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4th Grade Objective Analysis Standard 4: Vocabulary
Page history
last edited
by Tashe Harris 6 years, 4 months ago
Oklahoma Academic Standards for
English Language Arts |Grade Level Objective Analysis
Standard 4: Vocabulary
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Students will expand their working vocabularies to effectively communicate and understand texts.
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Reading
Students will expand academic, domain-appropriate, grade-level vocabularies through reading, word study, and class discussion.
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Writing
Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.
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READING: Students will expand academic, domain-appropriate, grade-level vocabularies through reading, word study, and class discussion. |
Student Actions
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Teacher Actions
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4.4.R.1 Students will increase knowledge of academic, domain-appropriate, grade-level vocabulary to infer meaning of grade-level text.
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- Students will increase knowledge of vocabulary through reading, word study, discussion and teacher led instruction.
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Teachers and students select academic, content-specific, grade level words that students need to know.
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Teachers use an effective instructional routine such as
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Using the word in several contexts, pronouncing it clearly.
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Providing a student-friendly definition, explanation, or example of the word.
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Associating a picture, graphic, or something memorable with the word.
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Use activities and games to provide practice for students, saying and using the word.
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Show the word’s relationship to other words.
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Teachers provide opportunities for students to use new vocabulary in conversation and writing.
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Teachers provide opportunities for students to make inferences about text based on vocabulary words.
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Teachers monitor and provide opportunities for students to receive feedback when making inferences.
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- Students will use vocabulary understanding to infer the meaning of grade level text.
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4.4.R.2 Students will use word parts (e.g., affixes, Greek and Latin roots, stems) to define and determine the meaning of new words.
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- Students will use word parts (prefixes, suffixes, Greek and Latin roots, stems) to define new words.
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Teachers explain meanings of Greek and Latin roots, prefixes and suffixes.
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Teachers model how to use common word parts to determine the meanings of the words.
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Teachers provide opportunities for students to apply knowledge of common Greek and Latin roots, prefixes, and suffixes to determine the meanings of unknown words.
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Teachers monitor and provide opportunities for students to receive feedback as they define new words.
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4.4.R.3 Students will use context clues to determine the meaning of words or distinguish among multiple-meaning words.
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- Students will use context clues to determine the meaning of words.
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Teachers explain that context clues are the information from the text that helps identify a word or phrase.
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Teachers model how to use context clues to determine the meaning of words.
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Teachers provide opportunities for students to practice using context clues to determine word meaning.
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Teachers monitor and provide opportunities for students to receive feedback about students’ use of context clues to determine word meaning.
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- Students will use context clues to distinguish among multiple-meaning words.
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Teachers model how to use context clues to determine the meaning of words when the words have multiple meanings.
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Teachers provide opportunities for students to practice using context clues to define multiple-meaning words.
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Teachers monitor and provide opportunities for students to receive feedback about students’ use of context clues to distinguish among multiple-meaning words.
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4.4.R.4 Students will infer relationships among words with multiple meanings, including synonyms, antonyms, and more complex homographs and homonyms. |
- Students will continue to infer relationships among synonyms, antonyms, homographs, and homonyms.
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Teachers explain and review synonyms and antonyms.
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Teachers provide opportunities for students to practice inferring relationships among synonyms, antonyms, homographs, and homonyms.
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Teachers monitor and provide opportunities for students to receive feedback when inferring relationships among synonyms, antonyms, homographs, and homonyms.
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- Students will infer relationships among words with multiple meanings.
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Teachers explain that multiple meaning words are words that can have several meanings (e.g., pitcher, park, left).
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Teachers model and provide examples using multiple meaning words.
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Teachers provide opportunities for students to use multiple meaning words.
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Teachers monitor and provide opportunities for students to receive feedback when using multiple meaning words.
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4.4.R.5 Students will use a dictionary or glossary (print and/or electronic) to determine or clarify the meanings, syllabication, and pronunciation of words. |
- Students will use a print or electronic dictionary or glossary to find meanings of words.
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Teachers explain that the use of a dictionary or glossary necessitates the use of alphabetical order and guide words.
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Teachers explain that dictionaries and glossaries (print and electronic) include information about word meaning, syllabication, and pronunciation.
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Teachers model using a dictionary or glossary to determine the meaning, syllabication, and pronunciation of words.
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Teachers provide opportunities for students to practice using a dictionary or glossary to determine the meaning, syllabication, and pronunciation of words.
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Teachers monitor and provide opportunities for students to receive feedback when using print or digital dictionaries and glossaries to determine the meaning, syllabication, and pronunciation of words.
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- Students will use a print or electronic dictionary or glossary to find the syllables of words.
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Students will use a print or electronic dictionary or glossary to find the pronunciation of words. |
WRITING: Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing. |
Student Actions
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Teacher Actions
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4.4.W.1 Students will use domain-appropriate vocabulary to communicate ideas in writing.
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- Students will use content-specific vocabulary to clearly communicate ideas in writing.
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Teachers explain that well-chosen words are important to effectively communicate in writing.
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Teachers demonstrate using resources (word wall, vocabulary notebook, etc.) to select content-specific vocabulary to use in writing.
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Teachers model writing fully developed sentences using content-specific vocabulary.
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Teachers provide opportunities for students to practice writing and enhancing their writing with content-specific vocabulary.
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Teachers monitor and provide opportunities for students to receive feedback regarding the clear use of content-specific vocabulary in writing.
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4.4.W.2 Students will select appropriate language to create a specific effect according to purpose in writing.
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- Students will intentionally choose words to create a specific effect in writing.
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Teachers explain that word choice is used to create specific effects for a variety of purposes.
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Teachers model how to select vocabulary that will create the desired effect.
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Teachers provide writing tasks that challenge students to create a variety of effects on the readers.
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Teachers monitor and provide opportunities for students to receive feedback regarding how their word choice affected the reader.
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4th Grade Objective Analysis Standard 4: Vocabulary
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