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12-4-R-1
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last edited
by Jason Stephenson 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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READING: Students will expand academic, domain-appropriate, grade-level vocabularies through reading, word study, and class discussion. |
12.4.R.1 Students will increase knowledge of academic, domain-appropriate, grade-level vocabulary to infer meaning of grade-level text.
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Student Actions
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Teacher Actions
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- Students will increase knowledge of vocabulary through practice and teacher led instruction.
- Students will use vocabulary understanding to infer the meaning of grade level text.
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- Teachers and students select academic, domain-appropriate, grade level words that students need to know.
- Teachers use an effective instructional routine such as
- Using the word in several contexts, pronouncing it clearly.
- Providing a student-friendly definition, explanation, or example of the word.
- Associating a picture, graphic, or something memorable with the word.
- Using activities and games to provide practice for students, saying and using the word.
- Showing the word’s relationship to other words.
- Teachers provide opportunities for students to use new vocabulary in conversation and writing.
- Teachers provide opportunities for students to make inferences about text based on vocabulary words.
- Teachers monitor and provide opportunities for students to receive feedback when making inferences.
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Supporting Resources
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Teacher Insights
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ELA OAS Glossary pg 1/4 |
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Academic Vocabulary refers to words associated with content knowledge. Within every discipline, there is a specific set of words to represent its concepts and processes.
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Domain-appropriate vocabulary refers to words that are “relatively low-frequency and content-specific that appear in textbooks and other instructional materials” (Blachowicz, C. & Fisher, P., p.1). Furthermore, domain-appropriate words include technical words related to specific academic disciplines.
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An inference is an act or process of deriving logical conclusions from premises known or assumed to be true; the conclusions drawn from this process.
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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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12-4-R-1
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