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8-4-W-1
Page history
last edited
by ernail@smps.k12.ok.us 5 years, 6 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. |
8.4.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 will use content-specific vocabulary to communicate ideas clearly in writing.
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Students will use new vocabulary, to produce and expand complete sentences in writing.
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- Teachers explain that well-chosen words are important to effectively communicate in writing.
- Teachers demonstrate using resources (word wall, vocabulary notebook, etc.) to select content-specific vocabulary to use in writing.
- Teachers model writing fully developed sentences using content-specific vocabulary.
- Teachers provide opportunities for students to practice writing and enhancing their writing with content-specific vocabulary.
- Teachers monitor and provide opportunities for students to receive feedback regarding the clear use of content-specific vocabulary in writing.
- Teachers provide time to revise to elevate vocabulary.
- Teachers model more precise words in writing. Ex. Instead of “came into the room,” use “tore into the room” or "sauntered into the room.”
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Supporting Resources
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Teacher Insights
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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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8-4-W-1
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