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1-4-W-1
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last edited
by Deb Wade 3 years, 11 months ago
Standard 4: Vocabulary
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Students will expand their working vocabularies to effectively communicate and understand texts.
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WRITING: Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing. |
1.4.W.1 Students will use domain-appropriate vocabulary to communicate ideas in writing with guidance and support. |
Student Actions
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Teacher Actions
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With guidance and support:
- Students will use content-specific vocabulary to communicate ideas in writing.
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Students at this level require guidance and support during instructional opportunities for this objective.
- Teachers explain that well chosen words are important to effectively communicate in writing.
- Teachers model using content-specific words in a shared writing experience.
- Teachers demonstrate using resources (word wall, vocabulary notebook, etc.) to select content-specific vocabulary to use in writing.
- Teachers provide opportunities for students to use content-specific vocabulary through drawing, labeling, and writing.
- Teachers monitor and provide opportunities for students to receive feedback as students use vocabulary to communicate through writing.
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Supporting Resources
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Teacher Insights
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Marzano Six Step Vocabulary Process (pdf)
Marzano Vocabulary Four Square (pdf)
Marzano on Building Academic Vocabulary
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Domain-specific vocabulary refers to “relatively low-frequency, content-specific words that appear in textbooks and other instructional materials; for example, apex in math, escarpment in geography, and isobar in science” (Blachowicz, C. & Fisher, P., p.1).
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The intent of this standard is that students use new academic vocabulary, content-specific vocabulary, and grade-level vocabulary in complete sentences with guidance and support.
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Students need multiple opportunities to read, write, and talk about new words.
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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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1-4-W-1
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