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4-4-W-2
Page history
last edited
by angelatoler@dcsok.org 5 years, 7 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. |
4.4.W.2 Students will select appropriate language to create a specific effect according to purpose in writing. |
Student Actions
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Teacher Actions
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- Students will intentionally choose words to create a specific effect in writing.
- Student can use a synonym chart and thesauruses for word choice. For example, instead of “said”, students can choose from words like, “responded, exclaimed, mumbled, argued, etc…”
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- Teachers explain that word choice is used to create specific effects for a variety of purposes.
- Teachers model how to select vocabulary that will create a desired effect.
- Teachers provide writing tasks that challenge students to create a variety of effects on the readers.
- Teachers provide opportunities for students to practice selecting appropriate words for a variety of purposes.
- Teachers monitor and provide opportunities for students to receive feedback regarding how their word choices affect the reader.
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Supporting Resources
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Teacher Insights
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Book resource: Connecting Content and Academic Language by Ruth Swinney and Patricia Velasco
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The intent of this standard is that students make intentional word choices.
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Writers need to be aware of their task, purpose, and audience to communicate effectively.
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Word choice can affect mood and tone.
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Mood is the atmosphere or predominant emotion in a literary work. In choosing appropriate vocabulary, students should consider what mood they, the writers, want to evoke.
- The tone is the writer or speaker’s attitude toward a subject, character or audience conveyed through the author’s choice of words and detail.
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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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4-4-W-2
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