Kaitlyn is beginning a social studies unit on ancient Egypt with her sixth graders. Although most of her students are reading at grade level, she knows that they will have difficulty with the vocabulary such as: \(\begin{array}{ll} \text {Ankh }&\text { mummy} \\ \text {Obelisk} & \text {papyrus }\\ \text {Pharaoh} &\text { pyramid} \\ \text {Sarcophagus} &\text { scarab} \\ \text {Sphinx }& \text {temple} \\ \text {Tomb }&\text { Red Sea} \\ \text {Sahara Desert} & \text {silt} \end{array}\) Which of the following vocabulary strategies might be used to increase Kaitlyn's students' in-depth vocabulary knowledge while reading their social studies text?

A) Create a Think Sheet as a classroom activity. B) Have the class look up each word in the dictionary, write the definition, and use it in a sentence. C) Use the self-selection strategy and have students identify the words they don't know as they read. D) Use a word sort to identify words by categories. A) Create a Think Sheet as a classroom activity. B) Have the class look up each word in the dictionary, write the definition, and use it in a sentence. C) Use the self-selection strategy and have students identify the words they don't know as they read. D) Use a word sort to identify words by categories.

Exam 9: Vocabulary Knowledge and Concept Development

Describe how to develop word meanings through stories and writing. Then, identify a theme and choose words related to the theme. What kind of writing would you use to help students learn the words?

(Essay)

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Question 21

Kaitlyn is beginning a social studies unit on ancient Egypt with her sixth graders. Although most of her students are reading at grade level, she knows that they will have difficulty with the vocabulary such as: Ankh mummy Obelisk papyrus Pharaoh pyramid Sarcophagus scarab Sphinx temple Tomb Red Sea Sahara Desert silt Which of the following vocabulary strategies might be used to increase Kaitlyn's students' in-depth vocabulary knowledge while reading their social studies text?

(Multiple Choice)

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Question 22

Mr. Martinez is generating a vocabulary list for his students to learn. The list should include

(Multiple Choice)

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Question 23

An experienced classroom teacher comes to you and says, "My kids are just not interested in learning new words." Since you just took a college reading course, what suggestions do you have? Explain to the teacher how students develop interest and motivation to want to learn new words. Suggest specific strategies to implement and your reasoning for selecting them.

(Essay)

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Question 24

The students are most likely to be successful in their independent reading of a book if

(Multiple Choice)

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Question 25

Which of the following is NOT one of the basic cognitive operations?

(Multiple Choice)

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Question 26

Synonyms, antonyms, and multiple meaning words lend themselves to which cognitive vocabulary activity?

(Multiple Choice)

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Question 27

Which vocabulary component often outmatches other vocabulary components in adults?

(Multiple Choice)

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Question 28

Mr. Simms realizes that although his students are all readers, they need help to use context to define words. The teacher decides to try

(Multiple Choice)

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Question 29

Which of the following vocabulary development strategies is least likely to develop definitional word knowledge?

(Multiple Choice)

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Question 30

Discuss the instructional strategies you will rely upon in your classroom in order to develop "thinking about, thinking through, and thinking with vocabulary."

(Essay)

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Question 31

In Ms. Hawthorne's math class she adapts a popular family game using vocabulary words students will encounter in math class. Teams must select the best noun to represent the adjective; in this case Ms. Hawthorne chooses the math term, "square." Teams must decide between them which noun best supports the word "square," and a judge selects the best

(Multiple Choice)

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Question 32

________ is a vocabulary-development strategy in which students use story elements to develop their meaning vocabulary.

(Multiple Choice)

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Question 33

Which basic cognitive operation is usually NOT associated with concept circles?

(Multiple Choice)

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Question 34

Listening and speaking vocabularies tend to develop in the home, whereas reading and writing vocabularies fall within the domain of the school.

(True/False)

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Question 35

Showing 21 - 35 of 35

Describe how to develop word meanings through stories and writing. Then, identify a theme and choose words related to the theme. What kind of writing would you use to help students learn the words?

Mr. Martinez is generating a vocabulary list for his students to learn. The list should include

The students are most likely to be successful in their independent reading of a book if

Which of the following is NOT one of the basic cognitive operations?

Synonyms, antonyms, and multiple meaning words lend themselves to which cognitive vocabulary activity?

Which vocabulary component often outmatches other vocabulary components in adults?

Mr. Simms realizes that although his students are all readers, they need help to use context to define words. The teacher decides to try

Which of the following vocabulary development strategies is least likely to develop definitional word knowledge?

Discuss the instructional strategies you will rely upon in your classroom in order to develop "thinking about, thinking through, and thinking with vocabulary."

________ is a vocabulary-development strategy in which students use story elements to develop their meaning vocabulary.

Which basic cognitive operation is usually NOT associated with concept circles?

Listening and speaking vocabularies tend to develop in the home, whereas reading and writing vocabularies fall within the domain of the school.

Knowledge and Beliefs About Reading

Approaches to Reading Instruction

Meeting the Literacy Needs of Diverse Learners

Early Literacy: From Birth to School

Literacy Instruction for Beginning Readers and Writers

Assessing Reading Performance

Word Identification

Reading Fluency

Reading Comprehension

Reading/Writing Connections

Bringing Children and Text Together

Instructional Materials

Making the Transition to Content Area Texts

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