Activities

1.  Make a list of domain-specific vocabulary from a textbook and current unit of study.  Define the words on the vocabulary list.
   
   
2. Given an informative or explanatory article, identify precise language and domain-specific vocabulary used.  Identify the words known and unknown.  Record definitions of unknown words.

3. Given a unit of study, select the domain-specific vocabulary and fill out a four-column chart to include the vocabulary word, definition, example and picture.
   
   
4. Given an informative paragraph on a social studies topic, replace general words with more precise language or with domain-specific vocabulary. 

5. Write a paragraph explaining how to look at a plant cell using a microscope.  Use precise language and domain-specific vocabulary to explain.
   
   
6. Write a step-by-step guide that explains how the heart pumps blood. Use precise language and domain-specific vocabulary to explain.

Answer Key/Rubric

1. Student makes a list of domain-specific vocabulary from a textbook and current unit of study.  Student defines the words on the vocabulary list correctly.  Student correctly defines all words completely using the textbook glossary or other source.  Student understands that knowing domain-specific vocabulary allows one to talk about new ideas and concepts and eventually write about these ideas and concepts.  Student understands that learning domain-specific vocabulary helps one to build a base for future knowledge as content becomes more sophisticated or in-depth.                 

2. Given an informative or explanatory article, student identifies precise language and domain-specific vocabulary used.  Student identifies the words known and unknown.  Student looks up definitions for unknown words and records the definitions.  Student correctly identifies precise language and domain-specific vocabulary.  Student correctly recognizes words they know and do not know.  Student accurately and completely writes definitions for unknown words.  Student understands that knowing domain-specific vocabulary allows one to talk about new ideas and concepts and eventually write about these ideas and concepts.  Student understands that learning domain-specific vocabulary helps one to build a base for future knowledge as content becomes more sophisticated or in-depth.
   
   
3. Given a unit of study, student selects the domain-specific vocabulary and fills out a four-column chart to include the vocabulary word, definition, example and picture.  Student correctly defines all words completely using the textbook glossary or other source.  Student includes a relevant, correct example of the vocabulary word used in a sentence.  Student includes a picture of the vocabulary word or an illustration that helps the student understand the concept better.  Student understands that knowing domain-specific vocabulary allows one to talk about new ideas and concepts and eventually write about these ideas and concepts.  Student understands that learning domain-specific vocabulary helps one to build a base for future knowledge as content becomes more sophisticated or in-depth.  For example,

4. Given an informative or explanatory paragraph on a social studies topic, replace general words with more precise language or with domain-specific vocabulary.   For example,

John Brown was a person who went to church a lot devout Christian and he thought it was his job it was his mission to end abolish slavery.  John Brown fought against slavery was an abolitionist.  In the 1850s, John Brown became known for some undesirable reasons notorious after an incident in Kansas.

     Student understands that knowing domain-specific vocabulary allows one to talk about new ideas and concepts and eventually write about these ideas
     and concepts.  Student understands that learning domain-specific vocabulary helps one to build a base for future knowledge as content becomes more
     sophisticated or in-depth. 

5. Student writes a paragraph explaining how to look at a plant cell using a microscope.  Student uses precise language and domain-specific vocabulary to explain.  Student understands the various parts and the function of each part of the microscope and uses the correct vocabulary terms.  Student uses domain-specific vocabulary from science class to correctly explain how to view a plant cell.  Student includes an illustration with labelled parts of the microscope. 

• Student understands that vague words are not helpful to the reader.  For example, “Little knobs can be turned to look at the leaf up close.”
• Student uses domain-specific words.  For example, “To look at the plant cells, high magnification is needed.  Rotate the nosepiece to the 100x objective.”

     Student understands that knowing domain-specific vocabulary allows one to talk about new ideas and concepts and eventually write about these ideas
     and concepts.  Student understands that learning domain-specific vocabulary helps one to build a base for future knowledge as content becomes more
     sophisticated or in-depth. 

6. Student writes a step-by-step guide that explains how the heart pumps blood. Student uses precise language and domain-specific vocabulary to explain.  Student understands the various parts of the heart and uses the correct vocabulary terms to explain their functions.  Student uses domain-specific vocabulary from science class to correctly explain how the heart pumps blood.  Student includes an illustration with labelled parts of the heart. 

• Student understands that vague words are not helpful to the reader.  For instance, “The heart beats and pushes blood out to the body.”
• Student is specific and uses precise, domain-specific vocabulary.  For example, “The walls of the heart are made of cardiac muscle that involuntarily contract to pump blood around the body.  As the heart contracts, blood is pushed from the atriums into the ventricles on each side of the heart.”

     Student understands that knowing domain-specific vocabulary allows one to talk about new ideas and concepts and eventually write about these ideas
     and concepts.  Student understands that learning domain-specific vocabulary helps one to build a base for future knowledge as content becomes more
     sophisticated or in-depth.