standard English, many speakers of African American English will need to learn to avoid using nonstandard forms, such as He always be doing this, in favor of am, are, and is. Also, additional instruction and practice will be needed to show the proper placement of the adverbs always, never, and others. For example, He is always doing this rather than He always is doing this. Write a sentence from students’ speech or writing. Then provide contrastive analysis work. Write the Standard English form above that sentence. Discuss the key differences.

Possessives (‘s) In Standard English, ‘s is added to a noun to show possession. For many speakers of African American English the ‘s is absent (e.g., John cousin). Also, possession is marked by word order and word stress, rather than the use of the ‘s in AAE. However, the ‘s is regularly added to mine, as in This is mines.

Possessive (whose) The possessive pronoun whose is often not used by many speakers of African American English. For example, students will say I don’t know who book this was. Students will need additional grammar practice to acquire this skill.

There is/There are Many speakers of African American English will need help in pronouncing its in Standard English and in properly using the patterns there is and there are. For example, in AAE it is common to replace the word there with it, as in It’s a man at the door rather than There’s a man at the door. Use Discrimination and Translation Drills.

Plurals (nouns of measure) Most speakers of African American English correctly use the plural, except when it involves “nouns of measure,” as in It cost five dollars or She owe me five dollars. Words ending in /s/ (cents), /z/ (foods), and /iz/ (kisses) are problematic. In addition, the plural is often absent in writing, and students will need additional instruction and practice during small group time.

Negatives Many speakers of African American English will use several negatives in a sentence when only one is required, as in Nobody never said nothing. The more negatives used indicates the more negative the statement. Also, to master Standard English, speakers of African American English will need considerable practice to gain control of any, ever, and either after a negative word. Write a sentence from students’ speech or writing. Then provide contrastive analysis work. Write the Standard English form above that sentence. Discuss the key differences. In addition, use Discrimination and Translation Drills.

Indefinite Article Many speakers of African American English will use “a” as the indefinite article in all situations, as in “a ball” and “a apple,” instead of “an” in front of words beginning with a vowel. Recast students speech to emphasize the use of articles and explain the difference.

Grammar, Usage, and Mechanics Differences (continued)

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Demonstrative Pronoun Many speakers of African American English will use “them” instead of “those” as in “I see them men.” This is another example of how these speakers make irregular forms of Standard English regular. Additional grammar instruction and practice will be needed. Use Discrimination and Translation Drills.

Reflexive Pronoun Many speakers of African American English will change some of the reflexive pronouns. For example, instead of “himself” they will use “hisself.” Other examples include “ourself” instead of “ourselves” and “theirself” instead of “themselves.” Students will need Discrimination and Translation Drills to address this issue.

Use of “go” In Standard English, the word go is used as an action (lexical) verb as in Here I go, There it goes, and There goes the car. In African American English, the word go is used as a linking (auxiliary) verb as in Here I go (meaning “Here I am”, There it go (meaning “There it is”), and There go the house (meaning “There the house is”). Knowing this will help to clarify the meaning of student speech and writing. Write a sentence from students’ speech or writing. Then provide contrastive analysis work. Write the Standard English form above that sentence. Discuss the key differences.

Other Features Unique to African American English(Distributive Aspect)(Remote Completive Aspect)(“at” in Content Questions)

Some features of African American English have no Standard English counterpart. These include the following: (1) Distributive Aspect in which “He be tired” means “He is frequently tired.” (2) Remote Completive Aspect in which “He been sick” means “He’s been sick for a very long time.” (3) “at” in Content Questions as in “Where is my shoe at?” Write a sentence from students’ speech or writing. Then provide contrastive analysis work. Write the Standard English form above that sentence. Discuss the key differences.




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Chicano/a English (CE)Phonics Differences

Final Consonants Many speakers of Chicano English will drop sounds in words or syllables that end with multiple final consonants, thereby reducing the consonant cluster sound to one consonant sound. For example, they will say “mine” instead of “mind” or “harware” for “hardware.” This occurs when consonant clusters are voiced and unvoiced as in prized/price, worst/worse, and strict/strick. Other consonant clusters that are problematic include ft, sk, sp, and pt. This will affect students’ spelling and speaking. Students will need articulation support prior to spelling these words. Clearly pronounce these words. Have students repeat several times, exaggerating the final consonant sounds before spelling these words.

Digraphs /ch/ and /sh/ Many speakers of Chicano English will switch (or merge) the /ch/ and /sh/ sounds. This is more common in Tejanos (Chicanos from Texas) than Californianos. Some examples include teacher/teasher, watch/wash, chop/shop, chair/share, shake/chake, shy/chy, shame/chame, shop/chop, share/chair. Provide articulation support. Exaggerate the sound and have students repeat.

Consonants /z/ and /v/ Many speakers of Chicano English will replace the /z/ sound with /s/ and the /v/ sound with /f/. Examples include prized/price, fuzz/fuss, raise/race, (When I don’t race my hand the teacher makes a fuzz) and lives/lifes, save/safe (The hero safe many lifes). Articulation support connected to word meanings will be beneficial.

Homophones Because of the unique phonological rules of Chicano English, many words that are not homophones in Standard English will sound like homophones. For example, “fine” will be used for both fine and find, “tin” will be used for both tin and ten, and “pen” will be used for both pen and pin. Clearly pronounce these words and focus on mouth position during articulation. Have students repeat several times, exaggerating the sound before spelling these words.

Stress Patterns In Chicano English, stress is placed on one syllable prefixes as well as roots. The stress is also often elongated. For example, speakers of Chicano English will say tooday for “today,” deecide for “decide,” and reepeat for “repeat.” Articulation work will be needed.

Intonation Many speakers of Chicano English will exhibit a pattern of intonation that is different from standard English. This pattern, derived from the Náhuatl language, involves a rise and sustain (or rise and fall) at the end of a phrase or sentence. For example, these speakers will say “Doont be baaad.” Provide articulation support, Recast students’ sentences to emphasize intonation when working with students one-on-one.

Consonant /w/ Many speakers of Chicano English will pronounce the /w/ sound with an added breath so that is sounds more like /wh/. As a result, words like with sound like whith and will like whill. This might also affect students’ spelling. Contrast words beginning with w and wh and have students keep lists in their writing notebooks.

Pronouncing “the” The word the is pronounced in Standard English with a schwa sound (thuh) before a word beginning with a consonant, and a long e sound (thee) before a word beginning with a vowel. Many speakers of Chicano English will use the schwa pronunciation for all words. Point out the distinction and usage of each.



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Grammar, Usage, and Mechanics Differences

Plurals Many speakers of Chicano English will drop the /s/ sound when forming plural words that indicate units of measure, as in five cent, different food, and kiss (instead of kisses). Words ending in /s/ (cents), /z/ (foods), and /iz/ (kisses) are problematic. In addition, the plural marker s is often absent in writing, and students will need additional instruction and practice during small group time.

Negatives(including multiple negation)

Many speakers of Chicano English will drop the word “not” in a negative sentence that also contains the word “until” (which indicates a period of time or duration). For example, these speakers will say He’ll be home until seven o’clock instead of He won’t be home until seven o’clock. In addition, many speakers will add double or multiple negation to sentences. The more negatives added, the more negative the sentence (e.g., I didn’t have no birthday party or nothing). Write a sentence from students’ speech or writing. Then provide contrastive analysis work. Write the Standard English form above that sentence. Discuss the key differences.

Past Tense -ed Many speakers of Chicano English will drop the -ed ending in words due to the phonological rules of Chicano English (no consonant clusters at the ends of words). For example, Yesterday, he start selling newspapers. Students will need additional work during small group time with -ed in order to know when and where to use it in writing and speaking.

Linking (Copula) Verb to be Many speakers of Chicano English will omit the various forms of “to be” in sentences, such as And they . . . too old instead of And they are too old. Students will need Translation and Discrimination Drills to practice this skill.

Embedded Question Inversion Many speakers of Chicano English will alter the sequence of words when asking questions (e.g., not place the verb after the subject of the sentence). For example, instead of saying “Could you please tell me where the bank is?” they will say “Where is the bank could you please tell me?” Students will need Translation and Discrimination Drills to practice this skill.

Placement of the Topic in a Sentence

Many speakers of Chicano English will add words to a sentence to emphasize the topic. For example, instead of saying “My brother is going to the movies,” they will say “My brother he’s going to the movies.” Write a sentence from students’ speech or writing. Then provide contrastive analysis work. Write the Standard English form above that sentence. Discuss the key differences.

Use of Intensifiers Before Adjectives

Many speakers of Chicano English will replace the word “very” with “all” as in He’s all proud of his work or The movie was all weird. They will also replace “really” with “for reals” as in Did you for reals sell your car? or Did you give it to her for reals? The word “barely” is often used to show timeliness or scarcity of something as in He barely came yesterday meaning “He just came yesterday” or I barely had two pieces meaning “I only have two pieces.” This is most common in speakers from East L.A. Write a sentence from students’ speech or writing. Then provide contrastive analysis work. Write the Standard English form above that sentence. Discuss the key differences.

Substitution of Prepositions Many speakers of Chicano English will substitute pronouns used in Standard English with others. For example, they will substitute (1) at with on, to, from, in (e.g., He’s pointing on a cat.), (2) on with in, to (e.g., He write in the paper.), (3) in with to, of, on (e.g., We leave on June.), (4) of with in (e.g., They were the kings in Egypt.), (5) out of with off (e.g., They got off the car and went inside.), (6) so with for (e.g., For my mom can understand.). Use Translation and Discrimination drills.

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Third Person Singular Many speakers of Chicano English change irregular patterns of Standard English (e.g., Third Person Singular, which adds an “s”) to make them regular. For example, instead of saying “he jumps,” they will say “he jump” since all other forms (persons) don’t use an “s” in Standard English (e.g., I jump, you jump, we jump, they jump). Use Translation and Discrimination drills—focusing on contrastive analysis.

Indefinite Article Many speakers of Chicano English will use the indefinite article “a” in front of words beginning with consonants and vowels (e.g., a girl, a umbrella), instead of using the word “an” in front of words beginning with a vowel as in Standard English. Point out the distinction and usage of each. Recast student speech.

Reflexive Pronoun Many speakers of Chicano English will change some of the reflexive pronouns. For example, instead of “himself” they will use “hisself.” Other examples include “ourself” instead of “ourselves” and “theirselves” instead of “themselves.” Students will need Discrimination and Translation Drills to address this issue.

Pronouns Many speakers of Chicano English will attach pronouns of number to the noun closest to the word instead of the word it might need to relate to (e.g., There’s a big tree with leaves on them). In addition, they will omit pronouns (e.g., He is washing the hair.) Write a sentence from students’ speech or writing. Then provide contrastive analysis work. Write the Standard English form above that sentence. Discuss the key differences.


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LESSON

1Linguistic Differences

(AAE and CE)

18

Informal and Formal Patterns TEACH/MODELUnderstanding Linguistic Differences Some students will be Standard English learners. These students will need help understanding that what is appropriate in one setting is not appropriate in another, so they can shift easily and competently between varieties of English in different social contexts. Instruction will be more effective if it identifies non-standard varieties of English (e.g., AAE and CE) as different, rather than inferior. All students should be taught Standard English in a way that respects their home language.

Introduce Informal and Formal Social Contexts Use kinds of clothing to help students understand the differences between formal and informal social contexts.

• Ask: What places do you go where you dress more casual, or relaxed? List some examples on the board. If students need prompting, suggest the following: a basketball game, the park, a friend’s house.

• Ask: What places do you go where you have to wear nice, or expensive, clothes? List some examples on the board. If students need prompting, suggest the following: graduation, school dance, wedding, school (if wear a uniform).

• Sort examples into a chart like the one shown below.

Informal English Formal English

basketball game school (uniform)

friend’s house wedding

the park school dance

Discuss Linguistic Differences Explain that just as people dress differently to go different places, they can also speak differently. Say: Just like they have casual clothes and fancy clothes, people also have different ways of speaking. Informal English is the way we speak with family and friends. Standard English, also called formal English, is the way we speak in more formal settings, such as school.

PRACTICE/APPLYPractice Reproducible Copy and distribute Practice Reproducible 1. Read the directions and sentences with students. Have partners sort examples into the two columns. Then have them write their own examples in the boxes at the bottom. Provide corrective feedback. Discuss answers as a group.

Answer Key: Informal the beach, soccer game, cookout, concert Formal church, wedding, school (uniform), fancy restaurant

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Practice Reproducible 1

Informal and Formal PatternsWork with a partner. Read each example below. Then cut out the boxes and sort each example. Finally, work together to write your own examples in the boxes at the bottom.

Informal Formal

the beach soccer gamewedding churchcookout concert

school (uniform) fancy restaurant

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LESSON


(AAE)

20

Possessive Patterns (‘s) TEACH/MODELIntroduce the Concept Ground the discussion in familiar concepts. Accept all responses, including AAE. Don’t correct students or comment on linguistic differences until the second half of the lesson.

• Say: We own things. We own phones, books, clothes. Point at something a student is wearing. Ask: Whose shirt is this? Accept both Pablo shirt and Pablo’s shirt. Repeat and write answers exactly as students say them.

• Say: We have hands, feet, noses, faces. Point to a student’s hand. Ask: Whose hand is this? Accept both Shondra’s hand and Shondra hand. Repeat and write answers.

• Say: We have mothers, fathers, brothers, sisters. Using the names of students in the group, write examples such as Aiden’s dad. Have students repeat.

Discuss Linguistic Differences Now guide speakers of AAE to contrast how the possessive is formed in informal and formal English, also called Standard English. Help them recognize and analyze the pattern of differences.

• Say: In formal English, you use an apostrophe and an s (‘s) to show ownership. Point to an example on the board: Aiden’s dad. Have students repeat. Circle the ‘s.

• Say: When you speak with friends, you might not always use the possessive. Point to an example on the board: Shondra hand. Have students repeat.

• Then start a chart like the one shown below. Sort the phrases on the board. Then have students supply examples so every phrase is shown in both informal and formal English. Correct errors in how students sort phrases.


Pablo shirt Pablo’s shirt

Shondra hand Shondra’s hand

Aiden dad Aiden’s dad

PRACTICE/APPLYPractice Reproducible Copy and distribute Practice Reproducible 2. Read the text with students. Have partners sort sentences into the columns and write their own examples. Provide corrective feedback. Discuss answers as a group.

Answer Key: Informal boy phone, Ricardo hat, Mom car, Keisha brother, dog nose Formal boy’s phone, Ricardo’s hat, Mom’s car, Keisha’s brother, dog’s nose

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Possessive PatternsWork with a partner. Read each example below. Circle every ‘s. Then cut out the boxes and sort each example. Finally, work together to write your own examples in the boxes at the bottom.

Informal Formal

boy phone Mom’s carRicardo’s hat Keisha’s brother

Keisha brother dog noseRicardo hat boy’s phonedog’s nose Mom car

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LESSON


(AAE)

22

Possessive Patterns (who/whose)TEACH/MODELIntroduce the Concept Ground the discussion in familiar concepts. Accept all responses, including AAE. Don’t correct students or comment on linguistic differences until the second half of the lesson.

• Have students close their eyes. Borrow a notebook from one student, and place it on the desk of another. Guide the student who now has the notebook to ask whose book it is. Accept both Who notebook is this? and Whose notebook is this? Repeat and write answers exactly as students say them. Continue with other objects.

• Using other objects that students in your group have, supply examples such as I know whose phone this is. Write the examples and have students repeat them.

Discuss Linguistic Differences Guide speakers of AAE to contrast who in informal English and whose in formal English, also called Standard English. Help them recognize and analyze the pattern of differences.

• Say: In formal English, the word whose shows ownership. Point to an example on the board: Whose notebook is this? Have students repeat. Circle whose.

• Say: When you speak to a friend, you might not always use the word whose. Point to another example on the board: Who notebook is this? Have students repeat.

• Start a chart like the one shown below. Sort the phrases on the board. Then have students supply examples so every phrase is shown in both informal and formal English. Correct errors in how students sort phrases.


Who pen is this? Whose pen is this?

Who notebook is this? Whose notebook is this?

I know who phone this is. I know whose phone this is.


Answer Key: Informal Who new coat is this? Who hat is blue? Who phone was lost? I know who glove that is. Who backpack is that? Formal Whose new coat is this? Whose hat is blue? Whose phone was lost? I know whose glove that is. Whose backpack is that?

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Possessive Patterns (who/whose)Work with a partner. Read each example below. Circle the word whose. Then cut out the boxes and sort each example. Finally, work together to write your own examples in the boxes at the bottom.

Informal Formal

Whose new coat is this? Who backpack is that?Who hat is blue? Whose phone was lost?

Who phone was lost? Whose hat is blue?Whose backpack is that? Who new coat is this?

I know whose glove that is. I know who glove that is.

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LESSON


(AAE and CE)

24

Plural PatternsTEACH/MODELIntroduce the Concept Ground the discussion in familiar concepts. Accept all responses, including AAE and CE. Don’t correct students or comment on linguistic differences until the second half of the lesson.

• Say: When we speak or write about more than one, we use words to tell that we mean more than one. Have a student hold up both hands. Ask: How many fingers does [name] have? Accept both Britney has ten finger and Britney has ten fingers. Repeat and write answers exactly as students say them.

• Have a student count the books in his or her desk. Ask: How many books does [name] have? Accept both Andre has three book and Andre has three books. Repeat and write answers exactly as students say them. Continue this routine with other items.

Discuss Linguistic Differences Now guide speakers of AAE and CE to contrast how the plural is formed in informal and formal English, also called Standard English. Help them recognize and analyze the pattern of differences.

• Say: In formal English, you usually add an s to show more than one. Point to an example on the board: Britney has ten fingers. Have students repeat. Circle the s. Say: When you speak with friends or write, you might not always add the s. Point to another example on the board: Britney has ten finger. Have students repeat.



Britney has ten finger. Britney has ten fingers.

Amy has two pencil. Amy has two pencils.

Andre has three book. Andre has three books.


Answer Key: Informal Delmar has two growling dog. Three black cat ran away. We saw five basketball game. One of my hat is red. We saw eight car. Formal Delmar has two growling dogs. Three black cats ran away. We saw five basketball games. One of my hats is red. We saw eight cars.

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Plural PatternsWork with a partner. Read each example below. Circle every s that means more than one. Then cut out the boxes and sort each example. Finally, work together to write your own examples in the boxes at the bottom.

Informal Formal

Delmar has two growling dog. One of my hat is red.Three black cats ran away. We saw eight car.

We saw five basketball game. Three black cat ran away.One of my hats is red. We saw five basketball games.

We saw eight cars. Delmar has two growling dogs.

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LESSON


(AAE and CE)

26

Past Tense Patterns TEACH/MODELIntroduce the Concept Ground the discussion in familiar concepts. Accept all responses, including AAE and CE. Don’t correct students or comment on linguistic differences until the second half of the lesson.

• Say: When we speak or write about the past, we use verbs that show that something has happened already. Ask: What did you do after school yesterday? Accept both Yesterday I played soccer and Yesterday I play soccer. Repeat and write answers exactly as students say them, avoiding examples with irregular verbs such as saw, read, and ran.

• Say: [Name], when in the past did you listen to new music? Accept both Last week I listen to new music and Last week I listened to new music. Repeat and write the answers.

Discuss Linguistic Differences Now guide speakers of AAE and CE to contrast how the past tense is formed in informal and formal English, also called Standard English. Help them recognize and analyze the pattern of differences.

• Say: In formal English, you often add the letters -ed to show past tense. Point to an example on the board: Last week I listened to new music. Have students repeat. Circle the ed. Say: When you speak to friends or write, you might not always add the -ed: Last week I listen to music. Have students repeat.



Last week I listen to new music. Last week I listened to new music.

Yesterday I play soccer. Yesterday I played soccer.

Brianna miss the bus. Brianna missed the bus.


Answer Key: Informal We play basketball last night. Yesterday Lee visit his dad. You skate last year. Last Friday I shop at the mall. I fish in a lake once before. Formal We played basketball last night. Yesterday Lee visited his dad. You skated last year. Last Friday I shopped at the mall. I fished in a lake once before.

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Past Tense PatternsWork with a partner. Read each example below. Circle every ed that means past tense. Then cut out the boxes and sort each example. Finally, work together to write your own examples in the boxes at the bottom.

Informal Formal

We played basketball last night.

You skated last year.

Yesterday Lee visit his dad.Last Friday I shopped at

the mall.You skate last year. I fished in a lake once before.

Yesterday Lee visited his dad. We play basketball last night.Last Friday I shop at the mall. I fish in a lake once before.

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LESSON


(AAE)

28

Using is and are TEACH/MODELIntroduce the Concept Ground the discussion in familiar concepts. Accept all responses, including AAE. Don’t correct students or comment on linguistic differences until the second half of the lesson.

• Say: Many of us have brothers and sisters. Supply this example, using a member of your family: [Name] is my brother/sister. Write it on the board. Say: Tell me the name of someone in your family and tell how that person is related to you. Accept both Antoine is my brother as well as Antoine my brother and Antoine be my brother. Repeat and write answers exactly as students say them.

• Say: Name one thing in the room and say what color it is. Accept This pen is blue as well as This pen blue and This pen be blue. Say answers and write them. Repeat with a plural noun: The tables are large.

Discuss Linguistic Differences Now guide speakers of AAE to contrast how formal English, or Standard English, uses is and are while informal English often leaves them out. Help them recognize and analyze the pattern of differences.

• Say: In formal English, you use is and are when you describe someone or something. Point to an example on the board: Antoine is my brother and The tables are large. Have students repeat. Circle is and are. Say: When you speak to a friend, you might not always use is and are; or you might use be. Repeat with other examples.



Antoine my brother. Antoine is my brother.

This pen be blue. This pen is blue.

The tables be large. The tables are large.


Answer Key: Informal My new sneakers blue. That bed be soft. Gracie my oldest sister. Those trees tall. Football be lots of fun. Formal My new sneakers are blue. That bed is soft. Gracie is my oldest sister. Those trees are tall. Football is lots of fun.

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Using is and areWork with a partner. Read each example below. Circle every is and are. Then cut out the boxes and sort each example. Finally, work together to write your own examples in the boxes at the bottom.

Informal Formal

My new sneakers are blue. Those trees are tall.That bed be soft. Football be lots of fun.

Gracie my oldest sister. My sneakers blue.Those trees tall. That bed is soft.

Football is lots of fun. Gracie is my oldest sister.

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LESSON


(AAE)

30

Subject-Verb Agreement (Regular Verbs)TEACH/MODELIntroduce the Concept Ground the discussion in familiar concepts. Accept all responses, including AAE. Don’t correct students or comment on linguistic differences until the second half of the lesson.

• Have a student raise his or her hand. Ask: If I ask a question, what does [name] do? Accept both Jared raise hand and Jared raises his hand. Have students perform other actions. Ask them to dictate sentences about the actions. Repeat and write answers exactly as students say them.

• Say: We do lots of active things. Supply these examples, using the names of students in the group: Takeisha draws a picture. Lu cheers for basketball. Write these examples on the board. Have students repeat them.

Discuss Linguistic Differences Now guide speakers of AAE to contrast subject-verb agreement in informal English and formal, or Standard English. Help them recognize and analyze the pattern of differences. Conjugate the verb to raise.

• Say: In formal English, you add an s to the action verb when only one person does the action. Point to an example on the board: Jared raises his hand. Have students repeat. Circle the s. Say: When you speak to friends, you might not always add the s. Write another example on the board: Roberto talk. Have students repeat.

• Then start a chart like the one shown below. Sort the phrases on the board. Then have students supply examples so every phrase is shown in both informal and formal English. Correct errors.


Jared raise a hand. Jared raises a hand.

Takeisha draw a picture. Takeisha draws a picture.

Lu cheer for basketball. Lu cheers for basketball.


Answer Key: Informal Dad sing an old song. Joy take a photo with her phone. Keisha win a marathon. Turell clean his bike. The pony run fast. Formal Dad sings an old song. Joy takes a photo with her phone. Keisha wins a marathon. Turell cleans his bike. The pony runs fast.

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Subject-Verb Agreement (Regular Verbs)Work with a partner. Read each example below. Circle every s added to a verb. Then cut out the boxes and sort each example. Finally, work together to write your own examples in the boxes at the bottom.

Informal Formal

Dad sings an old song. Turell cleans his bike.Joy take a photo with

her phone.Keisha wins a marathon.

Keisha win a marathon. The pony run fast.

Turell clean his bike.Joy takes a photo with

her phone.The pony runs fast. Dad sing an old song.

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LESSON


(AAE)

32

Subject-Verb Agreement (is/are, was/were)TEACH/MODELIntroduce the Concept Ground the discussion in familiar concepts. Accept all responses, including AAE. Don’t correct students or comment on linguistic differences until the second half of the lesson.

• Ask: Who is here today? Accept both We is here today and We are here today. Repeat and write answers exactly as students say them.

• Supply more examples, using names of students in the group: Sara and Devon were listening to music. Jack and Mark were running late. Write them and have students repeat.

Discuss Linguistic Differences Guide speakers of AAE to contrast subject-verb agreement in informal and formal English, also called Standard English. Help them recognize and analyze the pattern of differences.

• Conjugate the verb to be on the board. Write I am, she is, he is, we are, they are for the present and I was, he was, she was, we were, they were for the past. Read the phrases with students. Say: In formal English, you use is/are and was/were. Then point to an example: We are here today. Have students repeat. Circle are. Point to the conjugation of the verb to be. Ask: Does this kind of English use is or are with I? with we? with he? with they? Repeat with was and were.

• Say: When you speak to a friend, you might not always use am, is, are, was, and were. Point to another example: We is here today. Have students repeat. Start a chart like the one below. Sort the phrases and have students supply examples so every phrase is shown in both informal and formal English. Correct errors.


We is here today. We are here today.

Jack and Mark was running late. Jack and Mark were running late.

Sara and Devon was listening to music. Sara and Devon were listening to music.


Answer Key: Informal We was singing too loudly. You was mad at me. They is coming home. We is home for the night. We was late to school. Formal We were singing too loudly. You were mad at me. They are coming home. We are home for the night. We were late to school.

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Subject-Verb Agreement (is/are, was/were)Work with a partner. Read each example below. Circle every we were, we are, you were, and they were. Then cut out the boxes and sort each example. Finally, work together to write your own examples in the boxes at the bottom.

Informal Formal

We was singing too loudly. We was late to school.You was mad at me. We are home for the night.

They are coming home. They is coming home.We is home for the night. You were mad at me.

We were late to school. We were singing too loudly.

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LESSON


(AAE)

34

Subject-Verb Agreement (do/does, have/has)TEACH/MODELIntroduce the Concept Ground the discussion in familiar concepts. Accept all responses, including AAE. Don’t correct students or comment on linguistic differences until the second half of the lesson.

• Say: Who does well in school? Accept both Kim do well in school and Kim does well in school. Repeat and write answers exactly as students say them. Continue with other questions, such as Who does well at sports?

• Ask: Who has a new pen? Accept both Lucas have a new pen and Lucas has a new pen. Repeat answers, and write one or two. Using names in the group, supply other examples such as: Leonda has a nice hat. Write them and have students repeat.

Discuss Linguistic Differences Now guide speakers of AAE to contrast verb forms in informal and formal English, recognizing and analyzing the pattern of differences.

• Conjugate the verb to do. Write and read aloud I do, you do, she does, he does, we do, they do. Repeat with to have. Say: In formal English, you use do/does and has/have. Point to examples: Kim does well at school and Leonda has a nice hat. Have students repeat. Circle does and has. Then point to the conjugations. Ask: Does this kind of English use do or does with I? with we? with she? with he? with they? Repeat with has/have.

• Say: When you speak to a friend, you might not always use the same verb form. Point to Kim do well in school. Have students repeat. Start a chart like the one below. Sort the phrases and have students supply examples so every phrase is shown in both informal and formal English. Correct errors.


Kim do well in school. Kim does well in school.

Lucas have a new pen. Lucas has a new pen.

Leonda have a nice hat. Leonda has a nice hat.


Answer Key: Informal Marcus do a good job. We has two keys for the house. They has the new phone. The runner do well in the race. Letitia have a new coat. Formal Marcus does a good job. We have two keys for the house. They have the new phone. The runner does well in the race. Letitia has a new coat.

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Subject-Verb Agreement (do/does, have/has)Work with a partner. Read each example below. Circle do, does, have, and has. Then cut out the boxes and sort each example. Finally, work together to write your own examples in the boxes at the bottom.

Informal Formal

Marcus do a good job. The runner do well in the race.We has two keys for the house. Marcus does a good job.

They has the new phone. Letitia have a new coat.The runner does well in

the race.They have the new phone.

Letitia has a new coat.We have two keys for

the house.

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(AAE and CE)

36

Subject-Verb Agreement (Present Tense Linking Verbs)TEACH/MODELIntroduce the Concept Ground the discussion in familiar concepts. Accept all responses, including AAE and CE. Don’t correct students or comment on linguistic differences until the second half of the lesson.

• Say: Describe your group of friends or your family as they are right now. Accept both We are happy and We happy or We is happy. Repeat and write answers exactly as students say them.

• Say: Now point to a table of kids in this classroom. Describe them—not what they are doing, but how they are. Accept both They are busy and They busy or They is busy. Repeat and write the answers. Continue with other pronouns: I, you.

Discuss Linguistic Differences Now guide speakers of AAE and CE to contrast how the linking verb to be is used in informal and formal English, also called Standard English. Help them recognize and analyze the pattern of differences.

• Say: In formal English, you change the verb “to be” with each pronoun, such as I am, you are, he is, she is, we are, they are. Point to an example on the board: We are happy. Have students repeat. Circle the word are. Say: When you speak, you might only use the verb is with all these pronouns; or you use no pronoun. Point to another example on the board: We is happy. Have students repeat.



We is happy. We are happy.

They is busy. They are busy.

You is fast. You are fast.


Answer Key: Informal We sad. They is tired. You is so funny. I is smart. We is sleepy. Formal We are sad. They are tired. You are so funny. I am smart. We are sleepy.

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Subject-Verb Agreement (Present Tense Linking Verbs)Work with a partner. Read each example below. Circle every are and am. Then cut out the boxes and sort each example. Finally, work together to write your own examples in the boxes at the bottom.

Informal Formal

They is tired. We are sad.I am smart. You is so funny.

We sad. I is smart.You are so funny. We is sleepy.

We are sleepy. They are tired.

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LESSON


(CE)

38

Subject-Verb Agreement (Third Person Singular with Pronouns)TEACH/MODELIntroduce the Concept Ground the discussion in familiar concepts. Accept all responses, including CE. Don’t correct students or comment on linguistic differences until the second half of the lesson.

• Have a student raise his or her hand. Ask: If I ask a question, what does he do? Accept both He raise hand and He raises his hand. Have students perform other actions. Ask them to dictate sentences about the actions using he or she instead of the student’s name. Repeat and write answers exactly as students say them.

• Say: Animals do lots of things, too. Supply these examples: The dog growls. It growls a lot. Write these examples. Have students repeat them.

Discuss Linguistic Differences Now guide speakers of CE to contrast third person subject-verb agreement using pronouns in informal English and formal, or Standard English. Help them recognize and analyze the pattern of differences. Conjugate the verb to raise.

• Say: In formal English, you add an s to the action verb when only one person does the action. Point to an example on the board: He raises his hand. Have students repeat. Circle the s. Say: When you speak to friends, you might not always add the s. Write another example on the board: He talk. Have students repeat.



He raise a hand. He raises a hand.

She draw a picture. She draws a picture.

It swim fast. It swims fast.


Answer Key: Informal He sing a song. She paint a picture. She win a race. He clean his bike. It crawl fast. Formal He sings a song. She paints a picture. She wins a race. He cleans his bike. It crawls fast.

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Subject-Verb Agreement (Third Person Singular with Pronouns)Work with a partner. Read each example below. Circle every s at the end of a verb. Then cut out the boxes and sort each example. Finally, work together to write your own examples in the boxes at the bottom.

Informal Formal

He sings a song. He cleans his bike.She paint a picture. She wins a race.

She win a race. It crawl fast.He clean his bike. She paints a picture.

It crawls fast. He sing a song.

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LESSON


(AAE)

40

Second Person Plural PatternsTEACH/MODELIntroduce the Concept Ground the discussion in familiar concepts. Accept all responses, including AAE. Don’t correct students or comment on linguistic differences until the second half of the lesson.

• Say: When we are talking to a group of people, we use the word you as in You can sit down. Have students take turns telling about the other students in the group, beginning with the word you. Accept both You are reading a book and You all are reading a book. Repeat and write answers exactly as students say them.

• Say: Point to two people in the group. Say a sentence that tells the two people something they can do. Accept both You can eat lunch now and You all can eat lunch now. Repeat and write the answers.

Discuss Linguistic Differences Now guide speakers of AAE to contrast how the plural you is used in informal and formal English, also called Standard English. Help them recognize and analyze the pattern of differences.

• Say: In formal English, you say you and the verb. You don’t need to add any extra words to show you are talking about more than one person. Point to an example on the board: You are reading a book. Have students repeat. Circle you are. Say: When you speak or write, you might add the word all after you. Point to another example: You all can eat lunch now. Have students repeat.

• Then start a chart like the one shown below. Sort the phrases on the board. Then have students supply examples so every phrase is shown in both informal English and formal English. Correct errors in how students sort phrases.


You all are reading a book. You are reading a book.

You all can eat lunch now. You can eat lunch now.

You all are too noisy. You are too noisy.


Answer Key: Informal You all are too loud in the hallway. You all can sit now. You all are very messy. You all should sing a better song. You all are too funny. Formal You are too loud in the hallway. You can sit now. You are very messy. You should sing a better song. You are too funny.

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Second Person Plural PatternsWork with a partner. Read each example below. Circle the word all. Then cut out the boxes and sort each example. Finally, work together to write your own examples in the boxes at the bottom.

Informal Formal

You should sing a better song. You all are very messy.You are very messy. You all are too funny.

You all are too loud in the hallway.

You can sit now.

You are too funny.You are too loud in the

hallway.

You all can sit now.You all should sing a

better song.

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LESSON


(AAE)

42

Habitual be PatternsTEACH/MODELIntroduce the Concept Ground the discussion in familiar concepts. Accept all responses, including AAE. Don’t correct students or comment on linguistic differences until the second half of the lesson.

• Guide students to make statements about things they wear every day. Accept both I be wearing glasses and I always wear glasses. Repeat and write answers exactly as students say them.

• Guide students to make statements about things they do in the classroom every day. Accept both We be reading and We usually read. Repeat and write answers exactly as students say them. Using the names of students in the group, supply examples such as Amy usually carries a backpack. Write the examples. Have students repeat.

Discuss Linguistic Differences Now guide speakers of AAE to contrast how informal English uses be and formal, or Standard English uses always or usually. Help them recognize and analyze the pattern of differences.

• Say: In formal English, people use words such as always or usually to talk about things we do every day. Point to these examples: I always wear glasses and Amy usually carries a backpack. Have students repeat. Circle always and usually.

• Say: When you speak to friends, you might use be instead of words such as always and usually. Point to an example: I be wearing glasses. Have students repeat it. Then start a chart like the one below. Sort phrases and have students supply examples so every phrase is shown in both informal and formal English. Correct errors.


I be wearing glasses. I always wear glasses.

We be reading. We usually read.

Amy be carrying a backpack. Amy usually carries a backpack.


Answer Key: Informal She be walking home. We be eating lunch here. Lin be talking on the phone. Shona be riding her bike. They be taking the bus. Formal She usually walks home. We usually eat lunch here. Lin usually talks on the phone. Shona always rides her bike. They always take the bus.

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Habitual be PatternsWork with a partner. Read each example below. Circle the words be, always, and usually. Then cut out the boxes and sort each example. Finally, work together to write your own examples in the boxes at the bottom.

Informal Formal

She be walking home. Shona always rides her bike.We usually eat lunch here. They be taking the bus.

Lin be talking on the phone. She usually walks home.Shona be riding her bike. They always take the bus.

Lin usually talks on the phone. We be eating lunch here.

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LESSON


(AAE and CE)

44

Patterns with NegativesTEACH/MODELIntroduce the Concept Ground the discussion in familiar concepts. Accept all responses, including AAE and CE. Don’t correct students or comment on linguistic differences until the second half of the lesson.

• Ask: Does a turtle have any wings? Accept both A turtle don’t have no wings and A turtle doesn’t have any wings. Repeat and write answers exactly as students say them.

• Write these examples: Nobody never said nothing and Nobody ever said anything; They don’t let nobody run and They don’t let anybody run. Have students repeat.

Discuss Linguistic Differences Guide speakers of AAE and CE to contrast how negatives are used in informal and formal English, also called Standard English. Help them recognize and analyze the pattern of differences.

• Explain that a negative is word such as no, not, nothing, or nobody. Remind students that contractions such as isn’t, don’t, and aren’t are also negatives. Say: In formal English, a sentence has just one negative word. It might also have a word such as any or ever. Point to an example: A turtle doesn’t have any wings. Have students repeat. Underline the negative word. Circle any.

• Say: When you speak to friends, you might use more than one negative word. Point to another example: A turtle don’t have no wings. Have students repeat. Circle the negative words. Then start a chart like the one below. Sort the phrases and have students supply examples so every phrase is shown in both informal and formal English. Correct errors.


A turtle don’t have no wings. A turtle doesn’t have any wings.

Nobody never said nothing. Nobody ever said anything.

They don’t let nobody talk. They don’t let anybody talk.


Answer Key: Informal Nobody never did nothing. I don’t like no other basketball team. They didn’t let nobody play. She won’t never come here again. He doesn’t want no pie. Formal Nobody ever did anything. I don’t like any other basketball team. They didn’t let anybody play. She won’t ever come here again. He doesn’t want any pie.

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Patterns with NegativesWork with a partner. Read each example below. Circle every negative word. Then cut out the boxes and sort each example. Finally, work together to write your own examples in the boxes at the bottom.

Informal Formal

Nobody never did nothing. They didn’t let nobody play.I don’t like no other basketball

team.He doesn’t want any pie.

They didn’t let anybody play. She won’t ever come here again.I don’t like any other

basketball team.Nobody ever did anything.

She won’t never come here again.

He doesn’t want no pie.

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LESSON


(AAE)

46

Patterns with ContractionsTEACH/MODELIntroduce the Concept Ground the discussion in familiar concepts. Accept all responses, including AAE. Don’t correct students or comment on linguistic differences until the second half of the lesson.

• Say: In English, we sometimes put two words together, take out letters, and replace them with an apostrophe. This is called a contraction. Supply these examples: he’s (he is), you’re (you are). Write them on the board. Say: Describe someone you know. Start the sentence with he or she instead of naming the person. Accept both He tall guy as well as He’s a tall guy and He is a tall guy. Repeat and write answers exactly as students say them.

• Say: Now point to a friend and describe him or her starting with the word you. For example, You’re my best friend. Say answers aloud and write them.

Discuss Linguistic Differences Now guide speakers of AAE to contrast how formal English, or Standard English, uses contractions with is and are while informal English often leaves out is and are. Help them recognize and analyze the pattern of differences.

• Say: In formal English, you use ‘s and ‘re when you describe someone or something using a contraction. Point to an example on the board: He’s a tall guy and You’re my friend. Have students repeat. Circle ‘s and ‘re. Say: When you speak to a friend, you might not always use a contraction. Repeat with other examples.



He a tall guy. He’s a tall guy.

You my best friend. You’re my best friend.

She hungry. She’s hungry.


Answer Key: Informal He happy. She thirteen years old. You nice. She a beautiful girl. You running fast. Formal He’s happy. She’s thirteen years old. You’re nice. She’s a beautiful girl. You’re running fast.

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Patterns with ContractionsWork with a partner. Read each example below. Circle every contraction (word with ‘s or ‘re). Then cut out the boxes and sort each example. Finally, work together to write your own examples in the boxes at the bottom.

Informal Formal

He happy. You’re running fast.She a beautiful girl. She thirteen years old.

You’re nice. He’s happy.She’s thirteen years old. She’s a beautiful girl.

You running fast. You nice.

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LESSON


(AAE and CE)

48

Patterns with Indefinite ArticlesTEACH/MODELIntroduce the Concept Ground the discussion in familiar concepts. Accept all responses, including AAE and CE. Don’t correct students or comment on linguistic differences until the second half of the lesson.

• Write the following on the board: apple, egg, insect, octopus, umbrella. Say: Select one of these and say a sentence about it. Accept both An apple is red and A apple is red. Repeat and write answers exactly as students say them.

• Then write the following on the board: cat, dog, hat. Record students’ sentences about each one.

Discuss Linguistic Differences Now guide speakers of AAE and CE to contrast the use of the articles a and an in informal and formal English, also called Standard English. Help them recognize and analyze the pattern of differences.

• Say: In formal English, you use the word an before a word that begins with a vowel (a, e, i, o, u) and the word a before a word that begins with a consonant. Point to an example on the board: An apple is red. Have students repeat. Circle the word an. Say: When you speak or write, you might use only a before a word. Point to another example: A apple is red. Have students repeat.



A apple is red. An apple is red.

A egg is white. An egg is white.

A whale is huge. A whale is huge.


Answer Key: Informal A apple is tasty. A octopus has eight legs. A egg can break if you drop it. I see a insect in my soup. I need a umbrella today. Formal An apple is tasty. An octopus has eight legs. An egg can break if you drop it. I see an insect in my soup. I need an umbrella today.

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Patterns with Indefinite ArticlesWork with a partner. Read each example below. Circle an. Then cut out the boxes and sort each example. Finally, work together to write your own examples in the boxes at the bottom.

Informal Formal

An apple is tasty. An octopus has eight legs.I see a insect in my soup. A apple is tasty.I need a umbrella today. A egg can break if you drop it.

An egg can break if you drop it. I need an umbrella today.A octopus has eight legs. I see an insect in my soup.

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LESSON


(CE)

50

Patterns with IntensifiersTEACH/MODELIntroduce the Concept Ground the discussion in familiar concepts. Accept all responses, including CE. Don’t correct students or comment on linguistic differences until the second half of the lesson.

• Say: Tell me a sentence explaining how excited you are for our next school vacation. Accept both I am very excited and I am all excited. Repeat and write answers exactly as students say them.

• Say: Complete these sentences: Did you ____ win a million dollars? Accept both Did you really win a million dollars? and Did you for reals win a million dollars? Repeat and write the answers.

Discuss Linguistic Differences Now guide speakers of CE to contrast how the words very and really are used in informal and formal English, also called Standard English. Help them recognize and analyze the pattern of differences.

• Say: In formal English, you use the word very instead of all before an adjective, or describing word. Point to examples on the board. Have students repeat. Circle the word very. Repeat for the words really and for reals.



I am all excited. I am very excited.

Did you for reals win a million dollars? Did you really win a million dollars?

He is acting all weird. He is acting very weird.


Answer Key: Informal We were all happy. He’s all proud of the trophy. Did you give the phone to her for reals? For reals he didn’t know the answer. Formal We were very happy. He’s very proud of the trophy. Did you really give the phone to her? He really didn’t know the answer.

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Patterns with IntensifiersWork with a partner. Read each example below. Circle very and really. Then cut out the boxes and sort each example. Finally, work together to write your own examples in the boxes at the bottom.

Informal Formal

We were very happy.Did you really give the phone

to her?

He’s all proud of the trophy.For reals he didn’t know the

answer.Did you give the phone to her

for reals?We were all happy.

He really didn’t know the answer.

He’s very proud of the trophy.

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LESSON


(AAE)

52

Demonstrative Pronoun PatternsTEACH/MODELIntroduce the Concept Ground the discussion in familiar concepts. Accept all responses, including AAE. Don’t correct students or comment on linguistic differences until the second half of the lesson.

• Say: Imagine that you see a group of kids. Tell me what they are doing. Accept both Those kids are playing and Them kids are playing. Repeat and write answers exactly as students say them.

• Say: I see them, too. I see those kids. Have students repeat. Continue with I see those men working. Can you see them?

Discuss Linguistic Differences Now guide speakers of AAE to contrast how the pronouns them and those are used in informal and formal English, also called Standard English. Help them recognize and analyze the pattern of differences.

• Say: In formal English, you use the word those before a noun to describe it. Point to an example on the board: I see those men working. Have students repeat. Circle the word those. Underline the noun men. Say: When you speak or write, you might use the word them instead of those. Point to another example on the board: Them kids are playing. Have students repeat.



I see them kids. I see those kids.

I see them men working. I see those men working.

Can you see them birds in the tree? Can you see those birds in the tree?


Answer Key: Informal I see them old cars. Can you carry them boxes? Them kids are having too much fun. Them flowers are smelly. I need them boots. Formal I see those old cars. Can you carry those boxes? Those kids are having to much fun. Those flowers are smelly. I need those boots.

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Demonstrative Pronoun PatternsWork with a partner. Read each example below. Circle those. Then cut out the boxes and sort each example. Finally, work together to write your own examples in the boxes at the bottom.

Informal Formal

I see them old cars. Can you carry them boxes?I need those boots. Those flowers are smelly.

Them kids are having too much fun.

Those kids are having too much fun.

Them flowers are smelly. I need them boots.I see those old cars. Can you carry those boxes?

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LESSON


(AAE and CE)

54

Reflexive Pronoun PatternsTEACH/MODELIntroduce the Concept Ground the discussion in familiar concepts. Accept all responses, including AAE and CE. Don’t correct students or comment on linguistic differences until the second half of the lesson.

• Say: Imagine that a boy is looking in a mirror. Who does he see? Accept both He sees himself and He sees hisself. Repeat and write answers exactly as students say them.

• Continue with students looking in a mirror with a friend. Ask: Who do you see? Accept both We see ourselves and We see ourself. Repeat with a group of kids. Ask: Who do they see? Accept both They see themselves and They see theirself or They see theirselves.

Discuss Linguistic Differences Now guide speakers of AAE and CE to contrast how reflexive pronouns are used in informal and formal English, also called Standard English. Help them recognize and analyze the pattern of differences.

• Say: In formal English, you say himself, ourselves, and themselves. Point to an example on the board: We see ourselves. Have students repeat. Circle the word ourselves. Say: When you speak or write, you might use another word. Point to another example on the board: We see ourself. Have students repeat. Write ourselves and ourself above each other and point out the spelling and pronunciation differences. Repeat with himself/hisself and themselves/theirself/theirselves.



He sees hisself. He sees himself.

We see ourself. We see ourselves.

They see theirself. They see themselves.


Answer Key: Informal He sees hisself. We see ourself. They see theirself. They see theirselves. Formal He sees himself. We see ourselves. They see themselves.

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Reflexive Pronoun PatternsWork with a partner. Read each example below. Circle every himself, ourselves, and themselves. Then cut out the boxes and sort each example. Finally, work together to write your own examples in the boxes at the bottom.

Informal Formal

He sees hisself. They see theirself.They see themselves. They see theirselves.

We see ourself. We see ourselves.He sees himself.

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LESSON


(CE)

56

Embedded Question InversionTEACH/MODELIntroduce the Concept Ground the discussion in familiar concepts. Accept all responses, including CE. Don’t correct students or comment on linguistic differences until the second half of the lesson.

• Say: I want you to ask me a question. Use the words “can you tell me” in your question. Accept both Can you tell me where my book is? and Where is my book can you tell me? Repeat and write answers exactly as students say them.

• Continue with sentences containing I asked myself. Repeat and write the answers. Accept both I asked myself what would I do? and I ask myself what I would do?

Discuss Linguistic Differences Now guide speakers of CE to contrast how complex questions are formed in informal and formal English, also called Standard English. Help them recognize and analyze the pattern of differences.

• Say: In formal English, there is a specific word order to how questions are asked. For example, a verb such as is or do comes right after the subject of the question. Point to an example on the board: Can you tell me where my book is? Have students repeat. Contrast this with Where is my book can you tell me? Point out the differences. Continue with other questions.



Where is my book can you tell me? Can you tell me where my book is?

I ask myself what I would do? I asked myself what would I do?

Do you know where slept the dog? Do you know where the dog slept?


Answer Key: Informal When Juan did eat lunch? What Maria will do after school? What Juan will buy at the store? Do you know why cried Maria? Formal When did Juan eat lunch? What will Maria do after school? What will Juan buy at the store? Do you know why Maria cried.

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Embedded Question InversionWork with a partner. Read each example below. Circle the subject of each sentence and underline the verb. Then cut out the boxes and sort each example. Finally, work together to write your own examples in the boxes at the bottom.

Informal Formal

What will Maria do after school?

When did Juan eat lunch?

When Juan did eat lunch?What Maria will do after

school?What Juan will buy at the

store?Do you know why Maria cried?

Do you know why cried Maria?What will Juan buy at the

store?

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LESSON


(CE)

58

Preposition SubstitutionTEACH/MODELIntroduce the Concept Ground the discussion in familiar concepts. Accept all responses, including CE. Don’t correct students or comment on linguistic differences until the second half of the lesson.

• Say: I see a book. Where is the book? Accept both The book is on the desk and The book is at the desk. Repeat and write answers exactly as students say them.

• Continue with sentence frames requiring prepositions, such as He writes ____ the paper; She took her dog ____ a long trip; We leave for vacation ___ July; They got ____ the car and went inside; and ____ Tanika won’t feel guilty, she said “sorry.”

Discuss Linguistic Differences Now guide speakers of CE to contrast how prepositions are used in informal and formal English, also called Standard English. Help them recognize and analyze the pattern of differences.

• Say: In formal English, you use specific prepositions, or words that tell when, where, or why something happens. Point to an example on the board. Have students repeat. Circle the preposition (e.g., in, at, on, so). Say: When you speak or write, you might use other prepositions. Point to another example on the board in which a nonstandard English preposition is used. Have students repeat.

• Then start a chart like the one shown below. Sort the phrases on the board. Then have students supply examples so every phrase is shown in both informal English and formal English. Correct errors.


The book is at the desk. The book is on the desk.

She took her dog to a long trip. She took her dog on a long trip.

They got off the car and went inside. They got out of the car and went inside.


Answer Key: Informal He’s pointing on a frog on a rock. The girl took her mom to a trip. He’s smiling to his friend. We end school on June. They quickly got off the car. Formal He’s pointing at a frog on a rock. The girl took her mom on a trip. He’s smiling at his friend. We end school in June. They quickly got out of the car.

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Preposition SubstitutionWork with a partner. Read each example below. Circle every preposition (in, to, on, off, at, out of). Then cut out the boxes and sort each example. Finally, work together to write your own examples in the boxes at the bottom.

Informal Formal

We end school in June. They quickly got off the car.The girl took her mom to a trip. The girl took her mom on a trip.

He’s smiling to his friend. He’s smiling at his friend.The quickly got out of the car. We end school on June.

He’s pointing on a frog on a rock.

He’s pointing at a frog on a rock.

Documents

Standard English Learners Handbook Usage, and Mechanics ... . 16 Writing and Grammar Lessons 18 ... provided in the lessons in the Support for Standard English Learners handbook…