Question 75

“Cupboard” is a compound word. What makes it a compound word?

This question directly targets students' understanding of the structure of the word "cupboard" by prompting them to analyze its components, thereby enhancing their receptive vocabulary.

A) “Cupboard” is a noun. Which word would you use instead of “cupboard” in this sentence?

While this option asks about synonyms, it does not encourage students to explore the structure or meaning of the word "cupboard." Instead, it focuses on substitution rather than understanding the vocabulary.

B) “Cupboard” is a word that starts with a closed syllable. What is the other syllable type?

This question addresses syllable types, which may be relevant to phonics but does not directly contribute to expanding receptive vocabulary. It lacks emphasis on the meaning or composition of the word itself.

C) “Cupboard” is a compound word. What makes it a compound word?

This option effectively aligns with the teacher's intent by prompting students to analyze and understand the composition of the word "cupboard" as a compound, thus fostering a deeper vocabulary comprehension.

D) “Cupboard” contains the letters ‘p' ‘b' and ‘d.' In which direction do ‘p' and ‘b' face?

This question focuses on the physical characteristics of the letters rather than the meaning of the word "cupboard." It does not serve to enhance students' vocabulary skills or understanding of the word itself.

Conclusion

The question that best aligns with the teacher's intent to help students build their receptive vocabulary is option C, as it encourages an exploration of the word's structure as a compound. The other options either focus on unrelated aspects of language or don't directly enhance vocabulary understanding, making them less suitable for the educational goal at hand.