WorksheetsRica Domain 4 - Vocabulary, Academic Language, and Background Knowledge
Total questions: 30
Worksheet time: 18mins
Name
Class
Date
1.
(Competency 10) Background knowledge...
a)
refers to what you know about a specific topic
b)
is the foundation upon which greater knowledge can be built
c)
is important for students to have if they are to comprehend what they are reading on a certain topic
d)
All of the previous are true
2.
(Competency 10)
All of the following have to do with academic language EXCEPT:
All of the following have to do with academic language EXCEPT:
a)
It's not usually technical with specific academic words related to a specific discipline
b)
It's the language used in textbooks and tests, and of the classroom
c)
It's different than language used in everyday social interaction, which is less formal
d)
Different words are used, many with Greek or Latin roots, and phrases and sentences can be more complex than those used in interpersonal communication
3.
(Competency 10)
The words you understand when reading silently refers to:
The words you understand when reading silently refers to:
a)
Writing vocabulary
b)
Listening vocabulary
c)
Speaking vocablary
d)
Meaning (reading) vocabulary
4.
(Competency 10)
The words you can recognize and correctly pronounce is called...
The words you can recognize and correctly pronounce is called...
a)
Sight (reading) vocabulary
b)
Writing vocabulary
c)
Listening vocabulary
d)
Regular vocabulary
5.
(Competency 10)
True or False: Listening vocabulary is the words you understand when listening to other people speak.
True or False: Listening vocabulary is the words you understand when listening to other people speak.
a)
TRUE
b)
FALSE
6.
(Competency 10) True or False: "Speaking vocabulary" is the words you use when you talk and are always smaller than your listening vocabulary.
a)
TRUE
b)
FALSE
7.
(Competency 10)
The role of vocabulary and fluency in reading development is important because:
The role of vocabulary and fluency in reading development is important because:
a)
knowing the meaning of words helps in the ultimate achievement of swift, accurate word recognition and in all aspects of fluency
b)
understanding the meaning of words makes it easier to recognize words and read fluently
c)
Neither is important
d)
Both are important
8.
(Competency 10)
The role of vocabulary and reading comprehension is important not only because a child's level of vocabulary is a key indicator and predictor of whether or not the child understands what s/he is reading but also because:
The role of vocabulary and reading comprehension is important not only because a child's level of vocabulary is a key indicator and predictor of whether or not the child understands what s/he is reading but also because:
a)
a child who comprehends what s/he is reading will be able to define several key words in the text after s/he has read
b)
a teacher making a prediction about whether or not a child would comprehend a text that the child would be asked to read, a test of target vocabulary in the text will be a good predictor
c)
if you don't understand the meanings of important words in a reading selection, there is virtually no chance you will understand what you have read
d)
All of the previous
9.
(Competency 11)
Vocabulary instruction involves direct instruction of specific words, and each of the following EXCEPT:
Vocabulary instruction involves direct instruction of specific words, and each of the following EXCEPT:
a)
looking up the meaning of a word in the dictionary
b)
Teaching students independent word-learning strategies
c)
Developing word consciousness
d)
Encouraging wide reading
10.
(Competency 11) Important aspects of research-based principles of vocabulary instruction include:
a)
instruction that must fit the age and ability of the students
b)
lessons that provide examples of how target words are used in the context of sentences and paragraphs
c)
children must have repeated exposure to words to learn their meanings using developmentally appropriate, "kid-friendly" definitions
d)
All of the above
11.
(Competency 11) The following are all effective strategies of direct teaching of specific words EXCEPT:
a)
contextual redefinition
b)
semantic maps and feature analysis
c)
word sorts
d)
teacher displays a word on the board and tells children what it means
12.
(Compectency 11)
True or False:
Contextual redefinition makes use of the context surrounding the target word and the power of cooperative learning; it is especially effective when teaching words from a story in a basal reader or from a chapter in a social studies or science textbook.
True or False:
Contextual redefinition makes use of the context surrounding the target word and the power of cooperative learning; it is especially effective when teaching words from a story in a basal reader or from a chapter in a social studies or science textbook.
a)
FALSE
b)
TRUE
13.
(Competency 11) Semantic maps are all of the following EXCEPT:
a)
also known as word maps/semantic webs, and diagrams
b)
useful in prereading instruction because they not only teach the meanings of words but also help children activate their prior knowledge of key concepts associated with the target word
c)
an effective tool for a teacher-guided discussion about a word
d)
useful when used with a dictionary
14.
(Competency 11) During instructional activity relating to the structure of the English language, knowledge of all of the following will increase a student's vocabulary and knowledge of academic language EXCEPT:
a)
sentence structure
b)
syntax
c)
punctuation and capitalization
d)
spelling
15.
(Competency 11) True or False: "Word sorts" is a vocabulary activity where students sort a collection of words by comparing and contrasting them, and only works if the target words can be placed in 2, 3, or 4 groups. It is also good for struggling readers when the teacher creates categories in advance.
a)
TRUE
b)
FALSE
16.
(Competency11)
True or False:
"Word consciousness" is an interest in words and their meanings.
True or False:
"Word consciousness" is an interest in words and their meanings.
a)
FALSE
b)
TRUE
17.
(Competency 11) Contextual analysis attempts to teach children to figure out the meaning of an unknown word by using contextual clues. There are 4 types of contextual clues, the first being "definition contextual clues" where the author provides a definition for the target word in the text. The other 3 are all of the following except:
a)
synonym contextual clues where another word in the paragraph is a synonym for the target word
b)
antonym contextual clues
c)
example contextual clues (author has provided a definition of the target word by listing examples of the word in the text)
d)
paragraph clues
18.
(Competency 10) Is teaching nontechnical academic language (or nonacademic language) that consists of words that are used in several subjects really important? They are the words that children encounter whether they are studying mathematics, social studies, science, or the humanities (literature, music, visual art).
a)
Yes, it's important. These are words that are necessary for performing school tasks and need to be taught to children (e.g. "define," "identify," "illustrate," "speculate," "summarize," "classify").
b)
No, it's not important to teach nonacademic words.
19.
(Competency 10) True or False? There are some cons associated with using a dictionary to define unknown words in a text.
a)
FALSE: Using a dictionary to find the definition of an unfamiliar word is the only way to determine its meaning. There are only pros to using a dictionary.
b)
TRUE: Stopping during reading to consult a dictionary is a slow process that distracts you from the meaning of whatever you are reading. Students may not be able to understand the definition they read if a word has more than 1 meaning; they may not know which definition is appropriate given the context of the passage
20.
(Competency 11) In order to meet the needs of all learners, teaching English learners and speakers of nonstandard English should not only focus on cognates, but also:
a)
teach English syntax
because in many languages, syntax (word order) is different from English; ELs need to be taught the differences
because in many languages, syntax (word order) is different from English; ELs need to be taught the differences
b)
provide concrete examples such as real things, illustrations and charts for added visual support
c)
build knowledge of English morphemes by teaching the meanings of common English roots, prefixes, and suffixes will allow them to independently figure out the meanings of words
d)
All of these are important to focus on
21.
(Competency 11) When listening during an instructional activity to support what students have learned, teachers should only read aloud literary (fictional) texts.
a)
TRUE, it is not necessary to focus on both
b)
FALSE, they should also read informational texts aloud as well.
22.
(Competency 10) The role of early vocabulary development in students' affects their later achievement in reading. Over a period of time the gap between high-achieving and low-achieving readers widens. If a child does not gain an understanding of the meanings of thousands of words in pre-K, K, 1st grade, and 2nd grade, then s/he will find reading a frustrating task. As a result, the child reads less, and as a result of that, the further the child falls behind peers who read a great deal. Effective vocabulary instruction for all children and timely intervention for those who are having difficulty in the primary grades is so important in avoiding the...
a)
The David Syndrome
b)
The Goliath Problem
c)
The Josiah Result
d)
The Matthew Effect
23.
(Competency 10) Fiction and information books we read tend to use a larger and more sophisticated vocabulary and more complex language structures than speech. This is a challenge for students because the additional complexity of written language requires teachers to teach vocabulary, academic language, and background knowledge. Therefore:
a)
text is more complex than speech
b)
text is less complex than speech
c)
speech is more complex than writing
d)
writing is just as complex than speech
24.
(Competency 11) True or False? An entry-level assessment determines whether too many words have been selected for an instructional sequence, or whether additional words can be added. It is important in all aspects of reading development, however an effective vocabulary one is essential.
a)
TRUE
b)
FALSE
25.
(Competency 11) Progress-monitoring assessment is less formal and it depends largely on teacher observation and analysis of student work products. The teacher will decide which words need to be retaught.
a)
FALSE
b)
TRUE
26.
(Competency 11) True or False? Summative assessments should challenge students to use words in context when they talk and write. It's focus should not be on repeating definitions; rather, it should be on determining whether or not students know words well enough to use them appropriately.
a)
TRUE
b)
FALSE
27.
(Competency 11) True or False? A good way to assess meaning vocabulary and academic language is to use a word in a phrase/sentence or use multiple answer options format. This is the most valid format for assessment of knowledge of word meaning because the target word does not appear in isolation.
a)
TRUE
b)
FALSE
28.
(Competency 11) A way to assess knowledge of language structures is using a technique developed for assessing comprehension, where the teacher selects a passage of about 300 words and deletes every 10th word; students try to figure out the missing words. To assess knowledge of language structures, a teacher would be more selective in deleting words, choosing some nouns, some verbs, some adjectives, and some adverbs. To fill in the appropriate words, students would have to understand what part of speech is missing. This technique is called:
a)
CLOZE assessment
b)
CLOSET assessment
c)
CLOSE assessment
d)
CLOZE encounter
29.
(Competency 11) One key point to analyze, interpret and use assessment results is that analysis should be standards-based. Another key point is:
a)
analysis and interpretation should reveal why children are performing below expectations
b)
teachers should use results to create standards-based individual and class profiles
c)
None of the above
d)
All of the above
30.
(Competency 11) Tests of morphemic analysis assess student knowledge of prefixes, suffixes, root words, and compound words, sometimes called tests of "structural analysis." TRUE OR FALSE? Some tests ask students to identify nonsense words with common prefixes or suffixes.
a)
TRUE: these are really tests of prefix and suffix identification rather than meaning. More meaning-oriented tests ask students to DEFINE common prefixes and suffixes
b)
FALSE: teachers would never use nonsense words to teach students with
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