Fluency and Vocabulary

Question 1

Describe some instructional strategies to encourage vocabulary acquisition through reading and writing activities.

Answer 1

If a new text contains unfamiliar vocabulary words that are central to the
meaning and/or may be difficult to decode, a teacher may preview the words
with the group. After introducing the topic of the text, the teacher may flip to
the words, show students their spellings, and ask students to share what the
words may mean based on prior knowledge and picture clues. Exposure to
these words before reading will build readers’ confidence and help them
recognize and decode the words faster, maintaining fluency. Knowing the
meanings in advance will also assist with comprehension.

When reading aloud to students, teachers may pause at new vocabulary
words and model how to use context clues, prior knowledge, and picture
support to decode and comprehend the new words. Students can be
encouraged to use these strategies when reading independently.

Readers need repeated exposure to vocabulary words to develop automatic
recognition and comprehension. Teachers may display classroom charts
containing vocabulary words and their meanings, possibly using picture
clues for young readers.

Students can also be encouraged to incorporate vocabulary words in their
own writing. Word walls or charts containing the words can assist students
with spelling and remembering the meanings of the words.

Question 2

Describe some specific instructional strategies to help readers recognize and explore the meanings of unknown vocabulary words during independent reading.

Answer 2

First, it is important for students to identify unknown vocabulary words
when reading. Readers who are not monitoring their own
comprehension may decode the words and continue reading, even if
they do not understand their meanings. Teachers can model how to stop
when they reach words they don’t understand, even if they can decode
them, and encourage students to do the same.

Next, readers need to determine which unknown words are central to
the meanings of the text and worth exploring further. This is important
because there may be many unknown words and, if readers stop
extensively at each one, fluency and comprehension may be interrupted.
Therefore, students can be encouraged to consider whether or not they
can comprehend the sentences and overall meanings of the texts
without devoting more energy to these particular unknown words.

If readers determine that the unknown words are central to the meaning
of the text, they can be encouraged to use strategies such as using
context clues, looking for known roots or affixes, or consulting
dictionaries. Overall, readers should be encouraged to monitor their
own reading and comprehension and determine when to apply known
strategies.

Question 3

Describe some specific instructional strategies to support vocabulary acquisition and use through listening and speaking.

Answer 3

Young children begin their vocabulary development through listening
well before they begin to read and write. Through listening to family
members, caregivers, and others, children develop their meaning (oral)
vocabularies. These are words that children understand when heard and
eventually use in their own speech. These vocabularies can be developed
by talking to the children frequently and for a variety of purposes,
reading to them, exposing them to songs, rhymes, and poems, and many
other language activities.

Children continue to build vocabulary through listening and speaking
activities when they begin school. Teachers can read aloud to students
often, varying the genres and purposes for listening. Engaging students
in discussions about what was read aloud can give students a purpose
for listening and opportunities to use text-related vocabulary in their
own oral responses. Teachers can also incorporate key vocabulary
words in class discussions.

Students should also have frequent opportunities to speak in the
classroom. In addition to informal class discussions, students can
present projects to classmates and explain their thinking during
problem-solving. They should be encouraged to use content-specific
vocabulary when appropriate.

Question 4

Define homograph, and describe some specific instructional strategies to teach homograph identification.

Answer 4

Homographs are words that are spelled the same but may be
pronounced differently and have different meanings. An example of a
homograph pair is bat (baseball bat) and bat (the flying mammal).

After explaining the meaning of homographs, teachers can assist
students with generating lists of homograph pairs. Teachers can provide
sentences using homographs, and students can identify them and their
meanings. Students can also look for homographs in texts and play
matching games to find cards with two different definitions for the same
word.

Homographs have different meanings, so it is important for readers to
be able to identify which meanings are being used when they encounter
homographs in texts. Readers can be encouraged to use context clues to
assist with determining the meanings. Readers can also be encouraged
to self-monitor their understanding of each homograph’s meaning by
asking themselves if what they have read makes sense. Because
homograph pairs can also be pronounced differently, readers can be
encouraged to try reading the sentences with each possible
pronunciation and ask themselves which one sounds right.

Question 5

Explain what a compound word is, and describe some specific instructional strategies to teach students to identify them. Also explain why identifying compound words rapidly can assist with decoding and fluency.

Answer 5

A compound word is formed by combining two or more words to form
one word with a new, unique meaning. Examples of compound words
include houseboat, moonlight, and basketball.

Identifying compound words rapidly can assist readers with decoding
multisyllabic words. Identifying the smaller, known words contained in
the compound words will help students decode the words quickly and
maintain fluency.

To teach students to identify compound words, they can practice
breaking them into parts. Compound words can be provided using letter
tiles, magnetic letters, or in writing, and students can be asked to split
them into the two smaller word parts. Puzzle cards can be created with
which two smaller words join together to create a compound word.
Readers can also be asked to find and mark compound words in texts.
When students struggle to decode compound words while reading
independently, teachers can ask what smaller, known words they see in
the unknown words.

Question 6

Describe some specific instructional strategies to teach word analysis skills and vocabulary to English language learners (ELLs).

Answer 6

Focusing on cognates is one way to help build word analysis skills and
vocabulary for English language learners (ELLS). Cognates are words in
different languages that share the same roots. For example, the English
word directions and the Spanish word direcciones are cognates. ELLs can
be encouraged to look for known parts of unfamiliar words. They can
then use knowledge about the meanings in their native languages to
determine the meanings of the English words. This strategy builds upon
ELLs’ prior knowledge. Explicitly teaching common roots and affixes can
help ELLs quickly increase their vocabularies as well.
Scaffolding should also be provided when introducing ELLs to new
words. This can be done using visuals that help demonstrate the
meanings of the words. Real objects, pictures, and gestures can all be
used. Graphic organizers can also be used to show how new words are
related and how they connect to specific topics.

Question 7

Describe some specific instructional strategies to teach word analysis skills to struggling readers.

Answer 7

Struggling readers require consistent and explicit instruction, which
often includes a combination of both whole-class instruction and
targeted individual or small-group instruction daily. They also need
frequent opportunities to manipulate words. Both building and breaking
apart related words using letter tiles can help struggling readers develop
understandings of patterns in the ways words are made.

Struggling readers can also benefit from explicit instruction on chunking
words into component parts. Depending on the ages and prior
knowledge of the students, this might include identifying syllable
patterns, onsets and rimes, roots and affixes, or smaller sight words that
are part of the larger words.

Struggling readers also need frequent opportunities to practice their
word analysis skills using real texts. After explicit instruction on
recognizing prefixes in words, for example, students can read texts that
contain several prefixes. They can identify these words and their
meanings. This will help them transfer their word analysis skills to
realistic contexts. Scaffolding can be provided through anchor charts,
graphic organizers, and teacher support during these independent
reading experiences to provide reminders of known strategies.

Question 8

Describe some specific instructional strategies to teach word analysis skills to highly proficient readers.

Answer 8

Proficient readers still have a need for differentiated reading instruction,
even if they are meeting or exceeding grade-level expectations. They can
benefit from developing the same word analysis skills as other readers,
such as looking for known parts in unfamiliar vocabulary words,
breaking words into components, and finding relationships between the
meanings and spellings of different words. These strategies should be
presented using materials and interactions that are both engaging and
appropriately challenging for proficient readers. Use of texts that have
some unfamiliar words will ensure that readers have opportunities to
apply these strategies and continue to increase their vocabularies. Using
assessments to determine reading levels or teaching readers to self-select
appropriate texts can help ensure that the selected materials offer
some challenges and learning opportunities for proficient readers.

Because proficient readers often devote less energy to decoding words
than struggling readers, they are able to allocate more energy to reading
comprehension, analysis, and reflection. Proficient readers can be asked
to evaluate authors’ word choices and discuss the effect that certain
words have on the meaning or tone of the texts.

Question 9

Describe how graphophonics, syntax, and semantics work together to assist readers with comprehension.

Answer 9

Proficient readers understand how to use a variety of reading strategies
and are able to apply them to different situations as needed. The types of
text a student reads may differ greatly in terms of vocabulary, quality of
context clues, picture support, and connections to the reader’s prior
knowledge. Therefore, the strategies that work to determine an
unknown word in any one sentence or text may not work as well in
another.

Decoding words using graphophonic clues is a strategy where readers
consider the letter-sound relationships in the word. Another strategy is
to consider syntax, or how the word sounds in the sentence and fits into
the overall sentence structure. A third strategy is to consider semantics,
or the meaning of the text, to guess the unknown word. To be correct, a
guessed word should fit all three criteria. It should look right
(graphophonics), sound right (syntax), and make sense (semantics).

When they come to unknown words, proficient readers try one strategy
first and then cross-check their guesses using other strategies. If they
realize they have made errors, they self-correct. Using a combination of
these strategies helps ensure that readers make sense out of what they
are reading.

Question 10

Describe some specific instructional strategies to help beginning readers use context clues to figure out unknown words.

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Answer 10

Like older readers, beginning readers also turn to context clues to figure
out unknown words. The types of context clues available to beginning
readers may differ, however, because the texts they read often contain
simple sentence structures and picture support.

One strategy beginning readers can use is to look for picture clues. When
a reader is stuck on an unfamiliar word, the teacher can guide the
student to look to the picture for hints.

Another strategy is to ask the reader to skip the unknown word and read
the rest of the sentence. After finishing the sentence, the teacher can ask
the reader to fill in the blank with a word that makes sense. Context
clues found in the rest of the sentence can often help the reader guess
the missing word. If the reader guesses a word that makes sense but
does not match the text, the teacher can guide the student to look for
phonetic clues within the word, such as the first sound, and try again.
Texts for beginning readers sometimes contain other context clues, such
as rhymes and repetitive vocabulary, that can be used to figure out
unknown words.

Question 11

Describe some common types of context clues that readers use to determine the meanings of unknown words.

Answer 11

There are several different types of context clues that are often provided
in sentences. One common type is a definition clue. In this type of clue,
a definition for the unfamiliar word is provided somewhere within the
same sentence; for example, the precocious toddler surprised her parents
by learning to read at a much earlier age than her peers.

Another type of context clue is an antonym clue. In this type of clue, an
antonym or contrasting definition of the unfamiliar word is provided
somewhere within the same sentence; for example, unlike his amiable
coworker, Mark was quite unfriendly when interacting with customers.

Synonym clues are a third type of context clue. In this type, a synonym
for the unfamiliar word is provided somewhere within the same
sentence; for example, the altruistic donor was so selfless that she
donated all of her lottery winnings to her favorite charity.

Inference clues are another type of context clue. With this type of clue,
the unknown word’s meaning is not explicitly given, and the reader must
infer it from the context of the sentence; for example, Sam was thirsty
after hiking the three-mile trail, so lie ordered a cold beverage at the café.

Question 12

Describe some specific instructional strategies to help students use context clues to figure out the meanings of unknown words.

Answer 12

Teachers should explicitly introduce students to different types of
context clues, including definition, antonym, synonym, and inference
clues. Examples of sentences containing each type can be provided, and
students can be asked to mark the clues, label each type, and explain the
meanings of the unknown words. They can also be asked to find
examples of each of these types of context clues in other texts. An anchor
chart listing the different types of context clues and examples of each
can also be posted in the classroom.

Students can also be given sets of words that are related in some way,
such as pairs olsynonyms or antonyms. They can be asked to write
sentences that incorporate the word pairs, creating context clues for
other readers. The students can then share their sentences with peers,
asking them to identify the context clues and meanings of the unknown
words.

Question 13

Explain the importance of knowing Latin and Greek roots that are used to form English words.

Answer 13

Many English words are formed from Latin and Greek roots. Therefore,
recognizing these roots and knowing their meanings can help readers
with both decoding and comprehending.

When readers automatically recognize Latin and Greek roots, they will
be able to quickly decode the main parts of words that contain them. If
they automatically recognize the affixes as well, they will be able to
break words into parts and decode them effortlessly. This will allow the
readers to maintain speed and fluency while reading.

The roots also hold most of the meaning in words and form the bases of
entire word families. Knowing the meanings of these roots will help
readers quickly determine the meanings of many newly encountered
words, es’iecially if they also know the meanings of any attached affixes.
For example, if readers know that the Latin root port means to carry,
they will have clues about the meanings of the words transport,
transportation, import, and export as well.

Question 14

Describe some specific instructional strategies to help readers identify Latin and Greek roots in unfamiliar words and use knowledge of these roots to determine the words’ meanings.

Answer 14

When teaching readers about Latin and Greek roots in English words,
one strategy is to help them see the relationships between words in the
same word families. This can be done by creating charts or other visual
representations of word families and their meanings. For example, a
root and its meaning can be written in the middle of a web, and words
containing the root and their meanings can be written in circles
branching off from the root.

Another strategy is to create three sets of cards, including prefixes,
suffixes, and roots. Students can experiment with combining the sets of
cards to try to form real words. When real words are created, students
can explain their meanings. Students can also be given words containing
prefixes, roots, and suffixes. They can be asked to break the words into
their components and identify the meanings of each part.

Additionally, students can be encouraged to locate words containing
Latin and Greek roots in the texts they read independently. They can use
their knowledge of the roots to define the words.

Question 15

Define affix, and explain the relationship between knowledge of affixes and reading fluency and comprehension.

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Answer 15

Affixes are letters or groups of letters that are added to root words.
Prefixes and suffixes are two common types of affixes. Root words may
have one or multiple affixes attached to them.

Learning to identify affixes and understand their meanings is important
for both fluency and comprehension. Because the same affixes are used
repeatedly in English, immediately recognizing them and knowing how
they are pronounced can assist readers with decoding multisyllabic
words. Decoding the words quickly will help the readers maintain
fluency. Because affixes also have predictable meanings, understanding
these meanings can help readers comprehend new words in texts and
build vocabulary. For example, if readers encounter the word declutter,
they may know that de means the opposite of something, and clutter
means a messy collection of things. Using this knowledge, they can put
the parts together and determine the meaning of declutter.

Question 16

Define the word prefix, and describe some specific instructional strategies that can be used to teach students to recognize prefixes and their meanings.

Answer 16

A prefix is a letter or group of letters added to the beginning of a root
word. The prefix modifies the existing word’s meaning, and a new word
is formed. For example, the prefix dis- can be added to the word respect
to form the new word disrespect.

Students need to understand the difference between a prefix and base
word. It should be emphasized that the base is a whole word, whereas
the prefix is a letter or group of letters that cannot stand alone.
Examples of words containing prefixes can be provided, and students
can practice identifying both the prefixes and root words. Non-examples
can also be provided, such as the word decal. De- is not a prefix in this
example because cal is not a word on its own.

The meanings of different prefixes can then be introduced. Root words
can be presented, and their meanings discussed. Prefixes can then be
added, and students can discuss how the meanings of the words change.
They can list other words containing the same prefixes, along with their
meanings.

Students can also be encouraged to find examples of words containing
prefixes in texts independently and use clues to determine their
meanings.

Question 17

Define the word suffix, and describe some specific instructional strategies that can be used to teach students to recognize suffixes and their meanings.

Answer 17

A suffix is a letter or group of letters added to the end of a root word.
When added, it sometimes changes the meaning of the root word and
forms a new word. It may also change the part of speech of the root
word. An example of a suffix is -ful. When added to the end of the root
word thank, it forms the word thankful, which means full of thanks.

To introduce the topic, students can be given lists of words containing
suffixes and asked to identify what the words have in common. The
suffixes can then be identified, and teachers can explain how the suffixes
change the root words. Three-column charts can be created, with
columns dedicated to suffixes, their meanings, and example words.
Students can be given cards containing root words and suffixes, and they
can experiment with pairing them. They can explain whether the
combinations form real or nonsense words and define any real words
they create. Students can be encouraged to find examples of words
containing suffixes and identify their meanings based on context clues in
the texts.

Question 18

Differentiate between derivational and inflectional affixes.

Answer 18

Derivational affixes are letters or groups of letters added to root words
to change the meanings of the words or the parts of speech. For example,
if the affix un- is added to the root kind, the new word unkind is formed.
Both the original and newly formed words are adjectives, but the
meanings of the two words are different. However, if the affix -mentis
added to the root word fulfill, the new word fulfillment is formed. The
original word is a verb, and the newly formed word is a noun. Both of
these examples demonstrate derivational affixes.

Inflectional affixes do not change the part of speech of a word, but they
do serve a grammatical function. Inflectional affixes include the suffixes -
s, -ed, -ing, -en, -‘s, -er, and -est. For example, adding an inflectional affix
can change the word walk to walked. The part of speech does not change
as both words are verbs. The affix only changes the tense of the verb.
Inflectional affixes can indicate whether a noun is singular oi- plural, the
verb tense, superlatives, or possessives.

Question 19

Explain the relationship between knowledge of roots and affixes and the use of context clues for determining the meanings of unknown words.

Answer 19

Knowledge of roots and affixes and the use of context clues are closely
related. Proficient readers use a combination of these strategies to
determine the meanings of unknown words, check their initial guesses,
and revise their guesses if necessary.

When encountering an unknown multisyllabic word, a reader may first
look for known parts of the word. This may lead the reader to break the
word down into the root and affixes. Using knowledge of what each of
these components means, the reader may then guess the word’s
meaning.

However, both roots and affixes can have multiple meanings. The
reader’s initial guess may not make sense in this particular context.
Therefore, it is important for the reader to also consider context clues to
check the conjectured meaning. If it does not fit the context, the reader
may consider other meanings of the root and affixes that better fit the
context clues.

The reader may also begin by guessing the word’s meaning using
context clues and then use knowledge of the root and affixes to check the
initial conjecture. Teachers should encourage readers to use both of
these strategies to check and self-correct their deductions.

Question 20

Explain the relationship between an understanding of English grammar and usage and comprehension.

Answer 20

There is evidence that having a strong understanding of English
grammar and usage assists with reading comprehension. When readers
are able to untangle complex sentences in texts and understand how the
components work together to form meaning, they are better able to
comprehend what was read. When answering comprehension questions,
they are better able to locate key information within complex sentences.
Readers are also better able to incorporate complex sentence structure
in their own writing.

Understanding English grammar and usage includes knowledge of parts
of speech, the roles that they play, and how they are arranged in English
sentences. It also includes knowledge of how simple sentences can be
combined to form complex sentences. Readers with strong syntactic
knowledge are able to self-monitor their reading and recognize when
something does not sound right due to decoding errors. The ability to
self-monitor and make corrections when needed is important for
comprehension.

Question 21

Describe some specific instructional strategies to teach English grammar and usage to aid comprehension.

Answer 21

One strategy to teach English grammar and usage to aid comprehension
is to break sentences apart and analyze their components. Depending on
the age and prior knowledge of the student, this may include sentence
diagramming, dividing sentences into subjects and predicates, and
splitting compound sentences into simple sentences. Students may also
be asked to label sentence types—choosing from simple, compound, and
complex sentences.

An alternative strategy is to combine words to form different types of
sentences. Young readers may begin by combining only subjects and
predicates to form the most basic types of sentences. As new parts of
speech are learned, students can add additional words to form more
complex sentences. Students can also be given word cards containing
scrambled sentences. They can be asked to arrange the cards to form
sentences, analyzing each attempt by asking if the sentences they have
built sound right and make sense.

When given comprehension questions about texts, students can also
highlight the parts of the sentences that contain the relevant information
needed to respond.

Question 22

Differentiate between the conventions of spoken and written English, and explain the implications these differences have on comprehension.

Answer 22

Although there are some occasions for formal, scripted speech, most
spoken English is informal and conversational in nature. Speech often
includes a mixture of fragments and complete sentences and may
include interrupting and switching between speakers. Grammar in
spoken English tends to be less strict, and there is more flexibility in
word order. There may be differences in pronunciation, pacing, and
intonation among speakers, and listeners must adjust to these
differences to comprehend what was said. Speakers can gauge the
understanding of listeners and rephrase or re-explain when necessary.
Unlike written text, there is no formal record of what was said to review
later unless notes were taken or the speech was recorded. If speaking is
part of an instructional lesson, listeners may benefit from being given
overviews of the topics and guiding questions in advance to help focus
their attention on key information.

On the other hand, written English allows for careful and deliberate
organization. It is typically more formal and features more complex
structures than spoken English. Word order is more rigid. Writers
cannot gauge readers’ understanding or re-explain if necessary, so the
meaning needs to be clear. Readers are able to review the text later to
further clarify information.

Question 23

Explain the role that frequent and varied reading experiences play in the development of English grammar and usage skills.

Answer 23

Frequent and varied reading experiences allow readers to see diverse
examples of how authors write. They can compare and contrast different
writing styles and analyze how the audience, topic, and purpose of
writing may affect formality and structure. For example, expository
science texts will likely differ from graphic novels in formality. The
science texts may also include more content-specific vocabulary words
and use sentence patterns designed to present facts rather than
resemble conversations. Additionally, readers can see vocabulary words
and different parts of speech in context and observe how they work
together to build meaning. They can also see the effects of different
writers’ word choices on the moods of the texts. Overall, frequent and
varied reading experiences help readers become more comfortable with
language.

Being exposed to varied texts also provides students with models of
sentence structure and writing styles to emulate in their own writing.
Students often consider examples of familiar texts that fit certain genres
or themes, called mentor texts, when they write their own. Being
exposed to a variety of reading experiences gives students more
examples to draw upon when they are writing.

Question 24

Differentiate between inductive and deductive methods of teaching grammar, and explain the benefits of each type.

Answer 24

In inductive teaching, students read and analyze texts that contain similarities.
They look for patterns and identify grammar rules by themselves. For example, a
teacher might give students several compound sentences that contain semicolons
to join the two component sentences. Students might be asked to determine what
the sentences have in common, leading them to identify and discuss the use of
semicolons to join two simple sentences, Benefits include active participation by
students to determine the grammar rules and use of critical thinking skills.

Deductive teaching is another method. In deductive teaching, students are
explicitly told grammatical concepts and rules before being asked to apply them
to their own reading and writing. For example, a teacher might present a lesson
on using semicolons to create compound sentences and then ask students to look
for examples of this rule during independent reading experiences. One benefit of
this approach is that it can be quicker than inductive teaching. Some students
may also be more accustomed to this teacher-centered type of approach.

Both methods of teaching grammar can be useful, and teachers often use a
combination of both in their teaching.

Many teachers also use writing workshops to introduce grammar through minilessons
and conferences with students. Using students’ writing as informal
assessment tools, teachers can determine which grammatical concepts and rules
individual students need to practice.

Question 25

Explain the role of grammar in helping English language learners (ELLs) with comprehension.

Answer 25

Understanding grammar can assist English language learners (ELLs)
with reading comprehension. It helps them comprehend different types
of sentences. Understanding punctuation marks and word order of
different types of sentences helps ELLs determine if something is a
statement, a command, or a question.

Additionally, discerning the functions of different parts of speech helps
EELs identify the parts of sentences that carry the most meaning. This
aids in focusing their attention on the most important words in each
sentence. Recognizing words and affixes that signal verb tense also helps
EELs determine when the action takes place. For example, an ELL might
recognize that the verbs in a text end in -ed and realize that the story
takes place in past tense.

Using syntactic clues is one important strategy readers use to make
meaning from texts. To use syntactic clues, readers must have an
understanding of what sounds right in English. When ELLs develop an
understanding of English grammar and word order, they are better able
to self-monitor their reading and determine if something sounds right.
They are also better able to use context clues if they have an
understanding of correct word order in English sentences.

Question 26

Describe some specific instructional strategies to teach English language learners (ELLs) English grammar and usage.

Answer 26

English language learners (ELL5) should be taught grammar and usage
skills in realistic contexts rather than in isolation, It is also helpful to
design grammar lessons around familiar topics and vocabulary so
learners can focus on the grammar and usage concepts rather than
trying to decipher the meaning.

Teachers should frequently model correct grammar and sentence
structure through listening, reading, and speaking activities. One
strategy is to read texts that model a specific grammar rule and ask ELLs
to listen for examples of its use or apply it in their own writing. They can
also be encouraged to look for patterns in grammar and usage, such as -
ed and -ing endings.

Teachers need to carefully consider when and how to address
grammatical and usage errors made by ELLs. Frequent and immediate
corrections can cause frustration. However, if specific errors are not
addressed over time, they may become fossilized and difficult to correct.
One strategy is to note repeated errors and address them later in minilessons
rather than at the time they are made. Teachers can also pick a
small number of errors to focus on at any one time.

Question 27

Describe the eight parts of speech in the English language, and explain why learning them is important.

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Answer 27

The eight parts of speech in the English language are:
1. Nouns describe people, places, and things, for example, he ate a
chocolate cupcake.
2. Verbs describe action or being; for example, the dog chased the squirrel
around the yard.
3. Pronouns are words used in place of nouns, for example, she works in
the office building downtown.
4. Adjectives describe nouns or pronouns. They usually describe which
one, what kind, or how many of something, for example, the yellow
house is located on the corner.
5. Adverbs describe verbs, adjectives, or other adverbs. They usually
describe when, where, why, or how something happens, and they often
end in -ly; for example, the fish swam quickly away from the shark.
6. Prepositions are words that relate nouns or pronouns to other words in
the sentence; for example, the chef put the dough in the oven.
7. Conjunctions join words, phrases, or clauses; for example, the teacher
and the principal attended tile meeting.
8. lnterjections show emotion in sentences; for example, ouch—I bumped
my elbow.
When readers come across words whose meanings they do not know,
knowing the parts of speech can help them determine the function of the
words in the sentences. This will make it easier to guess the meanings using
context clues.

Question 28

Explain some specific instructional strategies to teach students to recognize different parts of speech.

Answer 28

Parts of speech are typically introduced one or a few at a time. Nouns
and verbs are often introduced first because they can be used as the
building blocks of basic sentences. If an inductive method is used,
students may be given a group of sentences with the same parts of
speech highlighted and asked to determine what the words have in
common. If a deductive method is used, teachers might explicitly teach
what each part of speech does and provide examples.

Mini-lessons can also be used. A mini-lesson on nouns, for example,
might include listing nouns that fit into the categories of people, places,
and things. lt might also include finding examples of nouns in texts or
sorting words according to whether or not they are nouns. Teachers can
also use shared reading and writing activities as opportunities to discuss
parts of speech in context.

Sentence diagrams are pictorial representations that show how parts of
speech work together to form sentences. Although sentence
diagramming can help some students visualize sentence structure, it can
he frustrating and tedious for others. Therefore, it can be considered as
one component of grammar instruction as long as it fits the needs of the
learners.