Vocabulary and Fluency

Question 1

In what order are the different types of vocabulary skills acquired?

Answer 1

listening –> speaking –> reading —> writing

Question 2

What types of vocabulary are receptive?

Answer 2

reading, listening

Question 3

What types of vocabulary are expressive?

Answer 3

speaking, writing

Question 4

refers to the words we need to know to understand what we hear; this is part of a students’ receptive vocabulary

Answer 4

listening vocabulary

Question 5

consists of the words we use when we speak; this is part of a students’ expressive vocabulary

Answer 5

speaking vocabulary

Question 6

refers to the words we need to know to understand what we read; this is part of students’ receptive vocabulary

Answer 6

reading vocabulary

Question 7

the last vocabulary skill acquired; this consists of the words we use in writing; this is part of students’ expressive vocabulary

Answer 7

writing vocabulary

Question 8

this skill relates to listening vocabulary; this is when a student can understand a story that is being read aloud; this skill is often developed before reading comprehension

Answer 8

listening comprehension

Question 9

what are the four key components of vocabulary instruction?

Answer 9

wide reading, instruction of individual words, word learning strategies, and development of word consciousness

Question 10

involves a strategy in which students are presented with an immense variety of texts during each reading session rather than doing repetitive readings of a single text

Answer 10

wide reading

Question 11

also known as specific word instruction; this strategy can deepen students’ knowledge of word meanings

Answer 11

individual word instruction

Question 12

include dictionary use, morphemic analysis, and contextual analysis. For ELLs whose language shares cognates with English, cognate awareness is also an important strategy.

Answer 12

Word-learning strategies

Question 13

when students are aware and interested in words and word meanings; students with this notice when and how new words are used

Answer 13

word consciousness

Question 14

words which sound alike or are spelled alike (include homophones and homographs)

Answer 14

homonyms

Question 15

words that sound the same but are spelled differently

Answer 15

homophones

Question 16

words that are written the same but have different sounds and meanings

Answer 16

homographs

Question 17

teaching vocabulary in ____ is essential

Answer 17

context

Question 18

T or F: dependence on a single vocabulary instructional method will result in optimal learning

Answer 18

False

Question 19

High-frequency words used in everyday speech. These words are learned in conversation. They rarely require direct instruction and are often referred to as sight words.

Answer 19

Tier I words

Question 20

These words occur across contexts. More common in writing and everyday speech, these words enhance comprehension of a text. These words are best used for targeted explicit vocabulary instruction.

Answer 20

Tier II words

Question 21

These are low-frequency words. They are limited to a specific domain. They often pertain to a specific content area. They are best learned within the content/context of the lesson or subject matter.

Answer 21

Tier III words

Question 22

a form of information (such as a definition, synonym, antonym, or example) that appears near a word or phrase and offers direct or indirect suggestions about its meaning

Answer 22

context clue

Question 23

these context clues restate the meaning of the word using a synonym

Answer 23

synonym or restatement clues

Question 24

these context clues state the opposite of the word in question

Answer 24

antonym or contrast clues

Question 25

these context clues are subtle statements that drop hints to what the word in question is

Answer 25

inference clues

Question 26

when the passage lacks context clues for difficult words, using a _____ is appropriate

Answer 26

dictionary (or thesaurus)

Question 27

___ instruction helps students learn difficult words, such as words that represent complex concepts that are not part of the students' everyday experiences

Answer 27

direct

Question 28

vocabulary knowledge supports the _____ cueing system

Answer 28

semantic

Question 29

examples of direct instruction

Answer 29

-providing students with instruction in specific words important to students' content learning/ understanding of a text -teaching more general word-learning strategies that students can apply to a variety of words -supporting students' oral vocabulary by providing opportunities to use new vocabulary

Question 30

the ability to read with speed, accuracy, and proper expression, and it is a necessary skill for reading comprehension

Answer 30

fluency

Question 31

the essence of reading; it is when students begin to form images in their minds when they read/able to make predictions because they can understand what is happening in the story- students in this stage read fluently with prosody, automaticity, and accuracy

Answer 31

comprehension

Question 32

an informal test to measure students' reading progress where a teacher follows along as the student reads

Answer 32

fluency checks/fluency reads

Question 33

comprises timing, phrasing, emphasis, and intonation that readers use to help convey aspects of meaning and to make their speech lively

Answer 33

prosody

Question 34

the fast, effortless word recognition that comes with repeated reading practice

Answer 34

automaticity

Question 35

the number of words a student reads correctly- typically measured by having students read aloud during a fluency check/running record

Answer 35

accuracy

Question 36

the speed at which students read words correctly

Answer 36

rate

Question 37

what are the 4 general stages of fluency?

Answer 37

1) accurate, automatic letter naming 2) word reading 3) reading connected text 4) reading complex academic texts

Question 38

____ is the bridge between decoding and comprehension

Answer 38

fluency

Question 39

____ is the bridge between fluency and comprehension

Answer 39

prosody

Question 40

____ reading helps to increase automaticity and fluency

Answer 40

repeated

Question 41

name instructional methods that work to develop fluency and increase automaticity, accuracy, prosody, and rate

Answer 41

choral reading repeated reading running records miscue analysis conferencing data folders

Question 42

reading aloud in unison with a whole class or group of students - helps with accuracy & prosody

Answer 42

choral reading

Question 43

reading passages again and again, aiming to read more words correctly per minute each time - helps with automaticity, rate, accuracy & prosody

Answer 43

repeated reading

Question 44

following along as a student reads and marking when they make a mistake or miscue- at the end the teacher counts how many wcpm the student read- helps with automaticity, accuracy, rate, prosody

Answer 44

running records

Question 45

looking over the running record, analyzing why the student miscued and employing strategies to help the student with miscues - helps with accuracy

Answer 45

miscue analysis

Question 46

another name for leveled reading books; help with automaticity

Answer 46

basal readers

Question 47

a strategy for developing reading fluency; it engages students by having students read parts of a script - helps with prosody

Answer 47

readers' theater

Question 48

students reading silently on their own; helps with automaticity, accuracy, rate, & prosody

Answer 48

silent sustained reading

Question 49

name 3 evidence based, explicit strategies for prosody

Answer 49

1) teacher modeling 2) phrase-cued reading 3) echo reading

Question 50

when the teacher reads aloud, modeling effective fluency strategies in decoding, word analysis and recognition, and prosody (may involve think-aloud)

Answer 50

teacher modeling

Question 51

using text that is divided according to natural pauses that occur in and between sentences

Answer 51

phrase-cued reading

Question 52

involves the teacher reading aloud a text line by line or sentence by sentence, modeling appropriate fluency- after reading each line, the students repeat the reading of the line with the same rate and prosody

Answer 52

echo reading

Question 53

in what order are these skills acquired: fluency, comprehension, encoding, decoding

Answer 53

1) decoding 2) encoding 3) fluency 4) comprehension

Question 54

books designed to entertain and inform outside the classroom- these books may introduce or expand upon a topic by including it in a fictional setting, or alternatively, a non-fiction account from real life

Answer 54

trade books

Question 55

increasing students' ____ knowledge (or schema) is essential in helping students increase their fluency and ultimately their comprehension

Answer 55

background

Question 56

teachers must use a balanced literacy approach in the classroom- this means they are using both ____ and ____ texts (text types)

Answer 56

informational, literary

Question 57

reading level: accuracy of 95% or higher example: a student easily reads through a paragraph, exercising prosody and automaticity- the student makes only one error

Answer 57

independent

Question 58

reading level: accuracy of 90% example: a student reads through a paragraph, mostly exercising prosody and automaticity. The student makes only six errors, but self corrects on most of them.

Answer 58

instructional

Question 59

reading level: accuracy of 90% or lower example: the student struggles to read with automaticity and frequently stops to decode- the student makes more than six errors and rarely self-corrects

Answer 59

frustration