Pillar 5 of structured literacy instruction is syntax or the study of sentence structure. The principles that dictate the sequence and function of words in a sentence. These principles are also referred to as the mechanics, grammar, and variation of a sentence. The more common parts of a sentence are:
- Verb-describes the action
- Adverb-modifies a verb, helps to clarify or further define a verb Example: warmly, quiet, loudly, today, outside
- Noun-person, place or thing
- Adjective-modifies a noun, adjusts the meaning or further defines the noun to better clarify the meaning Example: beautiful, dark, old
- Article-modify a noun, like an adjective Example: a, an, the
- Preposition-usually precedes a noun and in relation to another word Example: at, in, on, with, for, about, after, of
- Conjunction-connecting words, they connect clauses and sentences Example: and, but, if One form of syntax is sentence diagramming.
commons.wikimedia.org
Pillar 6 of structured literacy is semantics or study of the meaning of words, symbols, and units of words. A person’s lexicon stores the meaning of words, symbols, and units of words—vocabulary. People begin to develop their lexicon at birth. Individuals attach meaning to tones of sound. These meanings are adjusted as individuals are introduced to new tones or meanings. Individuals transfer the meaning of tones (voice) to symbols (print) as they learn how to read and write. To better understand words and groups of words teachers often use concept maps to examine the definition of a word. Students identify the related synonyms and antonyms of the word. Students often identify or attach pictures to a word or groups of words. Semantics assist in attaching inferred meaning to written and oral verbiage. Semantics can include morphology.
References
Birsh, J.R. (2011). Multisensory teaching of basic language skills. Baltimore: Paul H. Brookes Pub Co.
Henry, Marcia K. (2010). Unlocking literacy effective decoding and spelling instruction. Baltimore: Paul H. Brookes Pub Co.
International Dyslexia Association, dyslexiaida.org/what-is-structured-literacy/
Moats, L. (2000). Speech to print. Baltimore: Paul H. Brookes Pub Co.
