Domain 4

Question 1

The five different vocabularies people have

Answer 1

Listening vocabulary
Speaking vocabulary
Writing vocabulary
Sight (reading) vocabulary
Meaning (reading) vocabulary

Question 2

The Matthew Effect

Answer 2

Capable readers become better readers because they read more and the books they read are more challenging with sophisticated vocabulary words. The gulf between more capable and less capable readers grows larger because less capable readers read less and the books they read are less challenging.

Question 3

Comprehension of text requires the reader to have the following:

Answer 3

1. Understand the meaning of important vocabulary in the text
2. Know the academic language
3. Have background knowledge on the text topic

Question 4

What is Morphemic Analysis?

Answer 4

Looking at parts of the word, i.e. affixes and roots, to determine meaning (structural analysis)

Question 5

What is Contextual Analysis?

Answer 5

Figuring out a word from contextual clues. (definition, synonym, antonym, example clues)

Question 6

Ways to develop word consciousness in students.

Answer 6

1. synonyms and antonyms
2. homophones and homographs
3. word of the day
4. idioms and puns
5. poetry
6. etymology

Question 7

Methods of teaching new vocabulary words.

Answer 7

Semantic map (word in the middle)

Semantic feature analysis (table of common features)

Contextual Redefinition (3 phases of writing definition)

Word Sorts (compare and contrast words according to categories)

Question 8

Using the dictionary. (Proper use considerations and disadvantages)

Answer 8

Use a developmentally appropriate dictionary.

Students need direct instruction on proper use.

Disadvantages: stops the flow of reading; definitions are hard to understand; student needs alphabetizing skills;

Question 9

What are the three tiers of academic words students should learn?

Answer 9

First tier - everyday, simple words most children know without instruction: flower, water, rain
Second tier - more difficult words that appear in several contexts across 2 or more areas of study: climate, tropical, predict.
Third tier - most difficult words, used in one specific area of study: unicellular, protozoa, amoeba.

Question 10

Name 3 reasonable criteria for determining what words to teach:

Answer 10

1. Frequency - how often students will encounter the word
2. Utility - how often students will need to write the word
3. Level of knowledge - the less students know about a word - the more important to teach it.

Question 11

What are the four types of contextual clues?

Answer 11

1. Definition contextual clues - the author provides a definition for the word in the text.
2. Synonym contextual clues - Another word in the paragraph is a synonym for the target word.
3. Antonym contextual clues - Another word in the paragraph is an antonym for the target word.
4. Example contextual clues - The author provides a definition of the word with examples.

Question 12

What is the difference between homophones and homographs?

Answer 12

Homophones are two words with the same sound (mail, male)

Homographs are two words with the same spelling but different pronunciations (cool wind, wind the clock)

Question 13

4 ways to build meaning (reading) vocabulary

Answer 13

1. Direct teaching of specific words.
2. Teach independent word-learning strategies.
3. Develop word consciousness in students.
4. Encourage students to read on their own

Question 14

3 independent word learning strategies

Answer 14

Morpheme analysis
Contextual analysis
Using the dictionary

Question 15

Interventions for teaching meaning of words to English Learners and speakers of nonstandard English

Answer 15

Focus on cognates.
Provide concrete examples
Build knowledge of English morphemes
Teach English syntax

Question 16

How can you differentiate vocabulary instruction for advanced learners?

Answer 16

1. Increase pace and complexity of instruction.

2. Extend depth and breadth of instruction.