What every teacher should know Reading 101: A Guide to Teaching Reading and Writing Introduction: How Children Learn to ReadCourse ModulesPrint AwarenessPre-testIn DepthIn PracticeAssignmentsPost-TestPhonological and Phonemic AwarenessPre-TestIn DepthIn PracticeAssignmentsPost-TestPhonicsPre-TestIn DepthIn PracticeAssignmentsPost-TestFluencyPre-TestIn DepthIn PracticeAssignmentsPost-TestVocabularyPre-TestIn DepthIn PracticeAssignmentsPost-TestSpellingPre-TestIn DepthIn PracticeAssignmentsPost-TestComprehensionPre-TestIn DepthIn PracticeAssignmentsPost-TestWritingPre-TestIn DepthIn PracticeAssignmentsPost-TestAssessmentPre-TestIn DepthIn PracticeAssignmentsPost-TestTeacher ToolboxThe Struggling ReaderAlphabetic PrinciplePhonological AwarenessDecodingClassroom ManagementDifferentiated InstructionLanguage Arts BlocksGlossaryResourcesBecoming a Certified Literacy Teacher Vocabulary: Post-Test Which teacher is engaged in vocabulary instruction? a. Ms. Jones, who is helping Johnny sound out the word repeat b. Mr. Smith, who has asked students to copy a word list from the board c. Ms. Lane, who is explaining the difference between up and down d. Mr. Williams, who has asked students to write a short story Which technique listed below would likely help students to remember difficult words? a. using vocabulary words throughout the week in different subject areas b. having students list other words that begin with the same sound c. souding out the vocabulary words d. none of the above Academic vocabulary refers to: a. words that students learn in content areas, such as particle, climate, orbit b. words that students learn indirectly while reading, such as often, merely, afterward c. words that cross academic disciplines, such as determine, illustrate, and average d. words that are not commonly used or arcane, such as thine, facsimile, and terrace An example of teaching semantic gradients is when ___________ : a. Dennis sorts stacks of nouns by whether they are count or non-count nouns. b. Juan arranges words that describe the speed of movement from fastest to slowest. c. writes the same base word with different prefixes and suffixes to change the meaning. d. Tamara practices writing homophones in different sentences making sure to use the correct spelling with the correct meaning. Which is a strategy for teaching vocabulary? a. teaching students about 'word parts' b. teaching students about 'multiple meanings' for words c. teaching students to use context clues d. all of the above Students' vocabulary can be increased by: a. discussing new words before reading a story b. listening to a teacher explain the meaning of unknown words c. teaching students to look for word parts such as prefixes, root words, etc. d. all of the above Preschool age children have a _________ vocabulary. a. writing and reading b. reading and listening c. speaking and listening d. none of the above Which of the following may lead to vocabulary growth? a. having conversations with adults b. receiving instruction on specific words c. using context clues to figure out word meanings d. all of the above Which of the following is NOT a word learning strategy? a. using a dictionary b. looking at word parts c. reading for context clues d. copying unknown words from the chalkboard In determining what types of words to teach, you should choose: a. words that are important in understanding a concept b. words that students are likely to see again and again c. words that have multiple meanings d. all of the above Reading 101 is a collaboration with the Center for Effective Reading Instruction and The International Dyslexia Association.