Answer to Question #317443 in English for Themba

Question

"Learner support materials have to be carefully selected by the teacher for use in a lesson."

Write an essay (approximately two pages) in which you critically discuss this statement m

Answer 1

Vocabulary is a significant predictor of overall reading comprehension and student performance. When readers know a lot of words, they can read more complex texts. When writers know a lot of words, they can compose more sophisticated documents. For decades, the value of vocabulary was evident in content standards, and most states or provinces typically had a standard related to vocabulary.

This has changed with the Common Core State Standards for English Language Arts. Keep in mind that in elementary school, these standards speak to expectations in all content areas, not only the reading and language arts block. There are a total of 32 English language arts standards, and four of the standards (12.5%) focus explicitly on vocabulary. These include:

• Reading Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
• Language Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
• Language Standard 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
• Language Standard 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Vocabulary appears implicitly in other standards. For instance, the reading foundational skills contain expectations about acquisition of skills related to prefixes and morphology, both of which are driven by meaning. Even the fluency standard's emphasis in grades 3–5 on prosody, expression, and the use of context to confirm or self-correct serves as a reminder of the role of vocabulary in comprehension. And it comes as no surprise that the writing standards call for students to use transitional phrases, linking words, and definitions of terms in their compositions.