Using Word Storms to Explore Vocabulary and Encourage Critical Thinking

Learning Resource Type

Classroom Resource

Subject Area

English Language Arts

Grade(s)

3, 4, 5

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.

English Language Arts (2021) Grade(s): 3

ELA21.3.R3
Expand background knowledge and build vocabulary through discussion, reading, and writing.

Vocabulary

Background knowledge
Vocabulary
Discussion

Knowledge

Students know:

Relating experiences through discussions, reading, and writing will help build background knowledge and improve vocabulary.

Skills

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

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 (2021) Grade(s): 3

ELA21.3.13
Utilize new academic, content-specific, grade-level vocabulary to make connections to previously learned words and relate new words to background knowledge.

Vocabulary

Utilize
Academic vocabulary
Content-specific vocabulary
Grade-level vocabulary
Connections
Relating
Background knowledge

Knowledge

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.

Skills

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.

Understanding

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.

English Language Arts (2021) Grade(s): 3

ELA21.3.17
Use grade-level academic and domain-specific vocabulary in writing.

Vocabulary

Academic vocabulary
Domain-specific vocabulary
Writing

Knowledge

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

Students are able to:

Use third grade-level academic and domain-specific vocabulary words in writing.

Understanding

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 (2021) Grade(s): 4

ELA21.4.R4
Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

Vocabulary

Writing process
Plan
Draft
Revise
Edit
Publish
Genres

Knowledge

Students know:

The writing process steps are to plan, draft, revise, edit, and publish.
Various genres of writing.

Skills

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

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 (2021) Grade(s): 4

ELA21.4.32
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.

Vocabulary

Respond
Writing
Literature
Informational texts
Stories
Dramas
Poetry
Cross-curricular texts
Independently
With support
Grade-level proficiency

Knowledge

Students know:

Responding to text in a written format demonstrates comprehension of the text.

Skills

Students are able to:

Independently and with support, create grade-appropriate written responses after reading literature and informational text.

Understanding

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 (2021) Grade(s): 5

ELA21.5.R4
Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

Vocabulary

Writing process
Plan
Draft
Revise
Edit
Publish
Genres

Knowledge

Students know:

The writing process steps are to plan, draft, revise, edit, and publish.
Various genres of writing.

Skills

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

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 (2021) Grade(s): 5

ELA21.5.14
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.

Vocabulary

General academic vocabulary
Domain-specific vocabulary
Words that signal contrasting ideas
Words that signal additional information
Words that signal other logical relationships

Knowledge

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

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

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 (2021) Grade(s): 5

ELA21.5.41
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.

Vocabulary

General academic words and phrases
Domain-specific words and phrases
Contrasting ideas
Additional information
Logical relationships

Knowledge

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

Students are able to:

Use academic and domain-specific words and phrases in writing.

Understanding

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.

CR Resource Type

Lesson/Unit Plan

Resource Provider

ReadWriteThink

License Type

Custom

http://readwritethink.org/classroom-resources/lesson-plans/using-word-storms-ex…

Custom License Type (URL)

http://www.readwritethink.org/util/legal.html

Comments or Notes

ReadWriteThink is a free resource with links to additional interactives, videos, and printables.

Approved Date

2019-06-14

Owner (Author)

raulstoncg

Using Word Storms to Explore Vocabulary and Encourage Critical Thinking

Learning Resource Type

Subject Area

Grade(s)

Overview

ELA21.3.R3 Expand background knowledge and build vocabulary through discussion, reading, and writing.

Vocabulary

Knowledge

Skills

Understanding

ELA21.3.13 Utilize new academic, content-specific, grade-level vocabulary to make connections to previously learned words and relate new words to background knowledge.

Vocabulary

Knowledge

Skills

Understanding

ELA21.3.17 Use grade-level academic and domain-specific vocabulary in writing.

Vocabulary

Knowledge

Skills

Understanding

ELA21.4.R4 Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

Vocabulary

Knowledge

Skills

Understanding

ELA21.4.32 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.

Vocabulary

Knowledge

Skills

Understanding

ELA21.5.R4 Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

Vocabulary

Knowledge

Skills

Understanding

ELA21.5.14 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.

Vocabulary

Knowledge

Skills

Understanding

ELA21.5.41 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.

Vocabulary

Knowledge

Skills

Understanding

CR Resource Type

Resource Provider

License Type

URL (web address)

Custom License Type (URL)

Comments or Notes

Approved Date

Owner (Author)

ELA21.3.R3
Expand background knowledge and build vocabulary through discussion, reading, and writing.

ELA21.3.13
Utilize new academic, content-specific, grade-level vocabulary to make connections to previously learned words and relate new words to background knowledge.

ELA21.3.17
Use grade-level academic and domain-specific vocabulary in writing.

ELA21.4.R4
Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

ELA21.4.32
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.

ELA21.5.R4
Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

ELA21.5.14
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.

ELA21.5.41
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.