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K-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.
K.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. Students will begin to identify and apply new meanings for familiar words (e.g. duck is a bird and learning the verb to duck) to determine meaning from text.	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 as students work with the teacher to use illustrations to learn new vocabulary. 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 as students work with the teacher to use key vocabulary to determine meaning from the 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. Teachers explain how some words can have more than one meaning. Teachers provide examples of multiple meaning words in a read aloud. Teachers allow students to contribute their own examples of multiple meaning words during a classroom discussion. Teachers monitor and provide opportunities for students to receive feedback as students practice using these words.
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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