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4th Grade Objective Analysis Standard 4: Vocabulary

Page history last edited by Tashe Harris 2 years, 3 months ago

 Oklahoma Academic Standards for

English Language Arts |Grade Level Objective Analysis

 

Standard 4: Vocabulary

Students will expand their working vocabularies to effectively communicate and understand texts.

Reading

Students will expand academic, domain-appropriate, grade-level vocabularies through reading, word study, and class discussion.

Writing

Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.

 

READING: Students will expand academic, domain-appropriate, grade-level vocabularies through reading, word study, and class discussion.

Student Actions 

Teacher Actions 

4.4.R.1 Students will increase knowledge of academic, domain-appropriate, grade-level vocabulary to infer meaning of grade-level text.

  • Students will increase knowledge of vocabulary through reading, word study, discussion and teacher led instruction.

 

 

 

 

  • Teachers and students select academic, content-specific, grade level words that students need to know.

  • Teachers use an effective instructional routine such as

    • Using the word in several contexts, pronouncing it clearly.

    • Providing a student-friendly definition, explanation, or example of the word.

    • Associating a picture, graphic, or something memorable with the word.

    • Use activities and games to provide practice for students, saying and using the word.

    • Show the word’s relationship to other words.

  • Teachers provide opportunities for students to use new vocabulary in conversation and writing.

  • Teachers provide opportunities for students to make inferences about text based on vocabulary words.

  • Teachers monitor and provide opportunities for students to receive feedback when making inferences.

  • Students will use vocabulary understanding to infer the meaning of grade level text.

 

 

 

 

 

 

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.

  • Students will use word parts (prefixes, suffixes, Greek and Latin roots, stems) to define new words.

 

 

 

 

  • Teachers explain meanings of Greek and Latin roots, prefixes and suffixes.

  • Teachers model how to use common word parts to determine the meanings of the words.

  • Teachers provide opportunities for students to apply knowledge of common Greek and Latin roots, prefixes, and suffixes to determine the meanings of unknown words.

  • Teachers monitor and provide opportunities for students to receive feedback as they define new words.

4.4.R.3 Students will use context clues to determine the meaning of words or distinguish among multiple-meaning words.

  • Students will use context clues to determine the meaning of words.

 

  • Teachers explain that context clues are the information from the text that helps identify a word or phrase.

  • Teachers model how to use context clues to determine the meaning of words.

  • Teachers provide opportunities for students to practice using context clues to determine word meaning.

  • Teachers monitor and provide opportunities for students to receive feedback about students’ use of context clues to determine word meaning.

  • Students will use context clues to distinguish among multiple-meaning words.
  • Teachers model how to use context clues to determine the meaning of words when the words have multiple meanings.

  • Teachers provide opportunities for students to practice using context clues to define multiple-meaning words.

  • Teachers monitor and provide opportunities for students to receive feedback about students’ use of context clues to distinguish among multiple-meaning words.

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.
  • Teachers explain and review synonyms and antonyms.

  • Teachers provide opportunities for students to practice inferring relationships among synonyms, antonyms, homographs, and homonyms.

  • Teachers monitor and provide opportunities for students to receive feedback when inferring relationships among synonyms, antonyms, homographs, and homonyms.

  • Students will infer relationships among words with multiple meanings.
  • Teachers explain that multiple meaning words are words that can have several meanings (e.g., pitcher, park, left).

  • Teachers model and provide examples using multiple meaning words.

  • Teachers provide opportunities for students to use multiple meaning words.

  • Teachers monitor and provide opportunities for students to receive feedback when using multiple meaning words.

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. 
  • Teachers explain that the use of a dictionary or glossary necessitates the use of alphabetical order and guide words.

  • Teachers explain that dictionaries and glossaries (print and electronic) include information about word meaning, syllabication, and pronunciation.

  • Teachers model using a dictionary or glossary to determine the meaning, syllabication, and pronunciation of words.

  • Teachers provide opportunities for students to practice using a dictionary or glossary to determine the meaning, syllabication, and pronunciation of words.

  • 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.

  • Students will use a print or electronic dictionary or glossary to find the syllables of words.
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 

Teacher Actions 

4.4.W.1 Students will use domain-appropriate vocabulary to communicate ideas in writing.

  • Students will use content-specific vocabulary to clearly communicate ideas in writing.

 

 
  • Teachers explain that well-chosen words are important to effectively communicate in writing.

  • Teachers demonstrate using resources (word wall, vocabulary notebook, etc.) to select content-specific vocabulary to use in writing.

  • Teachers model writing fully developed sentences using content-specific vocabulary.

  • Teachers provide opportunities for students to practice writing and enhancing their writing with content-specific vocabulary.

  • Teachers monitor and provide opportunities for students to receive feedback regarding the clear use of content-specific vocabulary in writing.

4.4.W.2 Students will select appropriate language to create a specific effect according to purpose in writing.

  • Students will intentionally choose words to create a specific effect in writing.

 

 

  • Teachers explain that word choice is used to create specific effects for a variety of purposes.

  • Teachers model how to select vocabulary that will create the desired effect.

  • Teachers provide writing tasks that challenge students to create a variety of effects on the readers.

  • Teachers monitor and provide opportunities for students to receive feedback regarding how their word choice affected the reader.

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