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FOR 9
| Question | Answer |
|---|---|
| oral vocabulary refers to ____ | the words a person understands and uses in spoken language |
| a strong oral vocabulary provides ______ | the foundation for decoding and comprehending written words |
| written vocabulary refers to ______ | words students encounter and use in written form |
| students with strong oral and written vocabulary _________ | are better able to understand complex texts, articulate nuanced ideas, analyze, and evaluate info critically, and engage in meaning discussion and problem solving tasks |
| Oral vocabulary precedes and supports ____ | written vocabulary |
| strong oral vocabulary is crucial for ___________ | decoding and comprehending words in print |
| strategies for promoting oral language and listening comprehension | purposeful read-alouds, text or content-based discussions, explicit vocabulary instruction, and interactive activities |
| higher-order thinking is essential in _______ | increasing comprehension |
| critical thinking is ______ | multi-step, high level thinking (analyze, evaluate, interpret, and synthesize) |
| creative thinking requires __ | students to create something by applying their skills. |
| reflective thinking is _______ | a type of evaluation that requires students to look back on and reflect on their learning process (promotes abstract thinking) |
| Bloom's Taxonomy is ___________ | a hierarchical model used to classify educational learning objectives into levels of complexity and specificity |
| The skills (verbs) at the highest level of Bloom's pyramid are: | apply, evaluate, analyze, and create |
| Bloom's Taxonomy pyramid from bottom to top (lowest level to highest level) are: | remember/memorize, understand/identify, categorize, compare/contrast, apply, evaluate, analyze, and create |
| metacognition | thinking about your thinking (understanding the processes in your mind and using various techniques to understand text) |
| strategies for boosting comprehension, critical thinking, and metacognition: | predicting, questioning, read aloud/think aloud, summarizing |
| word consciousness | refers to an awareness and interest in words, their meanings, and how they are used |
| strategies for promoting word consciousness | word of the day activities, word play and games, explore word origins, text-based word exploration, create word walls |
| incidental vocabulary | incorporating sophisticated vocab into lessons and everyday |
| word-learning strategies empower students to ________ | decode the meaning of unfamiliar words on their own, fostering lifelong vocabulary growth and reading comprehension |
| understanding common sayings, proverbs, idioms, foreign words abbreviations, and discipline-specific words is essential for _____ | comprehension of literal and figurative language. |
| common sayings and proverbs | short phrases that convey wisdom, advice, or universal truth "better safe than sorry" |
| idioms | figurative expressions that mean something different from their literal meaning "it's raining cats and dogs" |
| foreign words and abbreviations | non-English words and shortened forms commonly used in English "RSVP" |
| disciplione-specific symbols | visual symbols that have specific meanings in various disciplines (the degree symbol, the infinity symbol) |
| strategies to teach common sayings and proverbs | contextual practice, direct explanation and modeling, visual aids, word origin and etymology, discipline-specific integration |
| Tier 1 vocabulary | basic, everyday words used in oral communication (example - house, run) |
| Tier 2 vocabulary | high-utility academic words used across content areas (example - analyze, interpret) |
| Tier 3 vocabulary | content-specific, domain-related terms (example - photosynthesis, parallelogram) |
| spoken English is __ | typically less formal and uses conventional grammar ("I'm gonna go") |
| written English follows ______ | formal grammar conventions, such as complete sentences and proper punctuation |
| Conventions of Standard English | capitalization, punctuation, and spelling |
| strategies for differentiating instruction for ELs | pre-teach vocab using visuals and COGNATES |
| strategies for differentiating instruction for SWDs | use tactile and visual aids to build vocab |
| strategies for differentiating instruction for struggling readers | provide guided practice with academic sentence frames |
| strategies for differentiating instruction for grade-level performers | incorporate independent reading with vocabulary-focused tasks |
| strategies for differentiating instruction for highly proficient students | assign advanced tests that require deeper vocab application and analysis |
Created by:
kristikee