Responsive Academic Language Instruction

Activating prior knowledge, making schematic connections, and building on the words that the students already know are central to any basic vocabulary instruction.

• True

• False

Acknowledging that students have a comprehensive conceptual knowledge base rooted in their culture, community and life experience to build academic vocabulary is indicative of...

• all basic vocabulary instruction.

• vocabulary needs of underserved students.

• responsive vocabulary teaching.

Slang, profanity, and racially charged terms can become sources of academic vocabulary expansion.

• True

• False

Responsive vocabulary instruction differs from traditional vocabulary instruction in that it...

• relies on memorization.

• uses an approaches students in a manner that validates and affirms.

• doesn't come from a basal reader.

____________ includes words that are used in the course of assigning, teaching, and discussing within the context of classes, and words that are specific to the content areas.

The ultimate goal in responsive vocabulary instruction is to lead students to the dimension of ____________- the level at which students own the words.

• Generalization

• Application

• Precision

• Availability

Which of the following are recognized as vocabulary acquisition strategies?

• Wide and Abundant Reading

• Knowledge of Word Parts

• Utilization of Synonyms

• Contextualizing and conceptualization of words

Receptive-oral vocabularies: words we understand when we _____ them.

• see

• hear

• say

Receptive-written vocabularies: words we can ______

• see

• read

• hear