Embedded Files
Definition
Definition
Vocabulary is defined as “the range and precision of contextually appropriate language choices.” (NAPLAN marking guide)
Teaching and learning activities
Teaching and learning activities
The resources below provide targeted teaching strategies to support student improvement in this skill.
Each downloadable lesson activity includes:
learning intentions
a list of required resources
a step-by-step lesson sequence
printable classroom materials
Select the download all icon to download all available activities or select each activity separately.
Understanding topic vocabularyTeacher guided - Notes on why topic vocabulary is important in writing, an activity where students categorise vocabulary into relevant topics and an example paragraph with annotations to demonstrate use of topic specific vocabulary.
Topic vocabulary listA table for students to track the new vocabulary learned in a specific subject.
Topic vocabulary bingo A template that teachers can fill out for a game of ‘vocabulary bingo’ where students use the definitions provided to identify topic specific vocabulary used in a lesson.
ABC summaries A template where students summarise their learning by identifying topic specific vocabulary for each letter of the alphabet.
Writing scaffold A writing scaffold that encourages students to structure their work appropriately and use topic specific vocabulary with an example text with annotations to demonstrate use of topic specific vocabulary.
Download all (ZIP)Download the resource pack containing all activities.
PLAN2 Areas of focus
PLAN2 Areas of focus
An Areas of focus template has been created in PLAN2 to support targeted teaching of Text structure in your learning area.
Search for the DoE template titled ‘DoE HSCMinStd Writing: Text structure’ in the Areas of focus template library tab within the Plan menu, and customise it for your students’ needs.
For more information about using PLAN2 Areas of focus templates with this resource, visit the Using this resource with PLAN2 page.
Relevance to writing test marking
Relevance to writing test marking
The feedback for a Level 3 performance in the HSC minimum standard online writing test states:
Individuals performing at this level typically use “appropriate vocabulary with increasing precision for the audience and context.”
Students’ use of topic vocabulary contributes to the relevance of writing to the topic as the use of precise, subject specific vocabulary demonstrates their knowledge of the topic.
Connections with ACSF Level 3 descriptors
Connections with ACSF Level 3 descriptors
The relevant Level 3 ACSF descriptors for writing are shown here to demonstrate how topic vocabulary is assessed in the HSC minimum standard online test. The performance features identified show what a student is able to do in order to achieve at this level and are provided to support teachers to understand what is required to achieve a Level 3 in this skill.
Writing Indicator .06: The mechanics of writing
Focus area: Vocabulary
Level 3 performance features:
Draws on a vocabulary which is sufficiently broad so that a relevant word is usually available
Uses vocabulary with increasing precision to show how words carry particular shades of meaning
Where appropriate to task or context, uses some common idioms
Connections with National Literacy Learning Progressions
Connections with National Literacy Learning Progressions
The progressions describe a typical developmental sequence of literacy and numeracy learning. The literacy progression sub-elements, levels and indicators relevant to topic vocabulary are provided here to assist teachers to identify students’ capabilities and needs to support targeted teaching.
Element: Writing
Sub-elements: Creating texts (CrT)
CrT7 — Vocabulary
CrT7 — Vocabulary
uses synonyms to replace common and generic words and avoid repetition across a text (e.g. thrilled for excited)
CrT8 — Text forms and features
CrT8 — Text forms and features
Informative
Informative
uses adjectives to create more accurate descriptions (e.g. the warm-blooded mammals) (see Grammar)
Persuasive
Persuasive
uses adjectives to persuade (e.g. dangerous behaviour)
CrT8 — Vocabulary (informative, persuasive, imaginative)
CrT8 — Vocabulary (informative, persuasive, imaginative)
Informative
Informative
uses a range of technical and subject specific words to add detail and authority to information (e.g. hibernate instead of sleep)
Persuasive
Persuasive
uses a range of learnt topic words to add credibility to arguments
Imaginative:
Imaginative:
uses a range of learnt topic words and words from other authors
CrT9 — Text forms and features
CrT9 — Text forms and features
Persuasive
Persuasive
uses vocabulary to position the reader (e.g. precise nouns and adjectives)
uses a broader range of modal verbs and adverbs (e.g. definitely)
CrT9 — Vocabulary (informative, persuasive, imaginative)
CrT9 — Vocabulary (informative, persuasive, imaginative)
Informative
Informative
uses a range of learnt, technical and discipline-specific terms (e.g. adapt, survive)
uses more sophisticated words to express cause and effect (e.g. therefore, subsequently)
Persuasive
Persuasive
selects vocabulary to persuade (e.g. uses words to introduce an argument such as obviously)
Imaginative
Imaginative
uses vivid and less predictable vocabulary to affect the reader (e.g. stroll or prowl for walk)
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