• Skip to primary navigation
  • Skip to main content
  • Skip to primary sidebar
Kinney Brothers Publishing Logo

Kinney Brothers Publishing

ESL Teaching & Publishing

  • Kinney Brothers Publishing
  • KBP Shop
  • Games+
  • About Us
  • Contact
  • Press

language acquisition

Fun Facts About English #99 – The History of English 2

03/27/2021 by admin

Kinney Brothers Publishing Fun Facts About English English History 2

This is the second of two posts exploring the history of the English language. The first post is an overview of the British Isles from the prehistoric Celts through the Viking occupation of England. In this post, I’ll take a look at the broadest cultural, political, and linguistic developments from the Norman invasion up to Late Modern English, also called Present-Day English (PDE).

From Rome’s 400-year occupation of the Celtic islands at the beginning of the first millennium CE, through the mass immigration of the Anglos, Saxons, and Jutes after the year 400, and finally the Viking seizure of power from 800, it can be argued that by the turn of the second millennium, England was a powerful, centralized state with a strong military and successful economy. The language of the islands had evolved from the Insular Celtic Group of languages to the Old Germanic-based language of the Anglo-Saxons (Old English) and was reshaped again by Scandanavian Old Norse during Viking rule.

The Norman Invasion 1066 – 1150

French Castles English history

In 1066, the English king, Harold Godwinson, defeated King Hardrada of Norway in a long and bloody battle that headed off the final Viking invasion of England. Within a month, William, Duke of Normandy, landed in Kent and, in a decisive win against the exhausted army of King Godwinson at the Battle of Hastings, claimed himself the rightful heir to the British throne, thus commencing the Norman conquest and rule of England.

As king, one of William’s first priorities was a survey of the land, livestock, and taxes owed from the shires (established Anglo-Saxon land divisions) of England. The survey was written in Latin and compiled into a two-volume work called the Domesday Book (Middle English, Doomsday Book). The book is an invaluable source for modern historians and historical economists. No survey approaching the scope and extent of the survey of Britain was attempted again until the 19th century.

William and his successors took over the existing state system, repressing local revolts, controlling the population through a network of castles, and introduced a feudal approach to governing England with a monarchial absolute toward Normanization. Resisting English nobility were sent into exile and their confiscated lands were granted to William’s own followers. Norman controls included the government, the courts, and the introduction of Norman French as the language of the new Norman nobility.

Norman Rule

During the Norman Period, while the lower classes continued speaking their now Norsified Old English, the language absorbed a significant component of French vocabulary (approximately one-third of the vocabulary of Modern English), developed a more simplified grammar, and was forced to adopt the orthographic conventions of French when spelling Old English. By the 12th century, Middle English was fully developed, having integrated both Norse and French features into a dialect known as Anglo-Norman. Medieval Latin was still the language used for government documents, e.g., the Domesday Book, and continued to be the language of the Church.

Anglo-Saxon identity survived beyond the Norman conquest and came to be known as Englishry under Norman rule. Englishry was, in fact, the status of a person of native Anglo-Saxon stock as opposed to a member of the Anglo-Norman elite. Specifically, presentment of Englishry referred to the establishment that a slain person was English rather than Norman. If an unknown man was found slain, he was presumed to be a Norman and the administrative shire was fined accordingly. If the slain individual was determined to be Anglo-Saxon, Englishry was established and the fine was excused.

During the 12th century, the divisions between the English and Normans began to dissolve as a result of intermarriage and cohabitation. By the end of the century, and possibly as early as 1150, contemporary commentators believed the two peoples to be blending. The loss of Normandy in 1204 only reinforced this trend.

Middle English 1150 – 1500

Middle English period

The period of Middle English was roughly 300 years during the High to Late Middle Ages, running parallel with and beyond Norman rule. The period saw expansion, political and social unrest, and the devastating effects of the Bubonic Plague. English reasserted itself as the language of government and nobility as Norman rule began to crumble in the 13th century.

In the 12th and 13th centuries, England’s population more than doubled, fueling an expansion of the towns, cities, and trade, helped by warmer temperatures across Northern Europe. Despite Norman rule in England’s government and legal systems, infighting among the Anglo-Norman elite resulted in multiple civil wars and, finally, the loss of Normandy in 1204.

England suffered the Great Famine from 1315-1317 and the Black Death from 1347 to 1351. These catastrophic events killed around half of England’s population, threw the economy into chaos, and undermined the political order. Nearly 1,500 villages were deserted by their inhabitants and many sought new opportunities in the towns and cities. Social mixing and unrest followed. The Peasants’ Revolt of 1381 was the result of the socio-economic and political tensions generated by the Black Death, the high taxes to support the conflict with France, and finally, the attempts to collect unpaid poll taxes (a fixed sum on every adult without reference to income or resources). Though the rebellion lasted only a month, it failed as a social revolution but succeeded in ending serfdom and prevented further levying of the poll tax.

The Black Plague

The Pleading in English Act 1362 was an Act of the Parliament of England. The Act complained that because the Norman French language was largely unknown to the common people of England, they had no knowledge of what was being said for or against them in the courts. The Act stipulated that all charges and complaints shall be pleaded, debated, and judged in the English language. The Act marked the beginning of English Law during the reign of Henry IV (1399 – 1413), a maternal grandson of Philip IV of France, and the first king believed to be a native English speaker since the Norman conquest.

Some 50 years later during the reign of Henry V (1413-1422), English became the language of official government in the form of the London dialect known as the Chancery Standard. The Standard was a version of English that combined elements of northern and southern Middle English to create a standard for the government that could be read by the people, who largely couldn’t read French or Latin. By the end of the Middle English period and aided by William Caxton, who introduced the first printing press to England in 1476, the development of a standardized form of English accelerated and Chancery Standard became the basis for Modern English spelling.

English kings in the 14th and 15th centuries attempted to lay claim to the French throne, resulting in the Hundred Years’ War (1337-1453) and a see-saw back and forth of victories for the French and English. It was one of the most notable conflicts of the Middle Ages, in which five generations of kings from two rival dynasties fought for the throne of the largest kingdom in Western Europe. Although each side drew many allies into the war, in the end, the House of Valois retained the French throne and the English and French monarchies remained separate.

By 1450, England was in crisis, facing military failure in France and an ongoing recession. More social unrest broke out, followed by the Wars of the Roses fought between rival factions of the English nobility. Henry VII (Henry Tudor) claimed victory in 1485, marking the end of the Middle Ages in England and the start of the Early Modern period, and the beginnings of the Tudor dynasty.

Little survives of early Middle English literature, due in part to Norman domination and the prestige that came when writing in French rather than English. During the 14th century, a new style of literature emerged with the works of writers including John Wycliffe, eponymously known for the Wycliffe Bible, and Geoffrey Chaucer for The Canterbury Tales. The use of regional dialects in writing proliferated where authors like Chaucer were crucial in legitimizing the literary use of Middle English rather than French or Latin. Today, Chaucer is seen as the greatest poet of the Middle Ages and the “father” of English literature.

Wycliffe’s source for his Bible translation into Middle English came directly from the Vulgate, a late 4th century Latin translation. Wycliffe’s translations were the chief inspiration and cause of the Lollard movement, a pre-Reformation movement that rejected many of the distinctive teachings of the Roman Catholic Church.

In the Wycliffe Bible of the 1380s, the verse Matthew 8:20 was written:
Foxis han dennes, and briddis of heuene han nestis… (“Foxes have holes, and birds of the air (heaven) have nests…”)

Early Modern English 1300 – 1700

Early Modern English

Major historical events in the 400-year Early Modern period include the English Renaissance, the English Reformation, the English Civil War, the Glorious Revolution, the Treaty of Union, the Scottish Enlightenment, and the launch of the British Empire. All of these events created more unified governance of the British Isles, brought relative peace to the islands, and set the stage for English to become a global language.

The end of the Wars of the Roses marks the beginning of the Modern English period and brought with it the Tudor (1485-1603) and Stuart (1603-1714) dynasties and a greater degree of stable, centralized government. The Tudor monarchs asserted their claim to the lordship of Ireland, Wales was integrated administratively and legally in 1536 and 1543, the Act of Union brought political unity between England and Scotland in 1707, and the Kingdom of Great Britain was formed.

The British Empire began with decisive sea battles and overseas ventures. The defeat of the Spanish Armada in 1588 secured England’s (Protestant) independence in Europe and signaled the British as a serious naval power. The English, relative late-comers to colonial ventures, secured settlements on the North American continent with Jamestown in 1607, Newfoundland in 1610, and Plymouth Colony in 1620. Trading rivalries among the seafaring European powers established trading posts in India in the early 17th century and, by the later 18th century, Great Britain became the dominant power after the East India Company’s conquest in the Battle of Plassey in 1757.

Culturally, the 15th and 16th centuries saw the English Renaissance, a cultural and artistic movement beginning in the 15th century, spilling into the 17th, which stands as the summit of (mostly) musical and literary achievement. The 16th century also saw the English Reformation, a political and religious movement that broke away from the authority of the Pope and the Catholic Church. At the same time, the 17th-century scientific movement, heralded by Francis Bacon, achieved prominence and had the effect of establishing English as an adequate medium of technical writing in place of Latin. Bacon, along with the 1662 charter of The Royal Society, an ‘invisible college’ of natural philosophers and physicians, promoted the cultivation of a plain style of writing and criticized stylistic excesses.

Early Modern English was also characterized by the Great Vowel Shift (1350–1700), inflectional simplification, and linguistic standardization. The Great Vowel Shift affected the stressed long vowels of Middle English. It’s also the main reason for so many irregularities in spelling since our contemporary language retains many Middle English spellings that were influenced by French orthographic standards for writing Old English. The loss of rhoticity (hard /r/) began to accelerate in this period where the English playwright Ben Jonson’s English Grammar (1640) recorded that /r/ was “sounded firme in the beginning of words, and more liquid in the middle, and ends.”

For most modern readers of English, texts from the earlier phase of Early Modern English may present more difficulties but are still obviously closer to Modern English grammar, lexicon, and phonology.

“Certaynly our langage now vsed varyeth ferre from that which was vsed and spoken whan I was borne.” William Caxton, Prologue to Eneydos (1490).

Late 16th and early 17th-century texts, such as The King James Bible and the works of William Shakespeare, seem much more uniform to a contemporary audience and are still very influential. The original title of The King James Bible (1612) reads:

“THE HOLY BIBLE, Conteyning the Old Teſtament, AND THE NEW: Newly Tranſlated out of the Originall tongues: & with the former Tranſlations diligently compared and reuiſed, by his Maiesties ſpeciall Comandement“.

Quoting Shakespeare in his 1599 play, Henry V, when Henry implores the French Princess Katherine to marry him, the language is thoroughly accessible to modern English speakers:

“Come, your answer in broken music; for thy voice is music and thy English broken; therefore, queen of all, Katherine, break thy mind to me in broken English.”

Old English began to be studied during the Early Modern period. Anglo-Saxon manuscripts were collected and published and the first Old English dictionary appeared in 1659. Motivations for this undertaking were mixed: to demonstrate the continuity of the Church of England, to show that the English legal system descended from Anglo-Saxon law, or to support the cause of biblical translation. Nevertheless, it had the effect of introducing a historical understanding of the English language and paved the way for later etymological and philological investigation.

The 1611 King James Version of the Bible, Matthew 8:20 reads:
The Foxes haue holes and the birds of the ayre haue nests. (“Foxes have holes, and birds of the air have nests…”)

Modern English – 1715 to the Present

As the British Empire expanded, English-speaking people arrived on the shores of North America, the Australian continent, South Africa, and through the colonization of India. Commerce, science and technology, diplomacy, art, and formal education all contributed to English becoming the first truly global language.

Modern English can be taken to have fully emerged by the beginning of the Georgian era in 1714, though English orthography remained somewhat fluid until the publication of Johnson’s A Dictionary of the English Language in 1755. Unlike Johnson’s preference for Norman-influenced spellings such as centre and colour, Noah Webster’s first guide to American spelling, published in 1783, preferred spellings like center and the Latinate color. The difference in strategy and philosophy of Johnson and Webster are largely responsible for the divisions in English spelling that exist today.

The British also became fully non-rhotic, dropping the /r/ by the late 19th century, whereas the dialects of the American colonies evolved independently and maintained the earlier rhotic pronunciations. By the 19th century, the standardization of British English was more settled than it had been in the previous century, and this relatively well-established English was brought to Australia, Africa, Asia, and New Zealand.

In Europe, when the Treaty of Versailles was composed in 1919, and at the request of then-President Woodrow Wilson, the treaty was drafted in both French (the common language of diplomacy at the time) and English – a major milestone in the globalization of English.

English Standard Version (ESV) of the Christian Bible now reads:
“Foxes have holes, and birds of the air have nests…”

Present-Day English (PDE) has many dialects spoken in many countries throughout the world, sometimes collectively referred to as the “anglosphere.” These dialects include American English, Australian English, British English (containing English English, Welsh English, and Scottish English), Canadian English, Caribbean English, Hiberno-English, Indian English, Pakistani English, Nigerian English, New Zealand English, Philippine English, Singaporean English, and South African English.

Out of the world’s approximately 7.9 billion inhabitants, 1.35 billion speak English today as a first or second language. English as a native language is spoken by approximately 360 million people with the vast majority being in the United States. In addition to being widely spoken, English is by far the most commonly studied foreign language in the world.

If you enjoyed this post, click on the “next” button below to learn more about the future of English! You might also be interested in the reason English has no language academy, or why the U.S. has no official language!

Go to the previous or next Fun Facts About English.

Donald's English Classroom

Fishing activities are so easy to set up, fun to play, and kids just can’t get enough of them! Check out all the fishing activities in Donald’s English Classroom!

Filed Under: Fun Facts About English Tagged With: Anglo-Norman, Anglo-Saxons, anglosphere, British Empire, Celtic, cultural influences, Domesday Book, Early Modern English, England, English Standard Version, feudalism, global language, great vowel shift, Jutes, King James Bible, language acquisition, language diversity, language evolution, language history, linguistic evolution, linguistic influences, linguistic standardization, Middle English, Norman Conquest, Norman French, Old English, orthographic conventions, Present-Day English, Reformation, Renaissance, Rome, Shakespeare, Stuart dynasty, Tudor dynasty, Vikings, William the Conqueror

Easy Sight Words – A Closer Look

01/27/2021 by admin

Whether you call them sight words, popcorn words, or high-frequency words, they are, by definition, “commonly used words that young children are encouraged to memorize as a whole or by ‘sight,’ so that they can automatically recognize these words in print without having to use any strategies to decode.”

In addition, high frequency words can be abstract, difficult if not impossible to represent using pictures, and especially difficult to understand where meaning may have an inferred understanding through context (something a second language learner doesn’t have the advantage of in early language development.)  It can be very elusive to create a clear mental model of words like have and get, both of which can cross several different word choices in a language learner’s native language.

This is why students of English need to be exposed to the patterns of speech and inferred meaning of sight words early on in oral and writing exercises.  Inevitably, as you move children from decoding individual words to decoding language in connected text, sight words should be a regular part of your ESL program.

  • Preview Download
  • Kinney Brothers Publishing (Amazon)
  • Donald’s English Classroom (pdf download)
  • Donald’s English Classroom support materials
  • Preview Download
  • Kinney Brothers Publishing (Amazon)
  • Donald’s English Classroom (pdf download)
  • Donald’s English Classroom support materials
  • Preview Download
  • Kinney Brothers Publishing (Amazon)
  • Donald’s English Classroom (pdf download)
  • Donald’s English Classroom support materials

As your emergent readers display rudimentary reading ability and become capable of decoding and deriving meaning from connected text, including sight-word practice is imperative. The habits that you build into the children’s learning activities will help them to acquire new words more quickly, build on their knowledge base to infer meaning, and progress more confidently in their studies.

Filed Under: Kinney Brothers Publishing Tagged With: comprehension, decoding, Donald's English Classroom, Emergent Readers, ESL program, high-frequency words, kinney brothers publishing, language acquisition, language development, reading skills, sight words, Teaching strategies, vocabulary acquisition, young learners

Fun Facts About English #84 – Grammatical Ambiguity

11/05/2020 by admin

Kinney Brothers Publishing that that

Often presented to students as a linguistic puzzle, the above sentence demonstrates grammatical ambiguity. Where written language lacks the critical element of a human expressing it, punctuation serves as a necessary substitute for intonation, stress, and pauses used in speech.

Disambiguated, the sentence reads, “It is true for all that, that that “that,” which that “that” refers to, is not the same “that” that that “that” refers to.”

If still unclear, this may help to unravel its meaning: “It is true, despite everything you say, that this word to which this word refers, is not the same word to which this word refers.”

Ambiguity

Ambiguity in language appears in a variety of ways, intentional or not, with some cases more celebrated than others. Consider the difference between the ‘suggestive’ language of poetry and a ‘misleading’ advertisement. Ambiguity can be the result of an absurd juxtaposition or the sudden and hilarious turn in a comedian’s routine. In a world where transparency and clarity seem to be the goal, we are often on guard against social uncertainty, while at the same time giving ourselves wholly to the lyrics in a favorite song – whether we completely understand them or not.

To understand how language works, linguists differentiate lingual ambiguity into a variety of categories, including lexical (words and their definitions), syntactic (words in context), phonological (the sounds of words), and semantic (meaning in language and logic). The research goes further into the field of neurolinguistics; the playground of cognitive scientists who study the neural mechanisms in the human brain that control the comprehension, production, and acquisition of language.

For case studies, there’s no better place to begin than with toddlers, whose rapid acquisition of language brings about valiant but flawed attempts at language construction. Pity the poor parents who, upon pain of an emotional meltdown, must mentally sort compound mashes that only an emphatic toddler can construct.

“The father of a little boy goes upstairs after supper to read to his son, but he brings the wrong book. The boy says, ‘What did you bring that book that I don’t want to be read to out of up for?'”

Or consider a casual conversation where one might ask for clarification to fully understand.

A: Alice told her mother she won the lottery.
B: Who won the lottery?

There is a type of sentence known as a ‘garden-path sentence.’ Such sentences are grammatically correct but are often misinterpreted on first read.  By definition, they lead you down an unpredictably wrong path. Henry Fowler, known for A Dictionary of Modern English Usage (1926), stated that such sentences unwittingly lay a “false scent.” The first two examples below are simply reduced relative clauses that omit ‘who, which, or that.’ The second two fall into the category of syntactical ambiguity. While a garden-path sentence will give some pause, such sentences make others absolutely livid!

I convinced her children are noisy. (I convinced her that children are noisy.)
The florist sent the flowers was pleased. (The florist who was sent the flowers was pleased.)
The man who hunts ducks out on weekends. (The man who hunts, ducks out on weekends.)
The old man the boat. (The elderly manage the boat.)

Humor

At the crossroads of lingual uncertainty and clarity sits humor. A good comedian is a master manipulator of such language. Combined with comical timing, a standup artist uses the sometimes ambiguous nature of language to trip confusion and, in turn, make you laugh. It’s a linguist’s pleasure to understand the mechanics of humor and how ambiguity, from set-up to punch line, fuels a comedic routine.

Lexical ambiguity, which is the presence of two or more possible meanings within a single word, is the anchor of many children’s riddles and wordplay. One of the first jokes I remember telling was, “Why is the corn angry at the farmer? Because he keeps pulling their ears.” I might have found this especially funny at the time because my own father was an ear-puller.

Comic syntactical ambiguity

Syntactical ambiguity, the presence of two or more possible meanings within a single sentence or sequence of words, is part of many comedians’ strategies for surprising their audience.

Groucho Marx syntactical ambiguity

Phonological ambiguity occurs when words sound identical but have different meanings. The standup talents, Abbot and Costello, rely on this confusion in their legendary “Who’s on First?” comedy routine. Likewise, the puzzling aspect of the sentence, “Rose rose to put rose roes on her rows of roses,” rests on a series of homophonous words. When rewritten for clarity, the sentence is far less lyrical or interesting: “A woman named Rose got up to put red fish eggs on the bands of flowers after which she was named.”

Headlines

There are occasions when syntactical ambiguity enters more sober spheres. Cognitive confusion occurs when it’s difficult to determine if a newspaper headline is purposefully being humorous or not. Headline-ese relies on loaded words and expressions to attract a reader’s attention. This, and a stringent need for lexical brevity, can result in unintended smirking and chortling.

syntactic ambiguity 1
syntactic ambiguity 2
syntactic ambiguity 3

The Last Word

The brain has a particular response to semantic incongruities as well. Sometimes known as senseless or absurd sentences, they result in what some call an absurdist’s humor. The Flaming Lips used this brand of ambiguity in their song, “She Don’t Use Jelly” from the album, Transmissions from the Satellite Heart, to drive a light-hearted song about friends with peculiar habits:

I know a girl who thinks of ghosts
She’ll make ya breakfast
She’ll make ya toast
But she don’t use butter
And she don’t use cheese
She don’t use jelly
Or any of these
She uses Vaseline
Vaseline
Vaseline

If you enjoyed reading about the wonderful ambiguity of our language, you might be interested in proverbs that are often misconstrued, or the conundrums of capitonyms and contronyms!

Go to the previous or next Fun Facts About English.

Donald's English Classroom

Continental Bingo is a great review for teachers too! The print-ready pdf files include 30 Bingo game boards, images for use as draw cards, and Flag Charts! Whether you teach ESL, history, or political science, you’ll love having these colorful Bingo sets in your collection of fun! Click here to see the full lineup!

Filed Under: Fun Facts About English Tagged With: cognitive linguistics, Donald’s English Classroom, garden-path sentences, grammar puzzles, humor in language, kinney brothers publishing, language acquisition, language comprehension, linguistic ambiguity, neurolinguistics, semantic incongruity, syntactical ambiguity

Teaching Plurals

11/08/2019 by admin

Teaching Plurals Banner 1 Kinney Brothers Publishing

In speaking exercises, I teach my ESL kids plurals early on, for the main reason that it can’t be avoided for very long when teaching even the simplest phrases, such as I like… or I have… Importantly, when I teach kids plural sounds, I’m also preparing them for future lessons using the same morphological rules governing third-person verbs and possessives. My goal is to start the exposure early, be intentional in its roll out, and use the vocabulary as much as possible in later lessons.

Plural Rules Kinney Brothers Publishing

Looking at the rules above, it’s a LOT to take in. Even I can’t remember all the letter-to-sound associations! It’s like trying to remember the order of stacked adjectives! Ugh! It’s much easier to get students used to using the language rather than memorizing and then applying the rules.

The Roll Out

My youngest pre-school kids get their first exposure to plurals with picture books, songs, and chants that focus on counting. Then, when I begin formally teaching plurals, I remind them that they’ve already been using the language.

Chants Kinney Brothers Publishing

When teaching plurals to my kindergarten and early elementary school students, I don’t teach pronunciation as a set of rules, but instead, stress awareness of the sounds made when modifying nouns to make them plural; the three sounds being /s/, /z/, and /ɨz/. I break this down into a series of lessons that 1) introduce listening to the differences in singular and plural words grouped by final consonant sounds, 2) identifying the voiced and unvoiced sounds with simple interactive activities that include practice making the sounds, and 3) employing plurals in games and activities – all in that order.

I start with singular and plural flash card examples, saying each word and asking students if they can identify where the words are different and what that different sound is. Reading them again, I have students identify which word is being said, sometimes with eyes closed. Next we do the same activity using simple sentences students are already familiar with, e.g., I like cats or I have one cat. A simple Missing Word activity is perfect for getting students to use the words in the context of a game.

Plural Flash Cards Kinney Brothers Publishing

Soon after this, I introduce vocabulary with the -z sound and we compare the final sounds of the words from the previous lessons. How are they different? Can you make the two different sounds? Can you feel the difference in the voiced and unvoiced sounds when you touch your throat?

When the class is ready, I add –ez words. I ask students how the last sounds of cats, dogs, and foxes are different and we practice making the sounds. Once again, I get the kids using the vocabulary with simple flashcard activities such as a Circle Pass amongst students. Be sure to check out my 50+ Flash Card Activities if you’re looking for more game ideas.

Plural Flash Cards 2 Kinney Brothers Publishing

Importantly, leave the cards on a board or table accessible to students during the weeks you are teaching these lessons. This allows kids to experiment on their own without a teacher hovering over them.

Plural Vibes

The reason we use -s and -z sounds is a matter of language efficiency when speaking. You can teach kids to be aware of the vibration (voiced) or lack thereof (unvoiced) in the sound of the last consonant by having them touch their throats when saying the words. In words like cat, there is no vibration (unvoiced) in the last consonant, and the –s continues this non-vibrating sound into the plural. The final g in dog has a vibration (voiced) and, for efficiency in speaking, the –z sound of the plural continues this vibration as a plural. For native speakers, this is one of those “default” rules we employ without even realizing it, but will readily recognize if misspoken. For more on this, check out the video below from the Elemental English Youtube channel.

The effect of these lessons is to build a physical and aural language experience that students can draw from as in Jean Berko Gleason‘s Wug Test below. Keep in mind, this isn’t going to happen without extensive exposure and practice.

J.B. Gleason devised the Wug Test as part of her earliest research (1958), which used nonsense words to gauge children’s acquisition of morphological rules‍—‌for example, the “default” rule that most English plurals are formed by adding an /s/, /z/ or /ɨz/ sound depending on the final consonant, e.g., hat–hats, eye–eyes, witch–witches. A child is shown simple pictures of an imaginary creature or activity, with a nonsense name, and prompted to complete a statement about it: This is a WUG. Now there is another one. There are two of them. There are two________. The Wug Test also includes questions involving verb conjugations, possessives, and other common derivational morphemes.

Review, review review!

Once the lessons have been introduced, it’s time to find opportunities to use them! Review activities and additional vocabulary will keep the lessons fresh in students’ minds.

Monotonously flipping through flashcard decks isn’t the only way to review. Games are great for keeping your students’ skills up. As your kids get older, you can up-cycle the games you played when they were younger coupled with the new lessons. Vocabulary review activities like Bingo and I Have/Who Has are perfectly adaptable. Be sure to give students the opportunity to practice the language before playing the games.

Plural Games Kinney Brothers Publishing Donald's English Classroom

Charts are another capital way of keeping the vocabulary in front of your students. Include them in interactive notebooks or tack charts on a classroom board to provide students with references that can be used when speaking and writing.

Plural Charts Kinney Brothers Publishing Donald's English Classroom

Later on, my kids are reintroduced to plurals in their Phonics & Spelling books. Being already familiar with nouns as plurals, they’re prepared to create sentences with new vocabulary in context, like these are and those are.

Phonics Plural Lessons Kinney Brothers Publishing Donald's English Classroom

For older students and adults who already have vocabulary at their command, check out this plural set of readings and activities when reviewing or planning your next pronunciation boot camp lessons.

Pronunciation Bingo and I Have Who Has activity sets

Forward Teaching

Again, these early lessons are going to be helpful when you get ready to teach third-person verb conjugations and possessives, as the morphological rules that apply to the ending sounds of verbs are exactly the same as plurals. Remind your students of this simple pronunciation fact!

  • eat – eats
  • run – runs
  • dance – dances
  • it – its
  • her – hers
  • watch – watch’s

From their first exposure with counting books and plural pronunciation activities, your students’ lessons should build toward future fluency goals. Begin early and loop review activities into your lesson plans as students build their language skills. And don’t forget to have fun!

As always, best of luck in your classes!

Donald Kinney
Kinney Brothers Publishing

Filed Under: Kinney Brothers Publishing Tagged With: Donald's English Classroom, effective teaching methods, english plurals, ESL classroom strategies, ESL kids, ESL teaching, flash card activities, kinney brothers publishing, language acquisition, language exposure, language learning, learning English, morphological rules, phonics, pronunciation activities, Teaching Plurals, teaching resources, teaching tips, vocabulary games, voiced and unvoiced sounds, Wug Test

Fun Facts About English #7 – The Most Common Words

05/13/2019 by admin

Fun Facts About English 7 Kinney Brothers Publishing

This is some serious food for thought for all English language teachers around the world:

  • The top ten most-used words, the, be, to, of, and, a, in, that, have, and I, account for a staggering 25% of the entire corpus of the English language.
  • The top twenty-five words in the Oxford English Corpus (OEC) make up about one-third of all printed material in English.
  • The one hundred most commonly used words in English comprise about half of all written English.
  • 90% of English text is made up of just 1,000 words.
Sight Words1

According to a study cited by Robert McCrum in The Story of English, all of the first one hundred of the most common words in English are of Anglo-Saxon origin, except for people, from the Latin populus, and because, in part from the Latin causa.

When it comes to learning English as a foreign language, it goes without saying that memorizing the 1,000 most common words is not going to make you a fluent speaker. It will, on the other hand, be just enough vocabulary to let you hit the ground running when you’re immersed in the language. This also holds true whether you’re learning, French, German, or Chinese!

Sight words make up many of the most commonly used words in the English language. If you regularly teach sight words in class or you’re looking for tips for making sight words more engaging, you might be interested in my post, Sight Words: What, When, & How. To learn more about Old English and the history of the English language, click here to read more!

See the previous or next Fun Facts About English

Donald's English Classroom

I Have Who Has activities are great for vocabulary review. Check out all the available sets in Donald’s English Classroom. Download the most popular I Have Who Has sets in one bundle for incredible savings! Sign up for our monthly newsletter and download our most popular CVC I have Who Has activity for free!

Filed Under: Fun Facts About English Tagged With: common words, Donald's English Classroom, english language, fun facts about english, kinney brothers publishing, language acquisition, language evolution, language immersion, language learning, language teaching, Old English, sight words, vocabulary

Teaching CVC Words

04/27/2018 by admin

Teaching CVC Words Kinney Brothers Publishing

I hope you enjoy this post about teaching CVC words.  Be sure to check out the free offer at the end!

In a previous post, I talked about sight words; what they are, when to start teaching them, and how to effectively work with a variety of learning resources.  For the most part, the major points of that post also apply to teaching CVC (consonant-vowel-consonant) words.  It bears repeating that, like sight words, when teaching CVC words, the what, when, and how are just as relevant.

  •  A CVC word is a word that is made up of a consonant, short vowel, and consonant sound, such as cat, bed, tip, hot and rug.  The goal is for students to use their knowledge of the individual sounds of each letter and ‘blend’ these letter sounds together, so they are saying the whole word and not three individual sounds.  It must be explained, and repeated, that such words have a beginning, middle and ending sound that together create a word.
  • Before you begin teaching CVC words, a child must have a grounding in the ABCs and their phonetic associations.  When students can confidently manipulate letters and identify their sounds, they are ready to begin learning CVC words.
  • Like sight words, CVC words can be exercised using flashcards, word-building activities, games, orthographic practice, and in-text reading exercises.

It is also important to note that, whatever the age of your students, reading fluency will only come with practice.  Understanding the steps children work through to understand word constructs and words in context are necessary to determine readiness and track progress.

As you set out to teach CVC words, be prepared with a ready supply of flash cards, games, reading and writing activities, and plenty of review exercises!

CVC Flashcards

Flashcards are a mainstay for many teachers and can be used in so many ways other than flipping through deck after deck of vocabulary words.  Check out my 50+ Flash Card Activities if you’re in need of a refresh with your flash card routines.

CVC Word Flashcards

CVC Flashcards Set

Phonics & Spelling, Book 2

Sorting, matching, ordering, and discovery are the most fundamental components in many flashcard activities.  When working with CVC words, it is best to have cards with vocabulary on the front and back to expand their use.  Playing games with flashcards like races, relays, Q&A circles, slap games, missing cards, and game board type games, places the emphasis on activities that employ vocabulary rather than a focus on word drilling.

CVC Games

Game boards and card games will really engage your kids when reviewing CVC words.   Laminating boards means they’re always ready and less prone to destruction.  Boards, plus tokens, dice, and a few rules, and kids will forget that they are reviewing vocabulary!  Even though the basic function may be the same across many games, it’s the engagement and the opportunity to practice in stimulating activities that brings about the most meaningful learning.

CVC Games

CVC 4 in a Row

CVC Tic-Tac-Toe

CVC Bingo

I Have Who Has

CVC Sentence Fishing

CVC Reading & Writing

Orthographic exercises that employ reading, word building, and writing activities are perfect for fluency practice and accountability.  Worksheets, combined with task cards and other types of manipulatives, make repetition less arduous and more fun.   Word puzzles, exit tickets, write-round-the-room activities, and interactive notebooks are just a few of the teaching resources that keep kids engaged while learning to spell.  I always look for ways to bring CVC word practice together with coloring, counting, graphing, spinners, dice, random choice, and memory skills, for activities that hold students’ focus on a variety of levels.

CVC Activities

CVC Task Cards

CVC Cubes

CVC Exit Tickets

CVC Puzzles

CVC Write Around the Room

Making Sentences with CVC Words

Once students are comfortable with building and reading words and can recognize them in text, making sentences and understanding meaning in context are the next steps toward reading comprehension.  Creating sentences with image and word flashcards is a great way to get kids to review learned words and learn the most rudimentary rules for sentence constructions.  Here, using flashcards, not as a means to drill, but a way of exploring new connections, gives students a creative way to build on their understanding.  Try keeping these kinds of flashcards available to students outside of lessons to see what kind of sentences they create on their own.  You might even hear them teaching each other!

CVC Flashcard Activities

Sight Word Flashcards

It can’t be stressed enough that learning the concept of word, sounding out the phonemic components, setting learned words into sentences, and then deriving meaning from sentence context are skills that have to be taught, will occur in that order, and must be practiced for children to achieve reading fluency.

CVC Exercise & Review

One of my biggest pet peeves with many textbook series is the lack of quality exercise and review pages.  Teachers are too often forced to create their own worksheets to fill in these gaps.  For this reason amongst others, I created a phonics series that focuses solely on reading and writing with an abundance of exercise and review pages.  I also made sure to include simple explanations, step-by-step exercises, rigorous practice pages where I could track student progress, and lots of coloring opportunities.  You can learn more about this series here.

CVC Worksheets Kinney Brothers Publishing

I will finish this post by quoting from Sight Words: What, When, & How:

“As you move from ABCs through emergent reader activities, you’ll want to have reading goals in place.  As a teacher, it is important to be able to recognize when a student has a command of the sounds of the alphabet, achieves the concept of word, is displaying rudimentary reading ability, and finally, capable of decoding and deriving meaning from connected text.  These concepts must be developed in this order and practiced to achieve reading fluency.  The habits that you build into the children’s learning activities will help them to acquire new words more quickly, build on their knowledge base to infer meaning, and progress more confidently in their studies.”

Teaching kids CVC words sets the stage for future reading comprehension and language acquisition.  As you move kids from relying solely on their ears and memory to reading and writing, be prepared with a variety of tools to make learning enjoyable, engaging, and productive.

Phonics and Spelling Book 2 Kinney Brothers Publishing

If there are activities that you use in class that are not listed here, help a teacher out and leave a comment!

CVC Download

To help you get started, here is a CVC I Have/Who Has Activity Set you can download for free just by signing up with Kinney Brothers Publishing!  Check out the video below to see all this game set has to offer!  Click here or on the image above and keep up to date with Kinney Brothers Publishing!

Visit Donald’s English Classroom where you’ll find a wealth of learning materials you can download and start using in your ESL classes today!

As always, best of luck in your classes!

Donald Kinney

Kinney Brothers Publishing

kinneybrothers.com

Filed Under: Kinney Brothers Publishing Tagged With: CVC Words, Donald's English Classroom, early reading skills, educational games for kids, ESL classroom materials, ESL teaching resources, free educational resources, kinney brothers publishing, language acquisition, literacy games, phonics activities, phonics exercises, phonics flashcards, reading fluency, sight words, teaching CVC words

Primary Sidebar

Search

New from Susan Good!

Balancing Busy How to Support Your Child's Schedule

Kinney Brothers Publishing

Kinney Brothers Publishing Catalogue

Donald’s English Classroom

Donald's English Classroom Catalog

Click to see full listings!

Jooble Ad ESL Tutor Jobs

Weekly Fun Facts About English!

Fun Facts About English

Now in Japan!

Independent Publishers International

Copyright © 2025 · Genesis Sample on Genesis Framework · WordPress · Log in

 

Loading Comments...