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PK-4-R-2

Page history last edited by Dana Piercy 5 years, 6 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.2 Students will begin to develop an awareness of context clues through read-alouds and other text experiences.

Student Actions 

Teacher Actions 

  • Students will begin to learn new vocabulary by using illustrations from text.
  • Students will begin to use key vocabulary to determine meaning from text.
  • Students will begin to use surrounding text to determine meaning of new vocabulary.

 

 

  • Teachers use think alouds while reading texts to show students how to use illustrations to find meaning of unknown vocabulary.
  • Teachers give students opportunities to create meaning using illustrations through collaborative discussions during read alouds.
  • Teachers monitor and provide opportunities for students to receive feedback while students learn new vocabulary through illustrations.
  • Teachers use think alouds to show students how to use important vocabulary to find meaning in texts.
  • Teachers give students opportunities to create meaning using important vocabulary during collaborative discussions.
  • Teachers monitor and provide opportunities for students to receive feedback while determining meaning from text.
  • Teachers model using context clues to find meaning of unknown vocabulary.
  • Teachers give students opportunities to practice finding meaning of unknown vocabulary using context clues and discussion.
  • Teachers monitor and provide opportunities for students to receive  feedback as students work with teacher to use surrounding text to determine meaning of  new vocabulary.

 

Supporting Resources 

Teacher Insights 

Five Types of Context Clues (PDF)
  • Context Clues are the information from the textual setting that helps identify a word or word group.

  • The intent of this standard is that students do not need to master context clues, but rather, create an understanding that words, text features, and illustrations give clues to what a word or group of words can mean.

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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