Microsoft word 2013 chapter 2 vocabulary free.Using Office 2013: With Windows 8 by
Recent Documents displays how many of the last documents you viewed? Which view hides charts, graphics, pictures, and other objects so you can focus on the text?
In order to see the Gridlines, you must be in what View? In order to perform this task, which of the following markers can you use?
Advanced Find. Which of the following wildcard search criteria would you use? In order to select text spread throughout a document, which key do you use? Which of the following types of information can you track in the Document Properties panel? Shared Flashcard Set. Title microsoft word chapter 2. Description MOS. Total Cards Subject Computer Science. Level 9th Grade.
Create your own flash cards! Sign up here. Supporting users have an ad free experience! Flashcard Library Browse Search Browse. Create Account. Additional Computer Science Flashcards. Term 1 You are looking for a document you created earlier in the week and cannot remember the name. Definition d Term 2 Which of the following are valid Document View options within Word? Term 3 You are in the middle of editing a large document and only wish to edit text.
Definition b Draft. Term 4 What is the default view in Word? Definition a Print Layout. Term 5 Which view displays the text with a larger font and minimizes many tools in the Word window? Definition c Read Mode. Term 6 Outside of the View tab, where else do you have access to Document View commands?
Definition d Status bar. Term 7 Which of the following are valid options in the Show command group on the View tab? Definition a Rulers c Navigation Pane e Gridlines. Term 8 You are in the middle of creating a company newsletter and need to turn on Gridlines to align graphics. Definition b Print Layout. Term 9 Rulers are measuring tools used to align text, graphics, and other elements within your document.
Definition a right indent b first-line indent d hanging indent e left indent. Definition a Results. Term 11 In order to quickly navigate sections in a document, which tab in the Navigation Pane would you use? Definition b Headings. Term 12 Which tab in the Navigation Pane gives you a thumbnail graphical view of each page within the document? Definition c Pages. Term 13 Which of the following locations provide access to Zoom options within Word?
Definition a Status bar d View tab e Backstage Print command. Term 14 In which View Mode can you use Object Zoom to zoom in on objects such as tables, charts, or images? Definition a Read Mode. Term 15 In order to open a duplicate copy of an active document on the screen, which option in the Window command group will you use?
Definition d New Window. Term 16 In order to evenly distribute open Word documents visually, which option in the Window command group do you use? Definition a Arrange All. Term 17 In order to divide one document into two so you can view two parts of a single document at one time, which option in the Window command group would you use?
Definition b Split. Term 18 In order to view two documents next to each other using synchronistic scrolling to compare documents, which option in the Window command group would you use? Definition d View Side by Side. Term 19 Which option is used with the view Side by Side to arrange both documents equally on the screen?
Definition b Reset Window Position. Term 20 Which option allows you to determine which document will be the active document and displays the document name on the title bar? Definition c Switch Windows.
Definition Scroll. Definition scroll. Term 24 Which of the following items will the Find command locate in the Results tab on the Navigation Pane? Definition a equations c text d graphics e options. Definition Advanced Find. Term 26 Which keyboard shortcut is used to open the Navigation Pane? Term 28 In order to open Find and Replace, which keyboard shortcut do you use? Term 29 In order to search for a single character, which wildcard would you use?
Definition b? Definition Find and Replace. Definition Go To. Term 33 You want to apply formatting to non-continuous lines of text throughout a document.
Definition c Ctrl. Term 34 In order to quickly select the entire document with your mouse, which of the following options can you use? Definition d Triple-click in the left margin. Definition b Clipboard. Definition cut. Definition copy. Definition Paste.
Term 39 In order to keep original format and hyperlinks, which paste option would you choose? Definition b Keep source formatting. Term 40 How many items can the clipboard hold at any given time? Term 41 In order to cut an item and place it on the Clipboard, which keyboard shortcut do you use? Term 42 In order to copy an item and place it on the Clipboard, which keyboard shortcut do you use? Term 43 In order to paste an item from the Clipboard at the insertion point, which keyboard shortcut do you use?
Term 44 Which of the following are valid options for displaying the Clipboard? Definition Ctrl. Term 47 Use Document Properties to include important information which can be used later to perform searches. Definition a date the document was created b subject c category d key words.
Microsoft word 2013 chapter 2 vocabulary free –
Words are powerful. We know that young children acquire vocabulary indirectly, microsoft word 2013 chapter 2 vocabulary free by listening when others speak or read to them, and then by using words to talk to others. As children begin to read and write, they acquire more words through understanding what they are reading and then incorporate those words into their speaking and writing. Vocabulary knowledge varies greatly among learners. The word knowledge microsoft word 2013 chapter 2 vocabulary free between bginfo windows 10 download of children begins before they enter school.
Why do some students have a richer, fuller vocabulary than some of their classmates? Children who have been encouraged by their parents to ask questions and to learn about things and ideas come to school with oral vocabularies many times larger than children from disadvantaged homes.
Without intervention this gap grows ever larger as students proceed through school Hart and Risley, From the research, we know that vocabulary supports reading development and increases comprehension. Students with low vocabulary scores tend to have low comprehension and students with satisfactory or high vocabulary scores tend to have satisfactory or high comprehension scores. Declines in word recognition and word meaning continued, and by grade seven, word meaning scores had fallen to almost three years below grade level, and mean reading comprehension was almost a year below.
How do we close the gap for students who have limited or inadequate vocabularies? The National Reading Panel concluded that there microsoft word 2013 chapter 2 vocabulary free no single research-based method for developing vocabulary and closing the gap. From its analysis, the panel recommended using a variety of indirect incidental and direct intentional methods of vocabulary instruction.
Incidental Vocabulary Learning Most students acquire vocabulary incidentally through indirect exposure to words at home and at school—by listening and talking, by listening to books read aloud to them, and by reading widely on their own. The amount of reading is important to long-term vocabulary development Cunningham and Stanovich, Extensive reading provides students with узнать больше or multiple exposures to words and is also one of the means by which students see vocabulary in rich contexts Kamil and Hiebert, Intentional Vocabulary Learning Students need to be explicitly taught methods for microsoft word 2013 chapter 2 vocabulary free vocabulary learning.
According to Michael Graveseffective intentional vocabulary instruction includes:. Students need a wide range of independent word-learning strategies. Vocabulary instruction should aim to engage students in actively thinking about word meanings, the relationships among words, and how we can use words in different situations.
This type of rich, deep instruction is most likely to influence comprehension Graves, ; McKeown and Beck, The meaning of a new word should be explained to students rather than just providing a dictionary definition for the word—which may be difficult for students to understand. According to Isabel Beck, two basic principles should be followed in developing student-friendly explanations or definitions Beck et al.
These are usually created by teachers, but they can sometimes be found in commercial reading programs. Research shows that when words and easy-to-understand explanations are introduced in context, knowledge of those words increases Biemiller and Boote, and word meanings are better learned Stahl and Fairbanks, Research by Nagy and Scott showed that students use contextual analysis to infer the meaning of a word by looking closely at surrounding text.
Since students encounter such an enormous number of words as they read, some researchers believe that even a small improvement in the ability to use context clues has the potential to produce substantial, long-term vocabulary growth Nagy, Herman, and Anderson, ; Nagy, Anderson, and Herman, ; Swanborn and de Glopper, The student applies each target word to a new, familiar context. The student does not have to spend microsoft word 2013 chapter 2 vocabulary free lot of time making a microsoft word 2013 chapter 2 vocabulary free drawing.
The important thing is that the sketch makes sense and helps the student connect with the meaning of the word. Applying the target words provides another context for learning word meanings. When students are challenged to apply the target words to their own experiences, they have another opportunity to understand the meaning of each word at a personal level. This allows for deep processing of the meaning of each word.
The ability to analyze word parts also helps when students are faced посмотреть больше unknown vocabulary. If students know the meanings of root words and affixes, they are more likely to understand a word containing these word parts.
Explicit instruction in word parts includes teaching meanings of word parts microsoft word 2013 chapter 2 vocabulary free disassembling and reassembling words to derive meaning Baumann et al. Semantic maps help students develop connections among words and increase learning of vocabulary words Baumann et al. For example, by writing an example, a non-example, a synonym, and an antonym, students must deeply process the word persist.
Word hp support assistant for windows 10 is an interest in and awareness of words Anderson and Nagy, ; Graves and Watts-Taffe, Students who are word conscious are aware of the words around them—those they read and hear and those they write and speak Graves and Watts-Taffe, Microsoft word 2013 chapter 2 vocabulary free students use words skillfully.
They are aware of the subtleties of word meaning. They are curious about language, and they enjoy playing with words and investigating the origins and histories of words.
Teachers need to take word-consciousness into account throughout their instructional day—not just during vocabulary lessons Scott and Nagy, Once language categories and figurative language have been taught, students should be encouraged to watch for examples of these in all content areas. Take Aim is appropriate for students who can read at least at a fourth grade level. Take Aim is available in two formats:. Each Take Aim level teaches carefully selected target words in the context of engaging, non-fiction stories.
The target words are systematically taught using the research-based strategies described above. The intensive and focused lesson design helps students learn the target words and internalize the skills and strategies necessary for independently learning unknown words. Learn more about how Take Aim teaches vocabulary and word-learning strategies:. Read Naturally also offers a Splat-O-Nym app for iPad that teaches vocabulary using game-based technology. Splat-O-Nym quizzes students with synonym questions, antonym questions, and meaning-from-context questions and awards points for correct answers.
These other Read Naturally programs do not focus on vocabulary but include activities that support vocabulary development:. Anderson, R. Baumann, J. Flood, D. Lapp, J. Squire, and J. Ссылка на страницу eds. Beck, I. Bringing words to life. Robust vocabulary instructionNew York: Guilford Press.
Robust vocabulary instruction, 2nd ed. Biemiller, A. Chall, J. Cunningham, A. Graves, M. Taylor, M. Graves, and P. Van Den Broek eds. Kame’enui eds. Farstrup and S. Samuels eds. Hart, B. Heimlich, J. Kamil, Microsoft word 2013 chapter 2 vocabulary free. Hiebert and M. Kamil eds. McKeown, M. Nagy, W. Kamil, P. Mosenthal, P. Pearson, and R. Barr eds. National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction NIH Publication No.
Government Printing Office, pp. Scott, J. Stahl, S. Swanborn, M. Microsoft word 2013 chapter 2 vocabulary free Started. Please let us know what questions you have so we can assist.
For Technical Support, please call us or submit a software support request. Language rich home with lots of verbal stimulation Wide background experiences Read to at home and at school Read a lot independently Early development of word consciousness Why do some students have a limited, inadequate vocabulary compared to most of their classmates?
How Vocabulary Affects Reading Development From the research, we know that vocabulary supports reading development and increases comprehension.
Incidental and Intentional Vocabulary Learning How do we close the gap for students who have limited or inadequate vocabularies? According to Michael Graveseffective intentional vocabulary instruction includes: Teaching specific words rich, robust instruction to support understanding of texts containing those words.