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7-4-R-4

Page history last edited by ernail@smps.k12.ok.us 5 years, 6 months ago

 

Standard 4: Vocabulary

Students will expand their working vocabularies to effectively communicate and understand texts.

 

READING: Students will expand academic, domain-appropriate, grade-level vocabularies through reading, word study, and class discussion.
7.4.R.4 Students will infer the relationships among words with multiple meanings and recognize the connotation and denotation of words.

Student Actions 

Teacher Actions 

  • Students will know that words have a connotation (the way the word makes them feel).
  • Students will know that words have a denotation (the word’s literal meaning or dictionary definition).
  • Students will understand the relationships among words with multiple meanings.

 

  • Teachers explain and provide opportunities for students to understand that word connotation influences the meaning of the text.

  • Teachers explain and provide opportunities for students to understand the denotation of a word within the text.

  • Teachers provide multiple opportunities for students to use their vocabulary knowledge to explain relationships among multiple word meanings and idioms. 

  • Teachers monitor and provide opportunities for students to receive feedback when working with multiple word meanings, connotation, and denotation of words.

Supporting Resources 

Teacher Insights 

GaDOE Vocabulary Strategies Toolbox

AltonSchools.org: Marzano's Six Step Process

Vocabulary.com:homograph,homophone,homonyms

ReadingRockets video semantic gradient

Reading Rockets article: semantic gradient

Reading Rockets: Concept Maps

 

  • Multiple-meaning words are words that are spelled the same, are pronounced the same, but have different meanings that can be determined based on the context of the text. Multiple-meaning words can also be called homonyms.

    • Example: I will park the car so we can walk to the park.

    • Example: I left my phone on the left side of my desk.

    • Homonyms, homophones, and homographs are explained further here.

  • Many words have a separate denotation and connotation.

    • A denotation is the literal or dictionary meaning of a word.

    • A connotation is the meaning of a word that is implied by a word apart from the thing it describes explicitly. Words carry cultural and emotional associations or meanings in addition to their literal meanings or denotations.

    • Examining denotations in comparison to connotations is valuable because as students look at synonyms, the connotations of words make them more meaningful. For example, while pretty and beautiful are synonyms, students quickly realize that beautiful is in fact more highly valued in language.

  • Inferring is making a reasonable assumption about meaning that is not explicitly stated in the text.

  • The intent of this standard is for students to experience the process of inferring and to apply the skill of making reasonable assumptions by closely examining how words are related to each other (based on synonyms, antonyms, or multiple-meanings) for the purpose of vocabulary development.

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction. 

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