If a student is not progressing adequately towards this standard…

Consider these diagnostic assessments

Consider implementing these instructional strategies

Grade 1

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from an array of strategies.

·         Use sentence-level context as a clue to the meaning of a word or phrase.

·         Use frequently occurring affixes as a clue to the meaning of a word.

·         Identify frequently occurring root words and their inflectional forms.

With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

·         Sort words into categories to gain a sense of the concepts the categories represent.

·         Define words by category and by one or more key attributes.

·         Identify real-life connections between words and their use.

·         Distinguish shades of meaning among verbs differing in manner and adjectives differing in intensity by defining or choosing them or by acting out the meanings.

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.

Fountas and Pinnell Benchmark Assessment

Words Their Way – use visuals in program to sort/categorize pictures

Categorizing/Sorting – Provide visuals and or lists of words that can be categorized/ sorted as defined by teacher or by student choice

Pre-teach vocabulary – Teacher carefully selects words that may pose difficulty for children.  Teacher connects the vocabulary word to the context of the story. Teacher provides a child-friendly example.    

Visuals – Provide a visual representation of the word whenever possible.

Word Banks – List of words in which children provide definitions either by matching or verbal response

Personal Word Walls – Provide individual word walls with content vocabulary, definition and visual

Thematic Read-alouds  -Choose read aloud that support vocabulary development around a concept

Marzano’s Six Steps to Vocabulary Instruction

1. Explain – Provide a student friendly description

2. Restate – Ask students to restate in their own words.

3. Show – Ask students to construct a picture, symbol or graphic representation

4. Discuss – Have students discuss vocabulary words

5. Refine and reflect – Ask students to return to the vocabulary work to discuss.

6. Apply in Learning Games – Play games that allow them to play with terms (Charades, Pictionary)

Other Resources:

·         RTI Daily Planning Book by Gretchen Owocki

o   Developing Content and Vocabulary Knowledge p. 271-291

·         Word Matters by Irene Fountas and Gay Su Pinnell

·         Daily Word Ladders Grades 1-2 by Timothy Rasinski

·         All Sorts of Sorts:  Word Sorts That Reinforce Spelling and Phonetic Patterns by Sheron Brown

·         Florida Center for Reading Research Website

o   Vocabulary Student Center Masters K-1

If a student is not progressing adequately towards this standard…

Consider these diagnostic assessments

Consider implementing these instructional strategies

Grade 2

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from an array of strategies.

·         Use sentence-level context as a clue to the meaning of a word or phrase.

·         Determine the meaning of the new word formed when a known prefix is added to a known word.

·         Use a known root word as a clue to the meaning of an unknown word with the same root.

·         Use knowledge of the meaning of individual words to predict the meaning of compound words.

·         Use glossaries and beginning dictionaries, both print and digital, to determine or clarity the meaning of words and phrases

Demonstrate understanding of word relationships and nuances in word meanings.

·         Identify real-life connections between words and their use.

·         Distinguish shared of meaning among closely related verbs and closely related adjectives.

Fountas and Pinnell Benchmark Assessment

·         Vocabulary Assessments (p. 257-328)

Words Their Way – use visuals in program to sort/categorize pictures

Categorizing/Sorting – Provide visuals and or lists of words that can be categorized/ sorted as defined by teacher or by student choice

Pre-teach vocabulary – Teacher carefully selects words that may pose difficulty for children.  Teacher connects the vocabulary word to the context of the story. Teacher provides a child-friendly example.   

Visuals – Provide a visual representation of the word whenever possible.

Word Banks – List of words in which children provide definitions either by matching or verbal response

Personal Word Walls – Provide individual word walls with content vocabulary, definition and visual

Thematic Read-alouds  -Choose read aloud that support vocabulary development around a concept

Marzano’s Six Steps to Vocabulary Instruction

1. Explain – Provide a student friendly description

2. Restate – Ask students to restate in their own words.

3. Show – Ask students to construct a picture, symbol or graphic representation

4. Discuss – Have students discuss vocabulary words

5. Refine and reflect – Ask students to return to the vocabulary work to discuss.

6. Apply in Learning Games – Play games that allow them to play with terms (Charades, Pictionary)

Other Resources:

·         RTI Daily Planning Book by Gretchen Owocki

o   Developing Content and Vocabulary Knowledge p. 271-291

·         Word Matters by Irene Fountas and Gay Su Pinnell

·         Daily Word Ladders Grades 1-2 by Timothy Rasinski

·         Daily Word Ladders Grades 2-3 by Timothy Rasinski

·         All Sorts of Sorts:  Word Sorts That Reinforce Spelling and Phonetic Patterns by Sheron Brown

·         All Sorts of Sorts 2:  Word Sorts For Complex Spelling and Phonetic Pattern Reinforcement by Sheron Brown

·         All Sorts of Sorts 3:  Word Sorts That  Vocabulary Development in the Content Areas by Sheron Brown

·         My Fantastic Words Book by Ken Pransky

·         Florida Center for Reading Research Website

o   Vocabulary Student Center Masters 2-3 Part 1

o   Vocabulary Student Center Masters 2-3 Part 2

        o   Vocabulary Student Center Masters 2-3 Part 3

        o   Vocabulary Student Center Masters 2-3 Part 4

o   Vocabulary Student Center Masters 2-3 Part 5

If a student is not progressing adequately towards this standard…

Consider these diagnostic assessments

Consider implementing these instructional strategies

Grade 3

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from an array of strategies.

·         Use sentence-level context as a clue to the meaning of a word or phrase.

·         Determine the meaning of the new word formed when a known affix is added to a known word.

·         Use a known root word as a clue to the meaning of an unknown word with the same root.

·         Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

Demonstrate understanding of word relationships and nuances in word meanings.

·         Distinguish the literal and nonliteral meanings of words and phrases in context.

·         Identify real-lie connections between words and their use.

·         Distinguish shades of meaning among related words that describe states of mind or degrees of certainty.

Fountas and Pinnell Benchmark Assessment

·         Vocabulary Assessments (p. 257-328)

Words Their Way – use visuals in program to sort/categorize pictures

Categorizing/Sorting – Provide visuals and or lists of words that can be categorized/ sorted as defined by teacher or by student choice

Pre-teach vocabulary – Teacher carefully selects words that may pose difficulty for children.  Teacher connects the vocabulary word to the context of the story. Teacher provides a child-friendly example.   

Visuals – Provide a visual representation of the word whenever possible.

Word Banks – List of words in which children provide definitions either by matching or verbal response

Personal Word Walls – Provide individual word walls with content vocabulary, definition and visual

Thematic Read-alouds  -Choose read aloud that support vocabulary development around a concept

Marzano’s Six Steps to Vocabulary Instruction

1. Explain – Provide a student friendly description

2. Restate – Ask students to restate in their own words.

3. Show – Ask students to construct a picture, symbol or graphic representation

4. Discuss – Have students discuss vocabulary words

5. Refine and reflect – Ask students to return to the vocabulary work to discuss.

6. Apply in Learning Games – Play games that allow them to play with terms (Charades, Pictionary)

Other Resources:

·         RTI Daily Planning Book by Gretchen Owocki

o   Developing Content and Vocabulary Knowledge p. 271-291

·         Word Matters by Irene Fountas and Gay Su Pinnell

·         Daily Word Ladders Grades 2-3 by Timothy Rasinski

·         All Sorts of Sorts:  Word Sorts That Reinforce Spelling and Phonetic Patterns by Sheron Brown

·         All Sorts of Sorts 2:  Word Sorts For Complex Spelling and Phonetic Pattern Reinforcement by Sheron Brown

·         All Sorts of Sorts 3:  Word Sorts That  Vocabulary Development in the Content Areas by Sheron Brown

·         My Fantastic Words Book by Ken Pransky

·         Florida Center for Reading Research Website

If a student is not progressing adequately towards this standard…

Consider these diagnostic assessments

Consider implementing these instructional strategies

Grade 4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from an array of strategies.

·         Use context as a clue to the meaning of a word or phrase.

·         Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.

·         Consult reference materials, both print and digital, to find the pronunciation and determine or clarify precise meaning of key words and phrases.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

·         Explain the meaning of simple similes and metaphors in context.

·         Recognize and explain the meaning of common idioms, adages, and proverbs.

·         Demonstrate understanding of words by relating them to their opposites and to words with similar but not identical meanings.

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being.

ountas and Pinnell Benchmark Assessment

·         Vocabulary Assessments (p. 257-328)

Words Their Way – use visuals in program to sort/categorize pictures

Categorizing/Sorting – Provide visuals and or lists of words that can be categorized/ sorted as defined by teacher or by student choice

Pre-teach vocabulary – Teacher carefully selects words that may pose difficulty for children.  Teacher connects the vocabulary word to the context of the story. Teacher provides a child-friendly example.   

Visuals – Provide a visual representation of the word whenever possible.

Word Banks – List of words in which children provide definitions either by matching or verbal response

Personal Word Walls – Provide individual word walls with content vocabulary, definition and visual

Thematic Read-alouds  -Choose read aloud that support vocabulary development around a concept

Marzano’s Six Steps to Vocabulary Instruction

1. Explain – Provide a student friendly description

2. Restate – Ask students to restate in their own words.

3. Show – Ask students to construct a picture, symbol or graphic representation

4. Discuss – Have students discuss vocabulary words

5. Refine and reflect – Ask students to return to the vocabulary work to discuss.

6. Apply in Learning Games – Play games that allow them to play with terms (Charades, Pictionary)

Other Resources:

·         RTI Daily Planning Book by Gretchen Owocki

o   Developing Content and Vocabulary Knowledge p. 271-291

·         Words, Words, Words: Teaching Vocabulary Grades 4-12  by Janet Allen

·         Word Savvy by Max Brand

·         Daily Word Ladders Grades 4-6 by Timothy Rasinski

·         All Sorts of Sorts 2:  Word Sorts For Complex Spelling and Phonetic Pattern Reinforcement by Sheron Brown

·         All Sorts of Sorts 3:  Word Sorts That  Vocabulary Development in the Content Areas by Sheron Brown

·         All Sort of Sorts 4:  Word Sorts For Vocabulary Development For Upper Grades by Sheron Brown

·         My Fantastic Words Book by Ken Pransky

·         Florida Center for Reading Research Website

o   Vocabulary Student Center Masters 4-5 Part 1

o   Vocabulary Student Center Masters 4-5 Part 2

o   Vocabulary Student Center Masters 4-5 Part3

o   Vocabulary Student Center Masters 4-5 Part 4

If a student is not progressing adequately towards this standard…

Consider these diagnostic assessments

Consider implementing these instructional strategies

Grade 5

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from an array of strategies.

·         Use context as a clue to the meaning of a word or phrase.

·         Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.

·         Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

·         Interpret figurative language, including similes and metaphors, in context.

·         Recognize and explain the meaning of common idioms, adages, and proverbs.

·         Use the relationship between particular words to better understand each of the words.

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.

Fountas and Pinnell Benchmark Assessment

·         Vocabulary Assessments (p. 257-328)

Words Their Way – use visuals in program to sort/categorize pictures

Categorizing/Sorting – Provide visuals and or lists of words that can be categorized/ sorted as defined by teacher or by student choice

Pre-teach vocabulary – Teacher carefully selects words that may pose difficulty for children.  Teacher connects the vocabulary word to the context of the story. Teacher provides a child-friendly example.   

Visuals – Provide a visual representation of the word whenever possible.

Word Banks – List of words in which children provide definitions either by matching or verbal response

Personal Word Walls – Provide individual word walls with content vocabulary, definition and visual

Thematic Read-alouds  -Choose read aloud that support vocabulary development around a concept

Marzano’s Six Steps to Vocabulary Instruction

1. Explain – Provide a student friendly description

2. Restate – Ask students to restate in their own words.

3. Show – Ask students to construct a picture, symbol or graphic representation

4. Discuss – Have students discuss vocabulary words

5. Refine and reflect – Ask students to return to the vocabulary work to discuss.

6. Apply in Learning Games – Play games that allow them to play with terms (Charades, Pictionary)

Other Resources:

·         RTI Daily Planning Book by Gretchen Owocki

·         Developing Content and Vocabulary Knowledge p. 271-291

·         Word Matters by Irene Fountas and Gay Su Pinnell

·         Florida Center for Reading Research Website

o   Vocabulary Student Center Masters K-1

If a student is not progressing adequately towards this standard…

Consider these diagnostic assessments

Consider implementing these instructional strategies

Grades K-5

1.       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.

2.       Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

Fountas and Pinnell Benchmark Assessment

·         Vocabulary Assessments (p. 257-328)

Other Resources:

Vocabulary Student Center Masters 2-3 Part 1