VOCABULARY FREQUENCY COMPARISON BETWEEN
NYS LIVING ENVIRONMENT TEXTBOOK
AND NYS REGENTS EXAMS
by
Elizabeth M. Wells
A Master’s Project
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Master of Science in Education
Curriculum and Instruction
Department of Curriculum and Instruction
State University of New York at Fredonia
Fredonia, New York
December 2012
Abstract
How do science content teachers decide which academic vocabulary words to teach to
their students? Do they rely on their district textbook to identify them? Which vocabulary is the
important vocabulary and how much are they going to see and use it? How much vocabulary is
too much vocabulary? This study examined the frequency in which academic vocabulary words
found in a New York State school district textbook compared to the frequency in which they
were found on the New York State Living Environment Regents exams. The analysis of data
indicate that there are significantly more academic vocabulary words identified in the textbook
than what students will see on the New York State Living Environment Regents exam or what
they are capable of learning. The findings from this study will help curriculum directors and
teachers identify which vocabulary is important to teach and in which order to teach them.
Further research will need to be done to determine how the choice of words will impact student
scores on the NYS Living Environment Regents exam.
ii
TABLE OF CONTENTS
Project Certification Page………………………………………………………………..
i
Abstract………………………………………………………………………………….
ii
Table of Contents………………………………………………………………………..
iii
Introduction……………………………………………………………………………...
1
Literature Review………………………………………………………………………..
3
What is Academic Vocabulary?.................................................................................
3
Domain specific academic vocabulary…………………………………………....
3
General academic vocabulary…………………………………………………….
4
High frequency versus low frequency words……………………………………..
4
Levels of Vocabulary…………………………………………………………………
5
Three tier level approach…………………………………………………………..
5
Four level framework……………………………………………………………...
5
Principles of Vocabulary Instruction………………………………………………....
6
Student choice……………………………………………………………………... 6
Multiple exposures………………………………………………………………… 7
Rote memorization………………………………………………………………… 7
Articulated among teachers………………………………………………………..
8
Active agents and learners………………………………………………...............
8
Firsthand experiences and print resources to enhance learning…………………… 8
Selecting Academic Vocabulary for Instruction……………………………………… 9
Deciding which words to teach……………………………………………………
9
Who chooses? Teacher or student?..........................................................................
11
iii
Relationship to assessment…………………………………………………………..
12
Background knowledge……………………………………………………………
12
Increased vocabularies equal increased question comprehension………………...
12
Role of Textbooks in Curriculum……………………………………………………..
13
Methodology………………………………………………………………………….....
15
Participants…………………………………………………………………………...
15
Teachers…………………………………………………………………………...
16
Students…………………………………………………………………………...
16
Curriculum Directors……………………………………………………………..
16
Setting………………………………………………………………………………...
16
New York State……………………………………………………………………
16
Students Grade 8, 9, and 10……………………………………………………….
17
Design……………………………………………………………………………….
17
Data collection…………………………………………………………………….
18
Data analysis……………………………………………………………………....
18
Limitations…………………………………………………………………………....
18
Textbook…………………………………………………………………………..
19
Type of software used…………………………………………………………….
19
Choice of vocabulary words……………………………………………………...
20
Results…………………………………………………………………………………....
21
Discussion………………………………………………………………………………..
21
References………………………………………………………………………………... 25
Appendix…………………………………………………………………………………. 29
iv
Appendix A…………………………………………………………………………… 30
Appendix B…………………………………………………………………………… 31
Appendix C…………………………………………………………………………… 32
Appendix D..................................................................................................................
v
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Introduction
This thesis addressed the question of how the frequency of academic vocabulary words
that are found in a school district’s biology textbook matches the frequency in which the
academic vocabulary was found on the New York State Living Environment Regents exam that
is given three times per school year: January, June and August. Each year, content area teachers
are faced with the decision as to which academic vocabulary words they need to teach to their
students in order for them to be successful in the course. Domain specific vocabulary is defined
by Marzano and Pickering (2005) as content specific words used in a specific academic domain
such as biology. General academic vocabulary is defined by Hiebert and Lubliner (2008) as
words whose meaning often change across the different content areas. This thesis focused on
identifying, through frequency count, which words biology teachers should focus on after the
words have been identified as part of the Regents Core Curriculum or Standard Core Curriculum
and how often these words have been seen on the New York State Living Environment Regents
Exam over the past four years. Teachers need to choose from domain specific vocabulary or
general academic vocabulary and decide what is appropriate for the topic or concept that is being
presented.
At the beginning of the school year when I taught a New York State Regents Living
Environment course, I gave the students sample questions from previous New York State
Regents Living Environment exams and soon realized that students were having difficulty with
reading and understanding the questions that were being asked. Many of the students struggled
with comprehension because they did not have the background knowledge and vocabulary
needed in order to understand and answer the question. Could it have been the readability of the
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question? With a large amount of academic vocabulary that is specific to biology, I wondered
how much vocabulary is too much vocabulary? Which vocabulary is the important vocabulary
and how much are students going to see and use it?
The problem is significant because the vocabularies that are used in science denote
meanings that are not always used in everyday general use of a particular word (Rupley and
Slough, 2010). The social problem of the vocabulary acquisition affects students at all academic
levels, regardless of gender, race, or ability. Science teachers who have English Language
Learners (ELLs) in their classroom, not only have to help teach social and academic English but
teach the language of science as a third language. For non ELLs, the language of science can be
seen as a second language just because of the amount of content specific vocabulary that must be
learned (DeLuca, 2010).
Designing effective vocabulary instruction is important to the understanding of content
specific vocabulary. There is a growing consensus that vocabulary instruction should focus on
deeply understanding a small number of words, their elements, and related words in rich context
(Kelly, Lesaux, Kieffer, & Faller, 2010). More common practices teach many words in shorter
time periods (Kelly et al., 2010). Teachers strive to use instructional time to teach as much
content they can in order to meet local and state standards. Research has shown that choosing
words carefully and spending time on the deep learning of general vocabulary, rather than the
vocabulary that delivers content is more valuable than targeting the low-frequency and relatively
unimportant words which are typically highlighted in bold in many textbooks (Kelly et al.,
2010).
Identifying and comparing the frequency of identified vocabulary words found in a
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district textbook to New York State Regents Exams could be a starting point for identifying
which academic vocabulary words are important to focus on when teaching the content of the
New York State Regents Living Environment course. The results of this study will allow
teachers to identify relevant academic vocabulary to teach and choose an appropriate teaching
method.
Literature Review
What is Academic Vocabulary?
During the search for a definition of academic vocabulary, I was led to terms such as
general academic vocabulary, academic literacy, domain specific vocabulary, linguistic
knowledge, content vocabulary, academic language, technical vocabulary and academic
language skills. Baumann and Graves (2010) found that researchers, writers and theorists tend to
define academic vocabulary in one of two ways: (1) as domain specific vocabulary, also known
as content specific words used in disciplines such as biology, geometry, geography; or (2) as
general academic vocabulary, which includes broad all-purpose terms that appear across content
areas but may vary in meaning depending on the discipline in which it is being used. Knowing
how to identify the type of academic vocabulary a teacher must teach can allow a teacher to
introduce vocabulary to students that they will need to know in order to understand content
specific subjects.
Domain specific academic vocabulary. Domain specific academic vocabulary is
probably the most common type of academic vocabulary (Baumann & Graves, 2010). Marzano
and Pickering (2005) define domain specific vocabulary as content specific words used in a
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
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specific academic domain such as biology. Fisher and Frey (2008) and Chung and Nation (2004)
refer to these words as technical vocabulary. Beck, McKeown and Kucan (2002) refer to them
as “Tier Three” words or technical terms. Whichever term one chooses to use, domain-specific
academic vocabulary can be identified as content specific terms that are found in content area
textbooks and various technical writings.
General academic vocabulary. General academic vocabulary is used to refer to words
that appear in texts across several disciplines or academic domains (Baumann & Graves, 2010).
Beck et al. (2002) identify these words as “Tier Two” or high-utility words that can be useful
across different academic areas. Hiebert and Lubiner (2008) identify these words as words that
have meanings that will change depending on the context in a specific content area. Coxhead
(2000) describes these words as “lexical items that occur frequently and uniformly across a wide
range of academic material” (p. 218). Although general academic vocabulary consists of words
that are present at modest to high levels of frequency (Baumann & Graves, 2010), word
frequency alone may not be an adequate measure of word difficulty (Ryder & Hughes, 1985).
High frequency versus low frequency words. High frequency words are defined by
Marinellie and Chan (2006) as words that a language user encounters often. Baumann and
Graves (2010) identify high frequency words as general academic vocabulary that is present
across multiple academic domains. Low frequency words are identified by Baumann and Graves
(2010) as those that are domain specific. It has been assumed that the more frequently a word
appears in printed materials, the greater the likelihood that the word will be known to the reader.
Certain inflected or derived forms of words may occur at a low frequency in text yet have a base
form which is highly frequent (Ryder & Hughes, 1985). Anderson and Freebody (1981)
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proposed that in order to get a better look at the measure of word frequency, one should look at
the family frequency count which would include the summed occurrences of a word’s base form,
and the derived, inflected and compound forms. Since learning a language is a complex process,
looking at the level of vocabulary a student is being exposed to may help when deciding on
which type of vocabulary to use, high-frequency or low-frequency academic vocabulary.
Level of Vocabulary
Students may appear to master social English in a short period of time, but it often takes
them longer to master academic language. For this reason, science teachers must also be
language teachers to both English and English Language Learners, teaching the language of
science as a “second” or “third” language. Science textbooks are compiled with more high level
vocabulary than textbooks in other content areas and require the comprehension of higher level
words (DeLuca, 2010).
Three tier level approach. Beck et al. (2002) identified three levels or tiers in which
vocabulary can be placed: (1) Tier one (includes basic, everyday words that are high in
frequency); (2) Tier two (includes words used frequently for mature, literate individuals); and (3)
Tier three (includes low frequency words that are limited to specific fields of study or
professions.
Four level framework. Flannigan and Greenwood (2007), enhanced the three tier
system developed by Beck et al. (2002) and took into account the goals of the lesson, the amount
of teaching time and depth of knowledge a word would require, and the place in the lesson in
which it would be the most beneficial to explore the word. Flannigan and Greenwood (2007)
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developed a four level framework as an extension to the three tier system for content area
teachers. Level one words, critical “before” words, represent the concepts that students need to
have an in-depth understanding of before reading to comprehend. Level two words, “foot-in-thedoor” words, are critical to understanding the text. Students only need a basic understanding of
these words in order to have a general understanding of the text. Level two words will be few in
number and each may have multiple meanings. Level three words, critical “after” words, are
concept words that the teacher thinks are important but the student does not need to fully
understand before reading information. These words can be addressed during or after the
reading to get a better understanding of the concept word. Level four words are words that the
teacher does not have to teach. These words include those the student already knows, words that
do not serve the teacher’s instructional goal, or words with rich surrounding context in which the
student can infer the meaning.
Teachers need to keep in mind the level of vocabulary they are introducing to the
students so they can vary their instruction with specific, functional and conceptual learning tasks
in order to help students develop their academic vocabulary. The level of the instructional
method the teacher chooses to use needs to match the level of vocabulary being taught while
keeping in mind the principles of vocabulary instruction.
Principles of Vocabulary Instruction
In reviewing the literature, several key principles of teaching vocabulary have been
identified. These principles include student choice, multiple exposures to the words, rote
memorization, the importance of articulation among teachers, being active agents and learners,
firsthand experiences and the use of print resources to enhance learning.
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Student choice. Teachers need to enfranchise their students when selecting vocabulary
to be studied and student choice needs to be honored (Allen, 2007; Haggard, 1986). Students are
capable of challenging themselves and student centered tasks support both content area learning
and independent word learning (Greenwood, 2009).
Multiple exposures. Students need multiple exposures to new words in order for them
to fully understand them and have minimal chance of retaining a new word on a single exposure
in a natural occurring context (Greenwood, 2010). Teachers can manipulate the context in order
to increase the number of exposures to increase the likelihood the students will learn and retain
new words. Students need multiple exposures and repetition at intervals that are purposeful
(Greenwood, 2009). Multiple exposures to new words in meaningful and relevant contexts is a
critical component of deep word knowledge development (Beck et al., 2002). Instead of using
dictionaries as the main source for word information, students need to hear and be able to
practice using the words in as many contexts as possible in their speech and writing in order to
understand the different meanings a word may have and in what context each meaning is used
(Kelly et al., 2010).
Rote memorization. Assigning students to write down definitions from a dictionary or
glossary does not teach words thoroughly and thoughtfully. Dictionaries are not designed to
teach new words. Since dictionaries provide multiple meanings to words, students need to
understand the context in which the word is being used in order to provide a meaning.
Memorization of definitions can keep students busy for seatwork or homework. These words
will soon be forgotten after the weekly vocabulary quiz if students are not given the
opportunities to explore and apply the words meaning within a context learning environment
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
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(Greenwood, 2009; Greenwood, 2010).
Students often think they know words that they actually do not know deeply. Although
students are told to look up unknown words in a dictionary, research has shown that dictionary
definitions are inaccessible to most students (Marzano, 2004). Struggling readers need many
relevant examples and explanations that use a familiar language, yet dictionaries are organized
with abbreviated definitions and as many as possible (Feldman & Kinsella, 2005).
Articulated among teachers. The need for vocabulary to be articulated among teachers
is important and necessary for middle level interdisciplinary teams. Key words in science and
social studies can be reserved for teaching purposes, but made public for reinforcement purposes
(Bromley, 2007). Fisher and Frey (2008) provide a model for a school wide project at the
middle school level. Their “Words of the Week” (WOW!) project engages teachers in all
content areas and students to learn five words a week. The words chosen focus on high utility
words which are transferable between content areas.
Active agents and learners. Teachers and students must be active in the learning
process for deep and lasting academic vocabulary learning to take place (Fisher & Frey, 2008;
Flanigan & Greenwood, 2007). Knowing the vocabulary of a discipline gives the student an
inside look into the subject area they will read more because they learn more (Greenwood,
2009).
Firsthand experiences and print resources to enhance learning. Giving students
firsthand experiences to observe and manipulate some object or event is extremely important for
science learning and enhancing vocabulary learning (Spencer & Guillaume, 2006). Students
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
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build the foundation for more sophisticated explanations of the natural world through firsthand
experiences. By providing these experiences, students will be able to build concepts that will
contain a more detailed understanding of related terms (Spencer & Guillaume, 2006). When
students are directly involved in their environment through firsthand experiences, these
experiences activate prior knowledge and help to prepare them for new learning (Spencer &
Guillaune, 2006).
Text resources are important components to the science curriculum. First, content area
reading can provide labels for newly developed concepts. Second, it provides additional
exposure to terms introduced through teacher talk, classroom discussion and student activities.
Third, the experiences can add to the understanding of multiple meanings of a word and show
words in a variety of contexts. Lastly, when students are provided with text resources that are
relevant to the topics they are investigating, they can add to their firsthand experiences in order
to gain more knowledge and an increased understanding (Spencer & Guillaume, 2006).
Selecting Academic Vocabulary for Instruction.
Given the diversity of definitions for academic vocabulary and associated terms and
classification available, researchers and theorists have helped to identify academic vocabulary
for instruction (Baumann & Graves, 2010).
Deciding which words to teach. Teachers cannot cover and teach all of the words that
students should learn, but teachers can choose a small set of high utility academic words that
students need, which they can build upon (Kelly et al., 2010). Kelly et al., (2010), designed and
evaluated an academic vocabulary program to address the needs of struggling readers in
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
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partnership within an urban school district characterized by linguistic and socioeconomic
diversity. Their goal was to determine if regular systematic instruction in vocabulary could be
effective in raising students’ reading comprehension skills. The classrooms that were targeted
for the study included 70% language minority learners and the average students were reading
below grade level.
Based on principles discussed previously, an 18 week program was developed for sixth
graders featuring eight, two week units and two review weeks. Each unit contained an eight day
lesson cycle, each forty-five minutes, held four days a week, with text from Time for Kids.
Specific texts were chosen on the following criteria: potential for students’ engagement,
readability at the fourth to sixth grade instructional level, length, and the specific vocabulary
used.
Eight or nine high-utility academic words were chosen and exposure to the words varied
across the days of the unit. Once the program was developed, Kelly et al. (2010) found twelve
teachers who were willing to try the program. Student achievement was compared between the
students who were using the vocabulary program and the students who continued to use the
standardized curriculum.
Student participants included 476 sixth graders, of whom 346 were language minority
learners and 130 were native English speakers. The participating schools served an ethnically
diverse and primarily low-income student population. Kelly et al., (2010) investigated the
curriculum’s effect on student’s vocabulary and reading comprehension skills by giving
assessments to students before and after they received the new curriculum.
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
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Kelly et al. (2010) found that teachers using the program spent an average of fifty-two
minutes on the daily lesson which was close to the designed forty-five minutes. The eighteen
weeks of designed academic vocabulary instruction resulted in greater gains on standardized and
research developed measures of vocabulary, word learning, and reading comprehension.
Students in treatment classrooms had significantly better results on a multiple choice test of
academic words, a curriculum based measure of deep knowledge of the words taught and the test
of a student’s ability to break down words into parts. Students in the control classrooms only
received about ten percent of instructional time on vocabulary that focused on rare unfamiliar
words with one definition or example per word.
Kelly et al. (2010) found that the program helped those in the treatment classrooms
comprehend passages that included the words that were taught. Overall, treatment teachers were
better than the control teachers at providing students with multiple opportunities to use the
words.
Who chooses? Teacher or student? Word selection has traditionally been regarded as a
matter for the attention of teachers and material writers rather than the learners themselves. The
notion of treating vocabulary selection as mainly the teacher’s responsibility has shortcomings.
First, leaving the decision completely up to the teacher can be problematic if the teacher does not
have a systematic way to teach the vocabulary. Second, leaving the choice up to the teacher
ignores the learner specific factors that influence the relationships between the learner and the
word (Barker, 2007).
Trying to learn every word a student meets as he or she meets it, is not a good strategy to
learn new vocabulary words. Students have a variety of choices from ignoring it completely to
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
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trying to learn it immediately for use. Language learners need to make personalized cost/benefit
analysis of the words they meet as they meet them. Cost refers to the time and effort that a
learner might expect to send in learning the new word, and benefit is the combination of the
utilitarian advantages to the student of knowing a word and the satisfaction gained from having
learned it (Barker, 2007).
In order for teachers to help students make the decision on the cost and benefit of a word,
Barker (2007) suggests that teachers should make a list of words students may encounter in a
lesson and have the students choose the one they want to learn and explain their reasoning.
Giving students the choice to choose the words to be learned can empower students to learn,
leading to self-assessment and accountability (Barker, 2007).
Relationship to Assessment
Background knowledge. Reading comprehension and understanding is largely based on
background knowledge and vocabulary. When readers have sufficient background knowledge
and vocabulary, they can use cognitive strategies such as predicting, inferring, connecting,
summarizing, and questioning to clarify their understanding (Fisher, Grant & Frey, 2009). Many
students of poverty, students who struggle with reading and English Language Learners (ELL)
come to school with a vocabulary half the size or less of those of their middle-class classmates
(Rupley & Slough, 2010). These students will fall farther behind in science learning if they do
not get the appropriate help to succeed.
Text that is chosen for students to read must span a wide range of difficulty because
students cannot learn from books they cannot read. Every new reading encounter a student has,
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
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gives that student an opportunity to use their previous reading experiences. As a result, they will
have more background knowledge for each new text they encounter (Fisher et al., 2009).
Vocabulary knowledge is developmental and is related to background experiences.
Student understanding of science concepts are bound to their understanding of the vocabulary
used to define and communicate the concept and matching the concepts with their background
knowledge (Rupley & Slough, 2010).
Increased vocabularies equals increased question comprehension. Reading ability is
a skill that has been shown to influence students’ performance on standardized tests. Students
who come to content area standardized tests prepared with stronger reading backgrounds will
come with more background information and richer vocabulary development (Visone, 2010).
These readers are more aware of the context around unfamiliar words, pictures, boldfaced and
italicized words, and headings which allows them to check for their own understanding, ignore
irrelevant information and compare text to prior knowledge (Visone, 2010). Försterling and
Morgenstern (2002), found that people who are proficient at a particular task, better allocate their
time during assessments. Less proficient individuals were less persistent at tasks. The
implication for this study of Försterling and Morgenstern (2002) is that good readers allocate
their time more efficiently and persist longer with difficult text during standardized tests, while
poor readers are more likely to waste time and quite with difficult material.
Role of Textbooks in Curriculum
In many science classrooms, teachers and students judge the quality of ideas by
comparing them to what is represented by the curriculum and how well the response matches
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with the textbook’s answer, making the textbook or curriculum the authority on what is
acceptable science knowledge (Russ, Coffey, Hammer, & Hutchinson, 2008). Russ et al., (2008)
refer to this a textbook correctness, which is the assessment practice of holding the ideas
accountable to the facts presented in the textbook or curriculum.
Teachers and students primarily focus their attention on textbooks because it is easier to
compare an idea to the textbook answer than to analyze the reasoning behind it. Teachers
naturally pay attention to textbook correctness because both teachers and students are held
accountable to this in high stake tests (Russ et al., 2008).
McTigue and Slough (2010) propose building on the concept of test readability to a more
general concept of test accessibility for science textbooks. Text accessibility is a broader
concept because characteristics beyond the simple text base are considered. Science teachers are
typically not prepared for the task of analyzing textbooks because they are not trained in the
domain of reading education (McTigue & Slough, 2010).
When analyzing and choosing which type of text to use, McTigue and Slough (2010) not
only look at the verbal information but also the visual information. Previously, textbooks were
dominated by text and pictures took a secondary role. As textbooks continue to hold an
important role in middle and high school science classes, content teachers need to understand the
current textbook design formats and the factors that may make them more and less accessible to
novice scientists (McTigue & Slough, 2010).
Yager and Akcay (2008) conducted a study to see if Science, Technology, and Society
(STS) learning increased when compared to a typical textbook dominated approach to teaching.
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The STS approach uses a constructivist teaching method that teaches across curriculums with a
major focus in especially the social studies, mathematics, and the applied fields. STS uses the
constructivist perspective for learning and knowing emphasizing current issues, local situations,
and personal relevance. NSTA (2006) briefly defines STS as the “teaching and learning of
science and technology in the context of human experience” (p. 229-230). The study involved
two teachers and fifty-two students in grades 6 through 8. Two sections were taught, one using
the STS approach and the other using the textbook approach. Each teacher administered the
same pre- and post-assessment. Yager and Ackay (2008) found that students using the STS
approach learned the basic concepts and achieved as much general concept mastery as those who
studied from the textbook. Students were able to apply science concepts to new situations,
developed, more positive attitudes of science, displayed individual creativity skills and learned
and used science at home and in the community more than the students who were taught using
the textbook dominated approach. Further research needs to be done to see how long the
learning is retained using the STS and textbook approaches to teaching.
This thesis addressed how the frequency of academic vocabulary words that were found
in a school district’s biology textbook compared to the frequency of which the academic
vocabulary words were found on the New York State Living Environment Regents Exam that is
given on June at the end of each school year. Since New York State does not provide a list of
acceptable textbooks for use and does not require school districts to adopt or use specific or in
fact any textbooks, school districts are left to make the choice if they want to use textbooks or
not (NYSDOE, 2011). If textbooks are not being used by some school districts, then how do
curriculum directors or teachers choose which academic vocabulary words are important enough
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to teach? How does the choice of these academic vocabulary words effect student test score on
New York State tests?
Methodology
The term and course name of Biology and The Living Environment are used interchangeably by
New York State school districts and textbook publishing companies. For purposes of this thesis,
the tile of the Living Environment was used in reference for the name of the academic course.
The reference of biology was only used when referring to the title of a published textbook.
Intended audience
The intended audience for this study includes teachers who may teach the Living
Environment in a New York State School, students who attend these schools and District
Curriculum Directors who develop what curriculum the teachers should be using in their
classrooms. These are individuals who are directly involved by what is being presented in the
classroom.
Teachers. Teachers are required to teach and assess student learning on identified New
York Standards in the Living Environment. Since curriculum textbooks contain more
information than what the standards require or what can be practically covered in an academic
year, teachers need to identify which vocabulary is important to teach and in which order to
teach them.
Students. Students who take the New York State Regents Living Environment Exam are
usually in ninth or tenth grade, depending on the school district in which they reside. Some
students who are tested and identified as advanced learners are placed into an advanced
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
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placement program which allows them to complete seventh and eighth grade science during their
seventh grade year. This program allows the students to take the New York State Living
Environment course when they are in eighth grade which gives students the opportunity to take
advanced academic courses when they reach high school.
Curriculum Directors. Curriculum Directors need to provide appropriate curriculum
resources to the teachers in order for them to teach and assess their students in an effective
manner. This study may help curriculum directors to analyze the data provided to determine if
the current resources available are appropriate for the district’s needs or if supplemental
materials need to be added.
Setting
New York State. The New York State Department of Education requires students to pass
five Regents level courses (English Language Arts, Mathematics, Global History, US History,
and Science) in order to graduate with a Regents diploma, with a total of 22 course credits which
includes three science credits. Students who pass with four out of five Regents exams will
graduate with a Local Diploma rather than a Regents Diploma. The weakness to the setting is
that The Living Environment is not offered at one specific grade level.
Students Grade 8, 9 and 10. The Living Environment is typically taught at the ninth
and tenth grade levels in New York State but is also offered to eighth grade students in districts
where advanced placement courses are offered. Students who have not taken the Living
Environment during their ninth or tenth grade year can take the course during their eleventh or
twelfth grade year, depending on their overall course schedule. The Living Environment course
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is taught in both public and private schools found in urban, suburban, and rural areas throughout
New York State.
Design
This thesis focused on how the frequency of academic vocabulary words that were found
in a district’s textbook written for New York State Living Environment Course matched the
frequency in which the academic vocabulary words were found on the New York State Living
Environment Regents Exam that is given three times per school year: January, June and August.
In your intro you only mentioned June, align these two statements. For the purpose of this thesis,
the exams administered in June 2008, 2009, 2010, and 2011 were used since most students
enrolled in The Living Environment course, take the Regents Living Environment Exam in June
at the end of the academic school year. The textbook used for this thesis was Biology: New York
Edition written by Kenneth Miller and Levine, published by Prentice Hall, 2002. This textbook
was chosen because I have used this textbook in three different Living Environment classrooms
in Western New York and has been used by ninety-two districts in New York State.
Data Collection. To determine the frequency count of the academic vocabulary words in
the textbook and on the New York State Regents Exam, I used a word frequency count software
program called Hermatic Word Frequency Counter, published by Hermatic Systems. Documents
were converted from a PDF format to a Microsoft Word Document using a software program
called AVS Document Converter and then saved in the format of plain text. The plain text
format was used because that was the readable format used by the Hermatic Word Frequency
Counter program. The AVS Document Converter program was chosen because it was also
compatible with digital textbook formats. The vocabulary words that were identified in the
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
19
textbook chapters were compiled into lists and compared to the frequency in which they were
found on the New York State Living Environment Regents Exam.
The academic vocabulary words were identified using five criteria. These criteria
include: (1) if they were part of the Regents Core Curriculum; (2) the Standard Level
Curriculum; (3) the New York State Living Environment Standards that address each vocabulary
word; (4) the number of times each vocabulary word was found within the chapter in which it
was introduced; and (5) and the number of times each vocabulary word was found on the New
York State Living Environment Regents Exam for the tests given June 2008-2011.
Data Analysis. A comparative analysis was done to determine if the words were
represented at the same frequency when comparing text to test, i.e., if a word appears with low
frequency in the text, does it appear with low frequency in the test as well? Appendix C
summarizes the overall data collected on the identified vocabulary words by chapter with
reference to the Regents Core curriculum, Standard Level curriculum and the NYS Living
Environment Standards. Appendix D summarizes each of the forty chapters in the textbook.
Each table in Appendix D is a summary of a specific chapter, with all of the identified
vocabulary words and the frequency in which each word is found in the Regents Core
curriculum, Standard Level curriculum and the NYS Living Environment Standards.
Limitations
The limitations that this study had included the level at which the textbook and the New
York State exam was written, the type of software that was used, the words chosen for
comparison, the language in which the course content was written and the state tests that were
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
20
used. Since the New York State Regents Living Environment Exam is given twice during the
academic school year and once during the summer, there are three different exams that are used
by New York State.
Textbooks. Textbook publishers publish textbooks for New York State based on the
New York State Living Environment Standards. The limitations with the textbook can include
the differences in the readability, the number of academic vocabulary words, and the number of
pictures that are found throughout the textbook.
Type of software used. The limitation of the software used was the readability of the
software. There are many different words frequency counter and document converter programs
that were available to use. The software chosen was based on the number of capabilities within
each program.
Hermatic Systems Word Frequency Advanced Version 10.89 software was used to count
the frequency of each identified vocabulary word. This software scans a text file (an ANSI test
file, an HTML file, an XML file, etc.), multiple such text files, or text on the clipboard, and
counts the number of occurrences of the different (optionally ignoring common words such as
this). It also counts the occurrences of any number of specified words or phrases (optionally
matching specified patterns). The words or phrases which are found can be listed alphabetically
or by frequency, with rank and frequency displayed for each one.
AVS Document converter (Version 2.1.2.182) is designed to view and convert various
types of documents from one format to another. It reads text and image files and converts them
to PDF, DOC, DOCX, RTF, TXT, ODT, HTML, JPEG, TIFF, EPUB and other formats. This
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
21
software was used to convert PDF files to a DOCX file and then to a plain text file in order for
the data to be read by the frequency count software.
Choice of vocabulary words. The vocabulary words chosen by a teacher can be a
limitation because what is identified as an important vocabulary word by one educator may not
be seen at the same level of importance by another educator. The vocabulary words chosen for
this thesis were based on those identified by the publishing company, in the textbook as
highlighted words and matched to the New York State Living Environment Standards. These
words were identified in the textbook at the beginning of each chapter section.
Results
Table 1.0 of Appendix C summarizes the data collected for the vocabulary word
frequency count from each chapter in the textbook. The data shows that a total of 929
vocabulary words were identified. Of the 929 vocabulary words, 587 vocabulary words were
identified in 31 0f the 40 chapters in the Regents core curriculum. The Regents Core represents
the minimum coverage to support the curriculum for the NYS Living Environment course. The
Standard Level curriculum is represented by the Regents Core curriculum with added sections
and their accompanying resources in the textbook. The results for the Standard Level curriculum
show that 701 vocabulary words were identified out of the 929 vocabulary words in the textbook,
which were covered in 38 of the 40 chapters. The results show that when the 929 identified
vocabulary words were compared to which vocabulary words were identified by the NYS Living
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
22
Environment Standards, only 314 vocabulary words were identified. When comparing the
number of vocabulary words found in the text to the number in which students saw them on the
NYS Regents Living Environment Exam, students saw a significantly lower number on the test
than what was found in the textbook. Of the 929 identified words in the text, students only saw
110 on the June 2011 exam, 91 on the June 2010 exam, 112 on the June 2009 exam, and 98 on
the June 2008 exam. The results also show that students saw words on the NYS Regents Living
Environment exams that were not identified in the NYS Living Environments Standards.
Discussion
What students learn in science is dependent not only on the curriculum and standards, but
also how they are engaged in the science curriculum. It is difficult for teachers to choose which
vocabulary words are important to teach, given the varied number of curriculums that are
available. When the typical science instruction in the intermediate and middle grades can be
adequately characterized across the country as reading the textbook, taking notes, writing
definitions for vocabulary, and taking tests on factual information, students’ needs are not clearly
being adequately met (Rupley & Slough, 2010).
The academic vocabulary in the chosen textbook was domain specific. With 929
vocabulary words identified, and different curriculums to choose from, how does a science
teacher choose which words are the important ones to focus on to teach the concepts needed in
order for the students to be successful on the NYS Living Environment Regents exam? The
results from this thesis should help teachers identify those words.
According to Bauman and Graves (2010), high frequency words are general academic
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
23
words that are seen across multiple academic domains, where low frequency words are those that
are domain specific. Given the fact that biology is a specific domain within the academic area of
science, one might expect to find low frequency words. Knowing how to identify the type of
academic vocabulary to teach students can allow a teacher to introduce vocabulary to students
which they will need to know in order to understand content specific subjects.
Science teachers must consider that students may appear to master social English in short
periods of time, but if can often take much longer to master academic language. Beck et al.
(2002) identified a three tier level approach to identifying academic vocabulary. Flannigan and
Greenwood (2007) enhanced the three tier level approach by Beck et al. (2002) by taking into
account not just the frequency of the word but also the goals of the lesson, time to teach, and
depth of prior knowledge a word would require. Teachers need to keep in mind the level of
vocabulary they are introducing to the students and matching the level of the instructional
method to use, keeping in mind the principles of vocabulary instruction.
With the number of academic vocabulary words that were identified in the textbook for
this thesis, teachers need to get the students involved when selecting the vocabulary to be
studied, and provide multiple exposures to the new words in order for them to fully understand
them. Students have a minimal chance of retaining a new word on a single exposure
(Greenwood, 2010). It is up to the teacher to manipulate the context in order to provide the
exposure the students need to increase the chances the students will learn and retain the new
words. Students need to be exposed to the words in repetitive ways that are meaningful and
relevant contextually to develop deep word knowledge (Greenwood, 2009; Beck et al., 2002).
Teachers cannot cover all of the words that students should learn in a textbook, but can
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
24
chose a small set of words that students need to know and can build their knowledge upon (Kelly
et al., 2010). When it comes to word selection, leaving the decision completely up to the teacher
can be problematic if the teacher does not have a systematic way of teaching the vocabulary, and
ignores the relationship the learner has with the words (Baker, 2007). Teachers should make a
list of words students might encounter in a lesson and give the students a choice of which ones
they want to learn, explaining their reasoning. This can empower the students to learn.
The reading ability of a student is a skill that has shown to influence student performance
on standardized tests. Students who take the NYS Living Environment Regents exam, might
encounter words which they may not be familiar with. Students who have background
information and richer vocabulary development, come to content area standardized tests better
prepared. They are more aware of the context around the unfamiliar words, which allows them
to check for their own understanding, ignoring irrelevant information and can compare text to
prior knowledge (Visone, 2010).
Many teachers rely on the curriculum provided to them from the textbook company.
Teachers and students tend to judge the quality of ideas by comparing them to what is
represented by the curriculum as the correct answer, making the textbook or curriculum the
authority on what is acceptable science knowledge (Russ et al., 2008). Science teachers are not
typically prepared for the task of analyzing textbooks since they are not trained in the domain of
reading education (McTigue & Slough, 2010). Science teachers need to work with curriculum
directors and reading teachers to choose resources and teaching methods that will be effective in
getting students to learn the academic vocabulary needed in order to understand and answer the
questions correctly on the NYS Living Environment Regents exam.
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
25
Whether science teachers choose to use textbooks or not, how do teachers decide what
curriculum and vocabulary words to teach the students? The result of this thesis is only a
starting point at helping to identity the words which students will see more of on the NYS Living
Environment Regents exam. The frequency in which the words appear, along with the topic in
which they are found, can help a teacher identify which words might be more important to focus
on. Since students will vary from one classroom to another, teachers need to take into account
the ability of the students, the level of curriculum they are teaching, the background knowledge
students come into the classroom with, the time and resources needed to teach the words, and the
need for collaboration with curriculum directors and teachers outside of their specialty.
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WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
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APPENDIX
Appendix A
Hermatic Systems Word Frequency Advanced Version 10.89
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
31
This software scans a text file (an ANSI test file, an HTML file, an XML file, etc.),
multiple such text files, or text on the clipboard, and counts the number of occurrences of the
different (optionally ignoring common words such as this). It also counts the occurrences of any
number of specified words or phrases (optionally matching specified patterns). The words or
phrases which are found can be listed alphabetically or by frequency, with rank and frequency
displayed for each one.
Appendix B
AVS Document converter (Version 2.1.2.182)
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
32
AVS Document Converter is designed to view and convert various types of documents
from one format to another. It reads text and image files and converts them to PDF, DOC,
DOCX, RTF, TXT, ODT, HTML, JPEG, TIFF, EPUB and other formats.
Appendix C
Table 1.0
Summary of Vocabulary Frequency found in Biology: New York Edition (Prentice Hall)
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
33
Chapter
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
Total
Regents
core
24
41
32
46
13
25
40
13
9
15
15
28
12
5
13
16
14
0
5
23
3
0
8
4
11
0
8
0
0
0
0
0
0
17
23
17
25
26
32
24
587
Standard
level
24
41
32
46
13
25
40
13
9
15
27
28
12
7
13
16
19
9
11
23
9
18
8
22
21
13
8
7
0
3
0
5
0
17
23
17
25
26
32
24
701
NYS
standards
20
23
27
21
9
25
24
3
2
10
5
13
9
3
12
2
5
4
5
4
1
0
0
2
3
6
2
0
0
0
0
3
0
5
11
2
8
5
24
16
314
Text
24
41
32
46
13
25
40
13
9
15
27
28
12
7
13
16
19
24
26
29
19
37
42
22
21
28
29
29
13
18
9
16
5
17
41
17
25
26
32
24
929
2011
11
12
11
6
1
3
12
2
1
3
4
4
3
0
2
0
2
3
3
0
0
5
3
0
1
1
1
0
0
0
1
0
0
1
2
0
0
3
5
4
110
Regents exam
2010
2009
8
11
10
11
11
12
3
5
1
0
4
4
8
7
2
4
0
2
1
1
3
3
2
2
2
2
1
0
2
4
0
0
2
2
3
3
1
3
0
0
0
0
5
7
1
1
0
1
1
2
0
0
1
1
0
0
0
0
0
0
2
1
1
0
0
0
5
2
2
2
0
0
0
2
2
6
4
7
3
4
91
112
2008
8
11
14
4
2
6
10
3
0
2
4
4
1
0
3
0
1
3
2
1
0
5
3
0
1
0
0
0
0
0
0
1
0
2
1
0
0
2
0
4
98
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
34
Appendix D
Table 1
Frequency Comparison of Vocabulary for Chapter 1 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Regents
core
Standard
level
X
X
Observation
X
X
Data
X
X
Inference
X
X
Hypothesis
X
X
X
X
Controlled experiment
X
X
Manipulated variable
X
X
Section 1-1
Science
Section 1-2
Spontaneous generation
NYS
standards
Text
Regents exam
2011
2010
2009
2008
1-S1.1
1-S1.3
1-S1.1
1-S1.3
1-S1.1
1-S1.3
1-S1.1
1-S1.3
1-S1.1
1-S1.2
1-S1.3
1-S1.4
1-S2.3
1-S3.4
94
3
37
2
2
3
2
39
6
10
14
6
1-S1.1
1-S1.2
1-S1.3
1-S1.4
1-S2.3
1-S3.1
1-S3.5
1-S1.1
1-S1.2
1-S1.3
1-S1.4
1-S2.3
1-S3.1
1-S3.5
1-S1.1
13
6
47
10
5
1
6
1
1
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
35
Responding variable
X
X
Theory
X
X
X
X
X
X
X
X
Asexual reproduction
X
X
Metabolism
X
X
Stimulus
X
X
Homeostasis
X
X
Evolution
X
X
X
X
X
X
X
X
X
X
Section 1-3
Biology
Cell
Sexual reproduction
Section 1-4
Metric system
Microscope
Compound light microscope
Electron microscope
1-S1.2
1-S1.3
1-S1.4
1-S2.3
1-S3.1
1-S3.5
1-S1.1
1-S1.2
1-S1.3
1-S1.4
1-S2.3
1-S3.1
1-S3.5
1-S1.1
1-S1.2
1-S1.3
1-S1.4
1-S2.3
1-S3.1
1-S3.5
4-1.2b
4-1.2a
4-2.1d,e
4-4.1a,b
4-2.1d,e
4-4.1a,b
4-1.1c
4-5.1a
4-1.1c
4-1.2c
4-1.2c
4-5.2a
4-3.1a
Standard 6
Standard 6
4
30
37
81
7
17
54
6
3
13
42
1
9
28
3
10
62
3
5
1
2
4
3
7
4
3
6
31
1
9
1
1
6
1
1
3
4
1
2
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
36
Cell culture
Cell fractionation
X
X
24
X
X
24
20
5
5
24
11
8
11
8
Number of words identified
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core represents the
minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for the Living
Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the Living
Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each vocabulary
word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual vocabulary word
was found on the Regents exam.
a
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
37
Table 2
Frequency Comparison of Vocabulary for Chapter 2 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 2-1
Atom
Nucleus
Electron
Element
Isotope
Compound
Ionic bond
Ion
Covalent bond
Molecule
van der Waals Forces
Section 2-2
Cohesion
Adhesion
Mixture
Solution
Solute
Solvent
Suspension
pH Scale
Acid
Regents
core
Standard
level
NYS
standards
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
38
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
14
12
9
45
5
6
11
8
X
X
4-1.2h
4-5.1c
4-1.2h
4-5.1c
4-1.2h
4-5.1f
4-1.2h
4-5.1f
Text
124
21
76
41
5
66
12
Regents exam
2011
2010
2009
2008
4
2
3
2
2
2
1
1
3
2
1
4
4
1
3
1
57
21
91
1
1
3
1
1
10
2
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
38
Base
X
X
Buffer
X
X
Section 2-3
Monomer
X
X
Polymer
X
X
Carbohydrate
X
X
Monosaccharide
Polysaccharide
X
X
X
X
Lipid
X
X
Nucleic acid
X
X
X
X
X
X
X
X
Protein
X
X
Amino acid
X
X
X
X
X
X
X
X
X
41
X
X
X
X
X
X
X
41
Nucleotide
Ribonucleic acid
RNA
Deoxyribonucleic acid
DNA
Section 2-4
Chemical reaction
Reactant
Product
Activation energy
Catalyst
Enzyme
Substrate
Number of words identified
4-1.2h
4-5.1f
4-1.2h
4-5.1f
15
4-1.2h
4-5.1c
4-1.2h
4-5.1c
4-1.2h
4-5.1c
23
4-1.2h
4-5.1c
4-1.2h
4-5.1c
4-2.1f
4-5.1c
4-2.1f
4-5.1c
4-2.1f
4-5.1c
4-2.1i
4-5.1c
4-2.1i
4-5.1c
4-1.2h
4-1.2h
4-1.2h
4-5.1f
4-5.1f
4-5.1f, g
23
18
12
14
11
5
16
3
1
1
4
6
30
16
7
2
2
45
8
4
12
7
21
3
1
9
2
42
14
23
12
8
59
17
41
1
3
1
2
2
9
12
10
11
11
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
39
a Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core
represents the minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for
the Living Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the
Living Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each
vocabulary word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual
vocabulary word was found on the Regents exam.
Table 3
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
40
Frequency Comparison of Vocabulary for Chapter 3 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Regents
core
Standard
level
NYS
standards
Text
X
X
13
X
X
X
X
X
X
X
X
X
X
X
X
4-1.1b, c, d, f
4-6.3a
4-1.1b, c, d, f
4-6.3a
4-1.1a, b, c
4-1.1a, b, c
4-1.1a, b, c
4-1.1a, b, c
4-1.1a, b, c
X
X
23
Producer
X
X
Photosynthesis
Chemosynthesis
Heterotroph
X
X
X
X
X
X
4-1.1a, b
4-5.1a
4-6.1a, g
4-1.1a, b
4-5.1a
4-6.1a, g
4-5.1a, b
Consumer
X
X
Herbivore
X
X
Carnivore
X
X
Omnivore
X
X
Detritivore
X
X
Decomposer
X
X
Food chain
X
X
Section 3-1
Ecology
Biosphere
Species
Population
Community
Ecosystem
Biome
Section 3-2
Autotroph
4-1.1a, c, d, f
4-6.1a, d, g
4-1.1a, c, d, f
4-6.1a, d, g
4-1.1a, c, d, f
4-6.1a, d, g
4-1.1a, c, d, f
4-6.1a, d, g
4-1.1a, c, d, f
4-6.1a, d, g
4-5.1f
4-1.1a, c, d, f
4-6.1a, d, g
4-1.1a, c, d, f
4-6.1a, d, g
4-1.1a
Regents exam
2011
2010
2009
2008
62
16
1
9
23
11
3
20
52
11
1
8
1
1
1
41
10
12
6
62
8
36
4
8
43
1
2
1
7
16
6
11
3
1
2
2
36
1
1
3
1
8
1
1
7
7
1
13
4
2
3
2
38
3
1
1
2
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
41
Food web
X
X
Trophic level
Ecological pyramid
X
X
X
X
Biomass
Section 3-3
Biogeochemical cycle
Evaporation
Transpiration
Nutrient
Nitrogen fixation
Denitrification
Primary productivity
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Limiting nutrient
X
X
Algal bloom
X
X
32
32
Number of words identified
4-6.1a, c, g
Standard 6
4-1.1a
4-6.1a, c, g
Standard 6
4-6.1b
Standard 6
23
2
1
2
22
9
9
4-6.1b, d
4-6.1b
4-6.1b
4-6.1b
2
3
7
41
3
1-S1.1
4-6.1d
4-7.1b
1-S1.1
4-6.1d
4-7.1b
1-S1.1
4-6.1d
4-7.1b
27
2
2
5
2
2
2
11
11
12
14
6
7
32
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
42
a Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core represents the
minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for the Living
Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the Living
Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each vocabulary
word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual vocabulary word
was found on the Regents exam.
Table 4
Frequency Comparison of Vocabulary for Chapter 4 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 4-1
Weather
Regents
core
Standard
level
X
X
NYS
standards
4-1.1b
4-6.1e
Text
Regents exam
2011
6
2010
2009
2008
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
43
Climate
X
X
Greenhouse effect
X
X
Polar zone
Temperate zone
Tropical zone
Section4-2
Biotic factor
X
X
X
X
X
X
X
X
Abiotic factor
X
X
Habitat
X
X
Niche
X
X
Resource
X
X
Competitive exclusion principle
X
X
Predation
X
X
Symbiosis
X
X
Mutualism
X
X
Commensalism
X
X
Parasitism
X
X
4-7.1b, c
4-1.1b
4-6.1e
4-7.1b, c
4-1.1b
4-6.1e
4-7.1b, c
72
1
1
5
4
4
4-1.1b
4-6.1e, g
4-1.1b
4-6.1e, g
4-1.1b
4-6.1e, g
4-1.1a, c, f
4-6.1g
4-6.2a
4-6.1g
4-6.2a
4-6.3a
4-6.1g
4-6.2a
4-6.3a
4-6.1g
4-6.2a
4-6.3a
4-6.1g
4-6.2a
4-6.3a
4-6.1g
4-6.2a
4-6.3a
4-6.1g
4-6.2a
4-6.3a
4-6.1g
4-6.2a
5
1
34
1
9
1
3
19
1
1
3
4
8
5
8
7
8
2
1
1
1
1
1
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
44
4-6.3a
4-1.1e
4-6.3b, c
4-1.1e
4-6.3b, c
4-1.1e
4-6.3b, c
4-1.1e
4-6.3b, c
Ecological succession
X
X
Primary succession
X
X
Pioneer species
X
X
Secondary succession
X
X
X
X
Tolerance
X
X
Microclimate
X
X
Canopy
Understory
Deciduous
Coniferous
Humus
Taiga
Permafrost
Section 4-4
Plankton
Phytoplankton
Zooplankton
Wetland
Estuary
Detritus
Salt marsh
Mangrove swamp
Photic zone
Aphotic zone
Zonation
Coastal ocean
Kelp forest
X
X
X
X
X
X
X
X
X
X
X
X
X
X
6
4
7
12
4
2
3
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
3
7
3
6
8
7
2
2
8
4
3
7
8
Section4-3
Biome
4-1.1b, c
4-6.1e
4-6.3a
4-1.1b, c
4-6.1e
4-6.3a
4-1.1b, c
4-6.1e
4-6.3a
5
7
4
3
45
2
6
1
1
1
1
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
45
Coral reef
Benthos
X
X
46
X
X
46
21
6
3
46
6
3
5
4
Number of words identified
a Vocabulary
Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core represents the
minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for the Living
Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the Living
Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each vocabulary
word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual vocabulary word
was found on the Regents exam.
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
46
Table 5
Frequency Comparison of Vocabulary for Chapter 5 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Regents
core
Standard
level
X
X
X
X
Emigration
X
X
Exponential growth
X
X
Logistic growth
X
X
Carrying capacity
X
X
X
X
Density-dependent limiting
factor
X
X
Predator-prey relationship
X
X
Density-independent limiting
factor
X
X
X
X
Section 5-1
Population density
Immigration
Section 5-2
Limiting factor
Section 5-3
Demography
NYS
standards
4-1.1d
4-6.1f
4-1.1d
4-6.1f
4-6.1f
4-6.3a
4-7.1c
4-1.1d
4-6.1d, f
4-1.1d
4-6.1d, f
4-1.1c, f
4-6.1d, f, g
4-6.3a
4-1.1c,f
4-6.1d, f
4-6.3a
4-1.1c, d, f
4-6.1d, f, g
4-6.3a
4-6.1e
4-6.3c
4-7.1a, c
Text
Regents exam
2011
2010
2009
2008
7
9
7
15
18
13
18
3
3
2
5
1
1
1
1
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
47
Demographic transition
Age-structure diagram
Number of words identified
X
X
13
X
X
13
9
10
6
13
1
1
0
2
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
48
a Vocabulary
Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core represents the
minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for the Living
Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the Living
Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each vocabulary
word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual vocabulary word
was found on the Regents exam.
Table 6
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
49
Frequency Comparison of Vocabulary for Chapter 6 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Regents
core
Standard
level
X
X
Monoculture
X
X
Green revolution
X
X
Section 6-2
Renewable resource
X
X
Nonrenewable resource
X
X
Sustainable development
X
X
Soil erosion
X
X
Desertification
X
X
Deforestation
X
X
Section 6-1
Agriculture
NYS
standards
Text
Regents exam
2011
4-1.1f
4-6.3c
4-7.1a, b, c
4-7.2a, b
4-1.1f
4-6.3c
4-7.1a, b, c
4-7.2a, b
4-1.1f
4-6.3c
4-7.1a, b, c
4-7.2a, b
24
4-1.6f
4-7.1a
4-1.6f
4-7.1a
1-S1.1
4-6.1f
4-6.3c
4-7.1a, b, c
4-7.3a, b
4-6.1f
4-6.3c
4-7.1a, b, c
4-7.2a, b
4-7.3a, b
4-6.1f
4-6.3c
4-7.1a, b, c
4-7.2a, b
4-7.3a, b
4-1.1f
7
2010
2009
2008
6
8
1
3
5
5
0
9
7
1
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
50
Aquaculture
X
X
Smog
X
X
Pollutant
X
X
Acid rain
X
X
Section 6-3
Biodiversity
X
X
Ecosystem diversity
X
X
Species diversity
X
X
Genetic diversity
X
X
Extinction
X
X
Endangered species
X
X
4-6.1f
4-6.3c
4-7.1a, b, c
4-7.2a, b
4-7.3a, b
4-1.1f
4-6.1f
4-6.3c
4-7.1a, b, c
4-7.2a, b
4-7.3a, b
4-6.1f
4-6.3c
4-7.1a, b, c
4-7.3a, b
4-6.1f
4-6.3c
4-7.1a, b, c
4-7.3a, b
4-6.1f
4-6.3c
4-7.1a, b, c
4-7.3a, b
4-6.2a, b
4-7.3b
4-6.2a, b
4-7.3b
4-6.2a, b
4-7.3b
4-6.2a, b
4-7.3b
4-6.2b
4-6.3c
4-7.1a, b, c
4-7.2a, b
4-7.3b
4-6.2b
4-6.3c
4-7.1a, b, c
6
3
10
1
11
36
1
3
2
1
3
3
4
1
17
3
10
1
1
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
51
Habitat fragmentation
X
X
Biological magnification
X
X
Invasive species
X
X
Conservation
X
X
X
X
X
X
25
25
Section 6-4
Ozone layer
Global warming
Number of words identified
4-7.2a, b
4-7.3b
4-6.2b
4-6.3c
4-7.1a, b, c
4-7.2a
4-7.3b
4-1.1c, f
4-6.3c
4-7.1b, c
4-7.3a,b
4-1.1c, f
4-6.2a
4-6.3c
4-7.1b, c
4-7.2b
4-7.3a,b
1-S1.1
4-6.2a
4-6.3c
4-7.3a,b
4-1.1f
4-6.3c
4-7.1b, c
4-7.2c
4-1.1f
4-6.3c
4-7.1b, c
4-7.2c
25
4
1
4
24
1
18
3
12
1
1
1
25
3
4
4
6
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
52
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core represents the
minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for the Living
Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the Living
Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each vocabulary
word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual vocabulary word
was found on the Regents exam.
a
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
53
Table 7
Frequency Comparison of Vocabulary for Chapter 7 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Regents
core
Standard
level
NYS
standards
Text
Regents exam
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
54
Section 7-1
Cell
X
X
X
X
Nucleus
Eukaryote
Prokaryote
Section 7-2
Organelle
Cytoplasm
Nuclear envelope
X
X
X
X
X
X
X
X
X
X
X
X
Chromatin
Chromosome
X
X
X
X
Nucleolus
Ribosome
Endoplasmic reticulum
Golgi apparatus
Lysosome
Vacuole
X
X
X
X
X
X
X
X
X
X
X
X
Mitochondrion
X
X
Chloroplast
X
X
Cytoskeleton
Centriole
Section7-3
Cell membrane
Cell wall
Lipid bilayer
Concentration
Diffusion
Equilibrium
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Cell theory
1-S1.1
1-S1.4
1-S1.1
1-S1.4
4-1.2a
4-1.2a, f
574
4-1.2a, f, i
4-1.2a, f, i
4-1.2f, h, i
4-1.3a
4-2.1c, g
14
12
5
4-1.2f
4-2.1c, g
4-1.2a, f
4-1.2f, i
4-1.3a
4-1.2f, h, i
4-1.3a
4-5.1d
4-1.2f, h, i
4-1.3a
4-5.1b
2011
2010
2009
2008
54
42
28
62
4
2
3
2
2
2
13
47
1
1
6
1
9
6
9
16
1
24
1
1
4
1
1
7
1
17
1
1
1
1
18
1
4-1.2g, i
4-1.2g, i
4-1.2f, g, h, i
4-1.2f, g, h, i
4-1.2f, g, h, i
4-1.2f, g, h, i
42
28
14
32
54
9
1
1
1
1
1
1
1
1
1
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
55
Osmosis
Isotonic
Hypertonic
Hypotonic
Facilitated diffusion
Active transport
Endocytosis
Phagocytosis
Pinocytosis
Exocytosis
Section 7-4
Cell specialization
Tissue
Organ
Organ system
Number of words identified
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
4-1.2g, h, i
X
X
X
X
40
X
X
X
X
40
4-1.2a, c, e,f
4-1.2a, c, e
4-1.2a, c, e
4-1.2a, c, e
24
4-1.2g, i
21
7
8
9
15
29
7
10
5
5
5
1
34
10
40
1
5
11
4
12
8
8
1
7
8
4
10
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
56
a Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core
represents the minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for
the Living Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the
Living Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each
vocabulary word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual
vocabulary word was found on the Regents exam.
Table 8
Frequency Comparison of Vocabulary for Chapter 8 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 8-1
Autotroph
Heterotroph
Adenosine triphosphate (ATP)
Section 8-2
Photosynthesis
Pigment
Chlorophyll
Section 8-3
Thylakoid
Photosystem
Regents
core
Standard
level
X
X
X
X
X
NYS
standards
Text
Regents exam
2011
14
X
4-1.1a
4-5.1a
4-6.1a
4-1.1a
4-5.1a
4-6.1a
4-5.1c
X
X
X
X
X
X
4-5.1b
4-5.1a, b
4-5.1a, b
99
12
31
X
X
X
X
4-5.1b
4-5.1b
23
23
2010
2009
2008
1
1
2
1
1
2
12
0
3
1
1
1
9
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
57
Stroma
NDAP+
Light-dependent reactions
ATP synthase
Calvin cycle
X
X
X
X
X
13
X
X
X
X
X
13
3
9
0
1
4
39
13
2
2
4
3
Number of words identified
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core represents the
minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for the Living
Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the Living
Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each vocabulary
word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual vocabulary word
a
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
58
was found on the Regents exam.
Table 9
Frequency Comparison of Vocabulary for Chapter 9 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 9-1
Calorie
Glycolysis
Cellular respiration
NAD+
Fermentation
Anaerobic
Section 9-2
Aerobic
Krebs Cycle
Electron transport chain
Number of words identified
Regents
core
Standard
level
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
9
X
X
X
9
NYS
standards
4-1.2h
4-5.1c, d, e
Text
Regents exam
2011
7
58
57
2010
1
2
12
1
14
9
2008
3
31
45
11
4-5.1c, d
2009
4
1
0
2
0
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
59
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core
represents the minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for
the Living Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the
Living Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each
vocabulary word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual
vocabulary word was found on the Regents exam.
a
Table 10
Frequency Comparison of Vocabulary for Chapter 10 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 10-1
Cell division
Section 10-2
Mitosis
Cytokinesis
Chromatid
Centromere
Interphase
Cell cycle
Prophase
Centriole
Spindle
Regents
core
Standard
level
NYS
standards
X
X
4-1.2b, f
34
1
X
X
X
X
X
X
4-4.1d
1
X
X
X
X
X
X
X
X
X
X
47
22
20
9
12
55
9
3
21
4-2.1c, d
4-4.1d
4-4.1d
4-4.1d
Text
Regents exam
2011
2010
2
2009
2008
1
2
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
60
Metaphase
Anaphase
Telophase
Section 10-3
Cylin
Cancer
X
X
X
X
X
X
4-4.1d
4-4.1d
4-4.1d
10
14
13
X
X
15
X
X
15
4-5.2i
10
0
31
15
2
3
1
1
3
2
Number of words identified
a Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core
represents the minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for
the Living Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the
Living Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each
vocabulary word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual
vocabulary word was found on the Regents exam.
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
61
Table 11
Frequency Comparison of Vocabulary for Chapter 11 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 11-1
Genetics
Fertilization
True-breeding
Trait
Hybrid
Gene/Genes
Allele
Segregation
Gamete
Section 11-2
Probability
Punnett square
Homozygous
Heterozygous
Phenotype
Genotype
Section 11-3
Independent assortment
Incomplete dominance
Codominance
Multiple alleles
Polygenic traits
Section 11-4
Homologous
Diploid
Haploid
Regents
core
Standard
level
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
NYS
standards
4-2.1b
1-S1.1
4-2.1e
Text
2011
35
6
10
77
11
76
64
19
20
1-S3.2
Regents exam
28
14
15
22
14
21
X
X
X
X
X
9
10
10
8
0
X
X
X
21
21
23
2010
2009
2
2008
2
5
5
6
4
4/15
7/6
16/7
5/8
3
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
62
Meiosis
Tetrad
Crossing-over
X
X
X
X
X
X
15
X
27
Section 11-5
Gene map
4-4.1c
4-3.1b, c
4-4.1c
5
88
7
20
11
27
1
4
3
1
2
3
4
Number of words identified
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core
represents the minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for
the Living Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the
Living Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each
vocabulary word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual
vocabulary word was found on the Regents exam.
a
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
63
Table 12
Frequency Comparison of Vocabulary for Chapter 12 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Regents
core
Standard
level
Section 12-1
Transformation
X
X
Bacteriophage
Nucleotide
X
X
X
X
Base pairing
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Section 12-2
Chromatin
Histone
Replication
DNA polymerase
Section12-3
Gene
Messenger RNA
Ribosomal RNA
Transfer RNA
Transcription
RNA polymerase
NYS
standards
1-S1.1
4-5.2j
4-2.1f
4-5.1c
1-S1.1
1-S1.3
1-S1.4
4-2.1f
Standard 6
4-2.1f
4-2.1g
4-2.1g
4-2.2c
4-2.1g
Text
Regents exam
2011
2010
2009
2008
8
15
18
4
12
6
40
4
73
13
8
9
32
15
3
4
3
7
16
5
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
64
4-2.2c
Promotor
Intron
Exon
Codon
Translation
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Point mutation
X
X
Frameshift mutation
X
X
X
X
2
X
X
X
X
28
X
X
X
X
28
24
12
6
2
28
Anticodon
Section 12-4
Mutation
Polyploidy
Section 12-5
Operon
Operator
Differentiation
Hox gene
4-2.1g
4-2.1g, i
4-5.1c
0
15
15
53
32
8
4-2.1h
4-3.1d
4-2.1h
4-2.2d
4-2.1h
4-2.2d
4-2.1b, k
13
76
11
8
4
12
4
5
1
4
1
2
2
4
Number of words identified
a
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
65
represents the minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for
the Living Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the
Living Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each
vocabulary word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual
vocabulary word was found on the Regents exam.
Table 13
Frequency Comparison of Vocabulary for Chapter 13 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 13-1
Selective breeding
Hybridization
Inbreeding
Section 13-2
Genetic engineering
Restriction enzyme
Regents
core
Standard
level
X
X
X
X
X
X
X
X
X
X
NYS
standards
4-2.2a
4-3.1b
4-2.2a
4-3.1b
Text
Regents exam
2011
15
2010
2
8
13
4-2.2b
4-2.2c
16
10
2
1
2009
2008
2
1
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
66
Gel electrophoresis
Recombinant DNA
Polymerase chain reaction
(PCR)
Section 13-3
Plasmid
Genetic marker
Section 13-4
Transgenic
Clone
Number of words identified
X
X
X
X
X
X
LS – gel elec.
4-2.2c, d
9
12
0
X
X
X
X
4-2.2b, c, d,e
27
6
X
X
29
X
X
12
12
4-2.2b, e
4-5.2j
4-7.3b
4-2.1d
4-4.1b
4-7.3a, b
9
1
2
6
12
1
3
2
2
1
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
67
a Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core
represents the minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for
the Living Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the
Living Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each
vocabulary word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual
vocabulary word was found on the Regents exam.
Table 14
Frequency Comparison of Vocabulary for Chapter 14 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 14-1
Karyotype
Sex chromosome
Autosome
Pedigree
Section 14-2
Sex-linked gene
Nondisjunction
Section 14-3
DNA fingerprinting
Number of words identified
Regents
core
Standard
level
X
X
X
X
X
X
X
X
X
X
X
X
5
7
NYS
standards
4-2.1e
4-2.1b, c
4-2.1j
LS – gel
elec.
3
Text
Regents exam
2011
18
7
3
29
2010
2009
2008
0
0
1
1
15
4
7
0
1
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
68
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core
represents the minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for
the Living Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the
Living Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each
vocabulary word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual
vocabulary word was found on the Regents exam.
a
Table 15
Frequency Comparison of Vocabulary for Chapter 15 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 15-1
Evolution
Theory
Regents
core
Standard
level
X
X
X
X
NYS
standards
1-S1.1
1-S1.1
Text
68
49
Regents exam
2011
2010
2009
2008
4
3
4
1
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
69
Fossil
Section 15-3
Artificial selection
X
X
1-S1.1
35
X
X
2
Struggle for existence
X
X
Fitness
X
X
Adaptation
X
X
Survival of the fittest
Natural selection
Decent with modification
Common descent
Homologous structure
X
X
X
X
X
X
X
X
X
X
1-S1.1
4-2.2a
4-3.1b
4-3.1e, f, g,
h, i
4-3.1e, f, g,
h, i
4-3.1e, f, g,
h, i
4-3.1e, f, g,h
4-3.1e, f, g,h
4-3.1a, e
4-3.1a, e
4-3.1e
4-3.1g
Vestigial organ
X
13
X
13
Number of words identified
12
1
1
7
3
9
1
19
0
2
1
6
13
1
1
1
1
2
2
2
4
3
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
70
a Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core
represents the minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for
the Living Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the
Living Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each
vocabulary word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual
vocabulary word was found on the Regents exam.
Table 16
Frequency Comparison of Vocabulary for Chapter 16 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 16-1
Gene pool
Relative frequency
Single-gene trait
Polygenic trait
Section 16-2
Directional selection
Stabilizing selection
Disruptive selection
Genetic drift
Founder effect
Hardy-Weinberg principle
Genetic equilibrium
Section 16-3
Speciation
Reproductive isolation
Behavioral isolation
Regents
core
Standard
level
NYS
standards
X
X
X
X
X
X
X
X
28
9
14
21
X
X
X
X
X
X
X
X
X
X
X
X
X
X
14
9
9
15
7
6
8
X
X
X
X
X
X
23
10
5
4-3.1i
Text
Regents exam
2011
2010
2009
2008
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
71
Geographic isolation
Temporal isolation
X
X
16
X
X
16
4-3.1e, h
2
8
5
16
0
0
0
0
Number of words identified
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core represents the
minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for the Living
Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the Living
Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each vocabulary
word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual vocabulary word
was found on the Regents exam.
a
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
72
Table 17
Frequency Comparison of Vocabulary for Chapter 17 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 17-1
Paleontologist
Fossil record
Extinct
Relative dating
Index fossil
Half-life
Radioactive dating
Geologic time scale
Era
Period
Section 17-2
Proteinoid microsphere
Microfossil
Endosymbiotic theory
Section 17-3
Mass extinction
Section 17-4
Macroevolution
Adaptive radiation
Convergent evolution
Coevolution
Punctuated equilibrium
Number of words identified
Regents
core
Standard
level
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
14
X
X
X
X
X
19
NYS
standards
4-3.1e, l
4-3.1e, j, l
4-3.1e, j, l
Text
14
28
16
7
5
12
8
11
53
74
Regents exam
2011
2010
2009
2008
2
1
1
2
2
3
2
2
2
2
1
2
3
7
4-3.1l
17
4-3.1k
5
15
16
8
9
9
19
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
73
a Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core
represents the minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for
the Living Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the
Living Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each
vocabulary word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual
vocabulary word was found on the Regents exam.
Table 18
Frequency Comparison of Vocabulary for Chapter 18 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 18-1
Taxonomy
Binomial nomenclature
Regents
core
Standard
level
X
X
NYS
standards
1-S1.1
Text
Regents exam
2011
4
6
2010
2009
2008
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
74
Genus
Taxon
Family
Order
Class
Phylum
Kingdom
Section 18-2
Phylogeny
Evolutionary classification
Derived character
Cladogram
Molecular clock
Section18-3
Domain
Bacteria
Eubacteria
Archaea
Archaebacteria
Eukarya
Protista
Fungi
Plantae
Animalia
X
X
X
X
X
X
X
4-3.1e, k
4-3.1e, k
0
Number of words identified
1-S1.1
9
4
20
3
15
15
18
10
72
4
2
1
2
3
2
2
6
9
2
1
3
3
2
1
9
27
11
48
25
13
15
10
12
16
20
15
17
24
3
3
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
75
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core represents the
minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for the Living
Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the Living
Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each vocabulary
word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual vocabulary word
was found on the Regents exam.
a
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
76
Table 19
Frequency Comparison of Vocabulary for Chapter 19 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 19-1
Prokaryote
Bacillus
Coccus
Spirillum
Chemoheterotroph
Photoheterotroph
Photoautotroph
Chemoautotroph
Obligate aerobe
Obligate anaerobe
Facultative anaerobe
Regents
core
Standard
level
NYS
standards
Text
Regents exam
2011
4
2
1
1
2
3
5
10
2
2
2
2010
2009
2008
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
77
Binary fission
Conjugation
Endoscope
Nitrogen fixation
Section 19-2
Virus
Capsid
Bacteriophage
Lytic infection
Prophage
Retrovirus
Section 19-3
Pathogen
4-2.1d
4-4.1b
3
9
0
0
X
X
X
X
X
X
4-5.2b
X
X
Vaccine
X
X
Antibiotic
Viroid
Prion
X
X
X
X
X
X
4-5.2c
4-6.1g
4-5.2e, j
4-6.1g
4-5.2j
Number of words identified
5
11
5
102
19
22
9
13
4
1
9
1
11
6
3
11
4
4
10
15
1
4
3
26
3
1
3
2
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core represents the
minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for the Living
Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the Living
Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each vocabulary
word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual vocabulary word
was found on the Regents exam.
a
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
78
Table 20
Frequency Comparison of Vocabulary for Chapter 20 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 20-1
Protist
Section 20-2
Pseudopod
Amoeboid movement
Food vacuole
Cilium
Trichocyst
Macronucleus
Gullet
Regents
core
Standard
level
NYS
standards
Text
2011
162
X
X
X
X
X
X
X
X
X
X
X
X
X
X
4-1.3a
Regents exam
12
2
5
3
4
10
12
2010
2009
2008
1
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
79
Anal pore
Contractile vacuole
Conjugation
Section 20-3
Accessory pigment
Eyespot
Pellicle
Phytoplankton
Section 20-4
Phycobilin
Filament
Alternation of generations
Gametophyte
Spore
Sporophyte
Section 20-5
Cellular slime mold
Acellular slime mold
Fruiting body
Plasmodium
Hypha
Zoosporangium
Antheridium
Oogonium
X
X
X
X
X
X
X
X
X
X
X
X
X
X
4-1.3a
4-1.3a
4-6.1g
2
6
17
9
4
6
6
5
1
0
8
5
10
X
X
X
X
X
X
X
X
23
X
X
X
X
X
X
X
X
23
4
16
18
5
30
2
3
5
6
29
0
0
0
1
Number of words identified
a Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core
represents the minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for
the Living Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the
Living Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each
vocabulary word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual
vocabulary word was found on the Regents exam.
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
80
Table 21
Frequency Comparison of Vocabulary for Chapter 21 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 21-1
Chitin
Hypha
Mycelium
Fruiting body
Regents
core
Standard
level
X
X
X
X
NYS
standards
4-5.2b
4-6.1g
Text
Regents exam
2011
4
4
31
13
2010
2009
2008
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
81
Sporangium
Sporangiophore
Section 21-2
Zygospore
Rhizoid
Stolon
Gametangium
Conidium
Ascus
Ascospore
Budding
Basidium
Basidiospore
Section 21-3
Saprobe
Lichen
Mycorrhiza
Number of words identified
X
X
5
2
14
5
5
1
2
10
2
4
7
3
X
X
X
X
3
X
X
9
4-5.2b
4-6.1g
1
1
38
1
19
0
0
0
0
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
82
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core
represents the minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for
the Living Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the
Living Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each
vocabulary word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual
vocabulary word was found on the Regents exam.
a
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
83
Table 22
Frequency Comparison of Vocabulary for Chapter 22 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 22-1
Sporophyte
Gametophyte
Section 22-2
Bryophyte
Rhizoid
Gemma
Protonema
Antheridium
Archegonium
Section 22-3
Vascular tissue
Tracheid
Xylem
Phloem
Lignin
Root
Leaf
Vein
Stem
Rhizome
Regents
core
Standard
level
X
X
NYS
standards
Text
Regents exam
2011
2010
2
6
2
4
2009
2008
51
61
6
5
4
8
4
4
24
7
15
15
2
21
5
7
29
3
1
1
1
2
8
1
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
84
Frond
Sporangium
Sorus
Section 22-4
Gymnosperm
Angiosperm
Cone
Flower
Pollen grain
Pollination
Seed
Embryo
Seed coat
Section 22-5
Fruit
Monocot
Dicot
Cotyledon
Annual
Biennial
Perennial
19
5
3
0
X
X
X
X
X
X
X
X
X
31
39
8
19
7
11
151
18
6
X
X
X
X
X
X
X
18
17
17
20
9
16
11
16
37
0
4
5
1
1
1
2
5
3
1
5
1
7
5
1
5
5
Number of words identified
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core represents the
minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for the Living
Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the Living
Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each vocabulary
a
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
85
word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual vocabulary word
was found on the Regents exam.
Table 23
Frequency Comparison of Vocabulary for Chapter 23 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 23-1
Epidermal cell
Vessel element
Sieve tube element
Companion cell
Parenchyma
Collenchyma
Sclerenchyma
Meristem
Meristematic tissue
Regents
core
Standard
level
NYS
standards
Text
Regents exam
2011
9
10
6
7
12
6
9
23
13
2010
2009
2008
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
86
Apical meristem
Differentiation
Section 23-2
Taproot
Fibrous root
Root hair
Cortex
Endodermis
Vascular cylinder
Root cap
Casparian strip
Section 23-3
Node
Internode
Bud
Vascular bundle
Pith
Primary growth
Secondary growth
Vascular cambium
Cork cambium
Heartwood
Sapwood
Bark
Section 23-4
Blade
Petiole
Mesophyll
Palisade mesophyll
Spongy mesophyll
Stoma
Guard cell
Transpiration
Section 23-5
Adhesion
Capillary action
Pressure-flow hypothesis
11
4
1
10
5
9
18
12
14
9
8
1
2
5
3
5
13
18
16
5
11
8
17
X
X
X
X
X
X
X
X
8
Number of words identified
1
X
X
X
X
X
X
X
X
6
5
20
4
4
9
16
31
8
5
14
1
42
0
3
1
1
1
6
1
3
5
3
1
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
87
a Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core
represents the minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for
the Living Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the
Living Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each
vocabulary word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual
vocabulary word was found on the Regents exam.
Table 24
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
88
Frequency Comparison of Vocabulary for Chapter 24 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Regents
core
Section 24-1
Pollen cone
Seed cone
Ovule
Pollen tube
Sepal
Petal
Stamen
Filament
Anther
Carpel
Ovary
Style
Stigma
Embryo sac
Endosperm
Double fertilization
Section 24-2
Dormancy
Germination
Section 24-3
Vegetative reproduction
Stolon
Grafting
Budding
Number of words identified
Standard
level
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
4
NYS
standards
4-2.1e
4-4.1b, c
Text
2011
6
X
X
13
20
4-2.1d
2
2010
4
6
13
14
14
16
11
2
27
17
33
1
14
5
16
X
X
X
X
X
22
Regents exam
11
7
16
10
22
2009
2008
1
0
0
1
0
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
89
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core
represents the minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for
the Living Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the
Living Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each
vocabulary word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual
vocabulary word was found on the Regents exam.
a
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
90
Table 25
Frequency Comparison of Vocabulary for Chapter 25 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Regents
core
Standard
level
X
X
Target cell
X
X
Phototropism
X
X
Section 25-1
Hormone
NYS
standards
4-5.1g
4-5.3a, b
4-5.1g
4-5.3a, b
Text
22
9
12
Regents exam
2011
2010
2009
2008
1
1
1
2
1
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
91
Auxin
Gravitropism
Lateral bud
Apical dominance
Herbicide
Cytokinin
Gibberellin
Ethylene
Section 25-2
Tropism
Thigmotropism
Short-day plant
Long-day plant
Photoperiodism
Phytochrome
Dormancy
Abscission layer
Section 25-3
Xerophyte
Epiphyte
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
11
Number of words identified
X
X
X
X
X
X
X
X
X
X
21
64
9
6
6
1
23
15
17
4-5.3a
3
13
4
8
11
4
4
15
5
2
1
21
1
1
2
1
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
92
a Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core
represents the minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for
the Living Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the
Living Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each
vocabulary word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual
vocabulary word was found on the Regents exam.
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
93
Table 26
Frequency Comparison of Vocabulary for Chapter 26 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 26-1
Invertebrate
Vertebrate
Feedback inhibition
Blastula
Protostome
Deuterostome
Anua
Endoderm
Mesoderm
Ectoderm
Radial symmetry
Bilateral symmetry
Cephalization
Section 26-2
Choanocyte
Osculum
Regents
core
Standard
level
X
X
X
X
X
X
X
X
X
X
X
X
X
NYS
standards
4-5.3a, b
4-4.1d
4-4.1d
4-4.1d
4-4.1d
4-2.1k
Text
Regents exam
2011
4
3
2
8
6
7
0
7
6
6
11
18
11
2
10
2010
2009
2008
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
94
Spicule
Archaeocyte
Internal fertilization
Larva
Gemmule
Section 26-3
Cnidocyte
Nematocyst
Polyp
Medusa
Gastrovascular cavity
Nerve net
Hydrostatic skeleton
External fertilization
Number of words identified
3
2
3
14
2
6
9
57
34
7
7
4
3
0
13
6
28
3
1
0
0
0
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core represents the
minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for the Living
Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the Living
Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each vocabulary
word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual vocabulary word
was found on the Regents exam.
a
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
95
Table 27
Frequency Comparison of Vocabulary for Chapter 27 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 27-1
Acoelomate
Coelon
Pharynx
Flame cell
Ganglion
Eyespot
Hermaphrodite
Fission
Scolex
Proglottid
Testis
SECTION 27-2
Pseudocoelom
Anus
Regents
core
Standard
level
NYS
standards
4-6.1g
Text
Regents exam
2011
4
0
16
12
2
7
2
1
6
11
1
12
12
2010
2009
2008
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
96
Section 27-3
Septum
Seta
Crop
Gizzard
Closed circulatory system
Gill
Nephridium
Clitellum
Section 27-4
Trochophore
Foot
Mantle
Shell
Visceral mass
Radula
Siphon
Open circulatory system
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
2
2
4
4
4
17
3
6
8
7
27
24
84
6
16
8
4
29
4-6.1g
8
2
1
1
1
1
1
1
0
Number of words identified
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core represents the
minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for the Living
Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the Living
Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each vocabulary
word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual vocabulary word
was found on the Regents exam.
a
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
97
Table 28
Frequency Comparison of Vocabulary for Chapter 28 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 28-1
Exoskeleton
Chitin
Appendage
Tracheal tube
Spiracle
Book lung
Malpighian tube
Molting
Section 28-2
Cephalothorax
Thorax
Regents
Core
Standard
Level
NYS
Standards
Text
Regents exam
2011
28
3
3
1
2
2
0
9
14
13
2010
2009
2008
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
98
Abdomen
Carapace
Mandible
Cheliped
Swimmeret
Chelicers
Pedipalp
Spinneret
Section 28-3
Incomplete metamorphosis
Nymph
Complete metamorphosis
Pupa
Pheromone
Society
Caste
Section28-4
Endoskeleton
Mandreporite
Water vascular system
Tube foot
28
3
3
4
6
4
9
3
0
X
X
X
X
X
X
X
5
10
6
7
4
7
2
7
4
0
12
4
29
0
0
0
0
0
Number of words identified
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core represents the
minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for the Living
Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the Living
Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each vocabulary
word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual vocabulary word
was found on the Regents exam.
a
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
99
Table 29
Frequency Comparison of Vocabulary for Chapter 29 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 29-1
Radial symmetry
Bilateral symmetry
Cephalization
Coelom
Section 29-2
Intracellular digestion
Extracellular digestion
Regents
core
Standard
level
NYS
standards
Text
Regents exam
2011
2
8
20
21
3
8
2010
2009
2008
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
100
Open circulatory system
Closed circulatory system
Hydrostatic skeleton
Exoskeleton
Endoskeleton
External fertilization
Internal fertilization
0
0
0
8
6
9
13
12
2
2
13
0
0
0
0
Number of words identified
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core represents the
minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for the Living
Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the Living
Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each vocabulary
word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual vocabulary word
was found on the Regents exam.
a
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
101
Table 30
Frequency Comparison of Vocabulary for Chapter 30 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Regents
core
Section 30-1
Chordate
Notochord
Pharyngeal pouch
Vertebra
Section 30-2
Cartilage
Atrium
Ventricle
Cerebrum
Cerebellum
Medulla oblongata
Lateral line system
Swim bladder
Oviparous
Ovoviviparous
Viviparous
Section 30-3
Cloaca
Nictitating membrane
Tympanic membrane
NYS
standards
Text
Regents exam
2011
2010
2009
2008
0
0
0
0
25
18
1
3
5
8
10
6
4
3
3
6
6
3
4
0
Number of words identified
Standard
level
X
X
X
3
0
8
2
4
18
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
102
a Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core
represents the minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for
the Living Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the
Living Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each
vocabulary word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual
vocabulary word was found on the Regents exam.
Table 31
Frequency Comparison of Vocabulary for Chapter 31 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 31-1
Regents
core
Standard
level
NYS
standards
Text
Regents exam
2011
2010
2009
2008
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
103
Ectotherm
Amniotic egg
Carapace
Plastron
Section 31-2
Feather
Endotherm
Crop
Gizzard
Air sac
7
11
3
3
0
0
0
28
1
15
5
15
9
1
1
1
1
1
2
1
0
Number of words identified
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core represents the
minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for the Living
Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the Living
Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each vocabulary
word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual vocabulary word
was found on the Regents exam.
a
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
104
Table 32
Frequency Comparison of Vocabulary for Chapter 32 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Regents
core
Section 32-1
Mammary gland
Subcutaneous fat
Rumen
Diaphragm
Cerebral cortex
Section 32-2
Monotreme
Marsupial
Placenta
Section 32-3
Binocular vision
Prosimian
Anthropoid
Prehensile
Hominoid
Hominid
Bipedal
Opposable thumb
NYS
standards
X
X
X
X
X
Text
Regents exam
2011
5
2010
2009
2008
5
1
7
3
5
5
22
12
0
Number of words identified
Standard
level
4-3.1g
4-3.1g
4-3.1g
3
8
17
12
4
11
73
4
3
16
1
0
1
1
0
1
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
105
a Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core
represents the minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for
the Living Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the
Living Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each
vocabulary word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual
vocabulary word was found on the Regents exam.
Table 33
Frequency Comparison of Vocabulary for Chapter 33 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Regents
core
Standard
level
NYS
standards
Text
Regents exam
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
106
Section 33-1
Notochord
Adaptive radiation
Section 33-2
Ectotherm
Endotherm
Section 33-3
Alveolus
2011
2010
2009
2008
0
0
0
0
5
11
28
30
0
0
0
3
5
Number of words identified
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core represents the
minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for the Living
Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the Living
Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each vocabulary
word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual vocabulary word
was found on the Regents exam.
a
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
107
Table 34
Frequency Comparison of Vocabulary for Chapter 34 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 34-1
Behavior
Stimulus
Response
Innate behavior
Learning
Habituation
Classical conditioning
Operant conditioning
Insight learning
Imprinting
Section 34-2
Migration
Circadian rhythm
Courtship
Territory
Aggression
Communication
Language
Number of words identified
Regents
core
Standard
level
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
17
X
X
X
X
X
X
X
17
NYS
standards
4-5.3a
4-5.3a
4-5.3a
1-S1.1
4-3.1i
5
Text
Regents exam
2011
2010
146
41
24
18
43
13
6
11
7
8
4
13
4
17
5
4
11
9
17
1
1
2009
2008
1
3
1
4
2
2
3
1
5
2
2
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
108
a Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core
represents the minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for
the Living Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the
Living Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each
vocabulary word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual
vocabulary word was found on the Regents exam.
Table 35
Frequency Comparison of Vocabulary for Chapter 35 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Regents
core
Standard
level
NYS
standards
Text
Regents exam
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
109
2011
Section 35-1
Specialized cell
Epithelial tissue
Connective tissue
Nervous tissue
Muscle tissue
Homeostasis
Feedback inhibition
Section35-2
Neuron
Cell body
Dendrite
Axon
Myelin sheath
Resting potential
Action potential
Threshold
Synapse
Neurotransmitter
Section 35-3
Meninges
Cerebrospinal fluid
Cerebrum
Cerebellum
Brain stem
Thalamus
Hypothalamus
Reflex
Reflex arc
Section35-4
Sensory receptor
Pupil
Lens
Retina
Rod
Cone
Cochlea
Semicircular canal
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
4-1.2a, b, e
4-1.2a, b, e
4-1.2a, b, e
4-1.2a, b, e
4-1.2a, b, e
4-5.2a
4-5.3b
Standard 6
2
5
6
12
4
19
6
81
10
3
27
5
4
15
14
10
14
4-1.2e, j
4-1.2c, e
4
1
17
9
11
8
9
11
3
8
14
0
13
7
3
6
6
2010
2009
2008
1
3
1
1
3
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
110
Taste buds
Section 35-5
Drug
Stimulant
Depressant
Fetal alcohol syndrome
Drug abuse
Addiction
0
X
X
X
X
X
X
23
X
X
X
X
X
X
23
4-1.2d
4-4.1h
11
97
16
20
3
10
7
41
1
5
2
2
2
1
Number of words identified
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core represents the
minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for the Living
Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the Living
Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each vocabulary
word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual vocabulary word
was found on the Regents exam.
a
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
111
Table 36
Frequency Comparison of Vocabulary for Chapter 36 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section36-1
Periosteum
Haversian canal
Bone marrow
Cartilage
Ossification
Joint
Ligament
Section 36-2
Myosin
Actin
Neuromuscular junction
Acetocholine
Tendon
Section 36-3
Epidermis
Keratin
Melanin
Dermis
Hair follicle
Number of words identified
Regents
core
Standard
level
NYS
standards
X
X
X
X
X
X
X
X
X
X
X
X
X
X
7
7
3
21
5
91
4
X
X
X
X
X
X
X
X
X
X
24
25
2
0
17
X
X
X
X
X
17
X
X
X
X
X
17
4-1.2b, c, e,f
4-1.2b, c, e,f
2
Text
22
6
11
22
5
17
Regents exam
2011
2010
2009
2008
0
0
0
0
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
112
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core represents the
minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for the Living
Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the Living
Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each vocabulary
word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual vocabulary word
was found on the Regents exam.
a
Table 37
Frequency Comparison of Vocabulary for Chapter 37 from Biology: New York Edition (Prentice Hall)
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
113
Vocabulary word
Section 37-1
Myocardium
Atrium
Ventricle
Pulmonary circulation
Systemic circulation
Valve
Pacemaker
Aorta
Artery
Capillary
Vein
Atherosclerosis
Section37-2
Plasma
Hemoglobin
Lymphocyte
Platelet
Lymph
Section 37-3
Pharynx
Trachea
Larynx
Bronchus
Alveolus
Diaphragm
Nicotine
Emphysema
Number of words identified
Regents
core
Standard
level
NYS
standards
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
4-1.2h
X
X
X
X
X
X
X
X
X
X
4-1.2h
4-5.2d
4-1.2h
X
X
X
X
X
X
X
X
25
X
X
X
X
X
X
X
X
25
4-1.2e
4-5.3b
4-1.2d
4-5.2h
4-5.2h
4-5.2h
8
Text
Regents Exam
2011
2010
2009
2008
4
11
11
3
3
17
9
14
18
9
44
7
1
18
7
1
25
21
15
11
9
8
7
19
5
8
25
2
0
0
2
0
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
114
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core represents the
minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for the Living
Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the Living
Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each vocabulary
word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual vocabulary word
was found on the Regents exam.
a
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
115
Table 38
Frequency Comparison of Vocabulary for Chapter 38 from Biology: New York Edition (Prentice Hall)
Word
Section 38-1
Calorie
Regents
Core
Standard
Level
X
X
NYS
Standards
Text
3
Regents
2011
Regents
2010
Regents
2009
Regents
2008
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
116
Carbohydrate
X
X
Fat
Protein
X
X
X
X
Vitamin
Mineral
Section 38-2
Amylase
Esophagus
Peristalsis
Stomach
Chime
Small intestine
X
X
X
X
44
25
X
X
X
X
X
X
X
X
X
X
X
X
6
21
5
41
Pancreas
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
4-5.2a
88
9
2
27
3
8
12/7
6
6
3
26
26
5
26
Liver
Villus
Large intestine
Section 38-3
Kidney
Ureter
Urinary bladder
Nephron
Filtration
Glomerulus
Bowman’s capsule
Reabsorption
Loop of Henle
Urethra
Number of words identified
4-1.2h
4-5.1c
4-1.2c
4-5.1c
4-1.2h
4-5.1f
4-1.2c, e
4-5.1f
8
1
53
42
8
1
4
1
12
7
1
29
20
18
5
16
1
2
3
2
2
6
2
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core represents the
minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for the Living
a
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
117
Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the Living
Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each vocabulary
word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual vocabulary word
was found on the Regents exam.
Table 39
Frequency Comparison of Vocabulary for Chapter 39 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Regents
core
Standard
level
NYS
standards
Text
Regents exam
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
118
Section 39-1
Hormone
Target cell
Exocrine gland
Endocrine gland
Prostaglandin
Section 39-2
Pituitary gland
Diabetes mellitus
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Ovary
X
X
Testes
X
X
X
X
X
X
Seminiferous tubule
X
X
Epididymis
X
X
Vas deferens
X
X
Urethra
X
X
Penis
X
X
Follicle
X
X
Ovulation
X
X
Fallopian tube
X
X
Section 39-3
Puberty
Scrotum
4-1.2e, f, g, j
4-1.2e, f, g, j
4-1.2d, j
4-5.2a, h
4-1.2b, c, e,j
4-4.1e
4-1.2b, c, e,j
4-4.1e
4-1.2e
4-4.1e, g
4-1.2e
4-4.1e, g
4-1.2e, f
4-4.1e, g
4-1.2e, f
4-4.1e, g
4-1.2e, f
4-4.1e, g
4-1.2e, f
4-4.1e, g
4-1.2c, e, f
4-2.1e
4-4.1e, f
4-5.3b
4-1.2c, e, f
4-2.1e
4-4.1e, f
4-5.3b
4-1.2c, e, f
4-2.1e
4-4.1e, f
2011
2010
2009
81
14
11
27
15
1
1
1
1
27
9
1
8
20
16
5
1
5
0
6
6
16
14
10
3
1
2008
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
119
Uterus
X
X
Vagina
X
X
Menstrual cycle
X
X
Corpus luteum
X
X
Menstruation
X
X
X
X
X
X
Implantation
X
X
Differentiation
X
X
Gastrulation
Neurulation
Placenta
X
X
X
X
X
X
Fetus
X
32
X
32
Sexually transmitted disease
Section 39-4
Zygote
Number of words identified
4-5.3b
4-1.2c, e, f
4-2.1e
4-4.1e, f
4-5.3b
4-1.2c, e, f
4-2.1e
4-4.1e, f
4-5.3b
4-4.1e, f
4-5.3b
4-4.1e, f
4-5.3b
4-4.1e, f
4-5.3b
4-5.2f
4-1.2e
4-4.1c
4-1.2f
4-4.1d, f
4-1.2f
4-4.1d, f
4-1.2c, e
4-4.1f
4-4.1h
24
35
2
7
17
5
15
1
12
1
4
5
6
4
1
9
8
21
36
32
1
3
5
5
4
2
7
0
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
120
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core represents the
minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for the Living
Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the Living
Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each vocabulary
word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual vocabulary word
was found on the Regents exam.
a
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
121
Table 40
Frequency Comparison of Vocabulary for Chapter 40 from Biology: New York Edition (Prentice Hall)
Vocabulary word
Section 40-1
Regents
Core
Standard
Level
NYS
Standards
Text
Regents exam
2011
2010
2009
2008
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
122
Disease
X
X
Pathogen
X
X
Germ theory of disease
X
X
Koch’s postulates
Vector
Antibiotic
Section 40-2
Immunity
X
X
X
X
X
X
X
X
Inflammatory response
Fever
Interferon
Immune response
Antigen
Humoral immunity
Cell-mediated immunity
Antibody
Vaccination
Active immunity
Passive immunity
Section 40-3
Allergy
Histamine
Asthma
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
4-5.2g
Section 40-4
Risk factor
X
X
Tumor
X
X
Carcinogen
X
X
24
24
4-5.2h
4-7.1b
4-1.2d
4-5.2h, i
4-1.2d
4-5.2h, i
16
Number of words identified
4-1.2d
4-5.2b
4-1.2d
4-5.2b
1-S1.1
4-5.2b, j
4-5.2j
4-1.2b, c
4-5.2c
4-5.2c, d
4-5.2c, d
4-5.2c, d
4-5.2c, d
4-5.2c, d
4-5.2e
4-1.2d
4-5.2g
98
1
2
112
2
3
5
13/7
8
7
1
4
3
56
2
6
11
8
38
8
7
9
9
6
6
1
1
1
2
2
4
4
1
2
1
15
5
1
8
4
24
4
3
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
123
Vocabulary Word identifies the vocabulary words that are identified in each chapter and section of the textbook. b Regents Core represents the
minimum coverage to support the Living Environment Curriculum. c Added sections and resources represent the Standard Level for the Living
Environment Curriculum. d X denotes if the vocabulary word is identified in the curriculum for the Regents Core or Standard Level for the Living
Environment. e NYS Standards identify which standards are covered by the listed vocabulary words. f Text = number of times each vocabulary
word is found within the chapter in which it is introduced. g Regents (and the year) identifies the frequency in which the individual vocabulary word
was found on the Regents exam.
a
WORD FREQUENCY COMPARISON FOR NYS REGENTS EXAM
124