Virginia SOL 5.RV

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

• 5.RV.1

  Vocabulary Development and Word Analysis

• 5.RV.1.A

  Develop general academic language and content specific vocabulary by listening to, reading, and discussing a variety of grade-five texts and topics.

• 5.RV.1.B

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

• 5.RV.1.C

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

• 5.RV.1.D

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

• 5.RV.1.E

  Apply knowledge of grade-level appropriate synonyms and antonyms to better understand each word.

• 5.RV.1.F

  Analyze the morphological relationships between words, including how Greek and Latin affixes and roots impact the meaning.

• 5.RV.1.G

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

• 5.RV.1.H

  Distinguish shades of meaning among verbs and adjectives.

• 5.RV.1.I

  Use strategies to infer word meanings.

• 5.RV.1.J

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

• 5.RV.1.K

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

01

What Students Need to Do

Students figure out word meanings through context, roots, affixes, word relationships, and reference tools. They distinguish homophones and shades of meaning, then use newly learned words accurately in discussion and writing.

02

What Mastery Looks Like

Students explain an unfamiliar word using context, roots, affixes, and reference tools. They compare shades of meaning and use new academic or content words accurately in speech and writing.

03

Common Misconceptions

Students may choose a familiar meaning that does not fit the sentence. They may treat prefixes and suffixes as separate clues without considering the root. They also confuse homophones and assume synonyms have exactly the same meaning.

04

How to Assess It

Give students a short paragraph containing the unfamiliar word “submerged.” Ask them to define it, underline two clues, identify its word parts, and use it in a new sentence.

1. 01

   Give pairs root, prefix, and suffix cards to build words, predict meanings, and check each prediction in a dictionary.

2. 02

   Ask students to explain how “strolled,” “walked,” and “marched” change the image in a sentence, then write a sentence using each verb.

3. 03

   Play Context Clue Match by pairing unfamiliar word cards with sentence cards, then require players to name the clue that proves each match.

4. 04

   Have students examine a weather report, define five technical terms, and rewrite the forecast for a younger student using accurate everyday words.

• 10.RV

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

• 2.RV

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

• 4.RV

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

• 3.RV

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