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6th Grade Objective Analysis Standard 4: Vocabulary

Page history last edited by Tashe Harris 4 years 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 

6.4.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 provide vocabulary resources that help students infer the meaning of a grade-level text.

 

 

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

 

 

  • Teacher model vocabulary knowledge techniques to guide the students to a better understanding of the unfamiliar word. Example: word relations

  • Teachers provide students with opportunities, in the classroom, to practice their vocabulary knowledge.

  • Teachers monitor the ability of students to infer the meaning of a grade-level text, providing feedback when needed.

6.4.R.2 Students will use word parts (e.g., affixes, Greek and Latin roots, stems) to define and determine the meaning of increasingly complex words.

  • Students will use word parts (prefixes, suffixes, Greek and Latin roots, stems) to define increasingly complex 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 analyze word parts to determine meaning.

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

6.4.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 provide opportunities for students to decide the meaning of words using context clues.
  • Teachers provide opportunities for students to distinguish the difference of word meanings of multiple-meaning words.

  • Teachers monitor and provide opportunities for students to receive feedback on the use of context clues to determine or clarify the meaning of words. 

  • Students will use context clues to decide the meaning of words that have multiple meanings.
6.4.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 continue to 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.

6.4.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 dictionary, glossary, and thesaurus to clarify misconceptions of word meanings.
  • Teachers provide multiple resources for students to look up words that might need to be clarified or defined.
  • Students will utilize appropriate print and digital reference to gain a better understanding of words including syllables, pronunciations, synonyms and the part of speech.
  • Teachers monitor correct usage of the print or digital dictionary, glossary, or thesaurus.

  • Teachers provide opportunities for students to research words in order to clarify meaning.

  • Teachers monitor and provide opportunities for students to receive feedback when using print or digital resources.

 

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 

6.4.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.

6.4.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 a 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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