L-Vocabulary+Acquisition+&+Use

L.3.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). L.3.6. Acquire and use accurately grade-appropriate conversational, general academic and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). || ===‍‍‍‍‍‍Anchor Standard === L.3.4- 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. L3.5- Demonstrate understanding of word relationships and nuances in word meanings. L3.6- <span style="font-family: Tahoma,Geneva,sans-serif;">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. || <span style="font-family: Tahoma,Geneva,sans-serif;">3.SI.1.1 <span style="font-family: Tahoma,Geneva,sans-serif;">Classify various types of resources as appropriate or inappropriate for purposes. || ===<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Revised Bloom's Level of thinking === <span style="font-family: Tahoma,Geneva,sans-serif;">**Understanding**-interpreting, summarizing, paraphrasing, classifying, explaining, exemplifying, inferring, comparing <span style="font-family: Tahoma,Geneva,sans-serif;">Can the student explain ideas or concepts? <span style="font-family: Tahoma,Geneva,sans-serif;">**Remembering**- recognizing, listing, describing, retrieving, naming, finding, recalling <span style="font-family: Tahoma,Geneva,sans-serif;">Can the student recall or remember any information? || ===<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Learning Target/Task Analysis ===
 * ===<span style="font-family: Tahoma,Geneva,sans-serif;">Common Core Standards ===
 * ===<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Information Technology Standard ===

<span style="font-family: Tahoma,Geneva,sans-serif;">3 .L.4

 * <span style="font-family: Tahoma,Geneva,sans-serif;">I can use context clues to determine the meaning of a word or phrase in sentences
 * <span style="font-family: Tahoma,Geneva,sans-serif;">I can determine the meaning of the words when an affix (prefix/suffix) is adde
 * <span style="font-family: Tahoma,Geneva,sans-serif;">I can use a root/base word I know to figure out a word I do not know with the same root/base.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">I can use print and digital glossaries and dictionaries to better understand the exact meaning of words or phrases.
 * ==<span style="font-family: Tahoma,Geneva,sans-serif;">3.L.5 ==
 * <span style="font-family: Tahoma,Geneva,sans-serif;">I can distinguish the literal and non-literal meaning of words and phrases in context.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">I can identify connections between words and their use. This means I can identify words that are appropriate to describe a word.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">I can distinguish slight differences in meaning between synonyms. (states of mind) ||
 * ==<span style="font-family: Tahoma,Geneva,sans-serif;">3.L.6 ==
 * <span style="font-family: Tahoma,Geneva,sans-serif;">I can find words and phrases that accurately show time and place
 * <span style="font-family: Tahoma,Geneva,sans-serif;">I can use words and phrases accurately to show time and place. ||

<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Essential Vocabulary:
<span style="font-family: Tahoma,Geneva,sans-serif;">unknown, multiple meaning words/phrases, context clues, affix, root word, glossaries, dictionaries, digital, nuances-different expressions, literal, non-literal, connections, conversational, spatial relationship, temporal relationship

<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Sample Assessments:

 * <span style="font-family: Tahoma,Geneva,sans-serif;">Graphic Organizers
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Formative Assessments
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Rubrics Making Rubrics

<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Differentiation:
__<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍Intervention / ‍‍Enrichment __
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Box Games
 * <span style="font-family: Tahoma,Geneva,sans-serif;">[|Toon University]
 * <span style="font-family: Tahoma,Geneva,sans-serif;">[|Word Master]
 * <span style="font-family: Tahoma,Geneva,sans-serif;">[|Kids Lab]
 * <span style="font-family: Tahoma,Geneva,sans-serif;">[|Many Fun Grammar Games Here!]
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Use of Dictionaries print and online
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Guide Word Activities
 * <span style="font-family: Tahoma,Geneva,sans-serif;">'Teacher Conferences
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Higher-Level Box Games/File Folder Games
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Higher level online games
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Base Word + Affixes


 * <span style="font-family: Tahoma,Geneva,sans-serif;">Word Sort (ed, ing) || <span style="font-family: Tahoma,Geneva,sans-serif;">Word Sort 2 || <span style="font-family: Tahoma,Geneva,sans-serif;">Fish 'Em Up ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">|| Word Sort (ly, ful) || Flip-A-Chip || Quia Games (y to i) ||
 * <span style="font-family: Tahoma,Geneva,sans-serif;">|| Baseword Baseball || Baseword Quia (Thunder Cake) || Baseword Match ||

<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Instructional Resources

 * <span style="font-family: Tahoma,Geneva,sans-serif;">Internet
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Blooms Taxonomy Question Stems
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Poetry
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Print and digital dictionaries

===<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Notes and Additional Information ===