clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or of speech (e.g., analyze, analysis, analytical; advocate, advocacy). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). Vocabulary for Achievement Workbook Root Words Website 5. Demonstrate understanding of word relationships and nuances in word meanings. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b. Analyze nuances in the meaning of words with similar denotations. Prentice Hall Writing and Grammar Chapters 22, 31-33 Writer’s Inc. “Improving Vocabulary Skills” Vocabulary for Achievement Workbook
• context • patterns of word changes • dictionaries and thesauruses Students at this level should also be able to explain their understanding of figurative language, word relationships and subtle differences in word meanings. As well, students should be able to explore words that have similar literal meanings. Students at this level should be comfortable incorporating appropriate vocabulary into their modes of communication. They should take the initiative to accumulate vocabulary that is necessary to understand while reading, writing, speaking, and listening. General academic words are more likely to appear in written text rather than in speech they often represent subtle or precise ways to say relatively simple things (saunter instead of walk). They are highly transferable. Domain-specific words are specific to a domain or field of study. Because of their specificity and close ties to content knowledge, they are more common in informational texts. (CCSS, Appendix A, p.33) 6. Acquire and use accurately a range of 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. 6. Acquire and use accurately general academic and 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. Prentice Hall Writing and Grammar Chapters 22, 30-34 Writer’s Inc. “Searching for Information Section” pgs. 339-353 “Speaking, Thinking, and Viewing Skills” pgs. 401-479 “Improving Vocabulary Skills” Vocabulary for Achievement Workbook Bud’s Notetaking and study skills (English department adopted manual) Pathway To Scholarship Possible Materials and Resources *District Program Path to Scholarships Workbook and CD Eighth Edition Edudaris Online Sections to cover in the workbook in class or online course Planning (Complete prep work) Community Service (begin work hours then add each year) Résumé (set up to add to each year) Scholarship Essay (compose then revise each year) Recommendation Letters (preview) Transcripts (preview) Test Reports (preview) FAFSA Application (preview) Scholarship Logs (preview) Scholarship Applications (preview)