L-Vocabulary+Acquisition+&+Use

L.5.4.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., //photograph, photosynthesis//). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.5.5.Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., //however, although, nevertheless, similarly, moreover, in addition//). || ===‍‍‍‍‍‍‍‍‍‍**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. || ===‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===
 * ===**Common Core Standards**===
 * ===‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**=== || ===‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**=== ||

‍‍‍‍‍‍‍‍‍‍**I can...**
I can identify common context clues in text (e.g. cause/effect relationships, comparisons). I can determine the meaning of unknown and multiple-meaning words by examining a text to find clues to the meanings of words (e.g. cause/effect relationships, comparisons) in text. I can identify and define grade-appropriate Greek and Latin affixes and roots.

I can define affixes.

I can determine the meaning of unknown and multiple meaning words by using common Greek and Latin affixes and roots as clues.

I can use common print and digital reference materials (e.g. dictionary, glossary, thesaurus).

I can use print and digital reference materials to: find pronunciation. determine the meaning of key words and phrases.

I can choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown word or phrase.

In text, I can identify: similes metaphors.

I can interpret figurative language using similes and metaphors.

I can recognize: idioms adages proverbs

I can explain meanings of: idioms adages proverbs

I can define homograph (wound, wound). I can define homophone (to, two, too).

I can identify: synonyms antonyms homographs.

I can use: synonyms antonyms homographs to understand figurative language I can recognize transition words. I can utilize transition words to show contrast, addition, and other logical relationships.

I can use accurately grade appropriate general academic and domain specific words and phrases, including those that: signal contrast addition logical relationships.

‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**

‍‍‍‍‍‍‍‍‍‍**Instructional Resources**

 * Great standard to bring in science literature and vocabulary**

===‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**=== The overall focus of language learning in regards to vocabulary acquisition is to guide students as they make purposeful language choices in writing and speaking in order to communicate effectively in a wide range of print and digital texts. Students need to understand the diversity in standard English and the ways authors use formal and informal voice (dialects, registers) to craft their message for specific purposes. Students also need strategies for learning to make these kinds of choices for themselves as they write and speak in different contexts and for different purposes. Learning words at this stage includes understanding and interpreting the meaning of similes, metaphors, idioms, adages, and proverbs; demonstrating understanding of relationships between words (synonyms and antonyms); growing vocabulary by using known word parts (Greek and Latin affix and root) to acquire unknown words; and developing print and digital reference use (glossary, dictionary,and thesaurus)

“Tier One words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children.” “General academic vocabulary (Tier 2) words appear in all sorts of texts; informational, technical texts, and literary texts.” “Domain-specific vocabulary (Tier 3) words are specific to a domain or field of study and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature.”