Virginia SOL 6.RV

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

• 6.RV.1

  Vocabulary Development and Word Analysis

• 6.RV.1.A

  Develop and accurately use general academic language and content-specific vocabulary by listening to, reading, and discussing a variety of grade-six texts and t...

• 6.RV.1.B

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

• 6.RV.1.C

  Apply knowledge of Greek and Latin roots and affixes to predict the meaning of unfamiliar words.

• 6.RV.1.D

  Use the relationship between particular words, including synonyms and antonyms to better understand each word.

• 6.RV.1.E

  Explain the construction and meaning of figurative language, including simile, hyperbole, metaphor, and personification.

• 6.RV.1.F

  Clarify the meaning of an unknown word or select the applicable definition of a word from a text by using word reference materials.

• 6.RV.1.G

  Use general and specialized word-reference materials, print and digital, to identify word origins, derivations, and pronunciations.

• 6.RV.1.H

  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 work out word meanings by using context, sentence structure, roots, affixes, word relationships, and reference tools. They explain figurative language and use newly learned words accurately across discussions and writing.

02

What Mastery Looks Like

Given an unfamiliar or multiple-meaning word, students select the fitting definition and support it with context, word parts, or a reference source. They explain figurative language and use new vocabulary accurately in speaking and writing.

03

Common Misconceptions

Students may treat context clues as permission to guess or assume a root gives the whole definition. They may choose the first dictionary meaning, treat synonyms as interchangeable, or read hyperbole literally.

04

How to Assess It

Use this exit ticket: “Unlike his timid brother, Marco was audacious enough to enter the cave.” Students define audacious, underline evidence, and use it correctly in a new sentence.

1. 01

   Give pairs root, affix, and meaning cards; students build unfamiliar words, predict definitions, then verify them in a dictionary.

2. 02

   Post a metaphor and a hyperbole from the class text; students explain their construction, meaning, and effect in three sentences.

3. 03

   Play Context Clue Relay: teams choose the correct definition for a bold word, mark sentence clues, and earn a point for evidence.

4. 04

   Students find one specialized word on a food label or weather app, check its pronunciation and origin, then use it in a brief report.

• 9.RV

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

• 10.RV

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

• 7.RV

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

• 8.RV

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