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PK-4-R-1

Page history last edited by Jason Stephenson 3 years, 10 months ago

 

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.
PK.4.R.1 Students will acquire new academic, content-specific, grade-level vocabulary and relate new words to prior knowledge with guidance and support.

Student Actions 

Teacher Actions 

*Students at this level require guidance and support during instructional opportunities for this objective.
  • Students will learn academic and content-specific vocabulary through read alouds and class discussions.
  • Students will connect new vocabulary words to prior knowledge .

 

Students at this level require guidance and support during instructional opportunities for this objective.

  • Teachers introduce key vocabulary in texts and content areas.
  • Teachers give opportunities for students to act out or practice vocabulary words.
  • Teachers encourage students to use new vocabulary when speaking.  
  • Teachers model making connections with prior knowledge to make vocabulary more meaningful to students.
  • Teachers give opportunities for students to connect their experiences to vocabulary when possible.
  • Teachers monitor and provide opportunities for students to receive feedback while make connections to new vocabulary using their prior knowledge.

Supporting Resources 

Teacher Insights 

Developing Academic Vocabulary: Got Words?  (webpage)
  • Academic Vocabulary refers to words associated with content knowledge. Within every discipline, there is a specific set of words to represent its concepts and processes.

  • Content-Specific Vocabulary refers to vocabulary that includes technical words related to specific academic disciplines.

  • Grade-Level Vocabulary refers to words that are appropriate for that specific grade level. 

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

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