3.1. In the classroom example described in the article, which skill is the teacher engaging when they introduce the scientific concept "attract" first in familiar isiXhosa terms before moving to English? [1] Page 5 of 14 3.2. When the teacher encourages learners to use both isiXhosa and English terms to describe scientific concepts, which strand of Scarborough's Reading Rope are they supporting by helping learners build their academic vocabulary? [1] 3.3. What skill are teachers focusing on when they help learners break down words like "magnetism" using syllable and meaning clues from both languages? [1] 3.4. When teachers adjust syntax and grammar as they shift between English and isiXhosa, which strand of Scarborough's Reading Rope are they focusing on to help learners navigate sentence construction and grammar rules? [1] 3.5. By prompting learners to infer the meaning of scientific terms and explain concepts like "attraction" in their own words, which skill are teachers helping learners to develop, beyond literal translation?

Examine Figure 2 below. For each of the following scenarios (questions 3.1 3.5), INDICATE which reading strategy was applied according to Scarborough's Reading Rope model of skilled readers. Background __ [ Knowledge |_, Vocabulary __ | Knowledge Language Comprehension Language [ Structures ~~ Verbal _ Reading Skilled * Reasoning Comprehension Reading Phonological Awareness Word __| Decoding and __ | Recognition r Spelling Sight * Recognition Figure 2: Strategies for Skilled Readers (Rademeyer, 2024) 3.1. In the classroom example described in the article, which skill is the teacher engaging when 3.2. 3.3. 3.4. 3.5. they introduce the scientific concept "attract" first in familiar isiXhosa terms before moving to English? [1] Page 4 of 14 When the teacher encourages learners to use both isixhosa and English terms to descnbe scientific concepts, which strand of Scarborough's Reading Rope are they supporting by helping learners build their academic vocabulary? [1] What skill are teachers focusing on when they help learners break down wards like \"magnetism\" using syllable and meaning clues from both languages? [1] When teachers adjust syntax and grammar as they shift between English and isiXhosa, which strand of Scarborough's Reading Rope are they focusing on to help learners navigate sentence construction and grammar rules? [1] By prompting learners to infer the meaning of scientific terms and explain concepts like \"attraction\" in their own words, which skill are teachers helping learners to develop, beyond literal translation? [1]