Virginia SOL 7.RV

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

• 7.RV.1

  Vocabulary Development and Word Analysis

• 7.RV.1.A

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

• 7.RV.1.B

  Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) to determine the meaning of words or phrases.

• 7.RV.1.C

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

• 7.RV.1.D

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

• 7.RV.1.E

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

• 7.RV.1.F

  Distinguish among the nuances in the meaning of connotations of words with similar denotations.

• 7.RV.1.G

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

• 7.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 figure out unfamiliar words using context, roots, affixes, word relationships, and reference tools. They explain figurative language and shades of meaning, then use new vocabulary accurately in discussion and writing.

02

What Mastery Looks Like

Students determine an unfamiliar word’s meaning and explain which context clues, roots, affixes, or word relationships support their answer. They interpret figurative language, compare connotations, verify meanings with references, and use new words accurately in speech and writing.

03

Common Misconceptions

Students may assume the nearest familiar word is always the context clue or that a root has one fixed meaning. They may treat synonyms as interchangeable, read figurative language literally, or choose the first dictionary definition without checking part of speech.

04

How to Assess It

Give students: “Maya reluctantly stepped onto the stage, pausing twice before reaching the microphone.” Ask them to define “reluctantly,” cite two clues, and use it in a new sentence.

1. 01

   Give groups root, affix, word, and definition cards to match, then have them build and explain three new words.

2. 02

   Compare “slim,” “skinny,” and “slender” in one character description, then write which word fits best and explain its tone.

3. 03

   Run a context clue relay where teams infer highlighted words, label the clue type, and defend each answer with text evidence.

4. 04

   Choose five unfamiliar terms from a weather report, verify each meaning and pronunciation, then use them in a spoken forecast.

• 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.

• 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.