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3-4-W-1
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last edited
by Deb Wade 3 years, 10 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. |
3.4.W.1 Students will use domain-appropriate vocabulary to communicate ideas in writing. |
Student Actions
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Teacher Actions
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Students will use content-specific vocabulary to communicate ideas in writing.
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Students will utilize a word wall during writing and reading. The word wall is designed to be an interactive tool for students and contains an array of words that can be used during writing and reading. Word walls can be used in all content areas.
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Teachers explain that well chosen words are important to effectively communicate in writing.
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Teachers demonstrate using resources (word wall, vocabulary notebook, etc.) to select content-specific vocabulary to use in writing.
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Teachers model writing fully developed sentences using content-specific vocabulary.
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Teachers provide opportunities for students to practice writing and enhancing their writing with content-specific vocabulary.
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Teachers monitor and provide opportunities for students to receive feedback regarding the clear use of content-specific vocabulary in writing.
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Supporting Resources
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Teacher Insights
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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).
- The intent of this standard is that students use new academic vocabulary, content-specific vocabulary, and grade-level vocabulary in complete sentences.
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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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3-4-W-1
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