Virginia SOL 1.RV.1

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

• 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 figure out unfamiliar words using sentence clues, pictures, base words, and endings. They connect words through synonyms, antonyms, and differences in strength. They ask about unknown words, use reference tools, and apply new vocabulary across subjects.

02

What Mastery Looks Like

Students explain an unfamiliar word using clues from the sentence, pictures, or word parts. They sort familiar synonyms and antonyms and order words by strength. They choose a useful reference tool and use new words correctly when speaking or writing.

03

Common Misconceptions

Students may treat synonyms as exact matches or think any different word is an antonym. They may think words ending in -ed describe something happening now. They may guess from a picture without checking the sentence.

04

How to Assess It

Exit ticket: “Lena skipped to the door because she was excited.” Students choose the meaning of skipped, underline a clue, circle -ed, and write a similar word.

1. 01

   Give students word cards to sort into synonym pairs, antonym pairs, and verb strength lines such as walk, march, and stomp.

2. 02

   After a read-aloud, ask, “Which word best fits the character, upset, angry, or furious, and what detail supports your choice?”

3. 03

   Students spin a base-word wheel and an ending wheel, build words such as jump, jumps, jumping, and jumped, then explain each change.

4. 04

   Students use a picture dictionary to label weather observations, then give a one-minute forecast using three new science words.

• 11.RV.1

  The 11th Grade version of this standard.

• K.RV.1

  The Kindergarten version of this standard.

• 4.RV.1

  The 4th Grade version of this standard.

• 3.RV.1

  The 3rd Grade version of this standard.