Phonics Training Units 5-8 Latest
Updated 2022 Graded A
Ways of closing the language gap for language-poor children early on include (select all that
apply): ✔✔improving daycare and preschool programs.
-AND- coaching
...
Phonics Training Units 5-8 Latest
Updated 2022 Graded A
Ways of closing the language gap for language-poor children early on include (select all that
apply): ✔✔improving daycare and preschool programs.
-AND- coaching of infants' parents.
-AND- interventions to stimulate language development in young at-risk children.
Every word a student is exposed to is stored in both the phonological and semantic lexicons.
✔✔False
About how many words should be taught in depth per week in the primary grades? ✔✔10
A developed vocabulary in preschoolers predicts better reading comprehension in third grade.
✔✔True
Recognizing the meaning of a partially known word in context is an example of: ✔✔receptive
vocabulary.
Deep knowledge of a word's meaning may include personal associations triggered by the word.
✔✔true
Which of the following can help students establish high-quality mental connections in memory as
they learn words? Select all that apply. ✔✔placing students in a language-rich environment -ANDreading aloud to students
-AND- explicit teaching of selected words
Techniques for enhancing interactive book reading include ✔✔using props to introduce new
words.
-ANDusing words students know when defining a new word -AND- elaborating on student responses.
Word lists are an ideal method for selecting vocabulary to teach to students. ✔✔False
ELs' needs for vocabulary instruction may differ from native speakers because (select all that
apply): ✔✔they may be unfamiliar with the meanings of Tier 1 words -AND- they may need
explicit interpretation of figurative language.
Inhibiting students' use of their native language is counterproductive to developing proficiency in
English. ✔✔True
Low-frequency words that pertain to a specific area of study would be considered: ✔✔Tier 3
When introducing new words for in-depth instruction, it's best to do it in writing before using the
words orally. ✔✔False
After explaining the meaning of a new word to students, the next step should be to: ✔✔After
explaining the meaning of a new word to students, the next step should be to:
Useful adaptations of word instruction for English Learners (ELs) include (select all that apply):
✔✔adding emphasis on potential phonological confusions.
b. having students repeat simple sentences using the word.
c. adding references to a cognate.
Explicit vocabulary instruction includes which of the following? Select all that apply.
✔✔explaining the new word's meaning using a student-friendly definition
c. using visual prompts or actions to clarify word meaning
The instruction "Tell your partner about a time you acted responsibly" is an example of:
✔✔eliciting word use.
Words that express the degrees of meaning between each other are called: ✔✔gradable antonyms.
A student sentence that includes a complete definition of the word snow could look like: ✔✔"It's
frozen water that comes down like flakes."
What is the main focus of classification activities? ✔✔ensuring students understand the
relationships among the words included
Most of the oldest words used in English do not have multiple meanings. ✔✔false
How might teachers help students "own" new vocabulary words? ✔✔Provide extension activities
to encourage students to use the words they've learned.
Understanding that word choices matter and that words carry power is one way to describe:
✔✔word consciousness.
Strategies for encouraging independent word learning include (select all that apply): ✔✔directly
teaching high-utility prefixes, roots, and suffixes to students.
-AND- exposing students to a new word in multiple contexts.
Which of the following is not an effective way to encourage richer language use in the classroom?
✔✔providing dictionaries for students to keep at their desks
The way teachers use language has a direct effect on students' vocabulary growth. ✔✔true
Which of these is the most effectiv
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