Q&A Hero

Q: Describe some ways in which teachers can insure that their students' research papers are not riddled with errors, plagiarism, or procrastinated writing sessions the night before the deadline.

Q: Name some possible thesis-based writing activities for the content areas.

Q: List some possible exploratory writing activities for the content areas.

Q: Defend the use of writing in your content area by listing the possible advantages that writing would bring both teachers and students.

Q: What information should you include in your writing assignments?

Q: The keyword strategy is different from imagery in that students must think of _________ phrases or sentences that are related to the targeted word.

Q: Concept cards are similar to the format of flash cards and are based upon the time-honored _____________ Model.

Q: Teachers can introduce students to interesting word origins by sharing ________________ stories with them and by pointing out words that have been derived from famous individual's __________________.

Q: Teachers can help students correctly decipher dictionary entries by explaining the format and ________________ of an entry and by teaching them the abbreviations and _________ used in an entry.

Q: Previewing in context is a strategy that involves teachers in _________________ and demonstrating to students how word meanings can sometimes by inferred from the context.

Q: The words table and setare examples of ____________ meaning words.

Q: Teachers should make sure that they frontload their vocabulary instruction by providing students sufficient __________ language activities before they ask them to write sentences using the new words.

Q: Students need to have ____________exposures to a word over a sustained period of time.

Q: Vocabulary development involves both the _____________ and the how.

Q: When students are involved in elaborative thinking about a word, they should be able to recognize examples and __________of a word and to generate novel _______________ for the targeted word.

Q: Multiple choice and matching questions are useful ways to evaluate students' understanding of new words.

Q: Words maps and semantic feature analysis are two strategies that students can use to improve their vocabulary knowledge and to build connections between words.

Q: One of the disadvantages of semantic feature analysis is that it requires considerable teacher preparation time.

Q: The knowledge rating activity encourages students to evaluate their understanding about a set of words.

Q: Photographed vocabulary and demonstrations are two activities that teachers can use to provide students with first hand encounters with words.

Q: Prefixes are useful for students to learn because they are consistent in their definitions.

Q: Students profit from activities asking them to look up lists of words in the dictionary.

Q: Possible Sentences is a teacher-driven activity for enhancing students' contextual analysis.

Q: Dictionary entries are often confusing and ambiguous for students.

Q: Contextual analysis is the best technique for building students' independent word learning skills.

Q: Teachers should seek out ways to build students' interest and awareness of words.

Q: Language arts teachers are the ones who should be responsible for increasing students' vocabulary knowledge.

Q: Students fully understand what is means to "know a word."

Q: Teachers need a variety of ways to reinforce and evaluate students' vocabulary knowledge. List at least three ways teachers can do this.

Q: Explain the word sort activity that can be used with concept cards.

Q: List three vocabulary strategies that students can use independently to enhance their understanding of content area vocabulary words.

Q: List some activities that content area teachers can use to enhance their students' understanding of key vocabulary.

Q: Explain how teachers can model the processes involved in contextual analysis.

Q: Discuss contextual analysis as an independent word learning strategy, noting advantages and disadvantages.

Q: Because there are so many words that could be taught in a content area classroom, discuss the steps for narrowing down and selecting the targeted words.

Q: What are the types of vocabulary words that content area teachers can teach and reinforce in their classrooms? Give an example of each from your own content area.

Q: Discuss some ways that you can stimulate students' awareness and interest in words.

Q: Explain what it means to "know" a word.

Q: KWLpromotes engaged and purposeful exploration of the topic as students search for answers to their own questions.

Q: Working with anticipation guides helps create the urge in students to know more and sustains interest in topics, at least within the context of a single day's lesson.

Q: SQPL uses students own questions to sustain attention to a text, lecture, video, or other information source.

Q: Books youth would prefer to read are often scarce to non-existent in school libraries.

Q: The same students who may be disconnected from academic life and are aliterate within the domain of school-related reading may also be active readers and users of new media at home and in their communities.

Q: Students must have both the skill or the will to learn in order achieve academic success.

Q: Students with high, school-related self-efficacythe belief and confidence that they have the capacity to accomplish meaningful tasks and produce a desired result in academic settingsare more engaged and motivated than students with low self-efficacy.

Q: Youth from the lowest socio-economic status (SES) who were highly engaged readers, do not performed as well on the assessment as youth from the middle SES group.

Q: Adolescents who identified themselves as being interested in reading not only achieved better scores on the NAEP but had better high school grade point averages than their less interested peers.

Q: An individual youth's motivation to read and learn is linked closely to the social worlds that are part of that youth's daily life.

Q: Youth from across the globe exhibit an increase in performance and interest as they move from primary to secondary school.

Q: Motivation can be detached from social contexts, such as classrooms, families, and communities.

Q: Why are guest speakers a good resource for increasing motivation in reading and learning?

Q: Name the five strategies used in increasing student engagement outlined in the chapter and provide examples on how they can be demonstrated in the classroom.

Q: Explain how teachers employ the lesson impressionstrategies to motivate students to focus more closely on the reading material on any given day.

Q: How are anticipation guides useful in generating local interest?

Q: Why is choice important in the disciplinary classroom?

Q: Why has developing self-efficacy in students become important in academic success?

Q: If teachers can keep students engaged in reading and learning do you believe they will be able to enable students to overcome what might otherwise be insuperable barriers to academic success?

Q: How can teachers have control over the arrangement of conditions within the classroom that can effect positive academic motivation for adolescents?

Q: What do researchers attribute the decline in academic motivation by youth between primary and secondary grades?

Q: How can content area teachers engage and sustain efforts in reading, writing and thinking in the disciplinary classroom?

Q: When designing a cloze procedure for your students, you should systematically delete every ___________ word.

Q: Readability formulas are based on the principle that difficult texts are ones that have _________ sentences and ____________ words.

Q: Grades will be more useful if teachers make _________________ how they will determine students' course grades and how they will evaluate assignments.

Q: To be successful, it is important that portfolios be ________________________________ with other classroom activities.

Q: If a student correctly answers 80% of the questions on a Content-Area Inventory, that information suggests that the textbook is ____________ for him.

Q: Teachers can discover more about students' background knowledge, interests and belief systems by asking them to write a ___________________.

Q: Word fluency, focused listing, and fill-in concept maps are examples of _______________ that can be used for assessment and evaluation.

Q: The amount of error associated with grade equivalents may be anywhere from half a year to a _____________________.

Q: Standardized tests offer teachers only a gross ______________________ of their students' reading ability and skills.

Q: The most common scores generated by standardized tests include _____________ and __________________.

Q: Many students believe learning is something that is _____________ and happens ____________, with very little effort on their part.

Q: Effective assessment requires planning, __________________, and managing a variety of data.

Q: Because there is no single "best" way to assess students and capture the teaching/learning process, content area teachers should use ______________ data sources over a period of time.

Q: Assessment should guide and inform ____________________________ and should be integrated into the daily classroom routine.

Q: One way teachers can make explicit how they will evaluate an assignment is to provide students, in advance, a checklist specifying the criteria.

Q: In order to be successful in a content area classroom, portfolios should have a physical and conceptual structure.

Q: Reliability, as a characteristic of standardized tests, means that the test measures what the authors claim that it measures.

Q: Assessment should focus entirely on students' skill needs and strengths.

Q: Readability formulas are reliable and valid ways of determining the appropriateness of a textbook for a group of students.

Q: Checklists are one way to involve students in self-evaluation and reflection of their written products.