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LETRS UNITS 5-8 EXAM QUESTIONS AND CORRECT ANSWERS | GRADED A+
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LETRS UNITS 5-8 EXAM QUESTIONS AND CORRECT ANSWERS | GRADED A+
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1 | P a g e LETRS UNITS 5 -8 EXAM QUESTIONS AND CORRECT ANSWERS | GRADED A+ Ways of closing the language gap for language -poor children early on include (select all that apply): - Answer: improving daycare and preschool programs. -AND - coaching of infants' parents. -AND - interventions to stimulate language development in young at -risk children. Every word a student is exposed to is stored in both the phonological and semantic lexicons. - Answer: False About how many words should be taught in depth per week in the primary grades? - Answer: 10 A developed vocabulary in preschoolers predicts better reading comprehension in third grade. - Answer: True Recognizing the meaning of a partially known word in context is an example of: - Answer: receptive vocabulary. Deep knowledge of a word's meaning may include personal associations triggered by the word. - Answer: true Which of the following can help students establish high -quality mental connections in memory as they learn words? Select all that apply. - Answer: placing students in a language -rich environment -AND - reading aloud to students -AND - explicit teaching of selected words Techniques for enhancing interactive book reading include - Answer: using props to introduce new words. -AND - using words students know when defining a new word -AND - elaborating on student responses. Word lists are an ideal method for selecting vocabulary to teach to students. - Answer: False ELs' needs for vocabulary instruction may differ from native speakers because (select all that apply): - Answer: they may be unfamiliar with the meanings of Tier 1 words -AND - they may need explicit interpretation of figurative language. Inhibiting students' use of their native language is counterproductive to developing proficiency in English. - Answer: True 2 | P a g e Low-frequency words that pertain to a specific area of study would be considered: - Answer: Tier 3 When introducing new words for in -depth instruction, it's best to do it in writing before using the words orally. - Answer: False After explaining the meaning of a new word to students, the next step should be to: - Answer: After explaining the meaning of a new word to students, the next step should be to: Useful adaptations of word instruction for English Learners (ELs) include (select all that apply): - Answer: adding emphasis on potential phonological confusions. b. having students repeat simple sentences using the word. c. adding references to a cognate. Explicit vocabulary instruction includes which of the following? Select all that apply. - Answer: explaining the new word's meaning using a student - friendly definition -using visual prompts or actions to clarify word meaning The instruction "Tell your partner about a time you acted responsibly" is an example of: - Answer: eliciting word use. Words that express the degrees of meaning between each other are called: - Answer: gradable antonyms. A student sentence that includes a complete definition of the word snow could look like: - Answer: "It's frozen water that comes down like flakes." What is the main focus of classification activities? - Answer: ensuring students understand the relationships among the words included Most of the oldest words used in English do not have multiple meanings. - Answer: false How might teachers help students "own" new vocabulary words? - Answer: Provide extension activities to encourage students to use the words they've learned. Understanding that word choices matter and that words carry power is one way to describe: - Answer: word consciousness.The benefits of buying summaries with Stuvia:
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