SAN JOSE COMMUNITY COLLEGE

San Jose, Malilipot, Albay

Week 10: Module 10 Instructor : Mrs. Salve B. Serrano

Subject : MC ELT 3 Time/Day: 12:00 –3:00 / SAT

Description: Preparation of Language Materialss Development

Course: BSED ENG 1-D , BSED ENG 1-A , BSED ENG 1-B , BSED ENG I-C
Deadline of submission: : BSED ENG 1-D –May 24 , 2023
BSED ENG 1-A , BSED ENG 1-B , BSED ENG I-C– May 27, 2023

Topic: Learning the Strategy

(Think, Show, Tell, Talk Introducing the Strategy)

Think, Show, Tell, Talk is a useful strategy for promoting language and vocabulary development.
Before we learn about this strategy, let’s reflect on why it is important to incorporate
vocabulary and language instruction into the classroom.
Basic vocabulary is necessary because it is a building block for more complex language skills and
deeper vocabulary knowledge. To enable children to learn words, they need to see the item or
action labeled, hear the new word numerous times in various contexts, say the word
themselves and experience meaningful contexts that prompt them to say the word themselves.

Objectives:
1. Discuss the different learning strategy
2. Supply the misssing words or phrases in the paragraph
3. Make an instructional materials on Think, Show, Tell, Talk
Strategy.

1. Introduction :
II. Read Me

The Think, Show, Tell, Talk strategy provides an easy-to-use format for creating these
opportunities within the classroom, and to individualize the vocabulary instruction for the
unique context of each child or group of children. It is a simple yet dynamic strategy that
encourages vocabulary and language growth. It is important to remember that children must be
exposed to new words multiple times before they begin to use these
words spontaneously and appropriately.

Therefore, this strategy is only a starting point or an introduction to the words. You
should strategize using themes, word games and seizing every opportunity you have in the
classroom to ensure that children have multiple exposures to new target words. When children
have learned a new target word, you will know, because children will begin to independently
use the word.

Learning the Strategy

It is important to understand how children learn vocabulary words. Dr. Julie Washington will
define and explain "fast mapping," or learning vocabulary through two steps. The first step is
establishing a referent where children choose a word to define. The second step is refining the
definition.

It is also fundamental to understand that children will learn or “fast map” the first definition
they hear. Because of this, it is best to define the word for the children as opposed to allowing
children to guess the definition of objects. Guessing can lead to a child fast mapping or learning
a definition that may be incorrect.

Dr. Washington used dog as an example of a referent . During the first step, a child might
decide a dog is an animal that has two ears, a tail and four legs. However, during this step the
child concludes that all animals with four legs, a tail and two ears are dogs. This definition of a
dog becomes the referent for the child. He or she will compare all animals with two ears, a tail
and four legs to a dog to check their original definition of the word. During the second step, the
child refines the definition.
In summary, fast mapping has two steps. The first step is when the child chooses a word to
define and the second step is refining the definition.

Think, Show, Tell, Talk can be used with any number of children and at any time of day. You
may use this strategy during morning circle, outside play or any other time when you feel it is
appropriate. It is important that you carefully consider each step of the strategy.

As you go through Learning the Strategy of Think, Show, Tell, Talk Think, Show, Tell, Talk
• Think about words that you can contextualize (field trip, theme,etc.).
• Determine the names of (objects) the children are not yet familiar with
• Show the children the object.
• Label the object for the children.
• Prompt children to repeat the name of the object.
• Define the object.
• Talk about the object regularly throughout the year

During the Think step, you think of a word that the children are not familiar with.
The word can be a noun, adjective or verb. You should be thinking about words
that can be contextualized or connected to something the children are doing,
because children need exposure and repetition to learn the word. For example, if
the children just went on a field trip to the zoo, you might choose the word
“habitat” to teach the children. The Think step requires some Planning and
preparation.

The Show step follows the Think step. During the Show step, you use a picture or
a real object/model to demonstrate the word. For the word “habitat,” you could
bring in pictures of different types of habitats. For example, you would say (while
holding up the picture(s)), “Today, I brought a new picture for us to look at.”

The Tell step comes next. By completing the Show and Tell steps, you are
promoting the fast mapping process and avoiding confusion among children who
may otherwise mislabel an object, description or action.
During the Tell step you give the children a label for the object/picture (e.g., “This
is a habitat; say habitat.”). Make sure the children repeat the target word
correctly. This is particularly important for children who may not have heard the
word correctly.

The final step is Talk. During the Talk step, you give the children a definition for
the target word (e.g., “Right, habitat; a habitat is a place where animals live.”). It
is important to remember that children should not take guesses at the definition
(but they may try), as some children will fast map that definition and that
definition may be incorrect. This may require you to keep the children from
shouting out so that all children may hear the appropriate definition. This way you
can control the definition the children are hearing.

Finally, it is critical to continue talking and using the word so children receive
repeated exposure to the word in different contexts and eventually use the word
spontaneously and independently. During this final step, you should contextualize
the word for the children. For example, you might say, “We saw many different
habitats at the zoo the other day. Do you remember some of the habitats we
saw?”

Another way to ensure the children are continuing to use the target word is by
sending home the target words and definitions to the parents. There is a Parent
Letter document you may use within the Using the Strategy step of this folder.

Within the Using the Strategy step of this folder there is a Planning Sheet
available to help you incorporate the target words throughout the day. For a
review of all of the Think, Show, Tell, Talk steps, there is a Quick View document
available in the Using the Strategy step of this folder.

Activities: Read and understand carefully the module and do the following task.

Task I: Supply the missing words or phrases to complete the paragraph.

1. __________is a useful strategy for promoting language and vocabulary development.

Before we learn about this strategy, let’s reflect on why it is important to incorporate
vocabulary and language instruction into the classroom.
2. __________is necessary because it is a building block for more complex language skills
and deeper vocabulary knowledge. To enable children to learn words, they need to see
the item or3. __________, hear the new word numerous times in various contexts, say
the word themselves and experience meaningful contexts that prompt them to say the
word themselves.

The Think, Show, Tell, Talk strategy provides an easy-to-use format for creating these
opportunities within the 4__________, and to individualize the vocabulary instruction for the
unique context of each child or group of children. It is a 5. ___________that encourages
vocabulary and language growth. It is important to remember that children must be exposed to
new words multiple times before they begin to use these 6. __________.

Therefore, this strategy is only a starting point or an introduction to the words. You should 7.
______________________________.When children have learned a new target word, you will
know, because children will begin to independently use the word.
It is important to understand how children learn vocabulary words. 8. _________will define
and explain "fast mapping," or learning vocabulary through two steps. The first step is
establishing 9.________ where children choose a word to define. The second step is 10.
________________It is also fundamental to understand that children will learn or “fast map”
11._________. Because of this, it is best to define the word for the children as opposed to
allowing children to guess the definition of objects. Guessing can lead to a child fast mapping or
learning a definition that may be incorrect.

Dr. Washington used dog as an example of a referent . During the first step,
12.________________. However, during this step the child concludes that all animals with four
legs, a tail and two ears are dogs. This definition of a dog becomes the referent for the child. He
or she will compare all animals with two ears, a tail and four legs to a dog to check their original
definition of the word. During the second step, 13.______________.
In summary, fast mapping has two steps. 14. ____________.

Think, Show, Tell, Talk can be used with 15._________________. You may use this strategy
during morning circle, outside play or any other time when you feel it is appropriate. It is
important that you carefully consider each step of the strategy.

As you go through Learning the Strategy of Think, Show, Tell, Talk Think, Show, Tell, Talk
• Think about words that you can contextualize (field trip, theme,etc.).
• Determine the names of (objects) the children are not yet familiar with
• Show the children the object.
• Label the object for the children.
• Prompt children to repeat the name of the object.
• Define the object.
• Talk about the object regularly throughout the year

During the Think step, 16.___________. The word can be

a noun, adjective or verb. You should be thinking about words that can be
contextualized or connected to something the children are doing, because
children need exposure and repetition to learn the word. For example, if the
children just went on a field trip to the zoo, you might choose the word “habitat”
to teach the children. The Think step 17. ______________.

The Show step follows the Think step. During the Show step,
18.___________________. For the word “habitat,” you could bring in pictures of
different types of habitats. For example, you would say (while holding up the
picture(s)), “Today, I brought a new picture for us to look at.”

The Tell step comes next. By completing the Show and Tell steps, you are
promoting the fast mapping process and avoiding confusion among children who
may otherwise mislabel an object, description or action.
During the Tell step 19________________. Make sure the children repeat the
target word correctly. This is particularly important for children who may not have
heard the word correctly.
The final step is 20.______. During the Talk step, 21._____________________. It
is important to remember that children should not take guesses at the definition
(but they may try), as some children will fast map that definition and that
definition may be incorrect. This may require you to keep the children from
shouting out so that all children may hear the appropriate definition. This way you
can control the definition the children are hearing.

Finally, it is critical to continue 22. ____________so children receive repeated

exposure to the word in different contexts and eventually use the word
spontaneously and independently. During this final step, 23.________________.
For example, you might say, “We saw many different habitats at the zoo the other
day. Do you remember some of the habitats we saw?”

Another way to ensure the children are continuing to use the target word is
24.______________. There is a Parent Letter document you may use within the
Using 25. ________________.

Task II. Create an instructional materials based on the module.

Rubric:
Creativity _____________50%
Neatness______________25%
Originality _____________25%
Total_________________100%

Gudluck and God bless!!!!

 Activities: Read and understand the topic and do the following activities.

Task I: A. Choose the correct word inside the box to identify the following sentences or phrases
below.
SMART Procedure Objectives Subject matter

Forming teacher and Providing the teacher Evaluation Assignment

student goals with visualization

Materials Serving as substitute

plans

1. _______It is possibly the most important out of the parts of a lesson plan, they are
the reason the lesson exists and should drive the activities. It is realistically the first
thing a teacher should do, giving the whole lesson a statement of purpose.
Objectives should answer what students will be capable of doing by the end of the
lesson, this is what teachers should start with. They may include things such as
explain, create, define or use as just a few examples.
2. Often objectives use _____criteria, they should be specific, measurable, attainable,
relevant and time-based.

3. ______It includes the specific topic and how that relates back to the National
Curriculum.

4. ________It prepares ahead of the lesson, you may have more time to focus on
teaching. You may choose to format the material component of a lesson plan by
creating bullet points for each material you and the students might need during
the lesson.

5. ______It makes up the body of the plan, it is an explanation of how the lesson will
progress step-by-step.

6. ______It is where teachers weigh up how well children understand what they've
been in that lesson, this may be as simple as some multiple-choice questions or a
formative test.

7. _______It is the component of a plan is made up of questions, exercises and set of

practice specified by the teacher including focused specific questions.

8. _______ Teachers can more effectively teach with an understanding of a clear

objective. Students can learn their overall goal at the start of the lesson so they
know what to focus on and how the content applies to them.

9. __________After educators complete a lesson plan, they can usually better

visualize each step of the lesson. This helps them to prepare materials and focus
on activities they can incorporate to engage their students in the learning process.
10. ______It sometimes you unexpectedly require a substitute to take over your
classes. In times like these, lesson plans become more valuable because
substitutes can use them when taking over a teacher's class for the day.

Test II. Enumeration:

1-6. Give and discuss the different parts of a lesson plan

7-11. Benefits of having a lesson plan

12- 15. What are the tips on lesson planning.

Task III. What have you learned from the lesson?

Good Luck and God Bless!