| 
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • Stop wasting time looking for files and revisions. Connect your Gmail, DriveDropbox, and Slack accounts and in less than 2 minutes, Dokkio will automatically organize all your file attachments. Learn more and claim your free account.

View
 

5th Grade Objective Analysis Standard 4: Vocabulary

Page history last edited by Tashe Harris 2 years, 10 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 

5.4.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.

5.4.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, roots, stems) to define new words.

 

 

 

 

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

  • Teachers model how to use 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.

5.4.R.3 Students will use context clues to determine or clarify 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 decide the meaning of words that have multiple meanings.
  • 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.

5.4.R.4 Students will infer the relationships among words with multiple meanings, including synonyms, antonyms, analogies, and more complex homographs and homonyms.
  • Students will continue to infer relationships among synonyms, antonyms, homographs, and homonyms including words with multiple meanings.
  • Teachers explain and review synonyms, antonyms, homographs, and homonyms including words with multiple meanings.

  • 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 that use analogies. (e.g. Just as a sword is a weapon of a warrior, a pen is a weapon of a writer). 
  • Teachers explain that analogies are a comparison between two things, typically for the purpose of explanation or clarification.

  • Teachers model and provide examples of how to show the relationship among words/phrases that are analogies.

  • Teachers provide opportunities for students to use their vocabulary knowledge to explain relationships among words/phrases that use analogies.

  • Teachers monitor and provide opportunities for students to receive feedback while students write their own analogies.

5.4.R.5 Students will use a dictionary, glossary, or a thesaurus (print and/or electronic) to determine or clarify the meanings, syllabication, pronunciation, synonyms, and parts of speech 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, glossary, or thesaurus 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. As well as explaining that thesauruses identify synonyms and antonyms of various words.

  • 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 provide opportunities for students to practice using a thesaurus to identify synonyms and antonyms of various words.

  • Teachers monitor and provide opportunities for students to receive feedback when using print or digital resources to determine the meanings, syllabication, pronunciation, synonyms, and parts of speech 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.
  • Students will use a thesaurus (print and/or electronic) to identify synonyms of various words.
  • Students will use a dictionary, glossary, or thesaurus to identify parts of speech. 

 

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 

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

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

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

  • Students will write using words that are appropriate for the purpose of the writing task. 

 

 

  • 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.

Back to Homepage

Back to 5th Grade Introduction

Back to 5th Grade ELA Standards

 

 

Comments (0)

You don't have permission to comment on this page.