Chapter 1: Vocabulary; Reading Comprehension

Question 1

Compound Words

Answer 1

are made of words that combine to form a new word

Question 2

Prefixes

Answer 2

Include any morpheme that is attached ot the beginning of a root or word and changes the meaning of that word. Prefixes do not change the form of the word, only the meaning.

Common prefixes: con-, com-, ad-, de-, di-, dis-, per-, sub-, hyper-, un-

Numbers: bi-, tri-, uni-, mono-, octo-, etc.

Question 3

Suffixes

Answer 3

Morpheme attached to the end of a word.

Suffixes often change the function of the word and often require a spelling change in the root as well.

Example: -ial to colony changes the noun to an adjective.

Question 4

Base Words

Answer 4

Words without any endings or other word parts added to them. A base word can stand on its own.

Example: side is the base word for outside.

Question 5

Homonyms

Answer 5

Two or more words having the same spelling or pronunciation but different meanings and origins.

Example: pen (writing utensil, holding place for cattle)
book (something to read, making a reservation)

Question 6

Antonyms

Answer 6

Words meaning the opposite of another word.

Question 7

Synonyms

Answer 7

Words having the same meaning as another.

Question 8

Denotation

Answer 8

Explicit definition as listed in a dictionary.

Example: Home - “a place where one lives; a residence”

Question 9

Connotation

Answer 9

The associated or implied meaning of a word.

Example: Home - “a place of security, comfort, and family”

Dorothy: “There’s no place like home” is referring to connotative meaning versus denotative meaning (dictionary meaning).

Question 10

Derivation of Words

Answer 10

The origins of vocabulary

Hippo: Greek word for horse
Potamus: river

Greek and Latin are many of the root words in English

Question 11

Common Roots

Answer 11

Acr, acro: heigh, summit, tip
Greek - akros = high, extreme
Examples: acrobat, acronym

Ant-, anti-: against, opposed to, preventative
Greek - anti = against
Ex: antibiotic, antipodes

Aqu-: water
Latin - aqua
Ex: aquamarine, aquarium, aqueduct

Bi-: two
Latin - bis “twice” bini “in twos”
Ex: binoculars, bigamy, biscotti

Question 12

Word maps

Answer 12

For each unfamiliary word the student, with the support of th teacher, creates a graphic organizer for the words.

At the top or center of the graphic organizer is the unfamiliar word. Then branching off of the word are three categories that can include classification, what the class or group of words belong to, qualities of the word, and finally examples of the word.

Question 13

Skimming

Answer 13

Used to quickly identify the main identify the main ideas of a text.

Strategies:

1) Reading the first and last sentence of paragraphs
2) Reading only the headings,
3) Reading through the summaries or other organizers that appear in the text
4) Also useful when searching dates, names, locations

Question 14

Scanning

Answer 14

Technique you often use when looking up a word in a dictionary or encyclopedia. A student knows what word, idea, or thought he or she is looking for.

Strategy: Quickly gazing through a text to locate the word or idea being sought. Can also be used to determine if resources will assist in answering desired questions.

Question 15

Previewing

Answer 15

Simply going over texts with students before they engage with the text.

Titles, section headings, photo captions.

Gives students a sens of structure, organization, and comfort of the reading material.

Question 16

Predicting

Answer 16

Making predictions before reading.

Can use headings, pictures, etc. to make predictions.

Students can revisit.

Question 17

Visualizing and graphic organizers

Answer 17

Many students think visually and might best comprehend reading material if there are shapes, spatial relationships, movements, or colors involved in the reading.

Teachers can instruct students to imagine a story as if it were a movie going on in their heads or imagine characters’ features.

Teachers can also use graphic organizers or outlines to layout the plot or sequential order of the texts being read.

Question 18

Questioning

Answer 18

Having students create their own questions about the text as they move through it is a helpful strategy.

Before reading a text teachers can instruct their students to think about the subject, characters, or plot and make notes as they move deeper into the content.

Teachers can instruct their studnets to pause during the reading and write down the questions and then revist those questions later to see if they have found answers.

Question 19

Activating prior knowledge

Answer 19

Good readers constantly try to comprehend what htey are reading by seeing if the texts connect with what they already know.

Three main connections:

1) Text to self
2) Text to world
3) Text to text

Connecting a text to students’ experiences can help them personalize the information they’re about to receive.

Question 20

Annotating

Answer 20

Successful readers often read with a writing utensil in their hand to make notes as they read.

Annotating requires readers to constantly be thinking and be actively engaged with the text.

“Speak back” to the text by writing, circling, or commenting right on the page.

Teachers might instruct students to mark or underline the main idea, key words, or phrases as they move through the text.

Question 21

Retelling an summarizing

Answer 21

Retell or summarize the text in their own words.

Retelling can assist with clearing up language or comprehension issues.

Summarizing allows them to distinguish between main points and minor points.