Knowledge and Skills Statement
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
Demonstrated Proficiency of ELA.K.3.C
One way to assess this SE is through anecdotal notes and observation of language throughout the day. Intentional questions can be asked, and games can be played to check for the use of these words.
Examples:
- Actions: During a read-aloud, a teacher may ask “What is the dog doing?”
- Directions: Play a game of “How do I get there?” A student must give directions to the teacher or another student to explain how to get to a different part of the classroom.
- Positions/Locations: Play a game with a toy bear or other object. Place the bear in different locations and have students tell where the bear is (e.g., “The bear is under the table”).
- Sequences: Ask student to retell a favorite story. Check for the use of words that name sequences.
Categories: Students can sort objects by color, shape, or texture and articulate the process used by telling the teacher or a friend how the student sorted the shapes.
Supporting Information for ELA.K.3.C
Research
Newman, S. B., & Roskos, K. (2012). More than teachable moments enhancing oral vocabulary instruction in your classroom. The Reading Teacher, 66(1), 63–67. Retrieved from https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/TRTR.01104
Summary: This article describes both the benefits and the challenges of using “teachable moments” as a primary strategy for oral vocabulary instruction. It argues that children will need more intentional oral vocabulary instruction, right from the very beginning, if they are to develop the academic and content‐rich vocabulary necessary to be successful in the upper grades.