6L-Vocabulary+Acquisition+&+Use

L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g.,personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**=== ||
 * ===**Common Core Standards**===
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**=== || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**=== ||

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**=== B. C. D. B. C.
 * L6.4 || A.
 * Define context clues
 * Identify context clues
 * Apply information gathered from context to clarify the meaning of unknown or multiple-meaning words.
 * Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
 * Define affixes (prefix, suffix) and root words.
 * Identify meaning of common grade appropriate affixes and root words.
 * Analyze the structure of words using knowledge of affixes and root words.
 * Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible ).
 * Summarize the purpose of various reference materials.
 * Identify appropriate print and digital reference materials to determine a word's pronunciation, meaning, and/or part of speech.
 * Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
 * Determine the meaning of a word or phrase by inferring.
 * Evaluate the accuracy of the inferred meaning of a word or phrase by examining its context.
 * Check the correct meaning of a word or phrase with the use of reference material.
 * Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). ||
 * L6.5 || A.
 * Review similes and metaphors.
 * Introduce other types of figurative language (e.g, personificatin, hyperbole, etc.)
 * Compare the literal and figurative meaning of figures of speech in various contexts.
 * Interpret figures of speech (e.g, personification) in context.
 * Introduce word relationships such as cause/effect, part/whole, item/category (analogies).
 * Determine how the relationship between words enhances understanding of each of the words.
 * Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
 * Define word connotation (association) and denotation (definition).
 * Identify word connotations and denotations in written and/or oral language.
 * Analyze how word choice impacts the meaning of a text.
 * Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). ||
 * L6.6 || * Recognize appropriate use of domain-specific words and phrases.
 * Analyze a variety of texts for important words and phrases (conversational, general academic, and domain-specific).
 * Consult reference materials as necessary to confirm precise meaning to confirm precise meaning and accurate use of new words and phrases.
 * Apply newly-acquired conversational, academic and domain specific words and phrases to improve comprehension and expression.
 * Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. ||

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**
L.6.4 A. B. C. D. L.6.5 A. B. C. L.6.6
 * I can define context clues
 * I can identify context clues
 * I can apply information gathered from context to clarify the meaning of unknown or multiple-meaning words.
 * I can use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
 * I can define affixes (prefix, suffix) and root words.
 * I can identify meaning of common grade appropriate affixes and root words.
 * I can analyze the structure of words using knowledge of affixes and root words.
 * I can use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
 * I can summarize the purpose of various reference materials.
 * I can identify appropriate print and digital reference materials to determine a word's pronunciation, meaning, and/or part of speech.
 * I can consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
 * I can cetermine the meaning of a word or phrase by inferring.
 * I can evaluate the accuracy of the inferred meaning of a word or phrase by examining its context.
 * I can check the correct meaning of a word or phrase with the use of reference material.
 * I can verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
 * I can review similes and metaphors.
 * I can introduce other types of figurative language (e.g, personificatin, hyperbole, etc.)
 * I can compare the literal and figurative meaning of figures of speech in various contexts.
 * I can interpret figures of speech (e.g, personification) in context.
 * I can introduce word relationships such as cause/effect, part/whole, item/category (analogies).
 * I can determine how the relationship between words enhances understanding of each of the words.
 * I can use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
 * I can define word connotation (association) and denotation (definition).
 * I can identify word connotations and denotations in written and/or oral language.
 * I can analyze how word choice impacts the meaning of a text.
 * I can distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
 * I can recognize appropriate use of domain-specific words and phrases.
 * I can analyze a variety of texts for important words and phrases (conversational, general academic, and domain-specific).
 * I can consult reference materials as necessary to confirm precise meaning to confirm precise meaning and accurate use of new words and phrases.
 * I can apply newly-acquired conversational, academic and domain specific words and phrases to improve comprehension and expression.
 * I can acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**
clarify prefix suffix root words reference tools noun pronoun adjective verb adverb preposition interjection || L.6.5 || Metaphor Simile Literal Figurative Hyperbole Personification Figure of speech Analogy Connotation Denotation || L.6.6 || Domain-specific vocabulary Conversational vocabulary Academic vocabulary ||
 * L6.4 || context clues

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**

 * Context Clues Pretest**

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**

 * Context Clues Differentiated Exercises**

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**

 * Activity to Reinforce Context Clues-Handout 6**

**Vocabulary, Language Usage**
Keep an index card file of words studied while reading //Peter Pan//. Keeping the words on index cards will help you when we sort words by prefix, suffix, root words, meaning, spelling feature, and so on. Can you select a word and find its root? How do prefixes and suffixes affect the part of speech and spelling? (//Note//: This will be an ongoing activity all year long.)

**Vocabulary**
As a class, create a Vocabulary Word Wall bulletin board where, throughout the year, you will add and sort words as you learn them in each unit of study.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**
Write a list of 10 to 15 vocabulary words on the chalkboard along with page numbers where the words appear in novels or textbooks. Students must define the word correctly in the context used in the text and without using a dictionary, thesaurus or other tool. Students can work on their own or in teams, depending on your preference. For each correct definition, students receive one point. The students or teams with the most points go on to a bonus round. For the bonus round, write a word on the board with a page number. The first student or team to find it in the text and define it correctly is the winner.
 * Jabberwocky Analysis Activity**
 * Context Clues Game**

In this activity, put students with partners and give them a list of words either from a novel or textbook. One student must define the word using context clues; the other student must look up the word in the dictionary. (The student with the dictionary should read the word in context first since many words have several definitions.) While partners are defining words, they do not discuss definitions with each other. When they are both sure of their definition, they compare results to see if they agree on the definition. If they do, they switch roles. If not, they must re-read the word in context and use both tools to find a correct definition. When students define all words, they turn in a defined vocabulary list.
 * Text vs. Dictionary**

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**===

Figurative Language Powerpoint
Using Word Relationships Reference Materials Powerpoint

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===