K-5 Grade-Level Vocabulary Standards
K-5 Grade-Level Vocabulary StandardsStudents come to school with varying levels of vocabulary knowledge, so vocabulary instruction needs to be responsive to the needs ofstudents. All students – all ages and all ability levels - benefit from vocabulary instruction because vocabulary acquisition is developed overa lifetime. Vocabulary is closely tied to comprehension. In fact, there is a reciprocal relationship between comprehension and vocabularyin that as students read, they develop their vocabulary, and as they learn vocabulary, they become better readers. Providing students withvocabulary instruction helps increase their language proficiency, which in return, helps them access grade-level content. New knowledge islearned with words – words that label understanding. In fact, words are labels for knowledge. As knowledge grows, so does one’svocabulary for codifying understanding and expressing that knowledge.Students must develop a robust vocabulary in order to meet the demands set forth in Wisconsin Standards for ELA, statements of whatstudents should know and be able to do, in order to be proficient in the areas of speaking, listening, reading, and writing. Learningvocabulary is necessary in both receptive (reading and listening) and expressive (writing and speaking) language. In order to meet thedemands of the standards, students need systematic vocabulary instruction, for which Graves (2006) has identified four key components:1. rich and varied language experiences, 2. direct teaching of individual words (refer to A Process for Vocabulary Words to Teach), 3.independent word-learning strategies, and 4. fostering word consciousness.Teachers create environments of engagement for vocabulary development through scaffolded instruction, using instructional practices,student strategies, and a variety of resources to include appropriately complex texts in diverse media, formats, and lengths. Feedbackbetween teachers and students and students and students is ongoing. Teachers can use conferring notes, teacher observation, and studentself-reflection to collect and organize data to inform instruction. Vocabulary learning can be verified through summative assessments thatintegrate vocabulary with reading, writing, speaking and listening.For each grade, the following charts organize the CCSS by the four components of systematic vocabulary instruction: rich and variedlanguage experiences, direct teaching of individual words (Refer to A Process for Vocabulary Words to Teach), independent word-learningstrategies, and fostering word consciousness. For each standard, the new learning is highlighted in red and is underlined. Within eachcomponent, ideas for instructional practices and student strategies have been identified to provide all students access to and engagementwith grade-level standards.Graves, M. F. (2006). The vocabulary book: Learning and instruction. New York: Teachers College, Columbia University.February, 2016 Wisconsin Department of Public InstructionK-5 Grade-Level Vocabulary Standards 1
K-5 Grade-Level Vocabulary StandardsKindergarten Standards for VocabularyStandardsInstructional PracticesStudent StrategiesContext CluesWordlearningStrategiesMorphology /Word PartsL.K.4.b Use the mostfrequently occurringinflections and affixes (e.g., ed, -s, re-, un-, pre-, -ful, -less)as a clue to the meaning of anunknown word.Modeling/Demonstration LessonsMentor TextsProductive Group WorkSemantic Maps for MorphologicalAnalysisWord Sort for Morphological AnalysisRL.K.4 Ask and answerquestions about unknownwords in a text.RI.K.4 With prompting andsupport, ask and answerquestions about unknownwords in a text.L.K.4.a Identify new meaningsfor familiar words and applythem accurately (e.g.,knowing duck is a bird andlearning the verb to duck).L.K.5.a Sort common objectsinto categories (e.g., shapes,foods) to gain a sense of theconcepts the categoriesrepresent.L.K.5.b Demonstrateunderstanding of frequentlyoccurring verbs andActivate Background KnowledgeEstablish Instructional PurposeInteractive Read AloudInterrupted ReadEcho ReadingChoral ReadingQuestion, Prompt, CueLinear ArraysResourcesWordConsciousnessFebruary, 2016 Wisconsin Department of Public InstructionWord PlayWord Sort for Word LearningK-5 Grade-Level Vocabulary Standards 2
K-5 Grade-Level Vocabulary Standardsadjectives by relating them totheir opposites (antonyms).L.K.5.c Identify real-lifeconnections between wordsand their use (e.g., note placesat school that are colorful).L.K.5.d Distinguish shades ofmeaning among verbsdiffering in manner (e.g., look,peek, glance, stare, glare, scowl)and adjectives differing inintensity (e.g., large, gigantic)by defining or choosing themor by acting out the meanings.RF.K.3.c Read common highfrequency words by sight(e.g., the, of, to, you, she, my,is, are, do, does).TeachIndividualWordsRich andVariedLanguageExperienceReading &ListeningRL.K.4 Ask and answerquestions about unknownwords in a text.RI.K.4 With prompting andsupport, ask and answerquestions about unknownwords in a text.L.K.6 Use words and phrasesacquired throughconversations, reading andbeing read to, and respondingto texts.February, 2016 Wisconsin Department of Public InstructionActivate Background KnowledgeEstablish Instructional PurposeModeling/Demonstration LessonsReciprocal TeachingActivate Background KnowledgeEstablish Instructional PurposeInteractive Read AloudThink AloudShared ReadGuided ReadingPartner ReadInteractive JournalsKeyword VisualsList-Group-LabelPreview Vocabulary WordsWord Sort for Word Learning1. Interactive Journals2. Interactive Read Aloud3. Interactive Word WallsK-5 Grade-Level Vocabulary Standards 3
K-5 Grade-Level Vocabulary StandardsGrade 1 Standards for VocabularyContext CluesWord-learningStrategiesMorphology /Word PartsStandardsRL/I.1.4.c Use context toconfirm or self-correct wordrecognition andunderstanding, rereading asnecessary.L.1.3.a Use sentence-levelcontext as a clue to themeaning of a word or phrase.L.1.3.b Use frequentlyoccurring affixes as a clue tothe meaning of a word.L.1.3.c Identify frequentlyoccurring root words (e.g.,look) and their inflectionalforms (e.g., looks, looked,looking).Instructional PracticesModeling/Demonstration LessonsMentor TextsRL.1.4 Identify words andphrases in stories or poemsthat suggest feelings orappeal to the senses.RI.1.4 Ask and answerquestions to help determineor clarify the meaning ofwords and phrases in a text.W.1.3 Write narratives inwhich they recount two ormore appropriatelysequenced events, includeStudent StrategiesCloze PassageContextual RedefinitionProductive Group WorkInteractive JournalsModeling/Demonstration LessonsMentor TextsProductive Group WorkSemantic Maps for MorphologicalAnalysisWord Sort for Morphological AnalysisActivate Background KnowledgeEstablish Instructional PurposeInteractive Read AloudInterrupted ReadEcho ReadingChoral ReadingQuestion, Prompt, CueLinear ArraysWord PlayWord Sort for Word LearningResourcesWordConsciousnessFebruary, 2016 Wisconsin Department of Public InstructionK-5 Grade-Level Vocabulary Standards 4
K-5 Grade-Level Vocabulary Standardssome details regarding whathappened, use temporalwords to signal event order,and provide some sense ofclosure.L.1.5.a Sort words intocategories (e.g., colors,clothing) to gain a sense ofthe concepts the categoriesrepresent.L.1.5b Define words bycategory and by one or morekey attributes (e.g., a duck is abird that swims; a tiger is alarge cat with stripes).L.1.5.c Identify real-lifeconnections between wordsand their use (e.g., noteplaces at home that are cozy).L.1.5.d Distinguish shades ofmeaning among verbsdiffering in manner (e.g., look,peek, glance, stare, glare, scowl)and adjectives differing nintensity (e.g., large, gigantic)by defining or choosing themor by acting out the meanings.TeachIndividualWordsRich andRL.1.4 Identify words andVariedReading &phrases in stories or poemsLanguageListeningthat suggest feelings orExperienceappeal to the senses.February, 2016 Wisconsin Department of Public InstructionActivate Background KnowledgeEstablish Instructional PurposeInteractive Read AloudThink AloudInteractive JournalsInteractive Read AloudInteractive Word WallsK-5 Grade-Level Vocabulary Standards 5
K-5 Grade-Level Vocabulary StandardsRI.1.4 Ask and answerquestions to help determineor clarify the meaning ofwords and phrases in a text.L.1.6 Use words and phrasesacquired throughconversations, reading andbeing read to, and respondingto texts, including usingfrequently occurringconjunctions to signal simplerelationships (e.g., I named myhamster Nibblet because shenibbles too much because shelikes that).February, 2016 Wisconsin Department of Public InstructionShared ReadGuided ReadingPartner ReadK-5 Grade-Level Vocabulary Standards 6
K-5 Grade-Level Vocabulary StandardsGrade 2 Standards for VocabularyContext CluesWordlearningStrategiesMorphology /Word PartsStandardsRF.2.4.c Use context toconfirm or self-correct wordrecognition andunderstanding, rereading asnecessary.L.2.4.a Use sentence-levelcontext as a clue to themeaning of a word or phrase.L.2.4.d Use knowledge of themeaning of individual wordsto predict the meaning ofcompound words (e.g.,birdhouse, lighthouse, housefly;bookshelf, notebook,bookmark).RF.2.3.d Decode words withcommon prefixes andsuffixes.L.2.4.b Determine themeaning of the new wordformed when a known prefixis added to a known word(e.g., happy/unhappy,tell/retell).L.2.4.c Use a known rootword as a clue to the meaningof an unknown word with thesame root (e.g., addition,additional).February, 2016 Wisconsin Department of Public InstructionInstructional PracticesModeling/Demonstration LessonsMentor TextsProductive Group WorkModeling/Demonstration LessonsMentor TextsProductive Group WorkStudent StrategiesCloze PassageContextual RedefinitionInteractive JournalsSemantic Maps for MorphologicalAnalysisWord Sort for Morphological AnalysisK-5 Grade-Level Vocabulary Standards 7
K-5 Grade-Level Vocabulary StandardsResourcesWordConsciousnessL.2.4.e Use glossaries andbeginning dictionaries, bothprint and digital, to determineor clarify the meaning ofwords and phrases.RL.2.4 Describe how wordsand phrases (e.g., regularbeats, alliteration, rhymes,repeated lines) supply rhythmand meaning in a story, poem,or song.RI.2.4 Determine the meaningof words and phrases in a textrelevant to a grade 2 topic orsubject area.W.2.1. Write opinion pieces inwhich they introduce thetopic or book they are writingabout, state an opinion,supply reasons that supportthe opinion, use linking words(e.g., because, and, also) toconnect opinion and reasons,and provide a concludingstatement or section.W.2.3 Write narratives inwhich they recount a wellelaborated event or shortsequence of events, includedetails to describe actions,thoughts, and feelings, usetemporal words to signalFebruary, 2016 Wisconsin Department of Public InstructionEstablish Instructional PurposeModeling/Demonstration LessonsProductive Group WorkFrayer ModelActivate Background KnowledgeEstablish Instructional PurposeInteractive Read AloudInterrupted ReadEcho ReadingChoral ReadingQuestion, Prompt, CueLinear ArraysWord PlayWord Sort for Word LearningK-5 Grade-Level Vocabulary Standards 8
K-5 Grade-Level Vocabulary Standardsevent order, and provide asense of closure.L.2.3.a Compare formal andinformal uses of English.L.2.5.a Identify real-lifeconnections between wordsand their use (e.g., describefoods that are spicy or juicy).L.2.5.b Distinguish shades ofmeaning among closelyrelated verbs (e.g., toss, throw,hurl) and closely relatedadjectives (e.g., thin, slender,skinny, scrawny).TeachIndividualWordsRich andVariedLanguageExperienceReading &ListeningRL.2.4 Describe how wordsand phrases (e.g., regularbeats, alliteration, rhymes,repeated lines) supply rhythmand meaning in a story, poem,or song.RI.2.4 Determine the meaningof words and phrases in a textrelevant to a grade 2 topic orsubject area.L.2.6 Use words and phrasesacquired throughconversations, reading andbeing read to, and respondingto texts, including usingadjectives and adverbs toFebruary, 2016 Wisconsin Department of Public InstructionActivate Background KnowledgeEstablish Instructional PurposeInteractive Read AloudThink AloudShared ReadGuided ReadingInteractive JournalsInteractive Read AloudInteractive Word WallsPartner ReadK-5 Grade-Level Vocabulary Standards 9
K-5 Grade-Level Vocabulary Standardsdescribe (e.g., When otherkids are happy that makes mehappy).February, 2016 Wisconsin Department of Public InstructionK-5 Grade-Level Vocabulary Standards 10
K-5 Grade-Level Vocabulary StandardsGrade 3 Standards for VocabularyContext CluesWordlearningStrategiesMorphology /Word PartsResourcesStandardsRF.3.4.c Use context toconfirm or self-correct wordrecognition andunderstanding, rereading asnecessary.L.3.4.a Use sentence-levelcontext as a clue to themeaning of a word or phrase.RF.3.3.a Identify and knowthe meaning of the mostcommon prefixes andderivational suffixes.RF.3.3.b Decode words withcommon Latin suffixes.L.3.4.b Determine themeaning of the new wordformed when a known affix isadded to a known word able,care/careless, heat/preheat).L.3.4.c Use a known root wordas a clue to the meaning of anunknown word with the sameroot (e.g., company,companion).L.3.4.d Use glossaries orbeginning dictionaries, bothprint and digital, to determineFebruary, 2016 Wisconsin Department of Public InstructionInstructional PracticesModeling/Demonstration LessonsMentor TextsProductive Group WorkModeling/Demonstration LessonsMentor TextsProductive Group WorkEstablish Instructional PurposeModeling/Demonstration LessonsProductive Group WorkStudent StrategiesCloze PassageContextual RedefinitionInteractive JournalsSemantic Maps for MorphologicalAnalysisWord Sort for Morphological AnalysisFrayer ModelK-5 Grade-Level Vocabulary Standards 11
K-5 Grade-Level Vocabulary Standardsor clarify the precise meaningof key words and phrases.RL.3.4 Determine themeaning of words andphrases as they are used in atext, distinguishing literalfrom nonliteral language.RI.3.4 Determine the meaningof general academic anddomain-specific words andphrases in a text relevant to agrade 3 topic or subject area.W.3.1.c Use linking words andphrases (e.g., because,therefore, since, for example)to connect opinion andreasons.WordW.3.2.c Use linking words andConsciousnessphrases (e.g., also, another,and, more, but) to connectideas within categories ofinformation.W.3.3.c Use temporal wordsand phrases to signal eventorder.L.3.3.a Choose words andphrases for effect.*L.3.5.a Distinguish the literaland nonliteral meanings ofwords and phrases in context(e.g., take steps).L.3.5.b Identify real-lifeconnections between wordsand their use (e.g., describeFebruary, 2016 Wisconsin Department of Public InstructionActivate Background KnowledgeEstablish Instructional PurposeInteractive Read AloudInterrupted ReadEcho ReadingChoral ReadingQuestion, Prompt, CueLinear ArraysWord PlayWord Sort for Word LearningK-5 Grade-Level Vocabulary Standards 12
K-5 Grade-Level Vocabulary StandardsTeachIndividualWordsRich andVariedLanguageExperienceReading &Listeningpeople who are friendly orhelpful).L.3.5.c Distinguish shades ofmeaning among related wordsthat describe states of mindor degrees of certainty (e.g.,knew, believed, suspected,heard, wondered).L.3.6 Acquire and useaccurately grade-appropriateconversational, generalacademic, and domainspecific words and phrases,including those that signalspatial and temporalrelationships (e.g., Afterdinner that night we wentlooking for them).RL.3.4 Determine themeaning of words andphrases as they are used in atext, distinguishing literalfrom nonliteral language.RI.3.4 Determine the meaningof general academic anddomain-specific words andphrases in a text relevant to agrade 3 topic or subject area.L.3.6 Acquire and useaccurately grade-appropriateconversational, generalacademic, and domainspecific words and phrases,February, 2016 Wisconsin Department of Public InstructionActivate Background KnowledgeEstablish Instructional PurposeModeling/Demonstration LessonsReciprocal TeachingInteractive JournalsActivate Background KnowledgeEstablish Instructional PurposeInteractive Read AloudThink AloudShared ReadGuided ReadingInteractive JournalsInteractive Read AloudInteractive Word WallsKeyword VisualsList-Group-LabelPreview Vocabulary WordsSemantic Maps for Word LearningWord Sort for Word LearningPartner ReadK-5 Grade-Level Vocabulary Standards 13
K-5 Grade-Level Vocabulary Standardsincluding those that signalspatial and temporalrelationships (e.g., Afterdinner that night we wentlooking for them).Grade 4 Standards for VocabularyContext CluesWord-learningStrategiesMorphology /Word PartsStandardsRF.4.4.c Use context toconfirm or self-correct wordrecognition andunderstanding, rereading asnecessary.L.4.4.a Use context (e.g.,definitions, examples, orrestatements in text) as a clueto the meaning of a word orphrase.RF.4.3 Use combinedknowledge of all letter-soundcorrespondences,syllabication patterns, andmorphology (e.g., roots andaffixes) to read accuratelyunfamiliar multisyllabic wordsin context and out of context.RI.4.4 Determine the meaningof general academic anddomain-specific words orphrases in a text relevant to agrade 4 topic or subject area.February, 2016 Wisconsin Department of Public InstructionInstructional PracticesModeling/Demonstration LessonsMentor TextsProductive Group WorkModeling/Demonstration LessonsMentor TextsProductive Group WorkStudent StrategiesCloze PassageContextual RedefinitionInteractive JournalsSemantic Maps for MorphologicalAnalysisWord Sort for Morphological AnalysisK-5 Grade-Level Vocabulary Standards 14
K-5 Grade-Level Vocabulary StandardsResourcesWordConsciousnessL.4.4.b Use common, gradeappropriate Greek and Latinaffixes and roots as clues tothe meaning of a word (e.g.,telegraph, photograph,autograph).L.4.4.c Consult referencematerials (e.g., dictionaries,glossaries, thesauruses), bothprint and digital, to find thepronunciation and determineor clarify the precise meaningof key words and phrases.RL.4.4 Determine themeaning of words andphrases as they are used in atext, including those thatallude to significantcharacters found inmythology (e.g., Herculean).W.4.1.c Link opinion andreasons using words andphrases (e.g., for instance, inorder to, in addition).W.4.2.c Link ideas withincategories of informationusing words and phrases (e.g.,another, for example, also,because).W.4.2.d Use precise languageand domain-specificvocabulary to inform about orexplain the topic.February, 2016 Wisconsin Department of Public InstructionEstablish Instructional PurposeModeling/Demonstration LessonsProductive Group WorkFrayer ModelActivate Background KnowledgeEstablish Instructional PurposeInteractive Read AloudInterrupted ReadEcho ReadingChoral ReadingQuestion, Prompt, CueLinear ArraysWord PlayWord Sort for Word LearningK-5 Grade-Level Vocabulary Standards 15
K-5 Grade-Level Vocabulary StandardsW.4.3.c Use a variety oftransitional words andphrases to manage thesequence of events.W.4.3.d Use concrete wordsand phrases and sensorydetails to convey experiencesand events precisely.L.4.3.a Choose words andphrases to convey ideasprecisely.*L.4.3.c Differentiate betweencontexts that call for formalEnglish (e.g., presenting ideas)and situations where informaldiscourse is appropriate (e.g.,small-group discussion).L.4.5.a Explain the meaning ofsimple similes and metaphors(e.g., as pretty as a picture) incontext.L.4.5.b Recognize and explainthe meaning of commonidioms, adages, and proverbs.L.4.5.c Demonstrateunderstanding of words byrelating them to theiropposites (antonyms) and towords with similar but notidentical meanings(synonyms).TeachL.4.6 Acquire and useIndividualaccurately grade-appropriateWordsgeneral academic andFebruary, 2016 Wisconsin Department of Public InstructionActivate Background KnowledgeEstablish Instructional PurposeModeling/Demonstration LessonsInteractive JournalsKeyword VisualsList-Group-LabelK-5 Grade-Level Vocabulary Standards 16
K-5 Grade-Level Vocabulary StandardsRich andVariedLanguageExperienceReading &Listeningdomain-specific words andphrases, including those thatsignal precise actions,emotions, or states of being(e.g., quizzed, whined,stammered) and that arebasic to a particular topic(e.g., wildlife, conservation,and endangered whendiscussing animalpreservation).RL.4.4 Determine themeaning of words andphrases as they are used in atext, including those thatallude to significantcharacters found inmythology (e.g., Herculean).RI.4.4 Determine the meaningof general academic anddomain-specific words orphrases in a text relevant to agrade 4 topic or subject area.L.4.6 Acquire and useaccurately grade-appropriategeneral academic anddomain-specific words andphrases, including those thatsignal precise actions,emotions, or states of being(e.g., quizzed, whined,stammered) and that arebasic to a particular topicFebruary, 2016 Wisconsin Department of Public InstructionReciprocal TeachingPreview Vocabulary WordsSemantic Maps for Word LearningWord Sort for Word LearningActivate Background KnowledgeEstablish Instructional PurposeInteractive Read AloudThink AloudShared ReadGuided ReadingInteractive JournalsInteractive Read AloudInteractive Word WallsPartner ReadK-5 Grade-Level Vocabulary Standards 17
K-5 Grade-Level Vocabulary Standards(e.g., wildlife, conservation,and endangered whendiscussing animalpreservation).February, 2016 Wisconsin Department of Public InstructionK-5 Grade-Level Vocabulary Standards 18
K-5 Grade-Level Vocabulary StandardsGrade 5 Standards for VocabularyContext CluesWord-learningStrategiesMorphology /Word PartsResourcesStandardsRF.5.4.c Use context toconfirm or self-correct wordrecognition andunderstanding, rereading asnecessary.L.5.4.a Use context (e.g.,cause/effect relationshipsand comparisons in text) as aclue to the meaning of a wordor phrase.RF.5.3 Use combinedknowledge of all letter-soundcorrespondences,syllabication patterns, andmorphology (e.g., roots andaffixes) to read accuratelyunfamiliar multisyllabic wordsin context and out of context.L.5.4.b Use common, gradeappropriate Greek and Latinaffixes and roots as clues tothe meaning of a word (e.g.,photograph, photosynthesis).L.5.4.c Consult referencematerials (e.g., dictionaries,glossaries, thesauruses), bothprint and digital, to find thepronunciation and determineor clarify the precise meaningof key words and phrases.February, 2016 Wisconsin Department of Public InstructionInstructional PracticesModeling/Demonstration LessonsMentor TextsProductive Group WorkModeling/Demonstration LessonsMentor TextsProductive Group WorkEstablish Instructional PurposeModeling/Demonstration LessonsProductive Group WorkStudent StrategiesCloze PassageContextual RedefinitionInteractive JournalsSemantic Maps for MorphologicalAnalysisWord Sort for Morphological AnalysisFrayer ModelK-5 Grade-Level Vocabulary Standards 19
K-5 Grade-Level Vocabulary StandardsWordConsciousnessRL.5.4 Determine themeaning of words andphrases as they are used in atext, including figurativelanguage such as metaphorsand similes.RI.5.4 Determine the meaningof general academic anddomain-specific words andphrases in a text relevant to agrade 5 topic or subject area.W.5.1.c Link opinion andreasons using words, phrases,and clauses (e.g.,consequently, specifically).W.5.2.c Link ideas within andacross categories ofinformation using words,phrases, and clauses (e.g., incontrast, especially).W.5.2.d Use precise languageand domain-specificvocabulary to inform about orexplain the topic.W.5.3.c Use a variety oftransitional words, phrases,and clauses to manage thesequence of events.W.5.3.d Use concrete wordsand phrases and sensorydetails to convey experiencesand events precisely.February, 2016 Wisconsin Department of Public InstructionActivate Background KnowledgeEstablish Instructional PurposeInteractive Read AloudInterrupted ReadEcho ReadingChoral ReadingQuestion, Prompt, CueLinear ArraysWord PlayWord Sort for Word LearningK-5 Grade-Level Vocabulary Standards 20
K-5 Grade-Level Vocabulary StandardsTeachIndividualWordsRich andVariedReading &ListeningSL.5.6 Adapt speech to avariety of contexts and tasks,using formal English whenappropriate to task andsituation.L.5.3 Compare and contrastthe varieties of English (e.g.,dialects, registers) used instories, dramas, or poems.L.5.5.a Interpret figurativelanguage, including similesand metaphors, in context.L.5.5.b Recognize and explainthe meaning of commonidioms, adages, and proverbs.L.5.5.c Use the relationshipbetween particular words(e.g., synonyms, antonyms,homographs) to betterunderstand each of thewords.L.5.6 Acquire and useaccurately grade-appropriategeneral academic anddomain-specific words andphrases, including those thatsignal contrast, addition, andother logical relationships(e.g., however, although,nevertheless, similarly,moreover, in addition).RL.5.4 Determine themeaning of words andFebruary, 2016 Wisconsin Department of Public InstructionActivate Background KnowledgeEstablish Instructional PurposeModeling/Demonstration LessonsReciprocal TeachingInteractive JournalsActivate Background KnowledgeEstablish Instructional PurposeInteractive JournalsInteractive Read AloudKeyword VisualsList-Group-LabelPreview Vocabulary WordsSemantic Maps for Word LearningWord Sort for Word LearningK-5 Grade-Level Vocabulary Standards 21
K-5 Grade-Level Vocabulary StandardsLanguageExperiencephrases as they are used in atext, including figurativelanguage such as metaphorsand similes.RI.5.4 Determine the meaningof general academic anddomain-specific words andphrases in a text relevant to agrade 5 topic or subject area.L.5.6 Acquire and useaccurately grade-appropriategeneral academic anddomain-specific words andphrases, including those thatsignal contrast, addition, andother logical relationships(e.g., however, although,nevertheless, similarly,moreover, in addition).February, 2016 Wisconsin Department of Public InstructionInteractive Read AloudThink AloudShared ReadGuided ReadingInteractive Word WallsPartner ReadK-5 Grade-Level Vocabulary Standards 22
K-5 Grade-Level Vocabulary Standards February, 2016 Wisconsin Department of Public Instruction K-5 Grade-Level Vocabulary Standards 1 Students come to school with varying levels of vocabulary knowledge, so vocabulary instruction needs to be responsive to the needs of students. All students – all ages and all ability levels - benefit from .
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
Vocabulary for Colloquial English Vocabulary for English: FCE Vocabulary for English: IELTS Vocabulary for English: PET Vocabulary for English: TOEFL Vocabulary for Hotels, Tourism, Catering Vocabulary for Law Vocabulary for Marketing Vocabulary for Medicine, 2nd edition -948549-96-3 1-901659-27-5 -948549-97-1 1-901659-11-9 1-901659-60-7 1 .
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Grade C Grade A Level C1 Cambridge English Scale *IELTS is mapped to, but will not be reported on the Cambridge English Scale C2 C1 B1 A2 A1 Below A1 Independent user Pr oficient user Basic user Grade A Grade B Grade C Level B2 Grade B Grade C Grade A Grade B Grade C Grade A Level B1 Level A2 B1 Preliminary B2 First C1 Advanced Grade A Grade B .
Vocabulary Basics (reading level 4-6) Groundwork for a Better Vocabulary, 2/e (reading level 5-8) Building Vocabulary Skills, 2/e (reading level 7-9) Improving Vocabulary Skills, 2/e (reading level 9-11) Advancing Vocabulary Skills, 2/e (reading level 11-13) Building Vocabulary Skills, Short Version, 2/e (reading level 7-9)
3rd Grade Math Vocabulary Resources 3rd Grade Math Vocabulary Resources contains two resources to promote student independence, develop math vocabulary, and support reading and writing in mathematics. All vocabulary is aligned with the Common Core State Standards. My Math Vocabulary Book contains over 190 essential math words for 3rd Grade.
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
Jun 18, 2014 · 6/18/2014 Mathematics Grade Level Vocabulary 2 Most terms area used in multiple grade levels. You should look at your grade level and all of the previous grade levels. The terms are listed from the first grade level they will show up on the Smarter Balanced assessment. Terms that begin, for example, in grade 3 could show up after grade 3.
