Wednesday, September 21, 2016

POWER PIX ELA VOCABULARY PDF WORD WALLS

Kindergarten, 1st, 2nd, 3rd, 4th , and 5th-grade WHOLE BRAIN TEACHING POWER PIX ELA WORD WALL Vocabulary PDF | POWER PIX ELA VOCABULARY PDF

Power Pix WORD WALLS are the core academic vocabulary used
for multisensory whole brain teaching word work. The Power Pix WORD ELA and Math words are critical words students need to know to thrive academic. The Power Pix is not the complete list of academic vocabulary yet a very good place to start teaching.

PPT]3rd Grade Math Power Pix.ppt

Third Grade Math Power Pix. This document highlights 30 topics specific to 3rd grade Math as defined by the Common Core State Standards. Based on an idea ...

Monday, September 19, 2016

CLOSE THE READING & VOCABULARY GAP!

PROVEN STRATEGIES TO HELP TEACHERS ENHANCE VOCABULARY DEVELOPMENT IN THEIR CLASSROOMS!

Children use vocabulary stored in their auditory memory to make sense of the words they see and read in print. Readers must understand what they read if they are to develop strong word recognition and automaticity. Explicit vocabulary instruction is needed to build up a rich store of semantic meanings associated with the words, phrases, sentences and text they read.

THE DALE-CHALL READABILITY SAMPLES

Tier 1 Academic Vocabulary
Tier 1 vocabulary comprises the basic words commonly appearing in a spoken language — clock, baby, happy and walk for example. These words are often experienced in a variety of contexts, including that of nonverbal communication. Tier 1 vocabulary rarely requires explicit instruction.

Tier 2 Academic Vocabulary
Mature language users across several academic content areas are familiar with the less frequently encountered words in the Tier 2 category. Words such as: obvious, complex, establish and verify. Cognitive verbs are also included in the Tier 2 word category. Because of their lack of redundancy in text, oral language and their multiple meaning or descriptive nature, tier 2 words challenge students who primarily meet them in print and on test. Bloom’s and Webb's DOK cognitive verbs are integral to any successful reading instruction or intervention.

Tier 3 Academic Words
Tier 3 vocabulary consists of infrequently used words. These words are central to building CALPS knowledge and conceptual understanding and should be integral to instruction of content.
Though infrequently used in day to day language, they are common except in various academic domains such as in the disciplines of medicine, law, biology, and mathematics.

Academic Vocabulary K-12

HOW MANY WORDS DO KIDS NEED TO LEARN EACH YEAR?

CLOSE THE VOCABULARY GAP!

What the Research Tells Us about Vocabulary Instruction in Early Childhood

Educational Leadership:Reading to Learn:Closing the Vocabulary Gap
Association for Supervision and Curriculum Develop...Moreover, teachers face the challenge of identifying which words are most important for their students to learn, especially given the large gap in vocabulary size ...
Language Magazine Closing the Vocabulary Gap - Language Magazine
Why is the socioeconomic achievement gap in part a vocabulary gap? ... Many academic programs rely solely on conversation and reading to teach vocabulary, ...

Closing the reading gap with vocabulary and content | The Thomas B ...
Thomas B. Fordham InstituteDec 12, 2012 - Closing the reading gap with vocabulary and content ... explicit vocabulary instruction can only make a small dent in closing the word gap.

[PDF]CLOSE THE VOCABULARY GAP!
ENHANCE VOCABULARY. DEVELOPMENT IN ... million word gap between children in low income settings ... Syntax. □ Reading Comprehension ...

Vocabulary Development with ELLs | Reading Rockets
Reading RocketsMar 25, 2013 - Using a combination of the following strategies will help ELLs to close the gap. ... You can pre-teach vocabulary by using English as a second ...

10 Ways to Use Technology to Build Vocabulary | Reading Rockets
Reading RocketsThe results of this gap are manifested in students' literacy learning, particularly reading ... Whether directly teaching vocabulary and word learning strategies, ... What is important in this kind of prereading discussion is students' close attention ...

How Can Book Reading Close the Word Gap? Five Key Practices ...
John Wiley & Sons by EK Snell - ‎2015 - ‎Cited by 2 - ‎Related articlesMar 5, 2015 - Vocabulary development is critical for children's ability to learn to read ... reading has long been celebrated as an effective way for teachers to ...

[PDF]K-4 Vocabulary Instruction
Closing the. Reading Gap. Through Explicit. Vocabulary. Instruc;on: Wrapped in. Words. Linda Dorn, PhD.! University of Arkansas at Little Rock! Children with ...

[PDF]Bridging the Vocabulary Gap - National Association for the Education ...
National Association for the Education of Young Child...
by T Christ - ‎Related articleschildhood reading intervention, particularly supporting children's vocabulary acquisition to facilitate ....Teach word-learning strategies while reading aloud.

[PDF]Narrowing the Language Gap - Scholastic
Scholastic Corporation
by K Feldman - ‎Related articlesLanguage Gap: The Case for Explicit ... their overall reading instruction focused on vocabulary. .....Closing the gap: Addressing the vocabulary needs of English ...

AMAZING SCIENCE BRAIN BREAKS

SCIENCE BRAIN BREAKS
BACKGROUND MUSIC IS "PG" NOT APPROPRIATE FOR YOUNG VIEWERS!
TURN  THE VOLUME DOWN AT BEGINING! 

Sunday, September 11, 2016

WORKING MEMORY TEST & CLASSROOM RTI SCREENING


Working memory helps students learn new information, retrieve and remember new information and make connections to background knowledge. Students with poor working memory will struggle learning to read, spell, memorize math facts, follow directions, and actively listen to oral instructions.  

Are your students having difficulty with: 
  • following oral directions
  • memorizing basic spelling words
  • remembering new words
  • learning math facts
  • concentrating on oral presentations
  • renaming words or switching words
  • note taking during lectures 
  • remembering days, months or schedule times

THE DIGIT MEMORY TEST

QUICK WORKING MEMORY TEST
TEST ITEM
DIGITS FORWARDS
Y/N
TEST ITEM
DIGITS BACKWARDS
Y/N
TOTAL
SCORE  
A
87

A
46


B
307

B
925


C
4963

C
3452


D
96380

D
17395


F
375204

F
754286


G
1976308

G
3416875


H
03851679

H
93615827


I
916352048

I
760158342


J
2830147695

J
0269474153



TOTAL


TOTAL



AGE
6-8
8-12
12-ADULT
NEEDS IMPROVEMENT
0-4 CORRECT
0-8 CORRECT
0-10 CORRECT
SATISFACTORY
5-10 CORRECT
9-14 CORRECT
11-14 CORRECT
EXCELLENT
11- AND ABOVE
15 - AND ABOVE
15- AND ABOVE

DIRECTIONS:  “Listen carefully as I say some numbers. When I finish, you say them.”

[PDF]How is Working Memory - Brain & Cognitive Sciences
University of RochesterCapacity Measured? • Digit span task -- how many sequential numbers can you remember? • Average is 7±2 (5-9 numbers). • The number of digits you can ...

[PDF]V5-D MESA Digit Span Test (4243
Oct 23, 2009 - Digit Span Test. Date: /. /. Month. Day. Year. Acrostic: Participant Id#: DST (10/23/2009). Page 1 of 2. DIGIT SPAN TEST - - FORWARD.

[PDF]Description of the Instrument - Vanderbilt
Vanderbilt UniversityDigit Span script and list of test items are not included in this manual since these ... Span forward and backward subtest to obtain a copy of the administration ...

Effect of age on forward and backward digit spans (PDF Download ...
ResearchGateDownload Full-text PDF. Effect of age on forward and backward digit spans ... was used to test this hypothesis. the results show no significant effect of age on the ...

[PDF]Cole Gilbert CCHS Audio and Visual Digit Span Test.pdf
Central Catholic High School
by C Gilbert - ‎Related articlesDigit Span Test. • This test was created by J. Jacobs in 1887 to test the memory span of his students. • From then on it has been an important tool in the study of ...

Digit Span Test
Saint Anselm CollegeThe Digit Span test was originally a subtest part of the Wechsler-Adult Intelligence Test. The WAIS-1 was created to evaluate the participants IQ otherwise known ...

Measuring Working Memory With Digit Span and the Letter-Number ...
by J Egeland - ‎2015 - ‎Cited by 5 - ‎Related articlesIn the fourth edition of the test (WAIS-IV), the subtests Digit Span ... higher manipulation load and to consider testing visual span as well before drawing.

[PDF]Improving digit span assessment of short-term verbal memory - EBIRE
by DL Woods - ‎2010 - ‎Cited by 34 - ‎Related articlesINTRODUCTION. Measures of forward and backward digit span (DS) are among the oldest and most widely used neuropsychologi- cal tests of short-term verbal ...

Thursday, September 8, 2016

VKAT Multisensory Learning | Multi-sensory Spelling

Multisensory Spelling and Vocabulary Learning Strategies | Spelling and Reading Made Easy When It's VKAT Multisensory Learning! Visual, Kinesthetic, Auditory and Tactile!

Multisensory integration or multimodal integration is the quickest
way to learn new information and or retain information using the inclusion of all sensory modalities, Visual, Kinesthetic, Auditory and Tactile, and Emotional. Working memory is a core executive function that is critical to classroom learning, it is the cognitive system that is responsible for the transient holding, processing, and manipulation of new information. 

VKAT Learning Strategies Develop: 
  • Working Memory
  • Visual Sequential Memory & Auditory Sequential Memory
  • Verbal Short-Term Memory
  • Accelerated word, vocabulary, and spelling acquisition
  • Listening Comprehension
  • The ability to follow verbal directions 

Paired Students stand up and study, think pair share, gesture, and discuss ELA concepts using VKAT Multisensory Learning Strategies!
  • Student A has list of study words, academic vocabulary, or spelling words: Reading buddy reads the spelling or vocabulary word aloud
  • Student B: listens and repeats the spelling or vocabulary word aloud
  • Student A: divides or breakdowns the syllables in the word 
  • Student B: listens and chunks and says the number of syllables aloud 
  • Student A: air spells the word, or spells word on palm, or on the table while saying the letters and states number of letters in the word
  • Student B: listens and air spells the word on palm, in the air, or on the table or and tactile surface available while saying the letters and states number of letters in the word
  • Student A or B: uses the word in an easy to understand sentence using hand gestures for individual words or ideas and then the reading partner repeats the sentence, contextual exemplar, or definition.          
Optional
  • Student A: Learning buddy breaks the word down into phonemes and creates a mnemonic vocabulary or spelling aid! 
  • Student B: listens and breaks the word down into phonemes and creates a mnemonic learning aid! (wed-nes-day, BELIEVE Never believe a lie.)
  • Use your body to act out the words
  • Use pictionary or word improv

Tuesday, September 6, 2016

Dyslexia & Auditory Processing Disorder

Students with reading deficits often have difficulty with short-term
auditory memory, the inability to retain or remember words, letters, phrases and passages that are read or presented orally. Students with dyslexia often have difficulty with short-term verbal memory, they may be unable to remember names, telephone numbers, verbal directions and experience difficulties with reading comprehension activities.  


Are your students having difficulty with: 
  • following oral directions
  • memorizing basic spelling words
  • remembering new words
  • remembering numbers in sequence
  • concentrating on oral presentations
  • renaming words or switching words
  • note taking during lectures 
  • remembering days, months or schedule times
CLASSROOM STRATEGIES that promote self-monitoring of listening skills
  • read aloud and talk, question, reflect on listening skills
  • listen to old radio serials
  • play board games that require following directions
  • play simon says
  • Student read aloud using read to self-phones
  • Read using tape recorders  
  • Teach spelling and reading vocabulary out loud (say the words, the number of syllables in the word, the number of letters in the word and then spell the word in the air as you say the letters)
  • Teacher uses KISS Micro-lectures that keep it simple and short 
  • Students repeat all classroom directions 
  • Total Physical Response (TPR) TOTAL PHYSICAL RESPONSE FOR NEWCOMERS TPR is a well-known beginning ESL method, but TPR-based activities can be adapted and incorporated into mainstream or multi-level classes, particularly in .
  • WHOLE BRAIN TEACHING WBT QuickstartWhole Brain Teaching (WBT), with 50,000 members, outposts in 30 foreign countries and over 2 million YouTube views, is one of the world's fastest growing.

[PDF]Auditory Processing Disorder and Reading Difficulties
... disorder (APD)? Auditory processing disorder (APD) is a sensory processing deficit found to ...Dyslexia is characterized by persistent difficulties in spelling.

[PDF]Recognizing and Treating Children with CAPD - Scientific Learning
Fast ForWordChildren and adults who have central auditory processing disorder (CAPD) ... language learning and contributes to reading disorder and dyslexia—and is well.

[PDF]Central auditory processing disorder is to the ear as dyslexia is to the ...
That's what happens when you have CAPD—central auditory pro- cessing disorder. ... ities such a sdyslexia, developmental language disorder, or attention.

[PDF]Auditory processing and dyslexia: evidence for a specific speech ...
by G Schulte-Körne - ‎1998 - ‎Cited by 307 - ‎Related articlesDyslexia is a specific disability in learning to read and spell in spite of ... and central auditory processing, 19 children with spelling disability and 15 controls at ...

[PDF]Auditory Processing Disorders I: definition, diagnostic ... - Phonak
Auditory Processing Disorder (APD) is a condition in which patients are experiencing listening ... confused with other disorders such as dyslexia, learning disabilities, attention ..... 98AA-3722C 82 4E3/0/v2PS_CAPD.pdf). Bamiou, D. E., Musiek ...

[PDF]Visual and Auditory Processing Impairments in Subtypes of ...
by KI McAnally - ‎Cited by 24 - ‎Related articlesKEY WORDS: visual processing; auditory processing; temporal processing; dyslexia ... ofdyslexia or do they occur only in specific varieties of reading disorder?

[PDF]Children and auditory processing disorder (APD) – information and ...
National Health ServiceSpeech and Language disorder means the child has difficulties ... may cause both APD and dyslexiaor that ... child may have an 'auditory processing disorder'.

Auditory processing disorder (APD), also known as central auditory processing disorder (CAPD), is an umbrella term for a variety of disorders that affect the way the brain processes auditory information. Individuals with APD usually have normal structure and function of the outer, middle and inner ear (peripheral hearing). However, they cannot process the information they hear in the same way as others do, which leads to difficulties in recognizing and interpreting sounds, especially the sounds composing speech. It is thought that these difficulties arise from dysfunction in the central nervous system.

Saturday, September 3, 2016

Plot Elements Five Elements of Plot Structure

Teaching plot structure through short stories and read alouds. 

The Five Elements of Plot. Every narrative story uses a plot structure that starts with a beginning, introduction, exposition. The introduction, or exposition, is where the characters and setting are established. The exposition is also where the main problems, main themes or conflicts can be introduced. 


[PDF]Teaching Plot Structure Through Short Stories - ReadWriteThink
Plot Structure. Plot is the literary element that describes the structure of a story. It shows the a causal arrangement of events and actions within a story.

[PDF]Fables and Stories - EngageNY
Identify character, plot, and setting as basic story elements. ✓. Describe the characters, plot, and setting of a specific fable or story. ✓. Identify fables and folktales ...

[PDF]Stories - EngageNY
Lesson 8: The Story of Jumping Mouse, Part II . ..... Explain which elements of a given story are fantasy. ✓ ✓ ✓. ✓. Prior to listening to a fiction read-aloud, identify 

[PDF]Graphic Organizers - lapresenter.com
Story Elements. ➢ Theme, Setting, and. Relevance of Setting. ➢ Characters in the Story. ➢ Problems/Goals. ➢ Plot. ➢ Climax. ➢ Resolution. Story Map 1.



[PDF]The Five Essential Elements Of A Story - Katie Kazoo, Switcheroo
Of A Story. A story has five basic but important elements. These five components are: the characters, the setting, the plot, the conflict, and the resolution.

[PDF]Elements of Plot
Bainbridge High School... of Plot. Structure and Elements ... Plot is... Plot is the order of events that make up a story. Theplot of a story is a series of interconnected events in which every.

[PDF]ELEMENTS OF LITERATURE All fiction is based on conflict and this ...
National Park ServiceThere are a number of different elements to a plot. They include: ... The use of hints or clues to suggest what will happen later in the story. Inciting Force.

[PDF]The Periodic Table of Writing Elements (PDF) - Abyss & Apex
Symbol: Elements. Symbol: Elements. Symbol: Elements. Symbol: Elements. Ad. Adnauseum. Di. Dischism. I. It was a dream. Pb. Plot Bunny. Si. Squid-in-mouth.

[PDF]Elements of Plot- pdf
Georgia Perimeter CollegeELEMENTS OF PLOT. The plot of a story refers to the sequence of the action which the author develops to build suspense and interest. This sequence or plot is ...

[PDF]Identifying the Elements of A Plot Diagram
Belmar School DistrictPlot (definition). • Plot is the organized pattern or sequence of events that make up a story. Every plotis made up of a series of incidents that are related to.

[PDF]The Five Essential Elements of a Mystery - Penguin
A mystery is a story that has five basic but important elements. These five components are: the characters, the setting, the plot, the problem, and the solution.

[PDF]Elements of a Short Story - S3 amazonaws com
Elements of a Short Story. Story Elements. Definition. Setting. &. Setting includes both time and place! 1. Time – day, month, year, time of day, season. 2.

[PDF]Elements of Fiction - Narrator/ Narrative Voice - Carrollwood Day School
Carrollwood Day Schoolstory, the narrator is never the author [never], not even if the character has the same name as the author. As .... Conflict: Some plot elements are optional. Conflict ...

[PDF]checklists for each of the 20 master plots - Writer's Digest
Writer's Digestfrom 20 Master Plots by Ronald Tobias. CheCklists ... Master Plot 12: Transformation. Master Plot ..... Emotion is an important element in writing about love. Not.

[PDF]Suggesting New Plot Elements for an Interactive Story - Association for ...
Association for the Advancement of Artificial Intelligen...
by S Giannatos - ‎2011 - ‎Cited by 13 - ‎Related articlesSuggesting New Plot Elements for an Interactive Story. Spyridon Giannatos, Mark J. Nelson, Yun-Gyung Cheong, and Georgios N. Yannakakis. Center for

[PDF]Comprehension - Florida Center for Reading Research
Students identify story elements by sorting them into appropriate categories. 1. ... Add plot and theme headers and story element cards and sort (Activity Master.

[PDF]Comprehension - Florida Center for Reading Research
Use other graphic organizers to compare characters in the same story or ..... Students answer questions related to story elements and record on a graphic ...

Thursday, September 1, 2016

Nonfiction Text Features

Text features and text structures are all the features and or structures that guide readers to understand, comprehend, locate or
move through text in a logical structured way. Text features are the road signsthat guide students through the main story, passages or text. These include the Guide Words, Title Page, Table of Content, Index,Glossary, Heading, subheading, Keywords, Illustrations and photographs, Captions, Diagrams, Labels, Text box, Maps, Charts: schedules, tables, etc.

“I Can & I Will use Nonfiction Text Features to READ and comprehend Nonfiction texts on a deeper level”

I Can & I Will identify Nonfiction Text Features when I read:

[PDF]Nonfiction Text Features
Nonfiction Text Features. Guide Words. Title Page. Table of Content. Index. Glossary. Heading, subheading. Keywords. Illustrations and photographs. Captions.

[PDF] Informational Text Features Chart
Jul 3, 2012 - contents, glossary, index, bold or italicized text, headings, charts and ... LA.910.6.1.1 – The student will explain how text features (e.g., charts, ...

[PDF]Nonfiction Text Features Posters
Keywords. Guide Words. Text Box. Timeline. Illustrations and. Photographs. Captions. Diagrams. Labels. Map. Charts and Graphs. Icon. Bullets. Text Features ...

[PDF]Text Features Chart Title Appendix Captions Charts or tables Diagram ...
Text Features Chart. Text Feature. Definition. Example. Title. Name of a literary work. It gives the reader an idea about what will be read in the book. Appendix.

[PDF]Nonfiction Text Features Poster Set
East Maine School District 63Nonfiction. Text. Features. Poster Set. Simply print, laminate, and display! Created by Aimee Salazar. Page 2. Table of. Contents. A list of the parts of a book and ...

[PDF]organizational features of nonfiction texts - ReadWriteThink
ORGANIZATIONAL FEATURES OF NONFICTION TEXTS. ORGANIZATIONAL FEATURE. DESCRIPTION. Headings. Usually found at the top of the page or ...

[PDF]Nonfiction Feature Find - Scholastic
Scholastic CorporationUse nonfiction books to find one example of each common nonfiction feature below.Write the title of the book you found it in and a brief description of what.

[PDF]Nonfiction Text Features Chart
Nonfiction Text Features Chart. Text Feature. Purpose. Example. Title. Identifies the topic of the text/tells what the text will be about. Title Page. Tells a book's title,.

Sunday, August 28, 2016

GROWTH MINDSET PRAISE WORDS

Growth Mindset Classroom Activities, Growth Mindset Praise Words and Punch Cards, Growth Mindset Praise Cards and Ways to Encourage a Growth Mindset in your Classroom!  

“The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learn.” – Carol Dweck

Effective Ways to Encourage a Growth Mindset in the Classroom

  1. Establish Micro goals to increase STUDENT confidence:
    GROWTH MINDSET PRAISE CARDS
    Motivate students by setting small achievable goals to encourage their progress, confidence, and academic skills.
  2. Give formative feedback that focuses on their actions, work effort and learning strategies: When they succeed, praise their progress and efforts rather than praising their smartness. That is because most students consider intelligence or being smart as a fixed trait if you start complimenting their intelligence this may undermine their performance and motivation. So help your students to understand the importance of their own actions in achieving success.
  3. Focus on cooperative activities rather than competitive activities: each student is different from in terms of their intelligence skills and abilities. If a student is poor in reading then he or she will never think of participating in any activity which involves reading. So it is important to design activities that involve the cooperation of all students rather than individualistic or competitive. Moreover, recent studies also suggest that students feel more successful and motivated when working in cooperative environments.
  4. Value Learning: Let’s face it, most students show less interest
    in learning. It is important to help children value the process and focus on learning. Without this, students will stick to the traditional strategies of reading notes just for acquiring good grades with a fixed mindset. While grades are important but the value of learning should need to be prioritized by today’s students.
  5. Create a risk tolerant learning zone: It is important to create a
    risk-free environment in the school where students are free to learn without fearing of mistakes. Let your students know that you value persistent progress, learning, challenge seeking as compared to the perfect performance. It’s ok to make mistakes, they are part of life and we can all learn from mistakes. Remove their fears of mistakes and let them learn in an atmosphere that supports growth and learning.

Wednesday, August 24, 2016

Tier II Grade 2 Academic Vocabulary Word List



TIER 2 Academic Vocabulary Grade 2 Test Words 

Tier II Grade 2 Academic Vocabulary Word List: Week One: amaze, amuse, amusing, analyze, annoy, arrange, avoid, cause, classify, community, conclusion, connection, continue

Amaze Amusing Analyze Annoy Arranged Avoid Cause Classify Community Conclusion Connection Continue Cooperation Curious Cycle Data Describe Detail Diagram Difference Different Discover Drowsy Edit Effect Energy Enormous Escape Estimate Exercise Expect Famous Flock Friendly Frighten Frown Gasp Gather Gust Helpful Include Insist Investigate Label Leaned Living March Matter Moist Necessary Non-living Noticed Observe Opinion Peeking Plan Poke Predict Prefer Process Publish Records Revise Separate Steaming Shivered Similar Sum Suppose Sway Stormy Swoop Treasure Vanish Volunteer
Tier II Grade 2 Vocabulary Word List

Instructions: Choose the best answer for each question.

Students are under a great deal of pressure near the __________ of the semester.
 arranged
 conclusion
 avoiding
 amazed
The depth of the young student's knowledge __________ even her professors.
 amusing
 cause
 amazed
 arranged
It __________ him that his roommate is always borrowing his things without asking.
 annoys
 amused
 continued
 analyze
He skidded and barely __________ the other car.
 avoided
 analyzed
 continued
 amused
If you get a flu shot, you'll probably __________ getting the flu.
 community
 analyze
 avoid
 cause
These rocks are typical of certain types, so they are quite easy to __________.
 classify
 amazed
 connection
 conclusion
 
He __________ his friends with his magic tricks.
 amused
 community
 amazed
 conclusion
They seem to be __________ their responsibility.
 avoiding
 analyze
 avoided
 cause
She __________ the papers on her desk.
 arranged
 classified
 avoided
 annoys
The amateur magician did some simple but __________ tricks.
 amuse
 amusing
 annoy
 analyzed
The museum's paintings are __________ according to art movement and genre.
 community
 arranged
 classified
 connection
It __________ her when her son leaves his towels on the bathroom floor.
 continued
 cause
 classify
 annoys
We are proud of our __________ and want to keep it safe.
 avoiding
 continue
 community
 conclusion
This bridge is the only __________ between the island and the mainland.
 community
 annoys
 conclusion
 connection
Their frequent loud parties __________ the neighbors.
 annoy
 continued
 connection
 amazed
I refuse to __________ with this charade!
 conclusion
 annoy
 continue
 continued
He __________ despite the booing of the audience.
 continued
 amusing
 annoys
 connection
We __________ the books according to their size.
 arranged
 conclusion
 amazed
 classify
The alarm __________ to sound until all the students were out of the building.
 annoys
 continued
 classify
 annoy
It __________ me to be repeatedly interrupted when I'm speaking.
 arranged
 avoid
 annoys
 avoided
At the __________ of the church service, the minister gives a blessing.
 conclusion
 cause
 amusing
 continued
The police had the substance __________ in the laboratory to see what it contained.
 avoid
 community
 continued
 analyzed
The magician __________ the audience with his skillful feats.
 amused
 amazed
 community
 connection
In those days, we had only radio to __________ us in the evenings.
 amuse
 annoys
 cause
 arranged
The __________ of the fire was a cigarette.
 avoided
 analyze
 cause
 amused
The police are trying to establish a __________ between the two suspects.
 connection
 analyzed
 annoy
 conclusion
The new baby was the __________ of much joy.
 amuse
 amazed
 cause
 continue
If we __________ the problem, perhaps we can solve it.
 avoid
 analyze
 avoided
 continue
They __________ the furniture so that it would be convenient for both talking and watching television.
 continued
 arranged
 community
 amuse
Our __________ has no public swimming pool and only one park.
 community
 avoiding
 arranged
 analyzed
The snow __________ to fall until morning.
 continued
 community
 analyzed
 conclusion
Tier II Grade 2 Vocabulary Word 2nd List
cooperation, curious, cycle, data,

data, describe, detail, diagram,difference, different, discover, drowsy, edit Instructions: Choose the best answer for each question.

Scientists have __________ a cure for many diseases.
 described
 discovered
 different
 editing

These __________ point to an interesting conclusion.
 data
 diagrams
 different
 described
__________ about the U.S. population is collected every ten years.
 cycles
 difference
 diagrams
 data
He __________ to the enthralled children how he was able to escape.
 described
 cycles
 data
 cycle
When the waiter __________ the dishes, they sounded delicious.
 described
 detail
 data
 datum
Japanese and Chinese are very __________ languages.
 cycles
 different
 data
 described
She is __________ a collection of articles by several authors.
 difference
 editing
 discovered
 different
Tell us about the wedding, and don't leave out any __________!
 drowsy
 detail
 details
 data
The one __________ I forgot to take care of was to turn off the light in the hall.
 detail
 different
 data
 datum
She __________ the sights of the city in beautiful detail.
 described
 detail
 details
 editing
This is a nice paragraph, but it could use a few more __________.
 described
 discovered
 details
 drowsy
Evaporation and condensation are parts of the water __________.
 cycle
 difference
 drowsy
 details
This medication may make you __________, so you shouldn't drive when you're taking it.
 drowsy
 diagrams
 details
 described
I felt __________, and I couldn't keep my eyes open.
 described
 drowsy
 details
 datum
The number of people who die from smoking-related conditions is an important and useful __________.
 described
 drowsy
 datum
 data
The researchers have collected a vast amount of __________.
 different
 detail
 diagrams
 data
Some people are not comfortable with __________; they prefer things that are similar to those things with which they are already familiar.
 drowsy
 cycle
 different
 difference
The children made posters showing the __________ of the seasons in a year.
 described
 cycle
 datum
 different
The manual includes several __________ of the car's engine and other parts.
 data
 cycles
 diagrams
 described
Christopher Columbus is said to have __________ America for the Europeans.
 detail
 discovered
 cycle
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Frequency of an electrical current is indicated in __________ per second.
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