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Playlists: Language
Playlists: Language
L.1.4 - L.1.6
Vocabulary Acquisition and Use
Read more about L.1.4 - L.1.6About the Standards L.1.4 - L.1.6
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.b Use frequently occurring affixes as a clue to the meaning of a word.
L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.1.5.a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
L.1.5.b 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).
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5.d 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.
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
Growing Your Vocabulary
These activities put some fun into vocabulary building.Whole Group/ Independent Video:My Favorite Word: Students watch, listen and sing along to these fabulously funny short music videos. They learn Napoleon’s “Favorite Word” for three common adjectives. This is a great way to practice synonym...
Standards: L.1.4 L.1.5
About the Standards L.1.4 - L.1.6
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.b Use frequently occurring affixes as a clue to the meaning of a word.
L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.1.5.a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
L.1.5.b 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).
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5.d 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.
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
About the Standards L.1.4 - L.1.6
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.b Use frequently occurring affixes as a clue to the meaning of a word.
L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.1.5.a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
L.1.5.b 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).
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5.d 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.
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
Build Your Vocabulary
The goal of these activities is to build a broad oral vocabulary (hearing and speaking words). Catch! (PBS): In this game, Martha will ask a question and TD and Helen will offer answers. Kids win a disk when they choose the correct answer; after they win three disks, they get to play catch with Skit...
Standards: L.1.5 L.1.6
About the Standards L.1.4 - L.1.6
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.b Use frequently occurring affixes as a clue to the meaning of a word.
L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.1.5.a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
L.1.5.b 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).
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5.d 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.
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
About the Standards L.1.4 - L.1.6
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.b Use frequently occurring affixes as a clue to the meaning of a word.
L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.1.5.a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
L.1.5.b 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).
L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5.d 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.
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
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