10th Grade ELA Targeted Standards [L] Language Strand Cluster: Vocabulary Acquisition and Use
ELA-10.L.06 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Student Learning Targets:
Knowledge Targets
I can recognize and define ELA specific academic vocabulary.
I can locate the appropriate reference material for comprehending words or phrases.
I can independently record unfamiliar vocabulary that I encounter when reading, speaking and listening.
Reasoning Targets
I can determine what academic words or phrases I need to know and use in order to fully comprehend literature and informational texts.
I can independently record unfamiliar vocabulary I encounter when reading, speaking and listening.
Skills (Performance) Targets
I can independently locate and use the necessary resources for grade-level vocabulary in reading, writing, and speaking.
I can demonstrate proficient use of appropriate academic language when reading, writing, speaking, and listening.
Proficiency Scale
Measurement of Progress
Vocabulary Acquisition and Use
L.9-10.4 -- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies (context clues, reference materials, patterns of words, verification of inferred meaning).
L.9-10.5-- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.9-10.6-- Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Sample Activity
Advanced
In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.
-
Proficient
The student can
use context clues to determine the meaning of a word or a phrase.
identify and correctly use patterns of word changes (conjugation) that indicate different meaning or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
consult reference materials for guidance in how to use, speak, or better understand a given word.
interpret figures of speech and analyze their overall role in the text.
analyze how certain words and phrases that have similar denotations can carry different nuances.
acquire and use college- and career-readiness level academic and domain-specific words and phrases.
-
Progressing
There are no major errors or omissions regarding the simpler details and processes as the student:
uses context clues to determine the meaning of a word or a phrase.
identifies how words change when used in different ways.
consults reference materials for guidance in how to better understand a given word.
recognizes or recalls specific terminology that relates to knowledge of vocabulary, such as context clues and conjugation.
defines and identifies various forms of figurative language.
recognizes the difference between denotative and connotative meanings.
consults reference materials to accurately use college- and career-readiness level academic and domain-specific words and phrases.
recognizes or recalls specific terminology that relates to knowledge of vocabulary, such as: context clues, figurative language, conjugation, denotative, connotative
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
-
Novice
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
