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.

Accepted Answer

A) By the end of grade 2 the average student knows approximately 6,000 root words. However, students in the lowest quartile know about 4,000 root words at this stage, while students in the highest quartile know up to 8,000 root words.
B) By the end of grade 2 the average student knows approximately 6,000 root words. However, students in the lowest quartile know about 4,000 root words at this stage, while students in the highest quartile know up to 8,000 root words.
C) By the end of grade 2 the average student knows approximately 6,000 root words. However, students in the lowest quartile know about 4,000 root words at this stage, while students in the highest quartile know up to 8,000 root words.
D) By the end of grade 2 the average student knows approximately 6,000 root words. However, students in the lowest quartile know about 4,000 words at this stage, while students in the highest quartile know up to 8,000 root words.

Question 2

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

Accepted Answer

A) Because learning new words that explain new concepts can be one of the most difficult tasks students face, according to Graves, especially if the concept is abstract or complex, learning these new terms is the most challenging of the word learning tasks.
B) Because learning new words that explain new concepts can be one of the most difficult tasks students face, according to Graves, especially if the concept is abstract or complex, learning these new terms is the most challenging of the word learning tasks.
C) Because learning new words that explain new concepts can be one of the most difficult tasks students face, according to Graves, especially if the concept is abstract or complex, learning these new terms is the most challenging of the word learning tasks.
D) Because learning new words that explain new concepts can be one of the most difficult tasks students face, according to Graves, especially if the concept is abstract or complex, learning these new terms is the most challenging of the word learning tasks.

Question 3

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

Accepted Answer

A) Learning that in British English a biscuit is the same as a cookie would be an example of learning a new label for the already familiar concept of a cookie.
B) Learning that in British English a biscuit is the same as a cookie would be an example of learning a new label for the already familiar concept of a cookie.
C) Learning that in British English a biscuit is the same as a cookie would be an example of learning a new label for the already familiar concept of a cookie.
D) Learning that in British English a biscuit is the same as a cookie would be an example of learning a new label for the already familiar concept of a cookie.

Question 4

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

Accepted Answer

A) Hearing the word explained in context is best because the meanings of words are often determined by the contexts in which they are used, though the definition should reflect the way in which the word is used.
B) Hearing the word explained in context is best because the meanings of words are often determined by the contexts in which they are used, though the definition should reflect the way in which the word is used.
C) Hearing the word explained in context is best because the meanings of words are often determined by the contexts in which they are used, though the definition should reflect the way in which the word is used.
D) Hearing the word explained in context is best because the meanings of words are often determined by the contexts in which they are used, though the definition should reflect the way in which the word is used.

Question 5

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

Accepted Answer

A) Key words should be identified and labeled, and should be connected to backgrounds or relationships of the students whenever possible. In this way they are thoroughly understood so that their meaning is clear when encountered in text. Introducing all the words at once could put a burden on the student?s memory, so that none of the words are learned well.
B) Key words should be identified and labeled, and should be connected to backgrounds or relationships of the students whenever possible. In this way they are thoroughly understood so that their meaning is clear when encountered in text. Introducing all the words at once could put a burden on the student?s memory, so that none of the words are learned well. The selection does not necessarily have to be overly simplified or read multiple times.
C) Key words should be identified and labeled, and should be connected to backgrounds or relationships of the students whenever possible. In this way they are thoroughly understood so that their meaning is clear when encountered in text. Introducing all the words at once could put a burden on the student?s memory, so that none of the words are learned well. The selection does not necessarily have to be overly simplified.
D) Key words should be identified and labeled, and should be connected to backgrounds or relationships of the students whenever possible. In this way they are thoroughly understood so that their meaning is clear when encountered in text. Introducing all the words at once could put a burden on the student?s memory, so that none of the words are learned well. The selection does not necessarily have to be read multiple times.

Question 6

Which of the following is a tier 2 word?

Accepted Answer

A) Tier 2 words are generally used in texts and class discussions and are often literate labels for common words. Peered is a literate label for looked and saw. Refracted is a tier 3 word. Tier 3 words are content or technical words.
B) Tier 2 words are generally used in texts and class discussions and are often literate labels for common words. Peered is a literate label for looked and saw. Refracted is a tier 3 word. Tier 3 words are content or technical words.
C) Tier 2 words are generally used in texts and class discussions and are often literate labels for common words. Peered is a literate label for looked and saw. Refracted is a tier 3 word. Tier 3 words are content or technical words.
D) Tier 2 words are generally used in texts and class discussions and are often literate labels for common words. Peered is a literate label for looked and saw. Refracted is a tier 3 word. Tier 3 words are content or technical words.

Question 7

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

Accepted Answer

A) A Venn diagram depicts a comparison of two or three subjects.
B) A Venn diagram depicts a comparison of two or three subjects.
C) A Venn diagram depicts a comparison of two or three subjects.
D) A Venn diagram depicts a comparison of two or three subjects.

Question 8

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

Accepted Answer

A) Through wide reading, students can meet large numbers of words in context. Context will help them derive the meanings of the words. Memorizing lists of words can be of some help, but this is not motivating and does not give the sense of the word the way reading in context does.
B) Through wide reading, students can meet large numbers of words in context. Context will help them derive the meanings of the words. Vocabulary workbooks do help, but they may not give the sense of the word the way reading in context does.
C) Through wide reading, students can meet large numbers of words in context. Context will help them derive the meanings of the words.
D) Through wide reading, students can meet large numbers of words in context. Context will help them derive the meanings of the words. Graphic organizers do help, but they may not give the sense of the word the way reading in context does.

Question 9

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

Accepted Answer

A) Morphemic analysis is primarily concerned with meaning. Morphemes are the meaningful parts of words
B) Morphemic analysis is primarily concerned with meaning. Morphemes are the meaningful parts of words.
C) Morphemic analysis is primarily concerned with meaning. Morphemes are the meaningful parts of words.
D) Morphemic analysis is primarily concerned with meaning. Morphemes are the meaningful parts of words.

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?

Accepted Answer

A) Morphemic analysis is used along with other devices because it requires knowledge of morphemes. A morpheme is the smallest unit of meaning, so it may be a word, a prefix, a suffix, or a root. Morphemic analysis should be used along with context.
B) Contextual clues only work about 5 to 20 percent of the time. Even when using context, it is helpful to check the derived meaning by using the dictionary. However, a morpheme is the smallest unit of meaning, so it may be a word, a prefix, a suffix, or a root that is used to learn the meaning of a new word.
C) Teaching students to use context clues can take time, but if done well it is usually effective. However, a morpheme is the smallest unit of meaning, so it may be a word, a prefix, a suffix, or a root that is used to learn the meaning of a new word.
D) Although difficult to use for young students, the dictionary provides a backup device for morphemes as well as contextual clues. However, a morpheme is the smallest unit of meaning, so it may be a word, a prefix, a suffix, or a root that is used to learn the meaning of a new word.

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.

Accepted Answer

A) Contextual analysis needs to be used along with other skills. It is always necessary to check to see if the word or meaning derived from using syllabic or morphemic analysis, or from using the dictionary, fits the context in which it is used. Children do become more proficient at using context clues as they progress through the grades, and they do get better with practice. Just directing students to use context is not enough, however. They need to practice and receive feedback to understand when contextual guesses have been correct.
B) Contextual analysis needs to be used along with other skills. It is always necessary to check to see if the word or meaning derived from using syllabic or morphemic analysis, or from using the dictionary, fits the context in which it is used. Children do become more proficient at using context clues as they progress through the grades, and they do get better with practice. Just directing students to use context is not enough, however. They need to practice and receive feedback to understand when contextual guesses have been correct.
C) Contextual analysis needs to be used along with other skills. It is always necessary to check to see if the word or meaning derived from using syllabic or morphemic analysis, or from using the dictionary, fits the context in which it is used. Children do become more proficient at using context clues as they progress through the grades, and they do get better with practice. Just directing students to use context is not enough, however. They need to practice and receive feedback to understand when contextual guesses have been correct.
D) Contextual analysis needs to be used along with other skills. It is always necessary to check to see if the word or meaning derived from using syllabic or morphemic analysis, or from using the dictionary, fits the context in which it is used. Children do become more proficient at using context clues as they progress through the grades, and they do get better with practice. Just directing students to use context is not enough, however. They need to practice and receive feedback to understand when contextual guesses have been correct.

Question 12

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

Accepted Answer

A) Because it interrupts the flow of reading, the dictionary is the skill of last resort.
B) Phonics analysis, structural analysis, and morphemic analysis can be used together and are used very effectively, before resorting to the dictionary as the last resort.
C) Phonics analysis, structural analysis, and morphemic analysis can be used together and are used very effectively, before resorting to the dictionary as the last resort.
D) Phonics analysis, structural analysis, and morphemic analysis can be used together and are used very effectively, before resorting to the dictionary as the last resort.

Question 13

Why is vocabulary instruction needed?

Accepted Answer

The answer of 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

Accepted Answer

The answer of What steps would you direct students to...

Question 15

What are the seven basic principles for teaching vocabulary?

Accepted Answer

The answer of What are the seven basic principles for...

Question 16

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

Accepted Answer

The answer of What are some graphic devices and methods...

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.

Accepted Answer

The answer of In addition to graphic devices, what are...

Question 18

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

Accepted Answer

The answer of What is meant by the term ʺpossible...

Question 19

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

Accepted Answer

The answer of How might cognates be used to help...

Question 20

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

Accepted Answer

The answer of What are some special characteristics that have...

Quiz 6: Building Vocabulary

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.