Deck 7: Expanding Academic Vocabulary

Question 1

When the words subway and submarine appeared in a text, the teacher helped the children break the words apart. They then examined other words that began with sub. These children participated in a:

A) phonemic analysis
B) contextual analysis
C) context clue
D) word chain

Answer 1

D

Question 2

Students who are English learners may have difficulty with idioms because they lack the necessary:

A) phonemic awareness
B) phonics generalizations
C) background knowledge
D) automaticity

Answer 2

C

Question 3

Teachers explicitly teach the most common affixes because such knowledge helps students:

A) develop phonemic awareness
B) develop fluency
C) determine the meanings of words
D) understand phonics generalizations

Answer 3

C

Question 4

Because a group of third grade students have difficulty using dictionaries to find the definitions they need, their teacher should:

A) develop a classroom word wall of high-frequency words
B) encourage the students to use invented spelling
C) teach the students to use the spell check feature on their computers
D) model techniques for reading and using dictionary entries

Question 5

Effective teachers use minilessons to teach students about specific words. These minilessons:

A) should always be provided before students read the text
B) should always be provided after students have read the text
C) can be provided before or after students read the text
D) should only be provided for struggling readers

Question 6

When eight-year-old Kelly encountered a word that she didn't know, she used the surrounding words and sentences to determine its meaning. In that situation, Kelly used:

A) decoding skills
B) context clues
C) analogy
D) the alphabetic principle

Question 7

Nine-year-old Polina is an English learner who has enrolled in a third grade class in New York City. To help Polina acquire academic vocabulary, her teacher should provide:

A) after school activities
B) explicit instruction
C) worksheets as homework practice
D) materials in Polina's native language

Question 8

Research suggests that:

A) round-robin reading motivates students to read independently
B) vocabulary growth is not related to reading achievement
C) students with more limited vocabularies have better reading comprehension
D) students with larger vocabularies tend to be more capable readers

Question 9

Words that express opposite meanings are known as:

A) antonyms
B) synonyms
C) homographs
D) morphemes

Question 10

A teacher is encouraging her students to enliven their writing by using words that have nearly the same meaning as the tired words they have been using. This teacher should give a lesson in using:

A) antonyms
B) synonyms
C) homonyms
D) graphemes

Question 11

The term which refers to the history of a word is:

A) orthography
B) calligraphy
C) etymology
D) phonology

Question 12

Fourth grade teacher Grace Scott was frustrated. The poorest readers in her class read very few books while the most capable readers read many books and enlarged their vocabularies. Another teacher wisely suggested that the best way to encourage everyone to read more would be to:

A) make better use of the basal reading program
B) institute periods of Sustained Silent Reading
C) assign books for summer reading
D) give rewards for each book the children read

Question 13

To use classroom word walls most effectively, teachers should:

A) add new words regularly to meet the students' needs
B) post only words contained on a school's approved list
C) use the words in daily spelling drills
D) write each word phonetically

Question 14

In the word rewrite, re is an example of a:

A) free morpheme
B) bound morpheme
C) digraph
D) diphthong

Question 15

Research suggests that for students, especially those in grades three and up, the activity which leads to the greatest growth in vocabulary is:

A) conversation with peers
B) conversation with adults
C) reading
D) writing

Question 16

When introducing new words, sixth grade teacher Terri Crowley alerts her students if the new words were derived from the Spanish, French, or Latin languages. Effective teachers have found that knowing a word's history helps students to:

A) write that word in neat, cursive writing
B) alphabetize words correctly
C) improve their visual literacy
D) spell the word correctly

Question 17

The best way to teach students to use context clues is to use:

A) phonics drills
B) round-robin reading
C) modeling
D) word walls

Question 18

While reading about the Olympic Games, a fourth grade class made a list of sports related words and then made a grid to classify the words according to their distinguishing characteristics. Those students participated in a(n):

A) phonics analysis
B) Elkonin Box
C) context clue
D) semantic feature analysis

Question 19

Expressions which must be translated figuratively such as "raining cats and dogs", "chip off the old block," and "skeleton in the closet" are known as:

A) metaphors
B) similes
C) idioms
D) refrains

Question 20

The primary reason why teachers should devote instructional time to the study of similes and metaphors is to help students:

A) make their writing more vivid
B) improve their spelling ability
C) develop phonemic awareness
D) meet school district requirements

Question 21

Of the following, the best way to help students who are English Learners understand new terms used in thematic units would be to:

A) show pictures and small objects to clarify the terms
B) write the words on Word Walls
C) provide dictionaries
D) teach the use of synonyms and antonyms

Question 22

Describe three word study activities teachers can use to help their students examine words and think more deeply about new words.

Question 23

Of the following, the best way to help students take responsibility and monitor their vocabulary growth would be to:

A) ask them to copy definitions from dictionaries
B) include use of technical vocabulary on rubrics they use to assess writing
C) encourage them to write new words on whiteboards
D) read passages orally every day

Question 24

Students often encounter words they don't recognize during independent reading periods. List three suggestions a teacher could offer to help her students determine the meaning of unfamiliar words. What should students do when they don't recognize a word in their texts?

Question 25

Words that are frequently used in language arts, social studies, science, and math are called

A) learning vocabulary
B) receptive vocabulary
C) academic vocabulary
D) important vocabulary

Question 26

Of the following, the factor which research suggests has the strongest influence on children's language development is:

A) the amount and quality of interaction with their parents
B) the amount of time children spend outdoors
C) their understanding of orthography
D) their ability to distinguish facts from opinions

Question 27

While writing a poem, ten-year-old Krista thought carefully and selected words that matched the mood she tried to convey. She checked definitions in the dictionary as she worked. These actions show that Krista has developed:

A) automaticity
B) fluency
C) word consciousness
D) word retrieval

Question 28

List and describe three ways in which teachers can assess students' vocabulary knowledge.