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Lessons
My World of Words: Building Vocabulary Lists
Discipline
Reading
Grades
3, 4, 5
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Professional Commentary

This lesson requires that students create a "My World of Words Journal" that includes definitions and proper usage information. These journals help students to maintain a personalized involvement with language by allowing them to select their own vocabulary words. Through cooperative group discussion, students generate vocabulary word lists and research the words' meanings. Students then participate in an interactive journal share to elicit feedback from their classmates. These periodic meetings motivate students to continue their vocabulary learning and support insightful discussions of vocabulary. (Author/ncl)


Common Core State Standards for English Language Arts
Kindergarten–Grade 5
Speaking & Listening
Grade 3
Comprehension and Collaboration
SL.3.1 
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
  1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  2. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
  3. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
  4. Explain their own ideas and understanding in light of the discussion.
Grade 4
Comprehension and Collaboration
SL.4.1 
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
  1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  2. Follow agreed-upon rules for discussions and carry out assigned roles.
  3. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
  4. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Grade 5
Comprehension and Collaboration
SL.5.1 
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
  1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  2. Follow agreed-upon rules for discussions and carry out assigned roles.
  3. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
  4. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Language
Grade 3
Vocabulary Acquisition and Use
L.3.4 
Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
  1. Use sentence-level context as a clue to the meaning of a word or phrase.
  2. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
  3. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
  4. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
L.3.6 
Acquire and use accurately grade-appropriate conversational, general academic, and domainspecific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Grade 4
Vocabulary Acquisition and Use
L.4.4 
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
  1. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
  2. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
  3. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
L.4.6 
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Grade 5
Vocabulary Acquisition and Use
L.5.4 
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
  1. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
  2. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
  3. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
L.5.6 
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Ohio English Language Arts Standards (2001)
Acquisition of Vocabulary Standard
Benchmarks (K–3)
E.
Use resources to determine the meanings and pronunciations of unknown words.
Benchmarks (4–7)
F.
Use multiple resources to enhance comprehension of vocabulary.
Grade Level Indicators (Grade 3)
9.
Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars.
Grade Level Indicators (Grade 4)
9.
Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars.
Grade Level Indicators (Grade 5)
8.
Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.