Virginia SOL 9.RV

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

• 9.RV.1

  Vocabulary Development and Word Analysis

• 9.RV.1.A

  Develop and accurately use general academic and content-specific vocabulary through reading, discussing, and writing about grade-level texts and topics.

• 9.RV.1.B

  Use context and sentence structure to clarify the literal and figurative meanings of words and phrases.

• 9.RV.1.C

  Use structural analysis of roots, affixes, and etymology to explain the meanings of unfamiliar and complex words.

• 9.RV.1.D

  Discriminate between the connotative and denotative meanings and interpret the connotation(s).

• 9.RV.1.E

  Identify and explain idiomatic language in context.

• 9.RV.1.F

  Explain the meaning of literary and classical allusions and figurative language in context and analyze their roles in texts.

• 9.RV.1.G

  Use newly learned words and phrases in multiple contexts, including students’ discussions and speaking and writing activities.

01

What Students Need to Do

Students infer word and phrase meanings by using context, sentence structure, word parts, and word history. They distinguish literal meaning from connotation and interpret idioms, allusions, and figurative language. They use new academic and subject vocabulary accurately in discussion and writing.

02

What Mastery Looks Like

Given an unfamiliar word in a passage, a student proposes a meaning and supports it with context, sentence structure, or word parts. The student explains connotation, figurative meaning, or an allusion’s role. New vocabulary appears accurately in several speaking and writing contexts.

03

Common Misconceptions

Students may choose the first dictionary definition without checking how the word works in the sentence. They may treat roots as exact definitions or confuse connotation with denotation. They may read idioms literally or name figurative language without explaining its effect.

04

How to Assess It

Give students a short paragraph containing one unfamiliar word and one figurative phrase. Ask them to define both, mark supporting clues, and explain how each shapes meaning or tone.

1. 01

   Give pairs root, affix, and definition cards; have them build three words, predict meanings, then verify each in a dictionary.

2. 02

   Ask students to write: How does calling the character “slim” instead of “skinny” change the description’s tone?

3. 03

   Play Context Clue Relay: teams infer highlighted words from four short passages and earn a point only when they cite usable evidence.

4. 04

   Compare wording in two phone advertisements, then have students explain how words such as “affordable” and “cheap” shape buyers’ reactions.

• 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.

• 11.RV

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