Deck 6: Building Vocabulary

Question 1

By the end of grade 2, the average student knows approximately ________ root words, though the range for students from the lowest to the highest quartile at this stage can be from ________ to ________ root words.

A) 3,000; 1,500 to 4,500
B) 6,000; 4,000 to 8,000
C) 9,000; 8,000 to 10,000
D) 12,000; 10,000 to 14,000

Answer 1

6,000; 4,000 to 8,000

Question 2

Which of the following word learning tasks would be the hardest?

A) learning new words representing new concepts
B) finding new meanings for known words
C) learning pronunciation of words recognized only in print
D) refining an earlier understanding of known words

Answer 2

learning new words representing new concepts

Question 3

Learning that in British English, a biscuit is the same as a cookie, would be an example of

A) categorizing concepts.
B) expanding a concept.
C) learning a label.
D) learning a new concept.

Answer 3

learning a label.

Question 4

Which is most helpful in learning the meaning of a new word?

A) learning a synonym
B) hearing the word pronounced
C) hearing the word explained in context
D) seeing the word on a flash card

Question 5

What must happen for vocabulary study to have an impact upon comprehension?

A) All the new words in the story must be introduced, preferably with a list at the beginning of the piece.
B) Unfamiliar words must be identified, labeled, and connected to backgrounds or relationships.
C) The selection must be simple, brief, and composed with one-syllable words.
D) The selection must be read multiple times after the new words are introduced to avoid loss of comprehension.

Question 6

Which of the following is a tier 2 word?

A) saw
B) peered
C) looked
D) refracted

Question 7

Which of the following graphic organizers works best when two or three subjects are being compared, and similar traits are being identified?

A) Venn diagram
B) labeled diagram
C) pictorial map
D) semantic map

Question 8

The most effective approach for learning new words, one that requires little planning or effort, is through

A) memorization of word lists.
B) vocabulary workbooks.
C) wide reading.
D) graphic organizers.

Question 9

One of the most powerful word-attack skills is morphemic analysis, which is primarily concerned with

A) spelling.
B) sound.
C) meaning.
D) sight.

Question 10

Students often figure out a new word based on its more familiar root word, or encounter a word that is in their listening vocabulary but not in their reading vocabulary. They look for a part of the word they know, or try to think of a familiar word that is like the unknown word. What concept does this involve?

A) morphemic analysis
B) contextual clues
C) homophones
D) dictionary use

Question 11

It is estimated that the average young reader is able to use __________ successfully only 5 and 20 percent of the time, because even when the text?s clues are fairly obvious, students fail to notice them.

A) contextual analysis
B) syllabic analysis
C) morphemic analysis
D) dictionary referencing

Question 12

For word recognition, what should be used as a last resort?

A) dictionary usage
B) structural analysis
C) morphemic analysis
D) phonics analysis

Question 13

Why is vocabulary instruction needed?

Question 14

What steps would you direct students to take to apply clues to get the meaning of the underlined word in the following sentence? ʺMaria knew how to find the area of a rectangle and a square, but she wasnʹt sure how to calculate the area of more complex polygons.ʺ

Question 15

What are the seven basic principles for teaching vocabulary?

Question 16

What are some graphic devices and methods for teaching and reinforcing words?

Question 17

In addition to graphic devices, what are some other techniques that might be used to teach and/or reinforce words? List as many as you can. Then choose three techniques and give an example of how each would be used in your classroom.

Question 18

What is meant by the term ʺpossible sentencesʺ? What are the five steps involved?

Question 19

How might cognates be used to help Spanish-speaking ELLs acquire English vocabulary?

Question 20

What are some special characteristics that have to be learned if words are to be understood fully?

Question 21

What is morphemic analysis? Which basic semantic elements are related to teaching morphemic analysis?

Question 22

What does a student need to learn to become a skilled user of the dictionary?