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5-4-W-1
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last edited
by Jason Stephenson 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.
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5.4.W.1 Students will use domain-appropriate vocabulary to communicate ideas in writing clearly.
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Student Actions
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Teacher Actions
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- Students use content-specific vocabulary to communicate ideas clearly in writing.
- Students experience multiple opportunities to read, write and talk about new words.
- Students create and maintain personal words walls, notebooks, lists, or collections of content specific vocabulary.
- Students apply knowledge of domain specific (content area) vocabulary used across curriculum standards.
- Students identify content specific words in non-fiction text, and demonstrate knowledge by using words correctly in written response to the text.
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- Teachers explain that well chosen words are important to effectively communicate in writing.
- Teachers provide exposure to domain specific (content area) vocabulary
- Teachers demonstrate using resources (word wall, vocabulary notebook, etc.) to select content-specific vocabulary to use in writing.
- Teachers provide opportunities for students to create visual representations of content specific vocabulary (illustrations, graphic organizers, personal word walls, notebooks, lists, word collections, projects, art).
- Teachers model writing fully developed sentences using content-specific vocabulary.
- Teachers can model:
- explicitly by using a document camera and paper/pencil show revision in progress by talking through thought process out loud.
- modeling more precise or specific ways of writing through the revising stage “came into the room,” ie. “tore into the room,” sauntered into the room”
- Teachers provide opportunities for students to practice writing and enhancing their writing with content-specific vocabulary.
- Teachers provide adequate time to revise writing with emphasis on word choice, and model this skill during writing lessons.
- 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
Engineering the Perfect Poem Using STEM Vocabulary (website)
Developing Academic Vocabulary Strategy Guide (website)
Vocabulary Solutions: A Mixture of Science, Conversation, and Writing (website)
Using a Word Journal to Create a Personal Dictionary (website)
Using Word Walls to Develop and Maintain Academic Vocabulary (website)
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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. When responding to non-fiction text, students will use content specific vocabulary (from the text) correctly in their written responses.
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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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5-4-W-1
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