Deck 9: Vocabulary Knowledge and Concept Development

Question 1

Students need frequent, in-depth activities in meaningful and various contexts in order to develop vocabulary knowledge.

Answer 1

True

Question 2

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

Answer 2

True

Question 3

When vocabulary learning is centered on acquiring a large percentage of words appearing in actual selections that will be read in class, comprehension is likely to be enhanced.

Answer 3

True

Question 4

Students learn words more efficiently when they learn them in isolation rather than in relation to other words. Teaching words in isolation reduces confusion when working with many words.

Question 5

Students' monitoring of their own vocabulary knowledge as they use context in reading and listening is essential for independent reading.

Question 6

knowledge of words is needed least for students to fully comprehend text.

A) Configuration
B) Contextual
C) Definitional
D) Conceptual

Question 7

The ________ Hypothesis is related to the schema view of reading. It states that vocabulary and comprehension reflect general understanding.

A) Instrumental
B) Knowledge
C) Aptitude
D) Conceptual

Question 8

One vocabulary instructional strategy that does NOT ensure vocabulary learning is

A) multiple encounters.
B) experimentation with words.
C) meaningful usage.
D) memorization.

Question 9

Which vocabulary component often outmatches other vocabulary components in adults?

A) Reading
B) Speaking
C) Listening
D) Writing

Question 10

Readers form concepts to represent similar objects and events in the environment. This skill of reducing the complexity of our language requires the learner to assign each word a

A) hypothesis.
B) strategy.
C) category.
D) hierarchy.

Question 11

Which vocabulary words should be chosen for instructional purposes?

A) Large words
B) Archaic words
C) Obscure words
D) Contextual words

Question 12

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

A) highly technical words.
B) words that the students find interesting.
C) words that students will encounter while reading literature and content material.
D) both B and C.

Question 13

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

A) Joining
B) Discussing
C) Excluding
D) Selecting

Question 14

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

A) Joining
B) Excluding
C) Selecting
D) Implying

Question 15

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

A) Joining
B) Excluding
C) Implying
D) Selecting

Question 16

Which of the following vocabulary development strategies is least likely to teach words systematically and in depth?

A) Writing definitions
B) Class discussions about words
C) Restating definitions
D) Using words in context

Question 17

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

A) Synonyms
B) Antonyms
C) Homonyms
D) Multiple meaning

Question 18

________ is a vocabulary-development strategy that asks students to visually represent how words are related to other words. It is a webbing activity.

A) Concept circles
B) Paired-word sentence generation
C) Possible sentences
D) Semantic mapping

Question 19

________ is a vocabulary-development strategy in which students must generate one sentence that correctly demonstrates an understanding of a group of words and their relationship to each other.

A) Concept circles
B) Possible sentences
C) Paired-word sentence generation
D) Semantic mapping

Question 20

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

A) Semantic mapping
B) Paired-word sentence generation
C) Concept circles
D) Predictogram

Question 21

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

A) instruction in the use of antonyms.
B) a thesaurus to use with the dictionary.
C) instruction using the cloze procedure.
D) instruction in how to effectively use a dictionary.

Question 22

In Rachel's classroom, the children know basic words so she is trying to teach new words in relation to known words. The literacy coach in her building suggests she relate new words to known words using

A) synonyms.
B) antonyms.
C) words with multiple meanings.
D) all of the above.

Question 23

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

A) they have previously heard and can recognize the text's key words.
B) the text does not include compound sentences.
C) they come from homes where parents are readers.
D) the text is fictional rather than factual.

Question 24

Students in an eighth-grade class are studying the Civil War in social studies. As part of this unit of study, they work together to create a semantic map of words associated with the Civil War, including words that they have recently learned (e.g., emancipation, habeas corpus). This activity is most likely to promote students' vocabulary development by

A) showing them how context can be used to determine the meaning of new vocabulary.
B) helping them to categorize, visualize, and remember new vocabulary.
C) guiding them to discover the multiple meanings of new vocabulary.
D) providing them with fun experiences using the new vocabulary.

Question 25

In which of the following sentences is context most helpful in understanding the italicized word?

A) Maple trees are pervasive in Indiana and in some other parts of the United States as well.
B) Bethany's friends clandestinely planned a birthday party for her soon after she turned twenty-one.
C) Gretchen is benevolent in all of her dealings with people, even when she does not know a person.
D) Brian's mother was tenacious regarding his attendance at the state college, but his father did not seem to care.

Question 26

Ms. Grant teaches fifth grade and is about to begin a new unit on the solar system. Which of the following types of vocabulary words from the unit would be most appropriate to teach before beginning the unit?

A) Words that are obscure
B) Words that convey major ideas and concepts related to the passage
C) Multi-syllable words
D) High-frequency words with multiple meanings

Question 27

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

A) Teach students to relate words to their background knowledge.
B) Teach words in pre-reading activities to activate knowledge.
C) Teach words systematically and in depth.
D)
Awaken interest in and enthusiasm for words.

Question 28

Ryan wants his students to classify and categorize words so they can group words that label ideas, events, or objects. He likes to use words sorts because it has a visual component, but he feels as if he's been overusing that strategy in his classroom. What other classifying and categorizing strategy would you suggest that also offers the opportunity to study words conceptually and has a visual aspect?

A) Concept circles
B) Paired word sentence generation
C) Self-selection strategy
D) Word knowledge rating

Question 29

Ms. Pearson assigned her students a section to read on ecosystems in their science book. When finished, she tries to lead an exercise where the children must apply what they have learned. However, no one is participating. This makes no sense to Ms. Pearson because no one gave any indication there was an issue with the text. When asked if they understood the passage, most students confess that they did not. What should Ms. Pearson have done differently?

A) She should have read the passage to the children.
B) She should have had students take turns reading the passage out loud.
C) She should have pre-taught vocabulary.
D) She should have taught interesting words.

Question 30

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.

Question 31

Explain the relationship between vocabulary and comprehension using information from the chapter.

Question 32

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

Question 33

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.

Question 34

How does using technology enhance vocabulary instruction? Those who are "tech savvy" know that cyberspace has a language all its own. What are some words students should know when using technology? How should teachers go about instructing the language of technology before using technology to learn language?

Question 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?