Virginia SOL 1.RV

1.RV is a Standards of Learning standard. These are the knowledge and skills expectations under it.

• 1.RV.1

  Vocabulary Development and Word Analysis

• 1.RV.1.A

  Discuss meanings of words in context from a variety of texts.

• 1.RV.1.B

  Identify antonyms and synonyms of familiar words to deepen understanding of word meaning and relationships.

• 1.RV.1.C

  Ask for the meaning of unknown words and make connections to familiar words.

• 1.RV.1.D

  Use vocabulary across content areas.

• 1.RV.1.E

  Determine the meaning of an unknown word using frequently occurring root words and inflectional affixes (e.g. -s, -ing, -ed).

• 1.RV.1.F

  Distinguish shades of meaning among verbs and adjectives

• 1.RV.1.G

  Identify the purpose of simple reference materials (e.g. picture dictionary, digital dictionary).

• 1.RV.1.H

  Increase and develop breadth of vocabulary knowledge by listening to high quality, complex text.

• 1.RV.1.I

  Use newly learned words and phrases in discussions and speaking activities.

01

What Students Need to Do

Students work out word meanings from read-alouds, texts, pictures, familiar roots, and endings such as -s, -ing, and -ed. They connect words through synonyms, antonyms, and shades of meaning, then use new vocabulary across subjects. They ask about unknown words and use picture or digital dictionaries to check meanings.

02

What Mastery Looks Like

A student explains a new word using sentence clues, pictures, familiar roots, or endings. The student gives synonyms and antonyms and orders words by strength, such as walk, march, and stomp. The student checks a picture or digital dictionary and uses the word correctly when speaking.

03

Common Misconceptions

Students may call any related words synonyms, even when their meanings differ. They may treat jump, jumps, jumped, and jumping as separate words. They may assume similar verbs, such as walk and stomp, show the same strength.

04

How to Assess It

Give this exit ticket: “Yesterday, Ava stomped through the puddle.” Ask students to explain stomped, name a gentler verb, and circle the ending.

1. 01

   Have pairs sort picture and word cards into synonym pairs, antonym pairs, and groups showing actions from mild to strong.

2. 02

   After a read-aloud, ask, “What does enormous mean, what clues helped, and what familiar word connects to it?”

3. 03

   Play Affix Detective: students add -s, -ing, or -ed to root-word cards, then explain how each ending changes meaning.

4. 04

   Use a cafeteria menu or weather report to collect new words, check a picture dictionary, and use each word in conversation.

• 2.RV

  The student will systematically build vocabulary and word knowledge based on gradetwo content and texts heard or read.

• 6.RV

  The student will systematically build vocabulary and word knowledge based on grade six content and texts.

• 8.RV

  The student will systematically build vocabulary and word knowledge based on grade eight content and texts.

• K.RV

  The student will systematically build vocabulary and word knowledge based on kindergarten content and texts heard