L-Vocabulary

L.1.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). d. L.1.5.With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. e. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. e. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). f. Identify real-life connections between words and their use (e.g., note places at home that are cozy). g. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. L.1.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). || ===‍Anchor Standard/Mathematical Practice(s) === 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of word relationships and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. || 1.TT.1 Use technology tools and skills to reinforce classroom concepts and activities. <span style="font-family: Arial,Helvetica,sans-serif;">1.TT.1.2 <span style="font-family: Arial,Helvetica,sans-serif;">Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online __#|collaboration tools__, etc.). <span style="font-family: Arial,Helvetica,sans-serif;">1.TT.1.3 <span style="font-family: Arial,Helvetica,sans-serif;">Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.). || ===‍<span style="font-family: Arial,Helvetica,sans-serif;">Revised Bloom's Level of thinking === <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">**Analyze** - Breaking information into parts to explore understandings and relationships **Products/Outcome-** graph, survey, questionaire, chart, report
 * ===<span style="font-family: Arial,Helvetica,sans-serif;">Common Core Standards ===
 * ===‍<span style="font-family: Arial,Helvetica,sans-serif;">Information Technology Standard ===
 * <span style="color: #0000ff; font-family: arial,helvetica,sans-serif;">Comparing, organizing, deconstructing, interrogating, finding

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">**Understand** - Explaining ideas or concepts
 * Interpreting, summarizing, paraphrasing, classifying, explaining
 * Products/Outcome- ** newspaper articles, magazine articles

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">**Create** -Generating new ideas, products, or ways of viewing things
 * Designing, constructing, planning, producing, inventing
 * Products/Outcomes- ** story, poem, play, puppet show, cartoon, advertisement, news article, recipe

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">**Apply**- Using information in another familiar situation
 * <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Implementing, carrying out, using, executing
 * Products/Outcome- ** illustrations, puzzles, maps ||

<span style="font-family: Arial,Helvetica,sans-serif;">‍I can...

 * <span style="font-family: Arial,Helvetica,sans-serif;">use context clues
 * <span style="font-family: Arial,Helvetica,sans-serif;">use prefixes and suffixes to understand a word
 * <span style="font-family: Arial,Helvetica,sans-serif;">identify and use root words
 * <span style="font-family: Arial,Helvetica,sans-serif;">sort words into groups
 * <span style="font-family: Arial,Helvetica,sans-serif;">tell how words are grouped
 * <span style="font-family: Arial,Helvetica,sans-serif;">make a connection between a word and real-life
 * <span style="font-family: Arial,Helvetica,sans-serif;">act out the meanings of similar words
 * <span style="font-family: Arial,Helvetica,sans-serif;">use words and phrases to make connections

affix, root word, inflected ending, attribute, similarities

<span style="font-family: Arial,Helvetica,sans-serif;">‍Sample Assessments

 * <span style="font-family: Arial,Helvetica,sans-serif;">Frayer Model [[file:Frayer Model.doc]]

‍Intervention:
DIBELS Interventions Strategies Acting out verbs Songs for teaching grammar

‍Enrichment:
Word Wizards Blast Off Vocabulary Trip to the Moon

‍Instructional Resources
Free Reading Resources Reading Resource Vocabulary Activities Differentiating Assessments
 * ReadWriteThink Resources**
 * **Word Wizards**
 * **Text Talk**
 * =====**Blast Off! Vocabulary Instruction Using a Virtual Moon Trip**=====
 * **Puzzle Me Words - Student Interactive**
 * **Florida Center for Reading Research****
 * <span style="font-family: Arial,Helvetica,sans-serif;">Have Fun Teaching - Synonym Pages **

<span style="font-family: Arial,Helvetica,sans-serif;">‍Notes and Additional Information
Learning words at this stage includes exploring different shades of the same verb (run/sprint), adjectives of differing intensity, and inflectional forms; understanding categories of common concepts/objects; and defining words by category.