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7th Grade Student Proficiency Levels: Standard 4 Vocab

Page history last edited by Jason Stephenson 5 years, 6 months ago

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7th Grade Introduction

7th Grade Proficiency Levels

 

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.

 

 

 

Understanding 

Objectives 

 

Approaching 

7.4.R.1

Students will continue to acquire knowledge of academic, domain-appropriate, grade-level vocabulary to infer the meaning of grade-level text.

 

7.4.R.1

Students will increase knowledge of academic, domain-appropriate, grade-level vocabulary to infer the meaning of grade-level text.

 

Developing 

7.4.R.1

Students continue to acquire knowledge of academic, domain-appropriate, approaching grade-level vocabulary to infer the meaning of approaching grade-level text.

 

7.4.R.1

Students continue to acquire knowledge of academic, domain-appropriate, below grade-level vocabulary to infer the meaning of below grade-level text.

 

7.4.R.2 

Students dissect words into word parts (i.e., affixes, Greek and Latin roots, stems) but not necessarily define or determine the meaning of increasingly complex words. 

 

7.4.R.2 

Students use affixes, Greek and Latin roots, stems to define the meaning of increasingly complex words.

 

7.4.R.2 

Students use affixes, Greek and Latin roots, stems to define and determine the meaning of increasingly complex words.

 

7.4.R.2 

Students will use word parts (e.g., affixes, Greek and Latin roots, stems) to define and determine the meaning of increasingly complex words.

 

7.4.R.3 

Students will begin to use context clues to determine or the meaning of words or distinguish among multiple-meaning words with guidance and support. 

 

7.4.R.3 

Students will begin to use context clues to determine or clarify the meaning of words or distinguish among multiple-meaning words.

 

7.4.R.3 

Students will use context clues to determine or clarify the meaning of words or distinguish among multiple-meaning words.

 

7.4.R.3 

Students will use context clues to determine or clarify the meaning of words or distinguish among multiple-meaning words.

 

7.4.R.4 

Students will begin to infer relationships among words with multiple meanings and recognize the connotation and denotation of words.  

 

7.4.R.4 

Students will infer relationships among words with multiple meanings, and recognize the connotation and denotation of words with a teacher or peer support.

 

7.4.R.4 

Students will infer the relationships among words with multiple meanings and recognize the connotation and denotation of words.

 

7.4.R.4 

Students will infer the relationships among words with multiple meanings and recognize the connotation and denotation of words.

 

7.4.R.5  

Students will begin to use a dictionary, glossary, or a thesaurus (print and/or electronic) to determine or clarify the meanings, syllabication, pronunciation, synonyms, and parts of speech of words.

 

7.4.R.5  

Students will use a dictionary, glossary, or a thesaurus (print and/or electronic) to determine or clarify the meanings, syllabication, pronunciation, synonyms, and parts of speech of words with guidance and support.

 

7.4.R.5  

Students will use a dictionary, glossary, or a thesaurus (print and/or electronic) to determine or clarify the meanings, syllabication, pronunciation, synonyms, and parts of speech of words.

 

7.4.R.5 

Students will use a dictionary, glossary, or a thesaurus (print and/or electronic) to determine or clarify the meanings, syllabication, pronunciation, synonyms, and parts of speech of words.

 

   *Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills. 

 

 Instructional Guidance 

Developing 
  • Teachers provide intensive vocabulary intervention in a small group or 1:1 conferences.

    • Teachers provide intensive vocabulary intervention

      • Using below level text. (e.g. leveled readers and vocabulary list from the text.)

      • Helping students define affixes, Greek and Latin roots, stems. (e.g. flash cards with word part and meaning)

      • Using context clues to identify the correct meaning of a word in sentences. fcrr.org/context clues

      • With word relationships through modeling using semantic maps using words with multiple meanings. (e.g. thinking maps, mind maps, bubble maps, and concept maps)

      • Modeling how to look up  unfamiliar words using Dictionary.com

      • Provide the pronunciation and definition of a word.

Oklahoma State Department of Education Building Academic Vocabulary 

Approaching 
  • Teachers provide and model strategies for students to expand their vocabulary to communicate and understand text at their reading level.

    • Teachers will provide appropriate text for below level readers.

    • Teachers will provide opportunities for students to use games to expand their vocabulary using affixes, Greek and Latin roots, and stems. (e.g. www.fcrr.org)

    • Teachers model and provide strategies for students using context clues to determine multiple-meaning words. (e.g. use anchor charts example: Context Clue Anchor Chart )

    • Provide opportunities for students to discern shades of meaning by building on what they already know. (e.g. create a visual map: snake an animal and other shades of meaning of snake)

      • Teachers model the positive and negative connotation of the word

  • Teachers provide explicit vocabulary  instruction with small group (e.g.  FCRR.org/Instructional Routines/Vocabulary )
Understanding 
  • Teachers provide opportunities for students to expand their vocabulary to effectively communicate and understand texts.  

    • Teachers provide opportunities for students to select books, newspaper, magazines, or digital text that will increase their vocabulary knowledge through a wide reading of grade-level text. (e.g. classroom libraries, content-level text, fiction and non-fiction text, etc.).  

    • Teachers provide opportunities for students compose and decompose affixes, Greek and Latin roots,  and stems to help students create an understanding with word parts.. (e.g. use InterActive Notebooks, Root of the Week, foldables,  etc.).  

    • Teachers provide opportunities for students to use context clues to determine and distinguish the among multiple-meaning words.  (e.g. looking inside the word to take it apart, look outside the word for context clues, or keep reading to find out the meaning).  

    • Provide opportunities for students to discern shades of meaning by building on what they already know. (e.g. create a visual map: snake an animal and other shades of meaning of snake)

      • Teachers model the positive and negative connotation of the word

  • Provide opportunities for students use a dictionary or glossary to clarify meaning, syllabication, pronunciation, synonyms, and parts of speech.  Students can also use an electronic dictionary, glossary, or thesaurus. Vocabulary.com - Learn Words - English Dictionary

Deeper

Acquisition 

Teachers provide opportunities for students to expand and use academic, domain-appropriate, grade-level vocabularies through reading, word study, class discussions, projects or presentations.

 

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7th Grade Introduction

7th Grade Proficiency Levels

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