Justify the practice of explicit teaching of vocabulary, and describe at least three ways a teacher of intermediate-grade students can teach and reinforce vocabulary
What will be an ideal response?
Answer: Explicit teaching of vocabulary enhances students' vocabulary acquisition. Students benefit from instruction in learning new words, word parts, and word origins, how to use context to determine meaning, and how to use resources such as a dictionary or thesaurus. Direct instruction of academic and content area vocabulary is necessary for intermediate-grade students. Students also benefit from teachers modeling vocabulary during the school day.
Activities to increase student vocabulary include but are not limited to reading aloud to students, class discussions, vocab-o-grams, think-pair-share, reciprocal teaching, text talk, say something/turn and talk, literature discussions, and sketch to stretch.
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Assessments that typically are designed by the classroom teacher to assess a particular population with regard to material specifically presented in that class is referred to as which of the following?
a. population specific assessments b. classroom assessments c. standardized tests d. teacher accountability measures
Mrs. Gettler realizes that a student's preferred learning style contributes to his or her success as a student. Mrs. Gettler wants to accommodate as many of her students' individual learning styles as possible. Which of the following describes the way to identify baseline information about the students' learning styles?
A. Mrs. Gettler should record her observations of individual student's behaviors over a period of several weeks. B. Each of the students should be tested by the school psychologist. C. Mrs. Gettler should administer a group screening test for identifying learning styles. D. Mrs. Gettler should review the permanent file of each student and compare the individual's previous test scores with classroom performance.
Few things affect our self-esteem more than __________
a. our sense of personal power b. our results at the end of the semester c. our happiness at getting the right job d. our resolve to succeed at life
The degree to which one has prestige and power in one's social group is referred to as:
A. categorization. B. differentiation. C. roles. D. social status.