Standard 4: Vocabulary

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

6.4.W.1 Students will use domain-appropriate vocabulary to communicate ideas in writing clearly.

Student Actions 

Teacher Actions 

• Students will use content-specific vocabulary to communicate ideas clearly in writing.

• 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 for students 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.”

Supporting Resources 

Teacher Insights 

• Reading Rockets Domain-Appropriate 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.

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.