Unit 3.22!
If you were a parent, would you buy a doll that
misrepresented your values?
FOCUS WORDS OF THE WEEK
!undergo :
(verb) to experience!
FORMS:
undergoes, undergoing, underwent, undergone, go!
__________________________________________________________________________________________
EXAMPLES
OF USE: Some athletes are forced to undergo random drug testing.!
__________________________________________________________________________________________
TURN AND TALK: Should students undergo random drug testing?!
__________________________________________________________________________________________
!empowering :
(adjective) related to something giving authority or power!
FORMS:
empower, empowers, empowered, empowerment, power!
__________________________________________________________________________________________
EXAMPLES OF USE: Title IX was passed in 1972 to empower all genders to get involved in sports.!
__________________________________________________________________________________________
TURN
AND TALK: Should all genders feel empowered to be a part of any school activity?!
__________________________________________________________________________________________
!deny :
(verb) to declare to be untrue!
FORMS: denies, denied, denying, denial, undeniable, deniable!
__________________________________________________________________________________________
EXAMPLES
OF USE: Many immigrants that don’t have the proper paperwork are denied entrance to America.!
__________________________________________________________________________________________
TURN AND TALK: Should immigrants without the proper paperwork be denied entrance to America?!
__________________________________________________________________________________________
!implications :
(noun) likely consequences!
FORMS:
implication, implicate, implicative, implicatively, implicativeness!
__________________________________________________________________________________________
EXAMPLES OF USE: Scientists suggest that the implications of global warming are severe.!
__________________________________________________________________________________________
TURN
AND TALK: Should citizens consider the implications of their actions in regards to global warming?!
__________________________________________________________________________________________
!role :
(noun) expected behavior; a job or function!
FORMS: roles!
__________________________________________________________________________________________
EXAMPLES
OF USE: Maurice’s mother was unhappy with the fact that Alex Rodriguez was his role model.!
__________________________________________________________________________________________
TURN
AND TALK: Should children list athletes as role models?!
__________________________________________________________________________________________
!
ELA Launch (Focus Word Introduction) Teacher Directions: 1. Write the 5 focus words on the board. (Beck/Snow #1) 2. Say each word and have class repeat chorally. Introduce some alternate forms of the word (controversy, controversies, controversial etc) and have class chorally repeat. Clap out the syllables and have class repeat and count syllables. (Beck/Snow #2) 3. Language acquisition strategy- Model a different language acquisition strategy with each focus word. Encourage students to use the focus words in their responses. If they don’t, provide them with a stem. We want to encourage the oral use of the focus words, so , if students use them incorrectly, spin it back to them correctly, but do not tell them they are wrong. Refer students to their vocabulary page to see deLinitions, forms of words, sample sentence and turn and talk questions for each of the words: a. undergo – Localize the term/Meaningful example (Beck/Snow #3). Athletes often have to undergo drug testing to make sure they are following the rules. Professional leagues do not want their players using performance-­‐enhancing drugs or dangerous illegal drugs. Can anyone think of other jobs where employees could undergo drug testing? Take several student responses, making students use “undergo” or an alternate form in their responses. Now, should students undergo drug testing? Turn and talk with a partner and make sure you use the word undergo. b. empowering – Etymology/Word origins (Beck/Snow #9) How many other words do we know that are similar to this word? Elicit and record responses: empower, empowers, empowered, empowerment, power. Use word parts in meaningful examples: Should all genders feel empowered to be a part of any school activity? For me, the answer is yes. Boys and girls should feel empowered to be a part of any activity in which they are interested. What do you think? Turn and Talk – use empowering or an alternate form in your response. c. deny – Localize the term/Meaningful example (Beck/Snow #3). Many illegal immigrants are denied entrance to America because they don’t have the correct paperwork. Should illegal immigrants be denied access to America? Turn and talk with a partner and make sure you use the word deny. d. implications – Exploit second language knowledge (Beck/Snow #9). How many of you are lucky enough to speak another language? How many of you are lucky enough to speak Spanish, French, Portuguese or Italian? In Spanish, we say the word implication. Does anyone know what that means? There are many words that are similar in Spanish and English. We can use this to our advantage in learning new words. Anything that happens as a consequence of something is an implication. For example, global warming has a lot of implications such as endangering species that live in the North Pole. Should citizens care about these implications? e. role – Promote interaction between the text topic and the words (Beck/Snow #10).. Who would like to share an example of a role model with the class? OK. Let’s break down why that individual might be considered a role model. What is a model? How can someone’s role be a model? Do we follow that person’s behavior? How does this person’s actions effect us? ELA Launch (Read Aloud) Teacher Directions: T,
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Word Generation - Unit 3.22
MISREP
Join the national conversation!
Focus Words
undergo | empower | implications | deny | role
WEEKLY PASSAGE
Cindy Jackson loves Barbie. When she was a
little girl, she thought her Barbie doll was beautiful
and glamorous. As an adult, she decided to
undergo surgery to look more like Barbie. Doctors
made her lips and breasts larger and her waist, legs,
and nose thinner. She wrote a book about her life
called Living Doll.
Is it
unhealthy for
girls to
undergo
surgery to
look like
Barbie?
Of course, Cindy Jackson is an isolated case.
Many children love Barbie, but very few will go to
such extremes. Still, many adults worry about the
implications of Barbie’s body-type as an ideal.
They say that Barbie’s thinness makes her a
dangerous role model. If Barbie were made the size
of a real person, her waist would be narrower than a
gallon bottle of milk. Real girls will never look like
Barbie, even if they starve themselves, but they may
try.
Adults also worry about Barbie’s emphasis
on appearance. Some popular Barbies include
Totally Hair Barbie and Top Model Barbie. Adults
worry that Barbie’s glamorous looks, fancy clothes,
and handsome boyfriends encourage girls to focus
on beauty and boys instead of school, sports, and
other interests. Focusing too much on appearance
SERP 2013
Do you think children are
overly concerned with their
appearance?
|
may hurt girls’ self-esteem. To some people, Barbie
represents women as pretty, but shallow.
Mattel, the company that makes Barbie,
denies that the doll hurts girls’ self-esteem.
Instead, it calls Barbie “a girl-empowering
pioneer” who is “an inspiration to millions.” Before
Barbie, most dolls were babies or little girls, not
women. The woman who created Barbie thought
that giving girls dolls that looked like beautiful
women would make them feel good about growing
up.
There are some reasons for thinking that
Barbie could be a positive role model. Some Barbies
are shown in strong roles, such as the Olympic
Gymnast Barbie and the Barbie for President doll.
Seeing a woman in these roles may encourage girls
to set high goals. Also, Barbie’s body has changed
over time. In 1997, Mattel made Barbie’s waist
slightly thicker and her hips and breasts slightly
smaller. The company said Barbie’s new body would
look better in new clothing styles. But many think
the company was responding to criticism.
What do you think? Would you buy a Barbie
for your child?
Word Generation
|
Series 3 - Part B
Could Barbie be seen
as a positive role
model for girls?
|
wordgeneration.org
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55
!
!
Introducing the focus words through the weekly passage: !
1. Read the passage aloud, stopping to ask debatable questions and elicit student responses. Examples of possible debatable questions can be found to the left. !
2. Make sure that students use the words as they respond to the questions. Provide question stems if necessary and ask students to repeat back to you if they are struggling to place the words in the sentence. !
3. Introduce the question of the week, (If you were a parent, would you buy a doll that misrepresented your values?) and give students 3-­‐5 minutes to openly discuss their perspectives with a partner, making sure to use the focus words. Teacher Questions !
1. Is it unhealthy for girls to want to look like Barbie? 2. Should children be overly concerned with their appearance? 3. Could Barbie be seen as a positive role model for girls? Math Lesson Teacher Directions:
Unit 3.22
If you were a parent, would you
buy a doll that misrepresented
your values?
1. Focus word recall activity - As a Do Now, write down as many of this week’s focus words
as you can in 2 minutes. The first person to record all 5 gets a free homework pass (or
equivalent prize).
2. Ask students to think about how one of the five focus words can be used in a math classroom.
Turn and talk. Then share out as a class. (For example, it cannot be denied that students have
many options for solving equations, as long as they show their work.)
3. Language Acquisition Strategy - (Word associations - phrases/sentences - Beck/Snow
#12) - The teacher asks students which comments are associated with target words.
undergo, implications, role
• Before the surgery, Latoya thought about everything she would experience
• After his suspension, Andrew thought about the consequences of his actions
• The vice president took on new responsibilities when the president resigned
4. Transition to the WG Math problem of the week. Ask the class to work in groups to solve
Option 1.
5. Ask a group to share and justify their answer.
6. Now ask another group to share and justify their answer using two of the focus words. Then
ask another group to use four, then then all five and one from a previous week.
7. If time, repeat steps 6-8 for option 2.
8. Summarize by asking students how they feel about the WG Debate topic: If you were a
parent, would you buy a doll that misrepresented your values? How might information from
the WG math problem of the week be used to justify your opinion?
PROBLEM OF THE WEEK
Option 1: In 1965, the “Slumber Party" Barbie doll came with an additional toy: a pink bathroom scale. The
toy scale was set to 110 pounds. Some people were angry. They said the toy scale was disempowering to
girls. They said it could play a dangerous role in girls’ lives. The scale implied that 110 pounds was a good
weight. Girls who believed this might undergo dangerous dieting to be skinnier.
Doctors deny that 110 pounds is a good weight for a woman with Barbie’s height and shape. They say she
should weigh at least 145 pounds. How many pounds should Slumber Party Barbie gain?
A) 30
B) 35
C) 40
D) 5
Option 2: In 1965, “Slumber Party” Barbie came with a toy bathroom scale showing a weight of 110
pounds. Some people denied that this toy had negative implications for a girl’s body image. Instead, they
said Barbie empowered girls by reflecting their real-life concerns. But can Barbie be a good role model if
she’s too thin to be healthy? If Barbie were a real person with a height of 5’9”, her body mass index (BMI)
would be 16.2.
What if Barbie decided to undergo a plan to gain weight to reach a healthier size? At what weight would
Barbie reach the minimum healthy BMI of 18.5?
weight in pounds x 703
Formula for BMI:
Answer: about 125 pounds
(height in inches)2
Math Discussion Question: Every day, we see thin female celebrities celebrated as beauty ideals.
Commercials showing skinny models promise us our bodies will undergo empowering transformations if we
join a gym or buy a diet plan. When we see so many distorted images, how do we know what healthy bodies
should look like? While BMI can play an important role, doctors deny that BMI is always accurate. For
example, a muscular athlete might have a BMI in the overweight range, but the implication that the athlete
should lose weight would be false. What is the best way for a person to know if his or her weight is a healthy
one?
Note for Teachers: Doctors advise that Barbie should weigh at least 145 pounds.
This takes her shape into account, which BMI does not. Also, it should be
emphasized that 18.5 is considered the minimum healthy BMI (“minimum” is a WG
word from week 15), and that BMI is an imperfect tool. Students will have a chance
to think about BMI in the Math Discussion Question.
SERP 2013
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Word Generation
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Series 3 - Part B
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wordgeneration.org
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57
"
"
9. Possible Extensions: Below you will find a list of suggested extension or homework
activities that you may use with your students. All activities are relevant to the Common Core
Standards for Mathematical Practice and problem-solving strategies which could be used at
any point throughout the school year:
a. “Ask yourself” questions - Scaffold the WG math problem by having the students “ask
themselves” the following questions: 1) What relevant information do I have? 2) What am
I trying to figure out? 3) Which strategy should I use to solve this problem? 4) Will
creating a chart or table help me? 5) Does my answer make sense? 6) How can I prove my
answer is correct?
b. Eliminating distractors - Ask students to justify their multiple choice answers AND
explain why they eliminated the other three options. This will help students pinpoint
possible errors that might lead them to an incorrect answer.
c. Justifying an extended response - Ask students to develop a structured short response to
the WG math problem. Use a strategy such as F.A.P.E. (Flip it, Answer it, Prove it,
Explain it), or R.A.P. (Restate, Answer, Prove) to scaffold student responses.
d. Curriculum connection - Ask students to make a connection between the content of this
week’s WG math problem and the current curriculum.
Science Lesson - Teacher Directions
"
Unit 3.22
If you were a parent, would you buy a doll that misrepresented
your values?
THINKING SCIENTIFICALLY
Mr. Seemy’s class was discussing the implications different cultural images have for the way people see
themselves. “I read about a study done in 2006,” said Jacky, “where they found that the type of doll young girls are
exposed to plays a role in how the girls see their own bodies. Experimenters read the same story to a group of
5-8 year old girls, but had the girls follow along with books that had different sets of illustrations. One set of illustrations used the
well-known, super-thin Barbie doll. Another set of illustrations featured the Emme doll, which looks like a real woman. A third set of
illustrations didn’t show any dolls, just images of objects and scenery relating to the story. After undergoing this process, girls in
Kindergarten and first grade who looked at the Barbie illustrations were less satisfied with their own bodies’ appearance than girls
who looked at the Emme illustrations or the illustrations without any dolls.”
“That’s interesting,” said Aliyah. “I think its important to empower kids at an early age to resist unrealistic expectations of how they
ought to look. Some girls wind up feeling so bad about their bodies that they end up denying themselves enough food.”
“Why did they have some of the girls in the experiment look at pictures without any dolls?” asked Manvi.
“Great question,” said Mr. Seemy. “Those pictures were used as what’s called a ‘controlled variable.’ A variable is anything that can
change or differ in an experiment. Researchers distinguish between three basic kinds of variables: independent variables, dependent
variables, and controlled variables.
“An#independent variable,” continued Mr. Seemy, “is a variable that is changed by the scientists in an experiment.”
“A dependent variable is something scientists observe that is caused by, or depends on, the influence of the independent variable.”
“And a controlled variable is something that remains constant in any experiment, regardless of changes to the independent variable.”
Mr. Seemy drew the first table below and helped his students check off which variables were independent, dependent, and
controlled. Then he drew a second table for another experiment, and challenged his students to identify the variables correctly.
Experimental question: Do different types of dolls affect girls’ satisfaction with their own bodies?
Variables in this experiment
Independent variable
Dependent variable(s)
Amount of satisfaction girls
report with their bodies
Controlled variable(s)
X
Story that is read aloud to girls
"
"1. Possible Extensions: Below you will find a list of suggested extension or homework X
Which set of illustrations girls see
X
Experimental question: Does the amount of fertilizer affect how quickly a plant grows?
Variables in this experiment
Independent variable
Dependent variable(s)
Controlled variable(s)
Pot, soil, amount of water,
amount of light
Amount of fertilizer
Rate of plant growth
The amount of fertilizer is the independent variable because it is the thing the experimenters
Why did you identify each of the change, so that they can see its effect on plant growth. The rate of plant growth is the dependent
variable: the experimenters are studying its dependence on the amount of fertilizer. The pot, soil,
variables in the fertilizer
amount of water and amount of light are the controlled variables that are held constant regardless
experiment the way you did?
of changes in the independent variable.
SERP 2013
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Word Generation
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Series 3 - Part B
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wordgeneration.org
1. Focus word recall activity - (Display focus words - Beck/Shaw #1) - As a Do Now, display focus words on board/Smartboard. Ask students to identify the meanings of the
displayed focus words.
2. Ask students to think about how one of the five focus words can be used in a science
classroom. Turn and talk. Then share out as a class. (For example, there are numerous
implications of global warming, like new weather patterns and increased ocean temperature.)
3. Language acquisition strategy - (Writing - Sentence stems - #24) - Provide students with
sentence stems and ask them to complete. Here, students can’t just write down the obvious (“I empower you”) from which student understanding is not clear. For example:
• The poor boy was denied entrance into the king’s castle because…
• The new teacher was not sure of her role at her school because…
• Manuel was empowered to exercise after reading a book about weight loss because…
4. Transition to the Thinking Scientifically exercise. Ask the class to work in groups to analyze the experiment and answer the four questions at the bottom of the page.
5. Ask a group to share their answer to each question and use at least 2 focus words in their
responses.
6. Ask the class, “were there any limitations to the experiment? Explain. Use at least 2 focus
words.”
7. Summarize by asking students how they feel about the WG Debate topic: If you were a parent, would you buy a doll that misrepresented your values? How might information in the
experiment be used to justify your opinion?
|
58
activities that you may use with your students. Please note that not all extensions are relevant to each science experiment, so be sure to select the ones that will be the most
meaningful for your students:
a. Identifying variables- Identify the control(s) and variables in the experiment: independent, dependent, and constants.
b. State the question- Create a testable question that includes the independent and dependent variables.
c. Form a hypothesis- Create a new relevant hypothesis that states the relationship between variables and draws upon given background information.
d. Design a procedure- Create a new procedure that reduces the previously identified
limitations in the experimental design.
e. Graphing- Graph the data and label the independent and dependent variables on the axes.
f. Analyze data- Explain experimental data using two or more of the focus words.
Unit 3.22
Social Studies Debate Teacher Directions:
(SEE NEXT PAGE FOR STEPS FOR TEACHER
DIRECTIONS FOR CONDUCTING DEBATES IN CLASS).
If you were a parent, would you buy a doll
that misrepresented your values?
!
!
!
DEBATING THE ISSUE
Debate, Moderate,
Evaluate.....
Note: You may need to change the wording of the topic to
create a debate that has clear pro and con sides.
!
!
To the left is a sample filled in pro/con chart.
!
If you were a parent, would you buy a doll that
misrepresented your values?!
Write down pro and con arguments based on the article, the WG math lesson, the WG
science lesson, as well as ideas that you generate yourself. Use as many focus words as
you can.
Pro
Encourage students to identify 3 arguments for the pro and 3
arguments for the con.
Con
Dolls such as Barbie are girlempowering by showing girls
that women are beautiful and
to feel good about growing up.!
!
Barbie is a positive role
model. Some dolls are shown
as olympic gymnasts or as
president. !
!
Mattel denies that Barbie
makes girl’s feel bad. In fact,
Barbie has also changed over
time, making her more
realistic. !
!
There are many negative
implications of Barbie’s
body type as an ideal
image. It’s unrealistic for
girls to think that body is
possible. !
Encourage students to use at least 1 focus word in each of their
arguments.
!
Barbie is a dangerous role
model. Girls may feel bad
about themselves if they
can’t achieve her looks. !
!
Some girls may undergo
surgery to look like Barbie.
!
!
!
SERP 2013
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Word Generation
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Series 3 - Part B
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wordgeneration.org
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Social Studies Debate Teacher Directions:
!
1. Focus Word Recall Activity Do Now Recall Game:-Give students 2 minutes to write down all the word
generation words from this week they can remember. The first student to write down all five words gets a
prize/extra points. Have students share out the words they remember along with the meanings. Ask students if
they agree or disagree with a student’s explanation of the words meaning and why.
2. Language acquisition strategy (Word Relationships Questions Beck/Snow #16 ):
• Do role models empower people?
• What are the implications of undergoing plastic surgery?
• Why would someone deny their role as a leader?
3. If necessary, ask students to briefly review the WG article of the week.
4. Pro or Con? - Ask students to turn and talk and share their own opinions on the week’s debate topic: “Should
people be able to trademark phrases?” Remind students that they can use evidence from the article, the WG
math problem, the WG science lesson, or their own experience.
5. Ask groups to share out their arguments using at least two focus words, then four, then all five plus one from a
previous week.
6. As students are sharing out arguments, create a T-chart on the board and list 2-3 salient arguments on the pro
side and on the con side. Students can use the T-chart as a support during their debates. (See previous page for
examples)
7. Explain 4-person debate structure:
- Pro - Argues the pro (yes) side of the debate. Tries to use as many focus words as possible (both this
week and previous weeks)
- Con - Argues the con (no) side of the debate. Tries to use as many focus words as possible (both this
week and previous weeks)
- Moderator - Uses accountable talk sentence stems to keep the debate going. After pro and con each
speak, moderator summarizes arguments and recalls focus words used.
- Evaluator - Tallies the number of focus words used by pro, con and evaluator.
6. Hand out and explain debate organizer. Make sure students sit in groups of 4.
7. Model debating with a student. Ask for a student to volunteer to tally on the board and for a student to be a
volunteer moderator. The teaching point that you model will change over time based on strengths/weaknesses
you saw in the previous week’s lesson (Ex. use of transition words use of accountable talk stems body
language, analyzing evidence, etc.).
8. Make sure all students have an assigned role.
9. Say “3,2,1 Debate” and commence simultaneous 4 person debates. Travel around the room listening for the use
of focus words.
10.Ask all evaluators to raise their hands. Ask: “What focus words of the week did you hear most often? What
focus words from previous weeks did you hear? What focus words did you hear least often?”
Unit 3.22
If you were a parent, would you buy a doll
that misrepresented your values?
DEBATING THE ISSUE
Word Generation Debate Organizer
Who’s who?
Pro ______________________
Con ________________________
Moderator ____________________
Evaluator __________________
Moderator Sentence Stems:
What I heard you say is…
I believe you said …
Correct me if I am wrong, but I thought I heard you say…
Based on what I heard, I think that you really believe…
Do you agree with your opponent’s argument that…
Can you provide some evidence to back that up?
Evaluator Tally Sheet (Tally how many focus words each debater and the moderator uses
during the debate.)
Focus Words
Pro
Con
Moderator
Previous Weeks Words:
SERP 2013
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Word Generation
|
Series 3 - Part B
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wordgeneration.org
|
!
!
Alternate Debate Formats - After students get comfortable with the four person debate, try integrating other debate
structures, such as:
Advocate Decision-Making Debate – Students are assigned groups of three to debate the topic. Two students are
assigned the roles of “advocates” and must argue in defense of their assigned role (pro or con). The third student is
assigned “decision-maker” and will act as the final judge of the winner of the debate. The decision-makers prepare for
the debate by creating a list of questions and the advocates create an argument outline. Have groups share out the
“winners” of the debate and why.
Ball Toss Debate: To appeal to the kinesthetic learners, use a soft ball to designate the single person that is able
to speak. When another person wants to participate, they can raise their hand and wait for the ball to be passed to
them. The teachers should also request the ball to speak. Divide the room in half and have them point their desks
toward the other side. Each side must alternate with the opposing side before they can speak again.
!!
Writing Teacher Directions:
!
Unit 3.22 !
If you were a parent, would you buy a doll
that misrepresented your values?
WRITE ABOUT IT
Use the focus words from this week and previous weeks in your response.
Support your position with clear reasons and specific examples.
Focus Words
undergo | empower | implications | deny | role !
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
1. Focus word recall activity - Ask the class, “How was the debate in Social Studies
yesterday? After debating/moderating/evaluating, what do you think about the topic of the week, “If you were a parent, would you buy a doll that misrepresented your values?
Turn and talk. Try to use at least 3 focus words.” Share out.
2. Language acquisition strategy (World association sentence rewrite Beck Snow #14) - Students associate a sentence with a target word and then rewrite the sentence to
include the target word. For example:
• After reading Malcolm X’s autobiography, he made me want to stand up for
myself.
• After reading Malcolm X’s autobiography, he empowered me to stand up for
myself.
3. Introduce WG short response - Tell the class, “You will now write a short response to th
question ‘if you were a parent, would you buy a doll that misrepresented your values?’
You can use evidence from the WG article, the WG math problem, the WG science lesson,
or your own experience. Use the focus words for the week, plus words from previous
weeks. This assignment can change throughout the year depending on the needs of your
students or units of study. For example, you can start with simple sentence writing,
transition into paragraphs, and then write different types of responses such as:
argumentative, informational, narrative, letters to the editor, etc.
4. Assess using the Academic Language Rubric - Use the Academic Language rubric
below and on the next page to assess student WG short responses.
_________________________________________________________________________________________
L.6$–$Acquire$and$use$accurately$grade5appropriate$general$academic$and$domain5specific$words$and$phrases;$
gather$vocabulary$knowledge$when$considering$a$word$or$phrase$important$to$comprehension$or$expression.$
_________________________________________________________________________________________
!
$
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Accuracy$of$Use$I$
Is!the!word!used!correctly!in!
form?$
Accuracy$of$Use$II$
_________________________________________________________________________________________
Is!the!word!used!correctly!in!
context?$
_________________________________________________________________________________________
Frequency$of$Use$I$
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
$
$
$
Emerging$
Developing$$
Proficient$
Exemplary$
(1)$
(2)$
(3)$
(4)$
Rarely!uses!
appropriate!form!
for!words!
Uses!appropriate!
form!for!some!
words!
Uses!appropriate!
form!for!most!
words!
Uses!appropriate!form!
for!all!words!
Rarely!uses!
Uses!appropriate!
appropriate!
context!for!some!
context!for!words! words!
Uses!appropriate!
context!for!most!
words!
Uses!appropriate!context!
for!all!words!
Uses!no!words!of!
the!week!in!task!
Uses!1=2!words!of!
the!week!in!task!
Uses!3=4!words!of!
the!week!in!task!
Uses!all!words!of!the!
week!in!task!
Uses!no!words!
from!previous!
units!in!task!
Uses!1=2!words!
Uses!3=4!words!
from!previous!units! from!previous!
in!task!
units!in!task!
!
!
How!many!of!the!words!
taught!during'the'week!were!
used?!
Frequency$of$Use$II$
How!many!of!the!words!
taught!from!previous'units!
were!used?!
Uses!5!or!more!words!
from!previous!units!in!
task!
!
Note: This rubric can be supplemented with school-created writing process rubrics.
L.6$–$Acquire$and$use$accurately$grade5appropriate$general$academic$and$domain5specific$words$and$phrases;$
gather$vocabulary$knowledge$when$considering$a$word$or$phrase$important$to$comprehension$or$expression.$
$
!
Accuracy$of$Use$I$
Is!the!word!used!correctly!in!
form?$
Accuracy$of$Use$II$
Is!the!word!used!correctly!in!
context?$
Frequency$of$Use$I$
$
$
$
Emerging$
Developing$$
Proficient$
Exemplary$
(1)$
(2)$
(3)$
(4)$
Rarely!uses!
appropriate!form!
for!words!
Uses!appropriate!
form!for!some!
words!
Uses!appropriate!
form!for!most!
words!
Uses!appropriate!form!
for!all!words!
Rarely!uses!
Uses!appropriate!
appropriate!
context!for!some!
context!for!words! words!
Uses!appropriate!
context!for!most!
words!
Uses!appropriate!context!
for!all!words!
Uses!no!words!of!
the!week!in!task!
Uses!1=2!words!of!
the!week!in!task!
Uses!3=4!words!of!
the!week!in!task!
Uses!all!words!of!the!
week!in!task!
Uses!no!words!
from!previous!
units!in!task!
Uses!1=2!words!
Uses!3=4!words!
from!previous!units! from!previous!
in!task!
units!in!task!
!
!
How!many!of!the!words!
taught!during'the'week!were!
used?!
Frequency$of$Use$II$
How!many!of!the!words!
taught!from!previous'units!
were!used?!
!
Uses!5!or!more!words!
from!previous!units!in!
task!