Virginia SOL 5.RV.1

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

• 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 infer the meanings of unfamiliar words and phrases from context, roots, and affixes. They compare synonyms, antonyms, homophones, and shades of meaning. They confirm meanings with reference tools and use new vocabulary when speaking and writing.

02

What Mastery Looks Like

Students explain an unfamiliar word using context clues and meaningful word parts. They select the correct homophone, compare related words, and distinguish levels of intensity. They verify meanings with a dictionary, glossary, or thesaurus and use new words accurately.

03

Common Misconceptions

Students may guess from one nearby word instead of using the whole sentence. They may treat prefixes and suffixes as having no effect on meaning. They also confuse homophones, synonyms, and words with similar but not identical intensity.

04

How to Assess It

Give a four-item exit ticket with an unfamiliar word in context, a root-based word, a homophone choice, and three verbs to rank by intensity. Ask students to underline evidence for each answer.

1. 01

   Give pairs cards showing roots, prefixes, suffixes, and definitions; students combine them into words and explain how each part shapes meaning.

2. 02

   Post three verbs such as walk, trudge, and sprint; students discuss the intensity and write a sentence that fits each one.

3. 03

   Play a context clue relay where teams choose a meaning, underline evidence, and identify any root or affix that supports their answer.

4. 04

   Have students examine a weather forecast, define unfamiliar terms with a glossary, then use two terms in a spoken forecast.

• 11.RV.1

  The 11th Grade version of this standard.

• 3.RV.1

  The 3rd Grade version of this standard.

• 7.RV.1

  The 7th Grade version of this standard.

• 8.RV.1

  The 8th Grade version of this standard.