Running Head: VOCABULARY INTERVENTION FOR ENGLISH LANGUAGE LEARNERS

VocabularyInterventionforEnglishLanguageLearners
MadisonRomero
FranciscanUniversityofSteubenville

Running Head: VOCABULARY INTERVENTION FOR ENGLISH LANGUAGE LEARNERS

Introduction
WhileEnglishisthemostpopularlanguagespokenintheUnitedStates,thecountry
doesnothaveanofficiallanguage.Eachyearmoreandmoreelementarygradestudentsare
attendingAmericanschoolswithafirstlanguageotherthanEnglish.Theseparticularstudents
whosefirstlanguageisnotEnglishthenattendanallEnglishspeakingclassroomandare
referredtoasEnglishLanguageLearners(ELL).YoungstudentswhodonotspeakEnglishas
theirfirstlanguagemaybegindoingpoorlyinschoolduetothedifferenceinlanguage.Because
numbersareuniversal,EnglishLanguageLearnersmaystrugglethemostinreadingandwriting.
InordertohelpELLstudents,itisnecessarytoexaminethefollowing:Whichcombinationof
strategiesworkbestwhenusingUniversalDesignforLearning(UDL)intheclassroominorder
toaccommodateEnglishLanguageLearners?

Purpose
EnglishLanguageLearnersmayoftenfallbehind,especiallyinreading.Onewayto
developlearningtheEnglishlanguageiswithanincreaseofvocabulary.Oncestudentshavea
foundationofEnglishvocabularywords,thestudentswillbeencouragedtocontinuewiththeir
learning.InordertoassistEnglishLanguageLearners,Iwillbeexaminingwhichmethodsof
teachingEnglishLanguageLearnersprovetobethemosteffectiveinEnglishvocabulary.
Inordertofindasolutiontothisquestion,Iwillbedoingahypotheticalstudywithfour
classrooms.EachclassroomhasfiveEnglishlanguagelearners.Theclassroomswilluse30

Running Head: VOCABULARY INTERVENTION FOR ENGLISH LANGUAGE LEARNERS

minutedailyEnglishintervention.Inthefirstsetofclassrooms,ClassroomsA1&A2,these30
minuteEnglishlessonswillincludebothaReadALoudeachdayandtheuseofSightWords.
Thesecondsetofclassrooms,ClassroomB1&B2,willhaveMorningMeetings;thesemeetings
willbestudentleadandmustbedoneinEnglish.Thesecondclassroomwillalsopartakein
PartnerReadingofanEnglishbookeachday.Thisinterventionwillcontinuetotakeplacefor
threemonthsafterwhichIwillcompareandassessthestudentsvocabularyadvancement.
IexpecttoseethehighestincreaseinvocabularyinClassroomsA1&A2.Theuseof
SightWordsandReadALoudswillprovidethestudentswithasubstantialamountofnew
vocabularywords.TheuseofSightWordswillalloweachstudenttheopportunitytolearnat
least8newwordseachweek,foratotalgainof96newwords.ThestudentsinClassroomsA1&
A2willalsobereadtoeachdayusingaReadALoudwhichallowsthestudentstolistenforthe
newwordstheyhavelearnedusingtheSightWords.ClassroomsB1&B2shouldshowsome
growthsincethestudentswillbehearingnewwordsthroughconversationswiththeirpeers.Ido
notexpectthegrowthtobeassignificantasClassroomsA1&A2,though.
ReviewofLiterature
Whatisthebestwayofinvestigatingtheeffectivenessofstructuredstoryreading
intervention,storyretelling,andhigherorderthinkingforEnglishLanguageLearners?The
answerisfoundinCruzdeQuirs,LaraAlecio,Tong,andIrbys(2010)article.Theparticipants
inthestudyincluded38HispanicEnglishLanguageLearnerswhowereplacedinanenhanced
transitionalbilingualprogramoverthecourseof2yearsfromfirsttosecondgrade.Participants
alsoincludedatotalof11teachersfrom9schools.Thesestudentswerecomparedwith34
controlstudentsplacedinatypicalpracticetransitionalbilingualprogramduringthesametime.

Running Head: VOCABULARY INTERVENTION FOR ENGLISH LANGUAGE LEARNERS

Eachofthegroups,bothtreatmentandcomparison,measuredprogressbylookingatfive
elementsofthestoryreadtothestudents.Bothgroupsofteachersreadthesamestorytitlesfor
thedurationofthestudy.Theteachersweregivenscriptedlessonsandbiweeklytrainingto
practicelessonstructureanddelivery.Usingscriptedquestionsabouteachstory,thetreatment
teachersinteractedwithstudentsandencouragedthemtoproduceorallanguage,whilethe
controlledteacherscontinuedwiththeirtypicalELLinstructionalplanswithnoadditional
supportfromtheresearchteam.
WhatIlikedmostaboutthisarticleisthesimplicityofthearticle.Thelayoutandword
choiceiscreatedinsuchawaythatalmostanyonewouldbeabletounderstandthefindingsin
thearticle.Itisobviousinthisarticlethatspecialintervention,whichincludesstorytellingand
storyretelling,createsadramaticdifferenceinthelearningofEnglishLanguageLearners.This
articleisdirectlyrelatedtomyproject;aresultofthisresearchwasadramaticincreaseof
Englishlanguagevocabulary.Inthearticleitsobvioustohavesuchgreatresultswhenthe
lessonsintentionallyincludedvocabulary.Thearticleportraysthiswhenitstated,Secondgrade
storylessonsincludedanaverageof12newwordsperweek.Additionally,toincrease
vocabularyknowledgelessonsprovidedteachermodeling,studentpracticeandintrudedwords
revisited(CruzdeQuirs,LaraAlecio,Tong,&Irby,2010).Therewasntanythinginthe
articlethatIdisliked;IfoundthisarticletobethebestarticleonthesubjectofEnglishlearners
andsuccessinestablishinganEnglishvocabulary.Forfutureresearchsuggestions,Iwouldbe
interestedtoseeinwhatwayswecouldchangethisoriginallessoninordertocreatealarger
growthoftheEnglishlanguage.

Running Head: VOCABULARY INTERVENTION FOR ENGLISH LANGUAGE LEARNERS

WhatistheeffectivenessofreadinginterventionsforEnglishLearners?
InanarticlecomposedbyTutor,Baker,Gersten,Baker,andSmith(2015),severaldifferent
studiesoftheeffectivenessofreadinginterventionsforEnglishlearnersarecomposedand
reviewedfortheireffectiveness.Thepublishedarticleonlyreviewedarticlesthatcamefroma
peerreferredjournal,studiescontainingstudentsfromkindergartento12thgrade,andstudents
whohadpreviouslybeenseenashavingpossiblelearningdisabilitiesoratriskstudents.Twelve
studiesfitthecriteriaandwereusedinthisresearch.Thestudentsinthesestudieswere
determinedbyusingeitherstandardizedtestsorvalidscreeningmeasures.Aftertheeligible
studieswereidentified,acodingwasusedtosummarizetheinformationintotwobroad
categories:featuresofthestudy,andcharacteristicsoftheintervention.Outofthemany
differentresults,tenofthestudiesincludedoutcomemeasuresofwordreadingordecoding.
Effectsizeswerelargerforwordattackthanforwordidentification.Inadditiontothis,effect
sizeshadatendencytobesmallerwithstudentsingradelevelssecondandabove.
Thisarticleisuniqueinthatitisareviewofseveraldifferentarticlesresearch.Ibelieve
itcanbeusefullyimplementedinmyActionResearchproject.Inthearticlethereweretwelve
differentreadinginterventionapproaches,somebeneficialandsomethatwerenot.Ultimately
thepurposewastohelpEnglishlearners,atriskstudents,andstudentswithlearningdisabilities.
Ifoundtheauthorsofthearticlecouldhavecreatedabetterlayout.Ifoundthatsomeofthe

Running Head: VOCABULARY INTERVENTION FOR ENGLISH LANGUAGE LEARNERS

headingsandsubheadingsweremisleading.Perhapsifthisarticlewouldhavefocusedonafew
lesscategories,therecouldhavebeenaclearerexplanationoftheresultsasawholeinsteadof
theresultsseparatedintoseveraldifferentcategories.Thearticleprovidesvitalresearchof
readinginterventiontoEnglishlearners.Whilemostoftheresultsfromthearticlearerelevantto
myproject,Ifoundthemostinterestingoftheresultsinthewordprocessinganddecoding.For
afutureresearchprojecttobedonesimilartothis,Iwouldrecommendaclearergoalfrom
reviewingseveraldifferentresearcharticles.

WhatisthebestwaytoincreaseliteracyinEnglishLanguageLearners?Astrong
vocabularyfoundationisthebeginningtothedevelopmentofanylanguageaswecanseein
Cena,Baker,Kameenui,Baker,Park,andSmolkowskis(2012)article.Inthisparticular
research,theparticipantsincluded50firstgradestudents.Ofthese50students,23ofthemwere
boys,and27weregirls.AllofthestudentsfirstlanguagewasSpanish.Thesestudentswere
selectedbasedonahomesurvey,whichwasfilledoutbythestudentsparents.Thepurposeof
thisstudywastoexaminetheeffectivenessofadaily15minutevocabularyintervention;the
studywasusedtoteachspecificwordsinSpanishforafirstgradeELLstudentsincreaseof
Spanishvocabulary,greaterSpanishorallanguagedevelopment,andanincreaseinoverall
Englishlanguage.ThemethodusedinthisstudyincludedSpanishreadinginstructioninanearly
transitionmodelinadditiontoEnglishasasecondlanguageinstructionthestudentswerealready
receiving.Theresultsofthisstudyindicatethattheinterventionhadastatisticallysignificant
effectonELLsexpressivevocabularyskillsinSpanishandasmallnonsignificanteffecton
studentEnglishlanguageproficiency.

Running Head: VOCABULARY INTERVENTION FOR ENGLISH LANGUAGE LEARNERS

TheauthorsuseofmethodologyissomethingIadmiredaboutthisstudy.WhatIfound
themostinterestinginthisarticlewastheideaofdailybilingualinterventionusedasatransition
inordertogainEnglishliteracy.Inmytopic,Ifocusonwhichmethodscreatethemostgainofa
greaterEnglishvocabulary.Ibelievethismethodof15mininterventionservesasagreatideain
howtohelpstudentsgainagreaterEnglishvocabulary,whichwillinturnsetthefoundationfor
Englishliteracy.Theresultsofthisarticlereflectasmall,nonsignificantgaininEnglish
languageproficiency.InthisIbelievethatthestudymayhaveputtoomuchemphasisonthe
transitionfromSpanishtoEnglishandlosttimetolaydownagreaterfoundationofEnglish
vocabulary.HadtherebeenlessofthenewerSpanishinformationandmoreoftheSpanish
wordsalreadyknown,thestudymayhaveconcludeddifferentresults.Animprovementforthis
studycouldpossiblybeatransitionfromlearningbothSpanishandEnglishtoafocuson
assistingthestudentsuseoftheSpanishwordstheyalreadyknowinordertodeveloptheir
Englishvocabulary.AnexampleofthiswouldbeusingthewordcatinSpanishandfocusing
ontheEnglishequivalent.Usingthismethodof15minuteinterventionandadjustingthe
informationbeingtaughtcouldpotentiallyyieldgreaterimprovement.

Methodology
Thisisahypotheticstudy;theresearchandmethodologyarehypothetical.Boththe
researchandmethodologyreflectastudy,whichcouldpotentiallyshowrealisticresultsasthe
hypotheticalstudyisbasedonactualresearchdata.Thepurposeofthisstudyistoexaminethe
methodsinwhichthemostvocabularygainsaremadewithEnglishLanguageLearnerswhen

Running Head: VOCABULARY INTERVENTION FOR ENGLISH LANGUAGE LEARNERS

lookingatfourdifferentmethods;ReadALouds,SightWords,MorningMeeting,andPartner
Reading.ReadALoudsaredefinedasa15minutesessioninwhichateacherreadsabookout
loudtoagroupofstudents.SightWordsaredefinedaswordsmadeupoffewletters,whichare
learnedthroughrepetition,byuseofflashcards.MorningMeetingisdefinedasa15minute
studentleddiscussionwhereeachstudenthastheopportunitytoshare,andtherestofthe
studentsaretolistenattentively.PartnerReadingisdefinedasa15minutesessionwheretwo
students,ahigherlevelreaderandalowerlevelreaderaretoreadtogether.Priortotheactivity
ofPartnerReading,eachstudentwillhaveinhisorherpossessionabook,whichhasbeen
determinedtobeofhisorherpersonalinstructionallevel.ForthisstudyIhavechosento
examine20EnglishLanguageLearners.These20studentswillbeoffourdifferentclassroomsin
thesameschoolinSycamore,IL.Sycamore,ILislocatedinDeKalbCountywhereinthe
population11.3%,representing11,090persons,speaksomelanguage[otherthanEnglish]at
home(HealthDepartment2012).Theschoolthatwillbepartakinginthestudyisreferredtoas
St.CatherineofSiena.ForthepurposesofthisstudySt.CatherineofSienahasatotalof700
students.St.CatherineofSienaoffersgradesKindergartenthroughFifthgradewith
approximately30studentsineachgradelevelandfourclassroomspergradelevel.Thisschool
wasselectedforitslocationofSycamore,ILaswellasitslargepopulation.Thepopulationof
Sycamoreisapproximately90%nativeEnglishspeakers.Withsuchahighnumberofnative
Englishspeakers,theEnglishLanguageLearnerswillbehearingalotofEnglishintheir
classroomandthroughouttheirschoolday.ThepopulationofstudentsatSt.CatherineofSiena
givesanopportunityforthestudytobecontainedtooneschoolwhilestillexaminingfour
differentclassroomsofthesamegradelevel.

Running Head: VOCABULARY INTERVENTION FOR ENGLISH LANGUAGE LEARNERS

ThisstudywilltakeplacewithfourSecondgradeclassroomseachclassroomhasfive
EnglishLanguageLearners.Thisstudyseekstoexaminetheincreaseinvocabularywithfour
differentmethodsofvocabularyintervention.Thisapproachwillbesplitbetweentwo
classrooms.ThefourclassroomswillbereferredtoasClassroomsA1&A2andClassroomsB1
&B2.Forvocabularyintervention,ClassroomsA1&A2willbeusingReadALoudsandSight
Words.ClassroomsB1&B2willbeusingMorningMeetingsandPartnerReading.These
interventionswilltakeplaceforthreemonths,theequivalentofthefirsthalfoftheschoolyear.
Thisstudywillcontainapreandpostassessment.Thepreandpostassessmentswillbethesame
exacttestinordertoconcretelyseeanincreaseinsecondgradevocabulary.Theseassessments
allowtheopportunitytoseeconcreteincreasesofvocabularygrowth.Atthebeginningofthe
yearthestudentsinallfourclassroomswillbegiventhepreassessment.Aftertheassessmentis
completed,thedaily30minuteinterventionswillbeginthefollowingday.ClassroomsA1&A2
willspend15minutesfirstonSightWords,thentheremaining15minuteswithateacherRead
ALoud.Duringthis30minuteintervention,thestudentswillbesittingontheclassroomcarpet
withtheteacherinthefrontoftheclassroom.Theteacherwillthenrunthrougheightwords
thefirstweektheentire15minutesmaynotbeusedforSightWordsasinlaterweekstheolder
wordscanbereviewed.Iftheentire15minutesisnotusedduringthefirstweekforSight
Words,thenanadditionalReadALoudmaytakeplace.InclassroomsB1&B2,thestudents
willbeginsimilarlyontheclassroomcarpet.Studentswillbeinacircleallfacingeachotherto
prepareforMorningMeeting.TheteacherwillbegintheMorningMeetingbyaskingastudentto
begin,andthenallthestudentswillcontinuetoshareapartoftheirday,somethingheorsheis
excitedornervousabout,etc.Eachstudentwillhavetheopportunitytoshare,buttheydont

Running Head: VOCABULARY INTERVENTION FOR ENGLISH LANGUAGE LEARNERS 10

havetoshareiftheyarentcomfortable.ClassroomsB1&B2willnothavetheirsecond
interventionimmediatelyaftertheirfirstinterventionasClassroomsA1&A2had.After
MorningMeetingclassroomsB1&B2willcontinueonwiththeschoolday.Intheafternoon
whenclassroomsB1&B2arefinishingtheirLanguageArtslessons,theirlessonwillendeach
daywith15minutePartnerReading.Thisiswheneachstudentwillhavehisorherpreselected
book,whichwillchangeweekly.Thestudentswillhaveapartnerforoneweekbeforeswitching
partners.

Findings
Thefindingsinthisstudyarebasedoffofdata,whichwasaccuratelycollectedfrom
Tutor,Baker,Gersten,Baker,andSmithsTheEffectivenessofReadingInterventionsfor
EnglishLearners:AResearchSynthesisaswellasfromseveralotherstudies.Tutor,Baker,
Gersten,Baker,andSmithsarticleisespeciallyrecognizedforconductingastudyexamining12
differentstudiestodeterminewhichonewasmosteffectiveandwasabletoprovideawide
varietyofdata.Inordertorepresentthedatainthebestway,ClassroomsA1&A2sdatahave
beencombinedtorepresentClassA,andClassroomsB1&B2havebeencombinedto
representClassB.Figure1representsresultsfromClassAsandClassBspreassessmentand
postassessment.
ThedatashowstheaveragescoreofClassAandClassB.Theaveragescoreisin
referencetothecorrectamountofpointsoutofthetwentyquestionsontheAssessment.Priorto
thedaily30minuteinterventions,ClassBsaveragetestscoresareshowntobeslightlyhigher

Running Head: VOCABULARY INTERVENTION FOR ENGLISH LANGUAGE LEARNERS 11

scoresthanofClassAstestscores.Afterthedaily30minuteintervention,thestudentswere
againtestedwiththepostassessmenttesttoviewchangesinvocabulary.AsIhadexpected
ClassAhadthehighestincreaseinvocabulary.ClassAmovedfromanaverageof5.3/20
questionscorrect,to18.5/20correct.ClassBbeganwithahigheraverageof7.8/20,afterthe
interventionClassBsaveragewas14.4/20questionscorrect.Bothcombinationsofvocabulary
interventionprovedtobeasuccessasbothClassAandClassBshowedincreasesinvocabulary.

Figure1
20
15
Pre-Assessment

10

Post-Assesment
5
0
Class A

Class B

Figure2showstheindividualaccomplishmentsofbothstudentsinClassA&B.The
averagescoreforClassAwas5correctanswersoutof20.ButinClassA,StudentA10scored
thehighestoutofallthestudentsinClassAwithascoreof14/20questionscorrect.Incontrast,
ClassB2hadthehighestpreassessmentscoreof12/14.Priortothevocabularyintervention,a
conjecturecouldbemadethatClassBwouldhavethegreaterincreaseinvocabulary.But

Running Head: VOCABULARY INTERVENTION FOR ENGLISH LANGUAGE LEARNERS 12

accordingtothedata,ClassBdidnothaveassignificantofagrowthinvocabularyasClassA
did.AnoutliertothisdataisStudentB8,whoforboththepreandpostassessmentanswered
11/20correctly.StudentB8isshowntohavemadenoprogressatall.Thismaybeanerrorin
collectingthedataoranerrorduetoamiscommunicationwithStudentB8.IfStudentB8had
madejustassignificantincreasesinvocabularyasotherClassBstudents,thiswouldchangethe
data,andClassBspostassessmentaveragecouldchangesignificantly.

Figure2
25
20
15
Pre-Assesment

10

Post-Assessment

5
0

Recommendations

Running Head: VOCABULARY INTERVENTION FOR ENGLISH LANGUAGE LEARNERS 13

Basedonthedatacollecteditisveryclearthecombinationofmethodsofvocabulary
interventionforClassAweremosteffective.ClassAsposttestresultsshowedanoverallgain
invocabularyunderstanding.WhilethedatainClassBshowedsuccessfulincreasein
vocabulary,theincreasewasnotassignificantastheincreasemadeinClassA.Inorderto
developmorevocabularygainsthantheonesdescribedinthisstudy,itwouldbeimportantto
incorporatethedaily30minutesvocabularyinterventionsofSightWordsandReadALouds
whichwerebothmethodsusedinClassA.Thisstudytookplaceoverthreemonths;inorderto
increasevocabularyanextendedversionofthestudycouldbeexecutedforthelengthofayear
orbeadjustedtoalongitudinalstudyfollowingthesameclassroom.
Ifthestudyweretobedoneagaininanextendedmanner,thestudycouldbeexpandedto
anentireyear.ThelengthofayearwouldallowtheAdministerofthestudytouseboth
combinationsofvocabularyintervention.Thisincorporationofbothtypesofvocabulary
interventioncouldpotentiallyshowanevengraterincreaseinvocabulary.Schoolyearsare
typicallyseparatedintoquarterstorepresentthetimeinschool.Ifthisstudywasadjusted,it
couldbeconductedinsuchamannerastouseClassAsinterventionduringthefirsttwo
quartersoftheschoolyearandClassBsinterventionsduringthesecondtwoquarters.Usingthis
combinedvocabularyintervention,eachstudentwillcontinuetobeengagedandlearnmore
vocabularythroughouttheschoolyear.
Accordingtothedata,SightWordsandReadALoudcombinedfordaily30minute
interventionsyieldthegreatestincreaseinvocabularyforEnglishLanguageLearners.

Running Head: VOCABULARY INTERVENTION FOR ENGLISH LANGUAGE LEARNERS 14

References

Cena,J.,Baker,M.,Kameenui,E.,Baker,S.,Park,Y.,&Smolkowski,K(2012).Theimpactof
asystematicandexplicitvocabularyinterventioninSpanishwithSpanishspeaking
Englishlearnersinfirstgrade.SpringerScience+BuisnessMediaDordrecht12291316
CruzdeQirs,A.,LaraAlecio,R.,Tong,F.,&Irby,B.(2010).Theeffectofastructuredstory
readingintervention,storyretellingandhigherorderthnkingforEnglishlanguageand
literacyacquisition.JournalofResearchinReading,33(1)87113.
Dockrell,J.E.,Stuart,M.,&King,D.(2010).SupportingearlyskillsforEnglishlanguage
learnersininnercitypreschoolprovision.BritishJournalofEducationalPsychology,

Running Head: VOCABULARY INTERVENTION FOR ENGLISH LANGUAGE LEARNERS 15

80(4),49751.
HealthDepartment,D.C.(2012,September).DekalbCountyCommunityAnalysis:2012.
RetrievedApril,29,fromhttp://dekalbcounty.org/Health/administration/pdf/iplananalysis.pdf
Lam,K.,Chen,X.,Geva,E.,Luo,Y.C.,&Li,H.(2011).Theroleofmorphologicalawareness
inreadingachievementamongyoungChinesespeakingEnglishlanguagelearners:A
longitudinalstudy.ReadWritReadingandWriting,25(8),18471872.
Leacox,L.&Jackson,C.W.(2012).Spanishvocabularybridgingtechnologyenhanced
instructionforyoungEnglishlanguagelearnerswordlearning.JournalofEarly
ChildhoodLiteracy,14(2),175197.
Tutor,C.,Baker,D.,Gersten,R.,Baker,S.,&Smith,J.(2015).TheEffectivenessofReading
InterventionsforEnglishLearners:AResearchSynthesis.ExecptionalChildren82(2),
144169

Appendix
Second Grade Vocabulary

Name: _______________________________
Date:_________________

Running Head: VOCABULARY INTERVENTION FOR ENGLISH LANGUAGE LEARNERS 16

1. Which words means: They are?

a. Their
b. There
c. Theyre
2. Josh had _____ sisters.
a.
b.
c.
d.

Tissue
Picture
Four
Apple

3. When my friend is nice to me I feel ________.

a.
b.
c.
d.

Sad
Angry
Happy
Confused

4. Are you coming _____?

a. To
b. Too
c. Two
5. Which word means a big fuzzy usually brown animal?
a.
b.
c.
d.

Bear
Bare
Boat
Bat

6. Please _______ here.

a.
b.
c.
d.

Down
Because
Come
After

7. I like avocados __________ they are delicious.

a. Because
b. Not

Running Head: VOCABULARY INTERVENTION FOR ENGLISH LANGUAGE LEARNERS 17

c. Try
d. Three
8. I have a younger brother. Sometimes people call him my _______ brother.
a.
b.
c.
d.

Him
Little
Green
Out

9. Can you _______ me?

a.
b.
c.
d.

Here
Hair
Heir
Hear

10. Which word is closest to underneath?

a.
b.
c.
d.

Above
Around
Below
On top

11. This is _____ you.

a.
b.
c.
d.

Five
Four
For
Fore

12. What is ______ address?

a. Our
b. Hour
13. When someone is mean to me I feel _________?
a.
b.
c.
d.

Happy
Hurt
Glad
Silly

14. Which word means to understand?

a. No

Running Head: VOCABULARY INTERVENTION FOR ENGLISH LANGUAGE LEARNERS 18

b. Bow
c. Low
d. Know
15. A place where my family and I live.
a.
b.
c.
d.

Mom
Dad
Home
Out

16. Which word means not the same?

a.
b.
c.
d.

Similar
Together
Kind
Different

17. What is the opposite of after?

a.
b.
c.
d.

Around
About
Before
Boy

18. Which is not a compound word?

a.
b.
c.
d.

Follow
Icecream
Hotdog
Racecar

20. What is the opposite of hot?

a.
b.
c.
d.

Come
Cut
Cream
Cold