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As such, these terms should be part of instruction.\u003Cbr>These are words that may appear in assessment stems or options on the ELA Smarter Balanced Assessment even though the EDL might identify these terms as above grade level for general use. Because these terms are part of instruction in the ELA classroom they are considered construct relevant and thus allowable for this use.\u003Cbr>The following list of “construct relevant vocabulary” was compiled by the Smarter Balanced ELA Team Leads. This list\u003Cbr>• is not intended to be a default vocabulary curriculum; instead, the list of terms is intended as an instructional resource to ensure that teachers remember to embed these terms into their instruction.\u003Cbr>• includes words that will not be glossed.\u003Cbr>• is a working document. It is neither “finished” nor is it all-inclusive. |\n\nNote: Some words are not repeated in subsequent grades because it is assumed students are familiar with them because they have been part of ELA instruction in previous grades.  \nCharlotte [Knox ](Knox www.knoxeducation.com-Games)[www.knoxeducation.com](Knox www.knoxeducation.com-Games)[-Games](Knox www.knoxeducation.com-Games) to Play for the CAASPP Page 1  \nGrade 3  \naffix antonym  \narticle/magazine article/ newspaper article audience (as in writer's audience)  \nauthor  \ncapitals/capitalization central idea character(s)  \ncharacter's actions characters' relationships clear language  \nconclude/conclusion conclusion drawn/drawing a conclusion  \nconnect ideas (transitions in writing)  \nconvince/convincing (in opinion writing)  \ndefinition  \ndescribe/description/descriptive details/realistic details develop ideas (evidence/ elaboration)  \ndialogue  \ndictionary/dictionary entry draft  \nedit  \nencyclopedia errors event examples  \nexplain facts flashback  \nglobal notes grammar usage heading illustration imaginary infer/inference(s)/ inference(s) made inform  \ninformation  \ninformational paper/ informational article Internet  \nintroduce setting/ characters/problems (writing)  \nintroduction key details lesson/moral main character  \nmain idea meaning  \nmental picture (writing) message (e.g., author's message)  \nnarrator notes  \nopening (beginning) opinion/agree/disagree opposite  \norder of events organize(d)/organization of ideas  \nparagraph  \npassage phrase plot  \npoint of view  \npre-writing  \npresentation (listening stimulus) punctuation/punctuated purpose for writing  \nopinion, narrative writing) quotation/direct quotations/  \nquoting directly reason(s)  \nrelationship  \nreport  \nresearch  \nresearch report revise  \nroot word  \nsentence/pair of sentences/set of sentences/line  \nsetting similar skim source(s)  \nspeaker (used in listening items) specific word choice  \nspell check  \nspelling errors stanza  \nsupport/supportingdetails synonym  \ntitle  \ntopic trustworthy source underlined verb(s)/verb tense  \nCharlotte [Knox ](Knox www.knoxeducation.com-Games)[www.knoxeducation.com](Knox www.knoxeducation.com-Games)[-Games](Knox www.knoxeducation.com-Games) to Play for the CAASPP Page 2  \nGrade 4  \naccount adjectives affix antonym  \nappropriate information  \narticle/magazine article/newspaper article  \naudience (as in writer's audience) author  \nauthor's message author's point of view blog  \ncapitals/capitalization central idea characters  \ncharacter's actions characters' relationships chart/graph/diagram/table clear language  \ncomma  \ncompare/contrast conclude/conclusion/ concluding statement conclusion drawn/drawing a conclusion  \nconflict  \nconnect ideas (transitions in convince  \ndefinition(s)  \nde","cbCaipjcW3KnPCkS","https://ap.wps.com/l/cbCaipjcW3KnPCkS","pdf",184610,"English","# Construct relevant vocabulary: Introduction\n# Grade 3 relevant vocabulary\n# Grade 4 relevant vocabulary\n# Grade 5 relevant vocabulary","[{\"question\":\"What does “construct relevant vocabulary” mean in this document?\",\"answer\":\"It refers to English language arts terms students should know because they are essential to the construct of ELA. These terms should be part of instruction and may appear in Smarter Balanced assessment stems or options.\"},{\"question\":\"How should teachers use this vocabulary list?\",\"answer\":\"Use it as an instructional resource to ensure teachers embed the terms into their instruction. The list is not intended to be a default vocabulary curriculum.\"},{\"question\":\"Is the vocabulary list complete and finished?\",\"answer\":\"No. It is a working document that is neither “finished” nor all-inclusive.\"}]","SmarterBalanced Construct Relevant Vocabulary for English/Language Arts and Literacy - Instructional Resource | PDF",1790997976,18]