Determining Words to Teach a Grade-Level Class
Please see attached chapter 7
Please write a reaction paper, please read attached Teaching English language and content in mainstream classes: One class, many paths (2nd Ed.) _ Chapter 7 and respond to questions below. Please indicate a question number in your response:
. Your response to a chapter question with all the sub-questions should be at minimum two double-spaced. Try to be clear, elaborative where it is required, and to the point. You may want to support your discussion with the research. A response should follow a required format: two double-spaced pages. in Times New Roman in 12 fonts
Question 1: Chapter 7
How might you go about determining words to teach directly to your learners in a grade-level content class? What are key characteristics of effective vocabulary instruction? Which characteristic do you think is the most important and why? How does the approach to teaching vocabulary in the classroom outlined in this chapter meet the principles co the Activity-Based Communicative Model described in Chapter 1?
Reaction Paper – Chapter 7
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Reaction Paper – Chapter 7
Determining Words to Teach a Grade-Level Class
There are three ways of determining words to teach a grade-level content class. The first criterion is identifying words that the students will encounter recurrently in school. The first 2000-word families comprise about 80% of words in the textbook and 85% of verbal locution (Lelawati et al., 2019). These first words can be made easy through pictures, exposing the students to the words and using them with other words in a formal setting. The second category is words common in academic texts across the subject. These words include basic terms which have easily accessible references, utterances found in various disciplines, and vocables found in a specific subject. The last grouping is words that help a pupil become a constructive student in the class, such as teaching the student to be polite and respectful.
Elements that Promote the Memory of Words
Memory is the functional progression of obtaining, stowing, absorbing, and recovering data. Students' recollection of words can be promoted through pictures, Word squares, and semantic mapping (Sun & Yin, 2022). In a class setting, a tutor can pair students and ask each to tell the other the words they identify and those they do not; the instructor explains, and then students draw what they understood. Moreover, an educator can facilitate word squares by creating a square drawing with unfamiliar words, then showing the learners how to find alternate meanings while filling the square. In the case of semantic mapping, tutors write a new word in the center of a map and then ask students questions like the meaning of the word, its synonym, its opposite, and an example of sentences with the word. All these elements encourage active participation, which helps learners to recall the words.
Features of Operative Vocabulary Instruction
There are six steps learners can acquire direct vocabulary instruction. First, tutors need to show students a picture that displays the w...