Vocabulary+and+Fluency+Quiz


 * Quiz on Vocabulary and Fluency**

Define the following terms:

Fluency Automaticity Prosody Synonyms Antonyms Homophones Homonyms Idioms Metaphors Similes Informal Reading Inventories

1. A second-grade teacher uses the following handout to guide the class through an activity:


 * Look at the word fair in these two sentences:**


 * It isn't fair that Juan got an extra scoop of ice cream.**


 * Simon and Ling went to the fair and rode on the merry-go-round.

How are these words the same? How are they different? Can you think of sentences that show two different ways in which each of the following words can be used:

Saw Play Spell Fly Root Kind Run Seal**

This activity would best promote students’ ability to:

A. identify and decode common homographs

B. use structural cues to identify the meaning of words

C. cluster new vocabulary together into meaningful groups

D. find and use synonyms for common words.

2. Before beginning a new content-area reading passage, a fourth-grade teacher asks students to think of words related to the topic of the text. The teacher writes the words on the board and then asks the students to suggest ways to group the words based on meaningful connections. The teacher also encourages them to explain their reasons for grouping particular words together. This series of activities is likely to promote the students' reading development primarily by helping them:

A. extend and reinforce their expressive and receptive vocabularies related to the text's topic.

B. infer the meaning of new vocabulary in the text based on word derivations.

C. strengthen and extend their understanding of the overall structure of the text.

D. verify word meanings in the text by incorporating syntactic and semantic cues into their word analysis.

3. A fifth grade teacher is about to begin a new unit on weather and climate. Which of the following types of vocabulary words from the unit would be most appropriate for the teacher to pre-teach?

A. words that are conceptually challenging

B. high-frequency, phonetically irregular words

C. multisyllable words

D. high-frequency words with multiple meanings

4. A third grade class that includes several English Language Learners is about to read a text about water sports. Which of the following teaching strategies would be most effective in promoting the English Language Learners’ comprehension of the text?

A. Have the students look up unknown English words using bilingual dictionaries and then make vocabulary lists in both languages

B. Pair English Language Learners with native speakers of English had have the native speakers explain any unknown vocabulary

C. Activate students’ prior knowledge about the topic and provide visual aids such as illustrations to clarify new vocabulary

D. Give students a list of new vocabulary with definitions and ask the students to try to construct their own sentences using the words.

5. A second grade teacher notices that one of her students lacks fluency when reading aloud. The first thing the teacher should do in order to help this student is assess whether the student also has difficulties with:

A. predicting

B. inferring

C. metacognition

D. decoding

6. A third grade teacher observes that students who read aloud fluently also demonstrate greater comprehension of expository texts. The best explanation for this is that fluent readers:

A. possess a self-awareness that allows them to use metacognitive skills efficiently

B. have already developed the base of background knowledge typically covered by textbooks

C. have well-developed skills for decoding any level of text word by word

D. are able to focus their full attention and cognitive resources on the meaning of a text

7. Structural analysis would be the most appropriate strategy for a student to use to determine the meaning of which of the following words:

a. Impassable

b. Elephant

c. Interim

d. Examine

8. A second grade student has demonstrated the ability to decode individual words accurately, but she reads very slowly and laboriously. When the teacher tries to engage the student in oral reading activities, she says she feels embarrassed and would rather read silently. Which of the following modifications to instruction would be most appropriate and effective for helping this student improve her reading fluency?

a. Encourage her to serve as an audience for other students’ oral reading until she demonstrates willingness to read aloud herself

b. Have her reread a text several times using whisper reading to build her fluency and confidence with respect to the text

c. Teach her how to use self monitoring as she reads to improve her literal comprehension and ability to read with prosody

d. Provide her with explicit phonics instruction to improve her word identification skills before requiring her to read aloud

9. A third grade teacher would like to include independent silent reading as one of several approaches used to promote students’ fluency development. When planning differentiated fluency instruction for individual students in the class, the teacher should keep in mind that using independent silent reading to promote fluency:

a. Is most critical for students whose sight word knowledge is below grade level

b. Should be limited to narrative texts in the early elementary grades

c. Is most effective when students select texts at or above their instructional reading level

d. Should be limited to students who have already acquired automaticity

10. A fifth grade student who reads grade level narrative texts with fluency and excellent comprehension is struggling to read aloud a grade-level content-area passage about a topic with which the student is familiar. The student reads the passage hesitantly, frequently stopping to reread clauses or entire sentences. Afterward, the student demonstrates limited comprehension of what was read. Which of the following factors is most likely disrupting the student’s fluent reading of this text?

a. Insufficient background knowledge to support basic comprehension of the text

b. Lack of experience with the academic language structures used in the text

c. Insufficient monitoring of comprehension while reading the text

d. Lack of grade-level word analysis skills for accurate decoding of the words in the text