Reading Response #2

Vocabulary instruction should...

• incorporate the teaching of individual words

• develop word learning strategies

• focus solely on the word and its origin of speech

• foster word conciousness

True or False: It has been proven extremely effective to focus heavily on dictionary definitions when teaching new vocabulary

• True

• False

True or False: It has been proven extremely effective to present words in a variety of contexts, provide multiple exposures, and promote students' active processing of new meanings when teaching new vocabulary

• True

• False

What are the four parts of the framework for vocabulary instruction, supported by the MCVIP Research Project?

• providing rich and varied language experiences

• teaching individual words

• instructing the memorization of the grammar and spelling of words

• teaching word-learning strategies

• developing word consciousness

A __________ ____ ____ (VWW) is where cards present target words and corresponding visual images.

True or False: Since their days are so loaded with content already, teachers found it difficult to take even more time out of the day for vocabulary instruction

• True

• False

About how many words does the average high schooler know?

• 20,000

• 100,000

• 40,000

• 70,000

True or False: Students exclusively learn word meanings explicitly taught to them by their teachers

• True

• False

What is an example of a kid-friendly definition?

• abundant: existing in large quantities, plentiful. there was abundant evidence to support the theory.

• insisted: someone tells you strongly that you have to do something. My mother insisted that I do my homework before watching TV.

• meticulous: showing great attention to detail; very careful and precise. He had always been so meticulous about his appearance.

• reluctant: unwilling, hesitant to do something. He tried to coax his reluctant horse over the stream.

Select all that apply: which of these are deep-processing word review activities?

• connect two (tell the connection between two words)

• rainbow writing (students write out the vocabulary words repeatedly in different colors on a page)

• two-in-one (students write one or more sentences that use two or more vocabulary words)

• character trait writing (students select a target character trait vocabulary word and write 2-3 sentences about how it fits in a character in current or past narrative text)

• concept word precise writing (students select a word and explain it in precise writing, e.g. no more than 15 words.)