Virginia SOL 3.RV

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

• 3.RV.1

  Vocabulary Development and Word Analysis

• 3.RV.1.A

  Develop general academic language and content specific vocabulary by listening to, reading, and discussing a variety of texts relevant to a grade three topic or...

• 3.RV.1.B

  Discuss meanings of complex words and phrases acquired through conversations and literature.

• 3.RV.1.C

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

• 3.RV.1.D

  Use the context of a sentence to apply knowledge of homophones.

• 3.RV.1.E

  Apply knowledge of morphology, synonyms, and antonyms to determine the meaning of complex words.

• 3.RV.1.F

  Develop breadth of vocabulary knowledge by listening to and reading high quality, complex text.

• 3.RV.1.G

  Distinguish shades of meaning among verbs and adjectives.

• 3.RV.1.H

  Use strategies to infer word meanings.

• 3.RV.1.I

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

• 3.RV.1.J

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

01

What Students Need to Do

Students figure out unfamiliar words by using sentence clues, roots, endings, word relationships, and reference tools. They compare near-synonyms and homophones, then use new academic and subject words accurately when speaking and writing.

02

What Mastery Looks Like

A student can explain how a sentence clue, root, or ending supports a word meaning, then confirm it with a glossary or dictionary. The student chooses precise verbs, adjectives, and homophones and uses new words correctly.

03

Common Misconceptions

Students may guess a meaning from one nearby word instead of checking the whole sentence. They may treat synonyms as interchangeable and choose homophones by sound alone. They may copy the first dictionary definition without checking whether it fits the passage.

04

How to Assess It

Exit ticket: In “After the storm, workers rebuilt the damaged fence carefully,” explain rebuilt and damaged using context or word parts. Use one word in a new sentence.

1. 01

   Give pairs word cards with roots, endings, and definitions; students build words such as jumped and playing, then explain each part.

2. 02

   Read a paragraph aloud and ask, “Which clue reveals the meaning of reluctant, and what nearby synonym could replace it?”

3. 03

   Play Homophone Match: teams pair cards such as there and their with sentence cards, then justify each choice from the sentence meaning.

4. 04

   Use restaurant reviews to rank adjectives like good, tasty, and delicious, then revise one review with the most precise word.

• 2.RV

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

• 5.RV

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

• 4.RV

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

• 1.RV

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