Virginia SOL 12.RV

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

• 12.RV.1

  Vocabulary Development and Word Analysis

• 12.RV.1.A

  Develop and accurately use general academic and content-specific vocabulary through reading, discussing, and writing about grade-level texts and topics.

• 12.RV.1.B

  Use context and sentence structure to clarify the meanings of words and phrases.

• 12.RV.1.C

  Use structural analysis of roots, affixes, and etymology to understand the meanings of unfamiliar and complex words.

• 12.RV.1.D

  Analyze the nuances in the meaning of words with similar denotations (e.g., assertive, aggressive, domineering).

• 12.RV.1.E

  Explain and analyze idiomatic language in context.

• 12.RV.1.F

  Interpret the meaning of figurative language and literary and classical allusions and analyze their role in texts.

• 12.RV.1.G

  Use newly learned words and phrases in multiple contexts, including in students’ discussions and speaking and writing activities.

01

What Students Need to Do

Students determine word and phrase meanings by using context, syntax, roots, affixes, and word origins. They distinguish shades of meaning and interpret idioms, figurative language, and allusions. They apply new vocabulary accurately across discussion and writing.

02

What Mastery Looks Like

Students define unfamiliar words and support their reasoning with context, sentence structure, word parts, or origin. They explain differences among near synonyms and analyze how idioms, figurative language, and allusions affect a passage. They use new words accurately in speech and writing.

03

Common Misconceptions

Students may treat the nearest word as a context clue or assume a familiar root always keeps the same meaning. They may view near synonyms as interchangeable and read idioms literally. They may identify an allusion without explaining how it shapes tone or meaning.

04

How to Assess It

Give students a short paragraph with one complex word, one idiom, and two near synonyms. Ask them to define each, cite clues, explain the idiom, and justify which synonym fits best.

1. 01

   Give pairs word-part cards to build and dissect complex words, then verify each meaning with a dictionary and a sentence from a text.

2. 02

   Discuss whether assertive, aggressive, or domineering best describes a character’s behavior, using two details from the text as evidence.

3. 03

   Run a context-clue relay where teams define highlighted words, label the clue type, and earn a point for a precise explanation.

4. 04

   Collect vocabulary from a job posting or editorial, then rewrite the text for a general audience without changing its meaning.

• 10.RV

  The student will systematically build vocabulary and word knowledge based on grade ten content and text.

• 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.

• 11.RV

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