L-Vocabulary+Acquisition+&+Use

L.K.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing //duck// is a bird and learning the verb to //duck//). b. Use the most frequently occurring inflections and affixes (e.g., //-ed, -s, re-, un-, pre-, -ful, -less//) as a clue to the meaning of an unknown word. L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing the same general action (e.g., //walk, march, strut, prance//) by acting out the meanings. L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. || ===**Anchor Standard**=== 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. || K.TT.1.1 Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.). K.TT.1.2 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.). K.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.). || ===**Revised Bloom's Level of thinking**=== **Remembering** **:** can the student recall or remember the information? define, list, recall **Understanding:** can the student explain ideas or concepts? sort, classify, describe, discuss, explain, identify, locate, recognize, select **Applying** : can the student use the information in a new way? demonstrate, illustrate, sketch, write. **Analyzing** : can the student distinguish between the different parts? compare, distinguish, examine, **Evaluating** : can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate **Creating** : can the student create new product or point of view? create, design, write. ||
 * ===**Common Core Standard**===
 * Conventions of Standard English**
 * ===**Information Technology Standard**===

I can...
L.K.4 L.K.5 L.K.6
 * a. I can understand that words can have more than one meaning.
 * b. I can use prefixes and suffixes to understand a word.
 * a. I can put objects that are alike into groups.
 * b. I can understand word opposites.
 * c. I can identify how words are used in real life.
 * d. I can act out the meaning of a word.
 * I can use the words and phrases that I hear, learn, and read.

Essential Vocabulary

 * connection, prefix, suffix, opposite, antonym

Sample Assessments

 * teacher observation, work samples, checklists

Differentiation

 * <span style="font-family: Arial,Helvetica,sans-serif;">Opposite picture match, opposite puzzles, concentration games, opposite word flip book

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

 * ===<span style="font-family: Arial,Helvetica,sans-serif;">small group instruction, teacher modeling ===

<span style="font-family: Arial,Helvetica,sans-serif;">Notes and Additional Information
<span style="font-family: Arial,Helvetica,sans-serif;">As students at this level focus on word acquisition and use, the intent of the CCSS is to introduce grammatical knowledge in basic ways that will be relearned in more sophisticated contexts in the upper grades. <span style="font-family: Arial,Helvetica,sans-serif;">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. <span style="font-family: Arial,Helvetica,sans-serif;">Learning words at this stage includes exploring different shades of the same verb (run/sprint) inflections, common concepts/objects, words with multiple meanings, opposites, and how words are used in “real-life.”

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