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1-4-W-1

Page history last edited by Deb Wade 6 months, 3 weeks ago

 

Standard 4: Vocabulary

Students will expand their working vocabularies to effectively communicate and understand texts.

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 

Teacher Actions 

With guidance and support:
  • Students will use content-specific vocabulary to communicate ideas in writing.

 

 

 

 
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.

Supporting Resources 

Teacher Insights 

Marzano Six Step Vocabulary Process (pdf)

Marzano Vocabulary Four Square  (pdf)

Marzano on Building Academic Vocabulary

 

 
  • 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).  

  • 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.

  • Students need multiple opportunities to read, write, and talk about new words.

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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