TEACHING VOCABULARY: Chapter 2

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TEACHING VOCABULARY

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Evelyn Arévalo

Ecuador

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TEACHING VOCABULARY: Chapter 2


TEACHING VOCABULARY: Chapter 2Version en ligne TEACHING VOCABULARY par Evelyn Arévalo 1 What are the three levels of word knowledge in Janet Allen's model shown in Figure 1.1? a Context clues, word form, semantics b Basic, intermediate, advanced knowledge c Word recognition, meaning, usage d Verbal association level; Partial concept knowledge; Full concept knowledge 2 Why is context alone often unreliable for learning word meaning, according to the text? a Lean contexts give little meaning; more clues are needed b Context is never useful for vocabulary c Context always gives full meaning d Words are learned only from dictionaries 3 Which type of contextual clue helps predict meaning beyond a single sentence, as described? a Pronunciation clues only b Typographic clues only c Phonetic clues only d Semantic/syntactic clues 4 What is the purpose of Figure 2.4 in the chapter? a Explain the history of vocabulary theory b List common vocabulary tests c Display a dictionary guide d Show word-attack strategies for unknown words 5 Name one of Nagy’s three properties of effective vocabulary instruction mentioned in the text. a Integration b instant recall c syllable counting d memorization 6 In the Longer Contexts section, what kind of reading activities support word learning? a Only silent reading b Vocabulary tests and flashcards c Grammar drills and worksheets d Read-alouds, shared and guided reading 7 What distinguishes ‘concept-based vocabulary instruction’ from simple definitional teaching? a Uses only dictionaries b Connects words to concepts and contexts c Focuses solely on memory games d Is identical to teaching definitions 8 What does Adams and Cerqui’s approach help determine? a Which words have multiple origins b Which words can’t be learned from context alone c Which words are most frequent d Which words are loanwords 9 According to the text, what should teachers do with words with rich context vs lean context? a Teach all words with direct instruction only b Reference lean-context words with explicit instruction; reference rich-context words during reading c Ignore lean-context words d Only use dictionaries for lean-context words 10 What is the overarching goal of the vocabulary strategies discussed in Chapter 2? a Focus solely on spelling b Teach only root words and affixes c Memorize as many words as possible d Move from decontextualized definitions to meaningful use Feedback 1 The model shows three levels: verbal association, partial concept knowledge, and full concept knowledge. 2 Lean contexts provide insufficient information; richer context helps learning. 3 Semantic and syntactic cues help predict meaning across larger text. 4 Figure 2.4 outlines strategies fluent readers use to attack unknown words. 5 Nagy emphasizes integration, repetition, and meaningful use. 6 A balance of read-alouds, shared, and guided reading supports word growth. 7 Concept-based instruction links words to deeper concepts and real contexts. 8 Their approach helps identify words needing explicit instruction. 9 Separate lists: lean-context words need explicit instruction; rich-context words can be referenced during reading. 10 The aim is to connect words to meaningful use across reading, writing, and talk.

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TEACHING VOCABULARY: Chapter 2

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TEACHING VOCABULARY: Chapter 2Version en ligne

par Evelyn Arévalo

What are the three levels of word knowledge in Janet Allen's model shown in Figure 1.1?

Why is context alone often unreliable for learning word meaning, according to the text?

Which type of contextual clue helps predict meaning beyond a single sentence, as described?

What is the purpose of Figure 2.4 in the chapter?

Name one of Nagy’s three properties of effective vocabulary instruction mentioned in the text.

In the Longer Contexts section, what kind of reading activities support word learning?

What distinguishes ‘concept-based vocabulary instruction’ from simple definitional teaching?

What does Adams and Cerqui’s approach help determine?

According to the text, what should teachers do with words with rich context vs lean context?

What is the overarching goal of the vocabulary strategies discussed in Chapter 2?

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