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Knowledge and Skills Statement

Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

Use an observational rubric during discussions about texts. Listen for correct usage and understanding of the vocabulary. This observation can be done through whole- or small-group class discussions about a text, or it can be observed in a casual conversation setting.

Sample Rubric:
1) The student does not attempt to use newly-acquired vocabulary.
2) The student attempts to use newly-acquired vocabulary but does not use it appropriately.
3) The student uses newly-acquired vocabulary appropriately, with adult assistance.
4) The student uses newly-acquired vocabulary appropriately, with minimal to no adult assistance.

In kindergarten, the focus is on getting students to use vocabulary authentically in a logical context. This means the student is not overusing the vocabulary and is using words correctly in a sentence.


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.