3. What is the knowledge of words and
word meanings called?
A.) Comprehension
B.) Decoding
C.) Vocabulary
C.) Vocabulary
D.) Inferences L F

5. A.) 95 % What percentage of words must a student
know to understand the spoken or written word?
In CCSS Appendix A reports that research shows that if students are truly to understand what they
read, they must grasp upward of 95 percent of the words (Betts, 1946; Carver, 1994; Hu & Nation, 2000; Laufer, 1988).
A.) 95 %
A.) 95%
B.) 100 %
C.) 75 %
D.) 50 % L F

7. B.) U.S. Dept. of Education What department made the recommendation
that # 1 for Adolescent Literacy is to provide
explicit vocabulary instruction?
IES Practice Guide 1 explicit vocabulary instruction Provide repeated exposure 3. variety of contexts 4. strategies to make them independent vocabulary learners.
A.) Michigan Dept. of
Education
B.) U.S. Dept. of Education
B.) U.S. Dept. of Education
C.) Dept. of Homeland
Security
D.) Whole Language
Institute L F

9. How does a student learn vocabulary with direct explicit instruction?
A.) Step by step instruction
Direct explicit instruction: Student given description, explanation, or example of word. Ask students to give the same in their own words. Student draws a picture, symbol or graphic to represent the new word.
A.) Step by step instruction
B.) Guess the answer
C.) Use context clues
D.) Infer the answer L F

11. What defines General Academic Vocabulary
according to the Common Core Standards?
Tier 2 words by definition are not unique to a particular discipline and not the clear responsibility of a particular content area teacher. They are far less well defined by contextual clues in the texts and far less likely to be defined explicitly within a text. They are are frequently encountered in complex written texts and are particularly powerful because of their wide applicability to many sorts of reading
A.) Statistical language
B.) Everyday language
C.) Sophisticated ways to
say simple things.
C.) Sophisticated ways
to say simple things
D.) Language of the
disciplines L F

13. Which word is an example of General
Academic Vocabulary?
Determined has multiple meanings, is likely to appear in future literary and informational
texts, and is part of a family of related words (determine, determination, determined, terminate, terminal).
A.) good
B.) determined
B.) determined
C.) photosynthesis
D.) polygon L F

15. Which is larger? A student’s Productive
Vocabulary or Recognition Vocabulary
Full knowledge and control over the word (Productive Control)
Basic understanding when word is read or heard (Receptive Control) Recognition moves to production as more is known about the word.
A.) They are not related
B.) They are the same
C.) Productive is greater
D.) Recognition is greater
D.) Recognition is greater L F

17. Which one is NOT a label that connects
words to our memories?
These are examples of the power of words to access and articulate what information we stored.
A.) Packet of Knowledge
B.) Aphasia
B.) Aphasia
C.) Schema
D.) Prior Knowledge L F

19. How many levels of vocabulary are
described in the Common Core Standards?
Ask the participants to name the categories and give an example of each. Tier One words are the words of everyday speech Tier Two words that are general academic vocabulary Tier Three words are domain-specific vocabulary
A.) five
B.) ten
C.) three
C.) three
D.) two L F

21. D.) 3 - 10 How many words per selection should be
identified for pre-reading direct instruction?
A.)
B.) all difficult words
C.)
D.)
D.) L F

23. Which is NOT among the criteria for a word
selected for direct explicit instruction?
A.) are unknown
B.) likely encountered in
the future
C.) critical to meaning
D.) foreign
D.) foreign L F

25. Which of these cues is NOT useful in
building word and concept meaning?
Etymology is the study of the history of words, their origins, and how their form and meaning have changed over time. Syntax is organization of words in sentences: the ordering of and relationship between the words and other structural elements in phrases and sentences. Morphology is the structure of words: the structure of words in a language, including patterns of inflections and derivation
A.) syntax
B.) decoding
B.) decoding
C.) morphology
D.) etymology L F

27. How many steps are in Dr. Marzano’s
process for vocabulary instruction?
A.) four
B.) twelve
C.) ten
D.) six
D.) six L F

29. What is the intention of the first three steps
of Dr. Marzano’s vocabulary instruction?
List some of the activities. 1. student receives description, explanation, or example of the word. 2. Student gives back same kind of information in his/her own words Student draws or finds a picture, symbol or graphic for the word.
A.) practice
B.) inquiry
C.) direct instruction
C.) direct instruction
D.) reinforcement L F

31. What is the intention of the last three
steps in Dr. Marzano’s instructional process?
A.) practice and
reinforcement
List some of the activities. 4. Engage students periodically in activities that help them add to their knowledge of the terms: morphology, syntax or etomology. 5. Share with others: pair share. Small group sharing, etc.
6. Games and activities with vocabulary – pictionary. card games, board games, etc.
A.) practice and
reinforcement
B.) remedial instruction
C.) find the definitions
D.) inquiry L F

32. Thank-you for playing…
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