L.1.5

With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
- Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
- Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
- Identify real-life connections between words and their use (e.g., note places at home that are cozy).
- Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.


 


VOCABULARY
  • Adjective
  • Attributes
  • Categories
  • Verb

INTEGRATION IDEAS  what's this
  • Provide opportunities and tools for students to see and use written language for a variety of purposes while drawing attention to specific letters and words.
  • Oral communication skills are built within a language-rich environment. Good communicators seek out opportunities to learn and use new words that build and enhance their oral language skills.
  • Students explore new words through reading and writing experiences and encounter/learn vocabulary modeled in conversations and texts.
  • Students should be encouraged to explore the use of word selection, context, and word structures in learning new vocabulary.

QUESTIONS TO FOCUS INSTRUCTION  what's this
  • With guidance and support from adults, can students sort words, define words by category, and by one or more key attributes?
  • Can students identify real life connections between words and their use?
  • Can students demonstrate understanding of figurative language, word relationships, and nuances in word meanings?


LEARNING PROGRESSION
Go to L.K.5 to see skills mastered prior to this.
Go to L.2.5 to see the progression of related skills.