Teaching Vocabulary Quiz

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Vocabulary concepts and strategies

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SONIA GUADALUPE GUANO CALALA

Ecuador

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Teaching Vocabulary Quiz


Teaching Vocabulary QuizVersion en ligne Vocabulary concepts and strategies par SONIA GUADALUPE GUANO CALALA 1 What are the three levels of word knowledge described in the text? a Lexical, semantic, syntactic knowledge b Basic, intermediate, advanced knowledge c Literal, figurative, contextual knowledge d Verbal association, partial concept knowledge, full concept knowledge 2 Which activity is described as sharing and guiding reading with teacher support? a Silent reading b Shared reading c Independent reading d Read-aloud only 3 What is one of Nagy’s three properties of effective vocabulary instruction? a Integration b Memorization c Isolation d Abstraction 4 Name one of the two questions readers ask themselves during word attack (Figure 2.4). a Is the word printable? b Can I spell the word? c Do I know the word? d Is the word in the dictionary? 5 According to the text, what kind of context is lean? a A context with explicit definitions b A context with rich visuals c A context with a glossary d A context that provides little information to infer meaning 6 What are two types of contextual information cues discussed? a Phonetic cues and morphological cues b Semantic/syntactic cues and typographic cues c Pragmatic cues and discourse cues d Graphic and numerical cues 7 What does the book say about using context clues alone for learning word meaning? a Context alone is unreliable; combine with other strategies b Context clues are the best method with practice c Context clues should replace dictionary use d Context clues are always sufficient 8 Which strategy involves explicit modeling of thinking aloud while interpreting words? a Rote memorization b Solo reading c Dictation of definitions d Think-aloud or modeling the process 9 What is the main purpose of direct vocabulary instruction according to the text? a To memorize as many words as possible b To test vocabulary weekly only c To help students become fluent, independent word learners d To replace reading with dictionary work 10 Which type of reading does the author advocate for in developing word knowledge? a Only textbook reading b Extensive reading paired with explicit word-learning strategies c Listening-only activities without reading d Limited reading with heavy drill Feedback 1 Each level represents how deeply a student understands a word. 2 Shared reading involves teacher support and discussion. 3 Integration is about linking word knowledge to reading and use. 4 Readers assess familiarity before figuring out meaning. 5 Lean context lacks enough clues for meaning without help. 6 Semantic/syntactic cues relate to meaning and structure; typographic cues include visuals and fonts. 7 Context is helpful but not sufficient by itself. 8 Thinking aloud reveals cognitive steps readers use. 9 Direct instruction supports independent word learning and comprehension. 10 A balance of reading and strategy instruction drives growth.

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Teaching Vocabulary Quiz

Test

À propos de cette activité

Créé par

Téléchargez la version pour jouer sur papier

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Teaching Vocabulary QuizVersion en ligne

par SONIA GUADALUPE GUANO CALALA

What are the three levels of word knowledge described in the text?

Which activity is described as sharing and guiding reading with teacher support?

What is one of Nagy’s three properties of effective vocabulary instruction?

Name one of the two questions readers ask themselves during word attack (Figure 2.4).

According to the text, what kind of context is lean?

What are two types of contextual information cues discussed?

What does the book say about using context clues alone for learning word meaning?

Which strategy involves explicit modeling of thinking aloud while interpreting words?

What is the main purpose of direct vocabulary instruction according to the text?

Which type of reading does the author advocate for in developing word knowledge?

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