ALEX Classroom Resource

  

Using Word Storms to Explore Vocabulary and Encourage Critical Thinking

  Classroom Resource Information  

Title:

 Using Word Storms to Explore Vocabulary and Encourage Critical Thinking

URL:

 http://readwritethink.org/classroom-resources/lesson-plans/using-word-storms-explore-886.html

Content Source:

 ReadWriteThink
Type: Lesson/Unit Plan

Overview:

During this lesson, students are introduced to the concept of working dogs and how they help society. Students read a variety of texts, learn relevant vocabulary, participate in purposeful writing, and are encouraged to share their perspectives. An inquiry model called POWER is used, in addition to a vocabulary strategy called Word Storms, which is designed to help students speak and write critically about the texts they read. Most of the resources for the lesson are found online.

Content Standard(s):
English Language Arts
ELA2021 (2021)
Grade: 3
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
Unpacked Content
Teacher Vocabulary:
R3.
  • Background knowledge
  • Vocabulary
  • Discussion
Knowledge:
R3. Students know:
  • Relating experiences through discussions, reading, and writing will help build background knowledge and improve vocabulary.
Skills:
R3. Students are able to:
  • Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing.
  • Construct the meaning of words through discussions, reading, and writing.
Understanding:
R3. Students understand that:
  • Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing.
  • Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
English Language Arts
ELA2021 (2021)
Grade: 3
13. Utilize new academic, content-specific, grade-level vocabulary to make connections to previously learned words and relate new words to background knowledge.

a. Make connections to a word's structure using knowledge of phonology, morphology, and orthography of the word to aid learning.
Unpacked Content
Teacher Vocabulary:
13.
  • Utilize
  • Academic vocabulary
  • Content-specific vocabulary
  • Grade-level vocabulary
  • Connections
  • Relating
  • Background knowledge
13a.
  • Word structure
  • Phonology
  • Morphology
  • Orthography
Knowledge:
13. Students know:
  • Academic, content-specific, grade-level vocabulary words.
  • Content-specific vocabulary refers to words used in different subjects learned in school such as reading, math, social studies, science.
  • New vocabulary words can be learned by relating them to previously learned words and background knowledge.
13a.
  • Phonology (speech sounds within words).
  • Morphology (meaningful units of words).
  • Orthography (the written representation of language).
Skills:
13. Students are able to:
  • Use new academic, content-specific vocabulary by making connections to previously learned words.
  • Use new academic, content-specific vocabulary by relating new words to background knowledge.
13a.
  • Make connections to a word's structure using speech sounds, meaningful word parts, and spelling of the word to aid learning.
Understanding:
13. Students understand that:
  • Academic, content-specific vocabulary words are used in different school subjects, like reading, math, social studies, and science.
  • They can learn new vocabulary words by making connections to previously learned words or their background knowledge.
13a.
  • Identifying a word's phonological, morphological, and orthographic structure can help them determine the meaning of a word, as well as the word's origin.
English Language Arts
ELA2021 (2021)
Grade: 3
17. Use grade-level academic and domain-specific vocabulary in writing.
Unpacked Content
Teacher Vocabulary:
17.
  • Academic vocabulary
  • Domain-specific vocabulary
  • Writing
Knowledge:
17. Students know:
  • Academic vocabulary is language that is more formal than spoken language.
  • Domain-specific vocabulary refers to words that are used specifically in school subject areas, like math, science, and social studies.
  • Academic, domain-specific vocabulary words should be used in writing to clearly communicate ideas.
Skills:
17. Students are able to:
  • Use third grade-level academic and domain-specific vocabulary words in writing.
Understanding:
17. Students understand that:
  • Using academic and domain-specific vocabulary words in writing makes their writing more interesting and helps to clearly communicate their message.
English Language Arts
ELA2021 (2021)
Grade: 4
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
Unpacked Content
Teacher Vocabulary:
R4.
  • Writing process
  • Plan
  • Draft
  • Revise
  • Edit
  • Publish
  • Genres
Knowledge:
R4. Students know:
  • The writing process steps are to plan, draft, revise, edit, and publish.
  • Various genres of writing.
Skills:
R4. Students are able to:
  • Plan writings in various genres.
  • Draft writings in various genres.
  • Revise writings in various genres.
  • Edit writings in various genres.
  • Publish writings in various genres.
Understanding:
R4. Students understand that:
  • The writing process is a set of steps that make writing easier.
  • There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts
ELA2021 (2021)
Grade: 4
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
Unpacked Content
Teacher Vocabulary:
32.
  • Respond
  • Writing
  • Literature
  • Informational texts
  • Stories
  • Dramas
  • Poetry
  • Cross-curricular texts
  • Independently
  • With support
  • Grade-level proficiency
Knowledge:
32. Students know:
  • Responding to text in a written format demonstrates comprehension of the text.
Skills:
32. Students are able to:
  • Independently and with support, create grade-appropriate written responses after reading literature and informational text.
Understanding:
32. Students understand that:
  • To respond in writing to literature and informational texts, they must read critically, have a deep understanding of the text's content, and use appropriate writing skills.
English Language Arts
ELA2021 (2021)
Grade: 5
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
Unpacked Content
Teacher Vocabulary:
R4.
  • Writing process
  • Plan
  • Draft
  • Revise
  • Edit
  • Publish
  • Genres
Knowledge:
R4. Students know:
  • The writing process steps are to plan, draft, revise, edit, and publish.
  • Various genres of writing.
Skills:
R4. Students are able to:
  • Plan writings in various genres.
  • Draft writings in various genres.
  • Revise writings in various genres.
  • Edit writings in various genres.
  • Publish writings in various genres.
Understanding:
R4. Students understand that:
  • The writing process is a set of steps that make writing easier.
  • There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts
ELA2021 (2021)
Grade: 5
14. Write using grade-appropriate general academic and domain-specific words and phrases accurately, including those that signal contrasting ideas, additional information, and other logical relationships.
Unpacked Content
Teacher Vocabulary:
14.
  • General academic vocabulary
  • Domain-specific vocabulary
  • Words that signal contrasting ideas
  • Words that signal additional information
  • Words that signal other logical relationships
Knowledge:
14. Students know:
  • Academic vocabulary is language that is more formal than spoken language.
  • Domain-specific vocabulary refers to words that are used specifically in school subject areas, like math, science, and social studies.
  • There are words and phrases that can be used in writing to signal relationships between ideas.
  • Academic, domain-specific vocabulary should be used in school writing.
Skills:
14. Students are able to:
  • Accurately use grade-appropriate general academic and domain-specific words and phrases in writing.
  • Accurately use words and phrases that signal contrasting ideas, additional information, and other logical relationships between ideas in writing.
Understanding:
14. Students understand that:
  • It is important to use academic, domain-specific vocabulary in formal settings, like school writing.
  • They can show relationships between their ideas in writings by using particular words and phrases.
English Language Arts
ELA2021 (2021)
Grade: 5
41. Write using grade-appropriate general academic and domain-specific words and phrases accurately, including those that signal contrasting ideas, additional information, and other logical relationships.
Unpacked Content
Teacher Vocabulary:
41.
  • General academic words and phrases
  • Domain-specific words and phrases
  • Contrasting ideas
  • Additional information
  • Logical relationships
Knowledge:
41. Students know:
  • Academic vocabulary is language that is more formal than spoken language.
  • Domain-specific vocabulary refers to words that are used specifically in school subject areas, like math, science, and social studies.
  • Academic, domain-specific vocabulary should be used in writing.
  • Certain phrases can indicate that contrasting ideas, additional information, or logical relationships are being presented.
Skills:
41. Students are able to:
  • Use academic and domain-specific words and phrases in writing.
Understanding:
41. Students understand that:
  • It is important to use academic, domain-specific vocabulary in formal writing.
  • They can use certain words and phrases to indicate they are explaining contrasting ideas, adding further information, or signaling a relationship between concepts.
Tags: Comic Creator, critical, inquiry, Internet, online, POWER, Printing Press, society, vocabulary, Word Storms, write
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ReadWriteThink is a free resource with links to additional interactives, videos, and printables.

  This resource provided by:  
Author: Cassie Raulston
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