A BRIEF HISTORY OF THE ENGLISH LANGUAGE

1. A BRIEF HISTORY OF THE ENGLISH LANGUAGE Henry, M. (1990). Words: Integrated decoding and spelling instruction based on word origin and word structure. Austin: PRO-ED.

2. Facts • Over ____ million people speak English (__________ the population of the world) • When we learn English, we are actually learning ____ languages- each with its own phonology and structure. • HERE’S WHY!

3. Germanic Influence • English is classified as a ____________ language • However, less than ___% of the words are Germanic • The _______, _________, and _________ came from northern _________________ bringing their language with them • Later, the ______________ (known as the Danes) invaded the land and spoke a northern branch of Germanic

4. Germanic Words • Relatively few in number • Common, everyday words in the language • Includes all words on the _______ list • All words on any lists of the “_____________________” are Germanic

5. Features of Germanic Words • Short because over time, the endings dropped off • Most of our _____________ words are Germanic • Examples: the, but, cold, sit • ___________________ words in the language • Least ____________________ • Most difficult to ____________ • Examples: they, could, was, write, old, most, thought • ___________, ___________, and _____________________ of vowels are characteristics of the Germanic strain of language

6. Latin Words • Over ___________ the words in the English language are based on Latin • A handful of Latin words entered during the language during the __________ era • Most of the Latin words came by way of _____________ (a _______ language) • Ex. glamour

7. Vikings • Some of the _________ had settled in Northern France (i.e., Normandy which means “north men”) and adopted the French language • In ______, they invaded England • For the next 300 years, no king of England (keep in mind: every English king was also king of France at that time) spoke English but instead spoke ___________ (the language of the _________ and ________________)

8. Latin • Later, __________ in England borrowed words directly from Latin itself • _________________ (with its center in Rome) adopted Latin for its services) • As Christianity spread over western Europe, the people attending services learned Latin words • Latin was also the required language at _________ and _____________ • Ex. calculus

9. Characteristics of Latin Words • Consist of a _________, __________, and _______ • Examples: pre dic tion, in somni a • Seldom use vowel pairs • Use ____________ or vowel ____________ for long sound • Examples: invade, denote • Never uses sh for /sh/; instead, the sound is spelled ti, ci, si, or xi • Examples: invention, social, permission, complexion

10. Greek Words • _________% of the English vocabulary is based on Greek • Greek words came into the language from 2 sources: • _______ (as every educated Roman knew Greek) • Borrowed by ____________

11. Characteristics of Greek Words • Recognized by their spelling and structure • Use ___ for /f/ (Example: physics) • Use ____ for /k/ (Example: chemistry) • Use ___ for /i/ (Example: gym, type) • Often consists of 2 elements joined by a connecting ___ (Example: hydrogen, photograph) • Scientists use Greek when they want a new word for a __________ or _____________ • Examples: neutron, electron, cardiogram • Greek has become the language of _________

12. GREEK Specialized words used mostly in science, though some (i.e., television) are common ROMANCE Technical, sophisticated words used primarily in more formal settings such as literature & textbooks ANGLO-SAXON Common, everyday, down-to-earth words used frequently in ordinary situations and found in school primers

13. More Influences • Crusaders and the trade with medieval __________ brought words such as tea, sofa, and sherbet • From ______: calico, bungalow, jungle • From _________: dingo, outback, kangaroo • From __________: safari

14. Move to the New World • Foreign words flooded into the language • The Dutch were among the first _________ which is why we have so many Dutch words (Example: cookie, landscape, coleslaw) • French explorers who settled in ____________ added chowder, pumpkin, prairie, levee, and others to the list • ____________________ contributed banana, cola, goober, yam, gorilla, tote, and okra

15. Influence of the Native Americans • Place names of rivers, mountains, landmarks, and names of over half the states • Can you think of some of these? • Other native words include: caribou, toboggan, papoose, raccoon, tobacco

16. Other Changes Cause New Words to Enter • Potato famine (1845) brought ____________ immigrants • 1848 revolution caused Germans to settle in ______________ and the __________________ • After the American Civil War came the Spanish, Italians, and Scandinavians • Czechs, Slovaks, and Poles followed • Chinese were hired to build the ____________ (and they remained) • Japanese settled on the _____________________ • Refugees from all over Europe fled from World War II • Also, there followed a huge influx from Puerto Rico, China, Hong Kong, Korea, & Thailand

17. Anglo-Saxon Layer of Language • Beginning readers start out reading words from the Anglo-Saxon base of language • _________________ used short words typical in early readers • __________ are also of Anglo-Saxon origin • In addition, prefixes and suffixes are added but many of the Anglo-Saxon prefixes are __________ (forget, without, became, overlook, unhappy, understand, inside, befriend) • Anglo-Saxon suffixes: ed, er, ing, ly, s (es), able, hood, ful, less, ness, ship, ish)

18. Anglo-Saxon Letter-Sound Correspondences

19. Latin Layer of Language • Students encounter these words in ____rd grade • Knowledge of consonants & vowels transfers directly to these words • None of the complex Anglo-Saxon digraphs are included • _______________ sound is the most notable feature (unaccented vowel sound found in unaccented syllables) ~ Letter-sound correspondences are otherwise the same as Anglo-Saxon • machine, soda, ahead, about, magazine

20. Latin Layer • Root words: usually stressed & contain the major meaning of the word • spect, rupt, vis, aud, vent, flect, script, gress, dict, tract, lit, duct, struct, pend, ped • Prefixes: pre, re, bi, pro, mid, sub, dis, inter, intro, intra, il, extra, per, ultra, trans • Many prefixes have the schwa sound • aggressive, appearance, connect, collect, attach Vowel diagraphs in the suffixes are ALL pronounced as schwas (nation, precious, omission) & initial consonants in the suffixes, followed by i, are pronounced as /sh/

21. Common Latin Prefixes

22. Latin Suffixes • -t(ure) • -tion • -sion • -cian • -tious • -tial • -cial • -cious • -ist (noun, person) • -ive • -age • -ant • -or (noun) • -ar (adjective) • -ible • -ary • -ize • -ance

23. Latin Roots • cred (to believe) • duc, duce, duct (to lead) • pel, puls (to drive, push) • pend (to hang) • fac, fact (to make, do) • vert, vers (to turn) • jac, jec, ject (to throw, lie) • rupt (to break, to burst) • port (to carry) • form (to shape) • tract (to pull) • scrib, script (to write) • spec, spect (to see, watch) • stru, struct (to build) • dic, dict (to say, tell) • flect, flex (to bend) • mit, miss (to send)

24. Greek Layer of Language • Same letter-sound correspondences as those in Anglo-Saxon words, but adds 3 important patterns: ph for /f/, ch for /k/, and the use of y as a long vowel /ī/ or short vowel /ĭ/ (i.e., medial vowel) • Usually specialized words in _________, though some are ________ (___________) • Often contain silent _ (pneumonia, pseudonym) • _______ as in mnemonics

25. Greek Combining Forms • Not called prefixes and suffixes but ___________________ since there are usually 2 parts of equal stress and importance

26. BEGINNING auto = self phono = sound photo = light hydro = water tele = distance micro = small therm = heat biblio, hyper, chron, chrom, arch, phys, pysch, peri, bi, semi, hemi, mono, meta, mega, metro, philo, soph, theo, techni ENDING graph, gram = written/drawn meter = measure ology = study scope = watch, see sphere, crat, cracy, polis Greek Combining Forms

27. Syllable Division Rules • Anglo-Saxon = VC/CV; V/CV, VC/V VC/CCV (consonant l-e) are common • Latin = Same as Anglo-Saxon but the prefixes and suffixes often consist of syllables based on these patterns (i ble, in tro) • Greek = Same as Anglo-Saxon (many v/cv such as hyper, vc/v such as hemi, also, v/cc such as hydro)

28. Why Students Need This Information • Students use their knowledge to decode unfamiliar words. • Teach students this process • See if you can identify the language origin. • Look for the morpheme units: Anglo-Saxon or Latin prefixes, roots, suffixes. Greek combining forms, or single words making up Anglo-Saxon compound words. • If you can’t find a morpheme, or if you find morphemes but still can’t read the word, break the word into syllables using the common syllable division options. • If syllable division doesn’t work, or works for only part of the work, use letter-sound correspondences.