Vocabulary
Control of language
Definition
Vocabulary is defined as “the range and precision of contextually appropriate language choices” (NAPLAN marking guide)
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.
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
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 vocabulary demonstrates their control of language as the vocabulary choices they make in their writing contributes to shaping meaning in their text.
Connections with ACSF Level 3 descriptors
The relevant Level 3 ACSF descriptors for writing are shown here to demonstrate how 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
Connections with National Literacy Learning Progression
The progressions describe a typical developmental sequence of literacy and numeracy learning. The literacy progression sub-elements, levels and indicators relevant to vocabulary are provided here to assist teachers to identify students’ capabilities and needs to support targeted teaching.
Element: Writing
Sub-elements: Creating texts (CrT) Punctuation (PuN)
CrT7 — Vocabulary
uses expressive words to describe action and affect the reader (e.g. tiptoed, instead of walked)
uses creative wordplay to affect the reader (e.g. repetition, alliteration)
CrT8 — Vocabulary (informative, persuasive, imaginative)
Informative
uses a range of technical and subject specific words to add detail and authority to information (e.g. hibernate instead of sleep)
Persuasive
uses a range of learnt topic words to add credibility to arguments
Informative
uses a range of learnt topic words and words from other authors