STUDY UNIT 1:
Short stories and novels for the
Intermediate Phase EFAL
classroom
STUDY UNIT 1
By the end of this unit you will be able to demonstrate your understanding of short
stories and novels by:

demonstrating the ability to gather, analyse, process and integrate
characteristics on the genres of short stories and novels in order to select,
utilise and teach these more effectively in the Intermediate Phase;

demonstrating the ability to communicate effectively in a variety of formats
(oral, written, visual and electronic) for purposes of group work, collaboration
and cooperation in planning lessons and producing teaching resources;

analysing provided novels and short stories in terms of the characteristics
of the genres and the suitability of these genres to use in a FAL classroom;
and

completing written and oral activities in groups of different sizes and formats.
Study Unit 1.1: Introduction to short stories and novels
After having watched the PowerPoint presentation, complete the answers below:
1. Do some research and provide a comprehensive definition of the term ‘short story’.
_
2. Make a list of some of the short stories you have read.
_
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3. What genres do you enjoy reading? Why?
4. Complete the Venn diagram below, to illustrate the similarities and differences between
short stories and novels.
Short Stories
Novels
5. Many adults are far more interested in determining what children should not read than
what and how they should. Adults wish to protect children from violence, sex and other
frightening concepts. In doing so, we may well be doing more harm than good, because
ignorance is always likely to do more harm than knowledge can. What is your opinion on
the above view?
_
_
Study Unit 1.2: Genres of literature
There are five main literary genres, namely: fiction, non-fiction, poetry, drama and folklore.
Do your own research in order to define each of these genres. Use your CAPS document to
determine whether each of these genres are prescribed for English FAL Intermediate Phase.
Literary Genre
Definition
Prescribed for IP?
Answer the following questions:
1. How would you help learners in your class remember the difference between fiction and
non-fiction?
2. What genres are most suitable for learners in IP?
_
3. What guidelines/criteria will you use when selecting short stories for learners in your
class?
_
4. Are there genres that you would not use in your classrooms? If yes, what genres and
why do you find it unsuitable?
_
5. Should children only be exposed to genres that they enjoy? Why?
_
_
Study Unit 1.3: Narrative elements of short stories and novels
List and briefly explain the five major narrative elements of short stories.
Narrative elements
Explanation
List and briefly explain the five essential parts of a plot.
Essential parts of a plot
Explanation
Study Freytag’s basic plot diagram/structure below:
Now read the following short story and complete the activity that follows:
Gabriella’s First Spelling Bee
Gabriella has loved words for as long as she can remember. She loves the sounds words
make, the shapes of words, and the way letters are arranged in words. Some of her favourite
words are lollipop, balloon and purple. When Gabriella has free time at school, she likes to
write down words and doodle on the letters to create fun drawings. Sometimes she takes
the drawings home to her parents, and sometimes her teacher pins them to the classroom
bulletin board.
One day, Gabriella’s art teacher, Mr Mofokeng, walked into her classroom and noticed one
of Gabriella’s recent pieces of word art. He was very impressed with her creativity and her
word choice. After all, not many fourth graders know the word sanctuary and how to spell it,
let alone know what it means. Gabriella’s word art turned the word sanctuary into a beautiful
image with birds, rabbits and butterflies in a natural, undisturbed setting with trees and a
pond.
Mr Mofokeng waited until the class went to recess, and then talked to Gabriella’s teacher,
Mrs Roberts, about Gabriella’s talent. Mrs Roberts said, “She is a very good artist, and she
is also quite talented at spelling.” “I’m sure the fact that she turns the letters of words into
characters and images to form her artistic pieces helps her remember the spellings. She
could do very well in a spelling bee, and her doodling would help her study,” said Mr
Mofokeng. “I could help her too by creating word art with her,” he added. “That’s a great
idea. I will ask Gabriella if she is interested in entering the spelling bee,” Mrs Roberts replied.
“It is only three weeks away, so she would have to study pretty hard,” she added.
Later that day Mrs Roberts asked Gabriella if she could stay for a couple of minutes after
class dismissal. Gabriella asked Mrs Roberts if she was in trouble, and Mrs Roberts replied,
“Quite the contrary.” Gabriella was still nervous, but she stayed to see what her teacher
wanted. When Gabriella found out Mrs Roberts wanted her to enter the spelling bee, she
was thrilled and honoured. Usually only fifth graders enter the spelling bee. Gabriella was
even more excited when she heard that Mr Mofokeng was going to help her study with the
use of art.
Gabriella and Mr Mofokeng met every day after school for the next three weeks. Mrs Roberts
had given them word lists to study. Gabriella studied hard by turning each word into a
drawing. When she wasn’t sure what a word meant, Mr Mofokeng would tell her and help
her come up with an idea for the word art.
When the big day arrived, Gabriella felt well prepared, but she was still nervous. There were
26 fifth graders and 3 fourth graders in the spelling bee. After the first three rounds, there
were still 21 contestants; Gabriella was one of them. Gabriella was holding her own and
continued to successfully spell difficult words including economy, avenue, tissue and station
over the next several rounds. She knew her word art was helping her succeed because she
could visualise the words. After six more rounds, there were only three contestants
remaining – Gabriella and two fifth graders. It was Gabriella’s turn to spell. Her word was
migration. She remembered drawing flying ducks for the word. She pictured her art, and
spelled the word correctly. One of the fifth graders wasn’t so lucky during this round, and it
was now down to Gabriella and one other contestant, a boy named John.
John went first in this round. He was given a word that Gabriella knew very well, valley.
John knew the word too and spelled it without a hitch. Now Gabriella had to spell her word
correctly to stay in the bee; otherwise, John would win. She listened carefully as her word
was announced. The word sounded familiar, but it wasn’t one of the words she had studied.
The word was tolerable. Gabriella thought about words that contained similar sounds. She
knew how to spell tolerate and notable. Could she use that knowledge to spell tolerable?
She did, and it worked. Gabriella made it to the next round.
John listened to his next word and hesitated for quite a while. He took his time and
eventually spelled ceremony correctly. Gabriella’s next word was deception. This too was a
word she had not studied. She thought and thought about the word and listened to the
sounds, but in the end, she was one letter off in her spelling. Gabriella was slightly sad she
didn’t win, but at the same time she was proud of herself for making it this far in her first
spelling bee. Plus she knew she could come back next year and try again.
Adapted from: https://www.k5learning.com/worksheets/reading-comprehension/4th-grade-4-reading-spellling-bee.pdf
1. Draw and complete a plot diagram for the short story, Gabriella’s First Spelling Bee.
2. Complete the table below by filling in the information applicable to the above short story:
Type of
narration /
Points of view
Protagonist
(round/flat?)
Antagonist
(round/flat?)
Characters:
Type of conflict
(be specific):
Study Unit 1.4: CAPS and short stories
a) Language teaching approaches
The approaches to teaching language are text-based, communicative and process
orientated. The text-based approach and the communicative approach are both dependent
on the continuous use and production of texts. The text-based and communicative
approaches are both prescribed for English FAL in the Intermediate Phase.
1. Explain what you understand by the text-based approach.
2. Explain what you understand by the communicative approach.
3. What is the value of the text-based approach for IP FAL learners?
4. What is the value of the communicative approach for IP FAL learners?
5. Complete the table by providing an example on how both approaches can be used to
teach and develop the language skills of an English FAL learner.
Text-based approach
Communicative approach
Listening
Speaking
Reading
Writing
Text length in CAPS
6. Peruse the CAPS document and complete the table below to indicate the length of texts
that should be used for reading in the Intermediate Phase EFAL classroom.
Task
Length of reading
comprehension /
intensive reading
texts
Length of texts for
extended reading
Grade 4
Grade
Grade 6
7. Carefully read section 3.3 in the CAPS document. Comment on what is meant with
teaching language in an integrated manner (the suggestions given in this section, link to
teaching language in an integrated manner).
_
8. Read the short story below, which was used as part of the comprehension text in a
Grade 4 exam paper. Complete the worksheet below based on the story:
One day, two tiny grey mice were watching a huge, strong lion sleeping in the sun. “Run over
his nose,” said one. “See if he wakes up!” So the silly little mouse ran over the lion’s nose, and
what happened? Of course, the lion woke up and caught the mouse in his big paw. The huge
lion was upset and was going to eat the small mouse. “Oh, please don’t eat me, lion,” begged
the frightened mouse. “One day I will help you!” The lion laughed. “You? You are too small to
help anyone, little mouse! You can’t help me!” He was not really hungry and so the lion let the
mouse go. Soon after that, the lion was running in the veld. Suddenly, he ran into a trap that
the hunters had made to catch a buck. It was a large net and the lion was caught fast. He
couldn’t move, but he could roar. “Help! Help! Help!” he roared. “Save me from this trap.” A
buck walked by. “I won’t help you,” said the buck. “Last week you ate my brother.” A rabbit
hopped by. “I won’t help you,” said the rabbit. “Last week you ate my mother.” Then, the little
grey mouse ran by. “You didn’t eat me last week,” she said. “I will help you.” So the little grey
mouse chewed at the net. She chewed and chewed and chewed. Late in the afternoon the
hole in the net was big enough for the lion to climb out. “Thank you, little friend. Now I know
that even little animals can help big animals like me,” said the lion.
Number of words in short story:
Does this number align with the prescribed number provided by the CAPS? What does
this reveal about the nature of the CAPS’s guidelines?
Come up with your own title for the story:
Genre:
Type of narrator:
Describe the setting:
Protagonist (main character):
Conflict(s):
Climax:
Lesson or moral of the story:
Identify two language structures and conventions that could be taught with the use of this
text and briefly motivate why you chose these:
Below is a plot diagram you can use in your classroom one day, especially when
teaching longer short stories and novels:
A
b) Barrett’s Taxonomy
Taking the presentation in preparation for this week into account, answer the questions
below.
1. Why is it important to use a taxonomy when structuring assignments or
assessments?
2. Complete the table below to depict Barrett’s Taxonomy accurately. Design two
questions for each level using the story in 1.4 a – 8 (the one about the lion and
the mouse).
Level
Level
Description
Example question
name
1
2
3
4
5
Study Unit 1.5: Multicultural literature
It is quite important to include multicultural literature in your classroom for numerous
reasons:
1. Learners would like to see themselves represented in the literature they read. Are
your learners represented in the literature they read?
2. Learners should be exposed to other beliefs and perspectives as well. Multicultural
literature is a great vehicle for this.
3. To develop critical language awareness, learners should be sensitive to stereotypes
presented in literature.
a) Write a brief paragraph to explain your understanding of what is meant with
multicultural literature. Use at least two academic sources in your paragraph.
b) Read the information on the following website. Create a 2-3 minute voice note in which
you explain four main points you will keep in mind when selecting and teaching
multicultural literature. Upload your voice note to dropbox.
https://www.bu.edu/africa/outreach/teachingresources/literature-languagearts/selection_guide/
c) Create a mind map or infographic to represent 3-6 characteristics of multicultural
literature. Do your own research if necessary.
Group task
Work in groups of 5 students and: (1) write your own Grade 4 multicultural short
story. Your story should not exceed the length suggested in the CAPS document
for Grade 4 texts. Make sure your story has a title. (2) Prepare to perform your
multicultural story in class. Each group member should fulfil a role, whether it be a
character in the story, a prop, or the narrator. (3) Design an infographic to illustrate
how your story includes at least three different cultural customs (from different
cultures). Give this infographic to your lecturer before your group presents. You will
be assessed with the following rubric:
Multicultural
elements
Excellent
Satisfactory
Poor
4-5
3
0-2
The story:
-
The
story The
story
adheres to only adheres to none
Includes
three cultural one
customs
of
these of these criteria.
criteria.
from different
cultures.
-
Portray
these
cultural
customs
accurately
and
authentically.
Infographic
The infographic is The
informative
infographic It is not clear how
and illustrates
how the
infographic
clearly depicts how cultural elements portrays
cultural
elements have
have
the
been cultural elements
been integrated
into in the story.
integrated into the the story, but the
story.
visual
appeal
needs
improvement.
Quality of story
The story will work The
and innovation
excellently in the adheres to two of adheres to one or
Grade
4 these criteria.
Intermediate Phase
classroom.
story The
The
none
criteria.
story
of
these
story:
-
Is interesting
and
innovative.
-
Adheres
to
the length of
words
as
prescribed
by
the
CAPS.
-
Will
appeal
to
South
African
learners who
are in Grade
4.
Presentation:
use
of
All
the
group Most
group Many
group members have a members
members
specific
important
seem members’ could
and to have specific have been put to
purpose and
important use
in the presentation purposes
in
of the story. The presenting
team
group
effectively to
the ensure
works story.
However, interesting
together excellently. some
team captivating
members
more
an
and
seem presentation.
inactive
or
uninvolved.
Presentation:
There are very few There
Pronunciation
pronunciation errors pronunciation
than
and audibility
(no more than 2) errors (no more
pronunciation
and all students are than 3), but the
errors AND the
audible throughout.
are
few There are more
3
students are not audibility of some
always audible.
students
could
be improved.
Presentation:
Tone
of
The students vary The performance The performance
voice their tones of voice needs
needs
and
to
maintain improvement
improvement
in
characterisation
audience
interest. either in terms of terms of variation
The characters are variation in tones in tones of voice
very believable and of voice OR in
AND in terms of
the acting is of high terms of acting acting quality.
quality.
quality.
TOTAL: 30
STUDY UNIT 2:
Morphology and Language
Structures and Conventions
STUDY UNIT 2
By the end of this unit you will be able to demonstrate your understanding of
morphology and Language Structures and Conventions by:
 demonstrating the ability to effectively apply your knowledge of morphology to
teach English to L2 learners;
 applying your knowledge of morphology to teach vocabulary, reading and
viewing more effectively; and
 completing written and oral activities in groups of different sizes and formats.
Study Unit 2.1 Morphology
Morphology is the study of the internal structure of words. Whereas, morphemes refer to the
smallest meaningful morphological unit of a language that cannot be further divided or
analysed. In other words, a morpheme can be described as the minimal units of meaning.
After having watched the presentation in preparation for this week, answer the questions
below.
Activity 2.1.1
a) What are some benefits for teaching morphology in the Intermediate Phase?
_
b) Indicate the number of morphemes in the following words.
dissatisfied
driver
carefully
disowning
disembark
enjoyment
unhappily
revisit
dysfunctional
c) Mention the free and bound morphemes of the following words:
Free morpheme
Bound morpheme
dysfunctional
unconventional
unapologetic
d) What is the difference between derivational and inflectional morphemes?
_
Prefixes and suffixes
Activity 2.1.2
a) Provide the meaning of the prefix/suffix and list two examples words that contain the
given prefix/suffix:
Prefix
dis-
Meaning
Example words
Meaning
Example words
immalmispostprereunSuffix
-able
-ance
-ence
-ible
-ish
-less
-ness
-ward(s)
b) Unscramble the prefixes, root words, and suffixes to make a complete word. Each
word must have a prefix, a root word, and a suffix. You may only use each prefix,
root word and suffix once.
Prefix
Root word
Suffix
in
appoint
ly
ab
friend
able
dis
spell
ment
mis
normal
ing
un
describe
ity
_
Activity 2.1.3
a) Use the text below and set up at least 10 different questions to test your Grade 4
learners’ knowledge on morphemes. Also provide the answers to the questions.
On 18 July 1918, a little Xhosa boy was born in a peaceful village called Mvezo. His name
was Rolihlahla Mandela. He grew up in Qunu and lived with his mother Nosekeni, father Gadla
and sisters Baliwe, Nothusile and others. Rolihlahla looked after cattle and played with the
boys in the village. At the age of 7, he started attending a Methodist Mission school. His
teacher named him Nelson. After he had finished Grade 7, he went to a boarding school where
he passed Grade 12. He qualified as a lawyer a few years later. Mandela joined the ANC and
was arrested for fighting for freedom and equality for all South Africans. He was sent to prison
on Robben Island. After 27 years he was released. In 1994, he became the first democratically
elected President of South Africa. Nelson Mandela loved people and was very fond of children.
He was known as Tata, which means, ‘Father’. Tata died a hero on the 5th of December 2013
at the age of 95.
[Adapted from Long Walk to Freedom]
Question
Answer
b) Consider your first five questions. Identify the level of Barrett’s taxonomy on
which each of those five questions are set.
Question
Level of Barrett’s Taxonomy
c) Clearly explain a teaching moment that you would do in class before giving
learners the text and the questions you have set in a). Add all the resources or
links to the resources that will be used for your teaching moment.
Study Unit 2.2 Language Structures and Conventions
By now, you are aware that the Department of Basic Education (2010:9) packages the
English First Additional Language curriculum according the following language skills in the
CAPS document:
1.
Listening and Speaking;
2.
Reading and Viewing;
3.
Writing and Presenting; and
4.
Language Structures and Conventions.
Read the following extract from English FAL CAPS.
Language Structures and Conventions
A good knowledge of vocabulary and grammar provides the foundation for skills
development (listening, speaking, reading and writing) in the First Additional Language.
Intermediate Phase learners will build on the foundation that was laid in Grades R – 3.
Learners will learn how Language Structures and Conventions are used, and will develop
a shared language for talking about language (a ‘meta-language’), so that they can evaluate
their own and other texts critically in terms of meaning, effectiveness and accuracy. They
will also be able to use this knowledge to experiment with language to build meaning from
word and sentence levels to whole texts, and to see how a text and its context are related.
Through interacting with a variety of texts, learners extend their use of vocabulary and
correctly apply their understanding of Language Structures and Conventions.
It is expected that Language Structures and Conventions should be taught in context as
other language skills are taught and developed. The teaching plans contain a list of
Language Structures and Conventions (items) that should be covered in each grade.
When selecting listening and reading texts for each two-week cycle, make sure that they
contain some of the language items you want to cover. Create activities related to these
texts that will enable learners to use these items, in context. Similarly, the writing texts
learners will write will include some of the language items. Give your learners guidance on
appropriate and correct usage of these items. Select some of the items your learners
have difficulty with and give them formal practice. In the Intermediate Phase, thirty
minutes per week is set aside for formal instruction and practice in Language Structures
and Conventions.
The DBE (2010:18) provides the Language Structures and Conventions to be covered
throughout the Intermediate Phase. Each of these language structures will be addressed by
the end of your four years in your ENIP modules.
For ENIP222, we will focus on the following:
 Plurals
 Degrees of comparison
 Prefixes and suffixes (addressed in SU 2.1)
 Spelling rules
Plurals
Activity 2.2.1
Nouns are found in the singular or the plural form.
a) By doing additional research if necessary, provide the plural and the plural rule for
the following nouns:
Singular
Branch
Brush
Chimney
Breakaway
Enemy
Lady
Elf
Wife
Buffalo
Mosquito
Studio
Photo
Bamboo
Tattoo
Chateau
Flambeau
Circus
Alumnus
Furniture
Cod
Rice
Dirt
Pants
Goggles
Person
Woman
Plural
Rule
Rainforest
Girlfriend
Passer-by
Mother-in-law
BMW
ATM
b) How would you approach teaching these rules to your learners?
Activity 2.2.2
a) You teach a writing lesson and incorporate the grammar structure of plurals and their
rules. As a SMART task, you want your learners to create their own writing piece where
they incorporate at least four plural words that illustrate four different plural rules.
b) Design two learning activities that could scaffold this SMART task. Explain your
activities very clearly and add all necessary resources. Also specify how each of these
activities will be assessed and add the assessment tools if applicable.
c) Now complete the SMART task mentioned in point a) as if you were a learner. Clearly
indicate the different plural rules that appear in your writing piece. Your writing piece
can be about any topic.
Degrees of comparison
Activity 2.2.3
Degrees of comparison compare nouns.
There are three degrees of comparison:
1.
The positive degree refers to one thing.
2.
The comparative degree refers to two things.
3.
The superlative degree compares more than two things and describes the best or the
most.
a) Provide the degrees of comparison for the following words:
Positive
Comparative
Superlative
Big
Proud
Dirty
Fascinating
Far
Quiet
Ugly
Late
Tired
Old
Little
Useful
b) What is the value of teaching ‘Degrees of Comparison’ from a text-based approach to
learners in the Intermediate Phase?
_
Spelling rules
Activity 2.2.4
Carefully study the spelling rules on page 21 of the CAPS document.
a) For each rule, provide two additional examples of words where the rule is applied.
Rule
My own example 1
My own example 2
b) Do you think there is value in teaching Intermediate Phase learners these rules?
Motivate your answer in no more than 400 words and refer to at least one academic
source in your response.
In your study groups, provide feedback on whether the referencing (in-text
and reference list) is correct.
STUDY UNIT 3:
Effective lesson planning for
teaching Reading and Viewing
STUDY UNIT 3
By the end of this unit you will be able to demonstrate your understanding of
effective lesson planning for teaching Reading and Viewing by:
 demonstrating the ability to select the most appropriate methods for teaching
the skills of Reading and Viewing to FAL learners;
 demonstrating a clear understanding of prevalent schools of thought that
underpin lesson planning;
 demonstrating the ability to describe the diverse learner profiles and contexts
of Intermediate Phase classrooms in order to plan effective lessons for
multilingual learners;
 demonstrating the ability to communicate effectively in a variety of formats
(oral, written, visual and electronic) for purposes of group work, collaboration
and cooperation in planning lessons and producing teaching resources;
 identifying, discussing and justifying the use of appropriate methods and
strategies for teaching Reading and Viewing to L2 learners by critiquing
provided scenarios and using the strategies in their own lesson planning;
 analysing lesson plans and scenarios to identify the different approaches to
lesson planning; and
 completing written and oral activities in groups of different sizes and formats.
Study Unit 3.1 Defining and understanding reading
Watch the video SA grade 4 learners study / can’t read with comprehension on
eFundi before progressing with section 3.1.
Pertinent question:
Find an object close to you. Read the print on the object (e.g. a label). Think about
what happens in your brain while reading and answer the question: What is reading?
Consider the following definitions of reading:
 Reading is a psycholinguistic guessing game. It involves an interaction
between thought and language. (Goodman, 2014:2)

Reading is an interactive process in which the reader’s prior knowledge of the
world interacts with the message conveyed directly or indirectly by the text.
(Smith, 1995:23)

Reading is a complex process of problem solving in which the reader works to
make sense of a text not just from the words and sentences on the page but
also from the ideas, memories, and knowledge evoked by those words and
sentences. (Cziko, Greenleaf, Hurwitz & Schoenbach, 2000).
3.1.1 Which of these definitions do you agree with the most and why?
3.1.2 What do all of these definitions have in common? What does this tell us about
reading?
3.1.3 Read the pages 1-31 of the article by Cotter (2012) on eFundi and then answer
the following questions:
3.1.3.1 Do additional research if necessary and explain what is meant by ‘decoding’.
3.1.3.2 Explain the relationship between decoding and reading fluency.
3.1.3.3 Explain the relationship between reading fluency and reading
comprehension.
3.1.3.4 Is it true that the learner who is the most fluent reader will also comprehend
the text the best? Why/why not?
Read the passage in the picture below aloud.
adultliteracytutor3.blogspot.com
You could probably read the text quite fluently, does this mean you
comprehend the text?
3.1.3.5 Discuss the following questions at your table:
How was your reading fluency and comprehension assessed in high school? Do you
think these assessment practices were effective in assessing fluency and
comprehension? How would you assess fluency and comprehension differently?
Study Unit 3.2 Vocabulary teaching
Pertinent question:
To what extent do you think it is the Intermediate Phase English teacher’s
responsibility to teach vocabulary to learners?
3.2.1 Read the passage in the picture below and then answer the questions.
veritasprep.com
After having read the passage, highlight all words unknown to you.
a) Could you still make sense of the text despite the unknown vocabulary
words?
b) If yes, HOW did you manage to still make sense of the text?
Some learners in your classroom will still manage to make sense of a text
containing unknown vocabulary words if they are equipped with READING
STRATEGIES (e.g. inferring). However, some of your learners will not be able
to comprehend a text due to a lack of vocabulary. Therefore, you need to
explicitly teach vocabulary before expecting your learners to show
comprehension of the text.
3.2.2 Read the first section of the article Why teach vocabulary? (page 1) on
efundi.
Pertinent question:
What does it mean to “know” a word?
Is it the ability to pronounce the word? Is it the ability to recognise the word?
Is it the ability to supply the dictionary meaning of the word?
Vocabulary is the knowledge of words and word meanings. Research has proven
persistently that students’ vocabulary knowledge relates strongly to their reading
comprehension and academic success. Add to this the snowball effect of poor
readers avoid reading because they do not understand the meaning of words; they
start avoiding reading and then miss out on the opportunity to improve reading –
“Matthew Effect”: (Stanovich, 1986).
But vocabulary is complex:
1. Receptive/productive
Words come in 2 forms: oral (used in speaking and listening) and print (reading and
writing).
Receptive vocabulary includes words that we recognise when we hear or see them.
This includes words we ascribe some meaning to, or infer the meaning of, and this
set of vocabulary is usually larger than the productive vocabulary set.
Productive vocabulary includes words that we use when we write or speak.
2. Breadth and depth
• Vocabulary breadth refers to size: how many words do you know
•
Vocabulary depth refers to in-depth knowledge of the word:
collocations, polysemy, pronunciation, spelling, connotation, syntagmatic relations,
derivations, register and nuance, cultural value, frequency of the word, metaphorical
meaning.
The use of words in oral and written language
ii) Correct grammar use – syntactical knowledge
iii) Semantic understanding: synonyms, antonyms
iv) Morphological understanding: correct use of
prefixes and suffixes (60% of words in academic
texts can be taught morphologically)
3. Word learning is incremental:
We learn meanings gradually and internalise deeper meaning through:
 successive encounters (at least 12 times of exposure before using the word!)
 a variety of contexts and
 through active engagement with the words
Foundation and Intermediate phases:
Beginner readers: there is a link between word knowledge and phonological
awareness: if a child has a large oral vocabulary, the representation of individual
sounds is more easily recognised. If the printed word is in the child’s vocabulary, it is
easier to sound out, read and understand the word and then comprehend what
he/she is reading. Thus: an extensive vocabulary is the link between the word-level
processes of phonics and the cognitive processes of comprehension (Kamil &
Hiebert, 2003.)
What affects a learner’s vocabulary size in this phase?
Phonological Awareness
DEF: The ability to recognise that words
are made up of a variety of sound units.
Encompasses a number of sound
related skills necessary for a person to
develop as a reader. Understands that
words are made up of small sound units
(phonemes). Words can be segmented
into larger sounds “chunks” (syllables)
and each syllable begins with a sound
(onset) and ends with another sound
Phonemic Awareness
DEF: Deals with only one aspect of
sound: the phoneme (smallest unit of
sound in a language that holds
meaning). Also understands the way
that sounds function in words.
Phonemic awareness is just one aspect
of phonological awareness.
Intermediate and FET phases:
Learners add between 2000 and 3000 words per year to their vocabularies
(Anderson & Nagy, 1992). To teach this means 17 words per day in 180 school days
per year while studies show that only 8 - 10 words per week can be taught effectively
– 400 words per year. This proves that learners find other ways to acquire new
vocabulary and not only through direct instruction.
What affects vocabulary size in this phase?
4. Incidental learning:
Learners acquire new vocabulary through exposure to and interaction with
increasingly complex texts (authentic and prescribed novels and academic text
books) and then rich oral language (teacher, film, radio, etc.). Terminology and
words that are crucial for understanding a content area concept, however, should be
explicitly and intentionally taught.
Different kinds of knowledge about the word:
 The use of words in oral and written language (formal and informal = register)
 Correct grammar use – syntactical knowledge
 Semantic understanding: synonyms, antonyms, connotation
 Morphological understanding: correct use of prefixes and suffixes (60% of
words in academic texts can be taught morphologically)
 Cultural nuances and idioms, allusions and metaphors
5. Word schema
A word schema is a network of knowledge related to a word:
 the semantic knowledge about the connections of word meanings to specific
concepts
 the linguistic knowledge about words: what are their roots and their
relationships to other words with the same roots.
Example:
Tommy is 4 years old. He already has a large schema for many concepts, e.g. “dog”.
Dogs have names, run on legs; then he learns about famous dogs, how to train dogs
(on TV); the expressions: raining cats and dogs; then new words with the root:
doggy-paddle, dog-eared; then, I am dog-tired – metaphor.
How can you encourage your learners to broaden their vocabularies through
independent/extensive reading?
3.2.3 Use the glossary in the CAPS document (page 110) and make sure you
understand the meaning of the following words. Make notes in the spaces below:
Skim:
Scan:
Infer:
Register:
Shared reading:
Turn-taking:
Word-attack skills:
Study Unit 3.3 Planning a reading lesson
Pertinent question:
What, in your opinion, are the most important aspects to consider when planning a
reading lesson and why?
3.3.1 What does the CAPS say about reading? Let’s read together on page 10
in the CAPS.
Now you know that reading is a three-phase process. When planning a lesson,
these three phases should be incorporated into your lesson plan.
It is imperative for you to remember that the CAPS is a guideline and may
organise your lessons as you wish, within the parameters of the outcomes
proposed in the CAPS.
In section 3.1 you were asked to reflect on how your comprehension skills were
assessed in high school.
Consider the following picture and answer the questions:
adultliteracytutor3.blogspot.com
1. Who was poving someone’s kump?
2. Who juffed the narg?
3. How trungy was the narg?
4. What kind of kump does the marlup have?
5. Explain the message of the passage in your own words.
Can you answer questions 1-4?
Do you understand what you have read?
This passage indicates that questions set on a low cognitive level (recall or find an
answer from the text) do not assess comprehension. These are typical questions
teachers ask in “comprehension” assessments. While planning your reading lessons,
keep in mind that comprehension of the text should be evident at the end of the
lesson.
Before proceeding with the lesson planning, take note that the four language
skills (SWRL) are integrated and cannot be viewed as four isolated skills.
Thus, in a reading lesson, your learners are likely to make use of other
language skills as well. Your SMART task will be in a written or spoken form
(productive language skills), since the SMART task will indicate whether the
learner comprehends the text.
How do I ensure that the lesson I plan to teach is a reading lesson?
 The teacher will teach reading strategies/vocabulary during the lesson. The
teacher can teach other content in addition to reading skills.
 The purpose of the lesson will be closely linked to making sense of a text
(comprehending what has been read/viewed).
The instructions below (from 3.3.2.1) on how to plan a reading lesson are
detailed and should be studied closely to ensure a comprehensive
understanding of the lesson planning process.
Use your lesson wheel and its prompts as a guide when you plan your
lessons.
The illustration below will help you as you engage in the lesson planning
process. Use the illustration below together with your lesson wheel when
planning a lesson.
SEE PROMPTS ON
LESSON WHEEL
 Time
 Learners
 Context
Aims and objectives
Purpose
Objectives
New vocabulary?
Pertinent question
New language structures?
SMART task
Align with lesson purpose
Adhere to SMART principles
Is it related to learners' real lives?
Does it spark interest?
Is it open-ended?
Does it activate prior knowledge?
Introduction
Set climate
Introduce topic
Introduce new
concepts/vocabulary
Activate prior knowledge
Lesson planning is nonlinear.
You should adapt and
revise different phases
of the lesson plan as
you go along.
Assessment of SMART task
and three consecutive
activities
With which tool?
Who?
Learning activities
Resources
List all resources that
will be used for each
phase of the lesson
Assessment
Teaching activities
Teaching moments
How will I teach?
What do I need to teach?
From easiest to most
difficult
Align with lesson
objectives
Scaffolds SMART task
3.3.2.1 Context of the lesson

Prior to planning the lesson and throughout the entire lesson planning
process, consider the context of your learners.
Who are my learners?
What are my learners’ circumstances?
What are my learners’ strengths and weaknesses?
These questions will guide you to plan a lesson relevant to your learners’
lives.


Identify the duration of the lesson (how many periods will it take me to
complete this lesson?). *Remember the lesson plan can take place
over one day or over one week; the lesson need not be completed
in one sitting*
Which resources are available at the school? If I want my learners to
use computers, is there a school facility to accommodate learners who
do not have computers at home?
3.3.2.2 Formulating a lesson purpose and objectives

Before formulating the lesson purpose and objectives, identify the topic you
wish to teach from the CAPS.
DBE (2014:43)
TOPIC: Reading and Viewing – reading an informative text
 Formulate the purpose of the lesson
After you have selected the topic of your lesson, formulate the purpose.
*Which skills, knowledge or values should you learners acquire during this lesson?
For example, based on the topic identified above:
Purpose: The purpose of the lesson is to read and comprehend an informative text
so as to provide an opinion on an issue presented in the text.
*The purpose of the lesson refers to the holistic goal you have in mind for the
lesson. The lesson objectives could be viewed as the steps to attain the
purpose (thus, the lesson objectives will be the smaller tasks learners have to
complete in order to achieve the purpose).
Objectives:
 The learners should share news from their own lives and retell stories that
they have heard or read about on the news.
 The learners should predict what a text is about based on the title and
pictures.
 The learners should apply skimming and scanning when reading an
informative text.
 The learners should answer complex questions about the text (higher-order
questions).
 The learners should practice using a dictionary and should check the spelling
and meaning of unknown words. Consequently, they should be able to use
new words in sentences of their own.
 The learners should be able to provide their own opinions on whether a
particular issue is newsworthy or not.
Start with the end in
These
objectives
will usually
be
completed
in the
consecutiv
e activities
leading up
to the
SMART
task
3.3.2.3 Formulating a SMART task and how it will be assessed
*Remember lesson planning is not linear. I knew that I wanted my learners to
provide their opinion on the news story, but to provide a specific SMART task,
I first had to find a news report (thus, I navigated to resources on my lesson
wheel before formulating my final SMART task). The text for lesson is provided
below:
Netherlands: Boy, four,
called 'a new Max
Verstappen' after taking
mother's car for joyride
Police in the city of Utrecht said the child crashed into two
parked cars and was found alone by a bystander walking
around in his pajamas and bare feet on Saturday.
The child had taken his mother’s car keys, "to go for a drive",
after he had woken up on Saturday when his father went to
work, according to police.
On Instagram, the force said they had discovered a "new Max
Verstappen" and that no one was hurt in the incident.
Police contacted the boy's mother and while he spoke to her
on the phone, the boy gestured steering a wheel which led
police to think he may have been driving.
Taken to the scene, the child was asked if he knew how the
car worked.
Police said he opened the car with the keys, put the key in
the ignition and went to the clutch with his left foot and
stepped on the gas.
"Fortunately, the adventure of this mini-driver ended with a
bang", police said.
The child was checked by paramedics and taken to a police
station where he was given a hot chocolate and asked where
he was from.
Source: https://news.sky.com/story/netherlands-boy-four-called-a-new-max-verstappen-after-taking-mothers-carfor-joyride-12603918
Based on the purpose and objectives previously identified, a possible SMART task
could be:
At the end of the lesson my learners should be able to deliver a 1-minute speech in
which they provide and justify their opinion on whether the news story read during
this lesson should be considered news or not. Reasons should be provided and
learners should refer to events from the news story.
*In your lesson plan, you have to include the rubric that will be used for
assessment*
Your SMART task should adhere to the following SMART principles. Revisit
your ENIP212 workbook/notes and write a description of each principle:

SPECIFIC
Align
with
lesson
purpose

MEASURABLE

ATTAINABLE

RELEVANT

TRACEABLE
3.3.2.4 Formulating three consecutive learning activities to scaffold the SMART
task, as well as the assessment of the activities
Now that you know what your learners will have to do for the SMART task, you have
to select three activities that your learners will do to help them complete the SMART
task.
Example:
Align
with
lesson
objectiv
es
1. The teacher will read the text and while reading, learners have to
highlight words that are unknown to them. After the text has been read
and all unknown words have been highlighted, learners will use their
dictionaries to write down the definitions of those words. Learners
should then also use each unknown word in a sentence of their own.
The teacher will informally assess this activity by providing verbal
feedback to each learner.
2. The learners will then each skim the text individually to refresh their
understanding of the text. Then, learners will pair up and they will take
turns to describe: a) what happens in the text; b) how it makes them feel;
c) how it compares to other recent news stories in South Africa. Learners
should make notes of their ideas before discussing with the partner. This
will be assessed informally by the peer with the use of a checklist.
*Include checklist in lesson plan*
3. Learners will now individually scan the text for specific information to
answer a variety of questions. The comprehension will contain lower-order
questions (e.g. Who is Max Verstappen?), middle-order questions (e.g.
why was the child compared to Max Verstappen), and higher-order
questions (e.g. do you believe this is a story that should appear on the
cover page of a magazine or newspaper? Why/why not?). This
comprehension will be assessed by the teacher with a memorandum
*Include memorandum in lesson plan*
IN CLASS, THE SMART TASK WILL FOLLOW AFTER THE THREE
CONSECUTIVE ACTIVITIES.
3.3.2.5 Teaching strategies
When considering the three activities leading up to the SMART task, you should
notice that there are “gaps” that should be filled with knowledge. There are specific
content and skills that you will need to TEACH your learners before they can be
expected to complete the activities. Consider the gaps in knowledge identified below:
1. The teacher will read the text and while reading, learners have to
highlight words that are unknown to them. After the text has been read
and all unknown words have been highlighted, learners will use their
dictionaries to write down the definitions of those words. Learners
should then also use each unknown word in a sentence of their own.
The teacher will informally assess this activity by providing verbal
feedback to each learner.
TEACHING MOMENT 1 (follows after learning activity 1)
I should teach my learners how to skim and scan a text. I will teach this
by modelling the effective use of these strategies on a different text. At
first the learners will closely watch how I model the strategy. Thereafter,
they will apply the strategies during their learning activities.
TEACHING MOMENT 2 (follows after teaching moment 1)
I will have to teach my learners what it means for something to be newsworthy.
I will show them examples of trending news stories in South Africa and abroad
and discuss reasons why these stories might be considered worthy of
appearing on the front page of a newspaper or magazine.
2. The learners will then each skim the text individually to refresh their
understanding of the text. Then, learners will pair up and they will take
turns to describe: a) what happens in the text; b) how it makes them feel;
c) how it compares to other recent news stories in South Africa. Learners
should make notes of their ideas before discussing with the partner. This
will be assessed informally by the peer with the use of a checklist.
*Include checklist in lesson plan*
Nothing will be taught prior to this activity.
3. Learners will now individually scan the text for specific information to
answer a variety of questions. The comprehension will contain lower-order
questions (e.g. Who is Max Verstappen?), middle-order questions (e.g.
why was the child compared to Max Verstappen), and higher-order
questions (e.g. do you believe this is a story that should appear on the
cover page of a magazine or newspaper? Why/why not?). This
comprehension will be assessed by the teacher with a memorandum
THIS LESSON CONTAINS TWO TEACHING MOMENTS.
YOU ARE A TEACHER AND THEREFORE YOU SHOULD TEACH YOUR
LEARNERS SOMETHING NEW IN EACH LESSON. LEARNERS CAN DO
ACTIVITIES WITHOUT THE HELP OF A TEACHER, BUT THEY CANNOT BE
TAUGHT WITHOUT A TEACHER.
Do research and write an explanation for each of the following teaching methods.
Also write down positive and negative aspects about the specific teaching method.
Modelling
Direct instruction
Demonstration
*There are many teaching strategies. More than one strategy can be used, e.g.
combining hands-on learning (where learners participate in creating
something), while the teacher lectures.
3.3.2.6 Resources
Which resources will be used for your lesson? A possible list of resources follows:
 YouTube video (include link)
 Newspaper article (include text as an attachment)
 Learners’ cell phones (Facebook) OR the school computer lab (Facebook)
 The textbook
 Authentic materials, such as store products or maps (include as an
attachment or description)
Also indicate if you have adapted existing resources or created your own.
3.3.2.7 Introduction
Now decide on an appropriate introduction that will introduce the topic of the lesson
and set the climate for the rest of the lesson.
*Vocabulary teaching can take place in the introduction*
Example:
The teacher will show the learners the picture of the news story. Learners then
have to get together in groups of three and predict what the news story will be
about. Each group will be asked for verbal feedback.
Then, the teacher will show the headline of the news story and learners will
once again predict what the news story will be about. Each group will be asked
for verbal feedback.
In their workbooks, learners then have to compare how their first prediction
compares to the second.
3.3.2.6 Pertinent question
A pertinent question is a question the teacher asks right at the beginning of the
lesson or as part of the introduction of the lesson. See the illustration and lesson
wheel for the purpose of a pertinent question.
Example:
What are some of the most recent news stories or headlines that stuck with
you? Do you think this story deserves to be heard and feature so prominently
on the news? Why/why not?
After you have worked through all of these phases of lesson planning, you should
have a meaningful, interesting reading lesson.
The lesson planning template that you will use in this module is available on
efundi.
Activity 3.3.3
a) Use the given lesson planning template. The learner profile has been
completed for you. In the CAPS analysis, highlight all the outcomes (of those
listed there) that will be achieved with this lesson plan. Also decide on the
allocated time and number of lessons (perhaps revisit this once you have the
full lesson plan) and indicated the suggested resources for the lesson (if there
are any additional ones).
b) On page 5 of the lesson planning template, formulate the purpose of your
lesson in your own words (be sure to consider the SMART task before you do
this, as the SMART task is a good indicator of the purpose of a lesson).
c) Design three learning activities, teaching strategies (with at least one clear
teaching moment), and assessment strategies to scaffold learners for the
SMART task. Attach all the relevant resources to your lesson.
d) Now complete the introduction and pertinent question section of the lesson
planning template. You have to include vocabulary development in your
introduction.
The following rubric will be used to assess your lesson plan:
Excellent
Sufficient
Needs
4-5
3
improvement
0-2

Outcomes;
allocated
The outcomes
Only
one
of
selected by the criteria are met.
time
and number of
student
lessons
completely
aligned
are
with
the rest of the
lesson.

The
allocation
time
for
the lesson is
accurate.
these None
of
these
criteria are met.
Purpose of the
The
student
is The student is able to The purpose of
lesson
able to formulate
formulate the purpose the lesson is not
the purpose of the of the lesson in his or at all aligned with
lesson in his or
her own words, but the rest of the
her own words. there are some lapses lesson
OR
the
is
not
The purpose is in terms of alignment or purpose
completely
formulation.
formulated in the
aligned with the
student’s own
rest of the lesson.
words.
Excellent
Good
Satisfactory
Needs
7-8
5-6
4
improvement
0-3
Learning

activities
The
learning The
activities
are learning
The learning The
activities
all aligned with activities adhere to 2
lesson adhere
the
outcomes and to 3 of
the rest of the these
criteria.
lesson.

The
learning
activities
progress
in
terms
of
difficulty.

All
learning
activities yield
an assessable
product,
meaning
learners
are
actively
involved.

All
learning
of
criteria.
learning
activities adhere
to one or none of
these these criteria.
activities
will
sufficiently
scaffold
the
SMART task.
Teaching
-
strategies
The
teaching The
lesson
strategies are lesson
adheres to 2 adheres to one or
meaningful
of
and
adheres
these none
aligned to 3 of criteria.
with
of
these
criteria.
the these
activities.
-
The lesson The
There
criteria.
is
least
at
one
teaching
moment.
-
The
teaching
moment
is
meaningful
and fills a gap
necessary for
successful
achievement
of
the
outcomes
of
the lesson.
-
It is very clear
what
will
taught,
be
and
how it will be
taught.
Assessment
-
The
lesson The
The lesson The
lesson
includes
lesson
adheres to 2 adheres to one or
assessment
adheres
of these
for
each to 3 of criteria.
none of these
criteria.
activity, even if these
informal.
-
criteria.
It is clear who
will assess and
with which tool
each
activity
will
be
assessed.
-
The
assessment
strategies
each
for
activity
are meaningful
and relevant.
-
The
student
tries to vary the
way in which
assessment is
done.
Introduction
-
The
The
The lesson The
introduction is
lesson
adheres to 2 adheres to one or
brief,
adheres
of
these none
interesting and to 3 of criteria.
-
fun.
these
The
criteria.
introduction is
aligned
with
the rest of the
lesson.
-
Learners
are
actively
involved during
the
criteria.
lesson
of
these
introduction.
-
Vocabulary
activation
takes place in
the
introduction.
Excellent
Sufficient
Needs
2-3
improvement
4
0-1
Pertinent
-
question
The
pertinent The lesson adheres to 1 The
question/s are
of these criteria.
lesson
adheres to none
of these criteria.
open-ended
and
interesting.
-
The
pertinent
question/s are
relevant
to
learners’
personal lives
and
to
the
lesson and its
topic.
Resources
All the necessary Some of the resources No
resources
been
have related
to
teaching, have
attached learning
(related
learning
and attached.
to assessment have not
been attached.
teaching,
and
assessment),
where applicable.
TOTAL: 50
resources
been
STUDY UNIT 4:
Multilingualism and EMI
Study Unit 4.1: Teaching vocabulary across the curriculum
Pertinent Question
How can I enable my L2 learners to perform better in the content classroom?
Activity 4.1.1: Watch the PowerPoint presentation on teaching vocabulary in the EMI
classroom and answer the following questions:
a) What is explicit instruction?
b) What is implicit instruction?
c) Which type of instruction do EMI teachers mostly use? Why do you say so?
d) Make notes on the table below on different strategies to teach vocabulary in the EMI
classroom:
Strategy
1.
2.
Definition
Example from Life Skills,
Mathematics, Social Sciences or
Natural Sciences.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Read the following list of 20 vocabulary teaching ideas (from http://ebi.missouri.edu/wpcontent/uploads/2012/10/Vocabulary-Lesson-Classroom-Ideas.pdf)
20 Vocabulary Lesson Ideas
1. Anything Goes (Richek & McTague, 2008)
 This is used as a quick review of words that moves students from hesitation to rapid
use.

Teacher presents students with a list of words (board, overhead or word wall).

Teacher or student points to a word and asks:
o
i. What part of speech is _
o
ii. What is the definition of
o
iii. Give another form of
o
iv. Spell (a derivative or inflected form of)
o
v. Use
in a sentence.
o
vi. Use
and
o
vii. What do _
o
viii. Find two words that have to do with
o
ix. Find a (the) root (or prefix, suffix) in
_ and
?
?
.
.
_ in a sentence.
have in common?
.
.
2. Brain Power Words (Richek & McTague, 2008)
 Ask small groups of students to preview sections of a text and identify difficult words.

For long chapters, assign different sections to different groups.

Students place a Post-it next to the words in the text they identify as potentially
difficult.

After identifying the words, the group goes back and uses context clues to
hypothesize what the words might mean.
o
i. Clues of substitution: A known word will make sense in the context and is
probably a good definition.
o
ii. Clues of definition: The word is defined in the text (many textbooks do this).
o
iii. Clues of opposition: Words “not, unlike” etc. are excellent clues to what a
word is not and thus help define the words.
3. Concept Cube (Montgomery, 2008)
 Students receive six-square pattern on tagboard that can be folded up and taped into
a three-dimensional cube, which will be 4 on each side.

Before folding, students write clearly in each square following directions below.

Each student is given one challenging vocabulary word from a recent reading and
asked to:
o
i. Write the assigned vocabulary word in one square.
o
ii. Write a synonym (word or phrase) in another square.
o
iii. Write an antonym (word or phrase) in another square.
o
iv. Write a category or categories it could belong to.
o
v. Write the essential characteristics of the concept of this word.
o
vi. Give one example.

Cut, fold, and tape the cube.

Roll the cube and read what comes up on the “top”; the student must tell the
relationship of that word or phrase to the original word.

Teachers scaffold as necessary.

After students know their own cube without any errors, they exchange with a peer.
4. Concept Definition Map
 A graphic organizer that has students draw an illustration representing their text to
help them think about it in terms of definitions, related concepts, and examples.

Helps them to learn new vocabulary and concepts in a more holistic way.

May be used for a single concept or for an entire passage.
5. Connect Two (Richek & McTague, 2008)
 Game where two lists of words are put on a blackboard or overhead projector.

Students are asked to make connections between a word on the first list and a word
on the second list and they must explain the reason for the connection that they
made.
6. Dictionary games (Reiss, 2008)
 Set up timed competitions.

Group students by tables or set one-half of the room against the other.

Game-like structure motivates and involves students.
7. Find that Word (Richek & McTague, 2008)
 Students are asked to record words they are studying when they encounter them in
reading and speech.

This enables students to see the words in different contexts and deepens their
vocabulary knowledge.

Teacher gives students a list of target words.

Students are to write the sentence in which the words appear (students can be given
strips of paper).

One way to add interest is to see how many a class can collect!

Devote a few minutes each week to reading the sentences – then post them.

Points can be awarded for:

8.
o
i. 1 point – Student saw or heard the word in speech, print or the media.
o
ii. 2 points – Student used the word in speech (peer wrote the sentence).
o
iii. 3 points – Student used the word in writing.
Activity takes a minimum of instructional time, yet encourages notice and use of
vocabulary words.
Language Detectives (Reiss, 2008)
 Identify “Language Detectives.”

ELLs who find academic words with similar roots to their mother tongue.

What it does: decreases language load so ELLs can access the content.
9. Pair-Define-Explain (Reiss, 2008)
 Teach vocabulary by sprinkling your instruction with interesting words and phrases.

Pair the word or phrase with high-frequency synonym, definition, explanation or
visual depiction.

Repeat them frequently always pairing with the explanatory source.
o
He committed an egregious error – a very bad mistake.
o
The liquid becomes effervescent – bubbly, full of bubbles – when we stir it.
o
The Pilgrims embarked on a long journey. They began…they started on a
long trip.
o
She was motivated by vengeance –she wanted to punish him, sort of get
back or get even with him.
10. Personal Dictionaries (Reiss, 2008)
 Have Students Develop a Personal Dictionary.

English only or bilingual; Can include native language translations; Antonyms and
synonyms

You or students select organizing principle:
o
Subject specific
o
Alphabetical
o
General/technical
o
Social/academic
11. Semantic Maps
(http://www.learningpt.org/literacy/adolescent/strategies/semantic.php)
 A Semantic Map is one type of graphic organizer. It helps students visually organize
and graphically show the relationship between one piece of information and another.
Researchers have identified this strategy as an excellent technique for increasing
vocabulary and improving reading comprehension. As a pre-reading activity,
Semantic Mapping can be used to activate prior knowledge and to introduce key
vocabulary words. As a post-reading activity, words, categories, and new concepts
can be added to the original maps to enhance understanding. If the strategy is used
during both pre-reading and post-reading instruction, it is suggested that different
coloured pens be used as ideas are recorded.
o
The teacher decides on a topic for instruction and the new words that are
important to be taught.
o
The topic or concept is briefly introduced, and a key word is written on the
chalkboard, overhead transparency, or chart paper.
o
Students are asked to think of other words that come to mind when they read
the key word. It is also appropriate for the students to write down a list of
these words to be shared with the class.
o
The students share their recorded words. If any of the teacher's "new words"
are not suggested, the teacher presents them for discussion.
o
After the list of words is completed, the words are grouped by category.
Students discuss why certain words go together. Category names are
assigned.
o
A class map of the words is created by putting the information on a large
sheet of paper. The map is discussed. At this time, students are encouraged
to add items to the categories or even to suggest new categories.
o
As other new words that relate to the topic are discovered through the reading
of the text, additions are made to the map.
12. Venn Diagrams (http://www.dpsk12.org/departments/secondary/tip5res.htm)
 A commonly used organizer is the Venn diagram. It consists of overlapping circles for
listing the characteristics of each word and shared similarities.

A variation is overlapping rectangles. Include lines inside the circles or rectangles for
students to record the information. Write the two words being compared at the top of
the diagram.
13. Vocabulary Bingo (Reiss, 2008)
 Makes learning new vocabulary fun.

Hand out preprinted Bingo grids.

Let students fill out the week’s vocabulary words in any pattern on their papers.

Instead of saying the word, pantomime, show, draw or give a verbal description
(synonym).

Winner must not just say the winning word, but use them all in a sentence!

Increase motivation and participation by using a team approach that invites the team
to create the sentences.
14. Vocabulary Helpers (Reiss, 2008)
 Designate students to be your vocabulary helpers.

Ask more advanced ELL students to preview text chapters and look for potentially
confusing vocabulary.
o
Synonyms for concepts
o
Idiomatic uses of words
15. Word Expert Cards (Richek & McTague, 2008)
 Each student in the class takes the responsibility for thoroughly learning a few words
– then teaching them to peers.

Excellent for teaching tier 3 words.

Each student takes 2-5 words from a new unit or chapter.

Each “word expert” constructs a card for each vocabulary word using a teacherapproved rough draft of the word’s definition, part of speech and an illustration.

After a “word expert” is finished with his or her cards, the student presents her cards
to a classmate and they exchange cards.
16. Word of the Week Program (Reiss, 2008)
 Do this as a school.

Students select the word and submit it for consideration to a teacher.

This teacher announces the word during the announcements on Monday.

Everyone commits to making every effort to use the word daily in natural and
meaningful academic classes.
17. Word Up! (Richek & McTague, 2008)
 Teacher identifies words from selected material (novel, short story, news article) and
writes them on cards.

1-2 cards are distributed to each student.

Teacher reads the selection and each student holds up appropriate word card each
time targeted word is read.
18. Word Walls (Gaquin, 2008)

Word walls can be as effective in upper grade classrooms as they are in the primary
grades. With word walls teachers can help students develop reading and writing
vocabularies, enhance content learning, and support struggling readers and English
as second language students.

As students master a word, it should be retired to a shoebox and newer words added
to the wall. The “shoe box” words can be reviewed before cumulative tests, or used
to help students make connections between past learning and new topics. Word
walls work best when they are interactive, with words that can be easily added,
removed or rearranged. Pocket charts, or index cards with peel-and-stick Velcro, or
peel-and-stick magnetic strips work well.
19. Word Wizards (Reiss, 2008)
 Make vocabulary growth an ongoing objective in your classroom.

Create a word wall.

Students can write new words they come across.

Show your appreciation for uncommon and interesting words with comments of
praise when students use them.
20. Marzano’s six steps for direct vocabulary instruction
Step one:
The teacher explains a new word, going beyond reciting its definition (tap into
prior knowledge of students, use imagery).
Step two:
Students restate or explain the new word in their own words (verbally and/or
in writing).
Step three:
Ask students to create a non-linguistic representation of the word (a picture,
or symbolic representation).
Step four:
Students engage in activities to deepen their knowledge of the new word
(compare words, classify terms, write their own analogies and metaphors).
Step five:
Students discuss the new word (pair-share, elbow partners).
Step six:
Students periodically play games to review new vocabulary (Pyramid,
Jeopardy, Telephone)
Study Unit 4.2: Teaching reading across the curriculum
Pertinent Question
How can I support my L2 learners who are struggling to read in the content classroom?
Activity 4.2.1: Preparation
Do additional research where necessary and answer the questions below:
4.2.1.1 Provide a definition for the concept ‘comprehension’.
4.2.1.2 How can the EMI teacher improve learners’ comprehension?
Activity 4.2.2: Teaching reading strategies in the EMI classroom
Watch the PowerPoint Presentation on teaching reading strategies in the EMI classroom and
answer the following questions:
4.2.2.1 List a few of the reasons why we read:
4.2.2.2 What are the two processes associated with reading?
4.2.2.3 What are the three stages in the reading process?
4.2.2.4 Explain how each of the following strategies may be used in your subject.
Strategy
Stage in the
process
Explanation and how you will apply it in your subject
(Life Skills, Mathematics, Social Sciences or Natural
Sciences)
Creating a word
map
Teaching text
structure
Anticipation
guides
Making
predictions
Reading
monitoring
Labelling
Summarising
Making
connections
Another strategy
pertinent to your
subject:
4.2.2.5 Give an example (illustration) of how one of the above strategies can be applied to a
text in your particular content subject. For example, if you choose to illustrate labelling, you
have to show an example of a text that you have labelled. Clearly indicate the strategy that
you are illustrating. Use the space below for this.
PLEASE PROVIDE ANY FEEDBACK ON THIS MODULE: