[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-493515-105":59,"doc-detail-493515-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","vocabulary-newsletter-k-8-march-2015","Vocabulary Newsletter-K-8 - March 2015","","New Bedford ELA Curriculum Newsletter (K-8), March 2015, outlines vocabulary standards and instructional strategies across grade bands. It emphasizes determining word and phrase meanings in context, using context clues, analyzing word parts, and consulting reference materials. Learning objectives for K-8 progress from identifying multiple meanings and category-based definitions to applying Greek/Latin roots, antonyms and synonyms, and analyzing figurative language, connotation, rhymes, and allusions. The newsletter also describes a background research rationale for visual pathways and the Frayer Model, including purposes like deeper conceptual understanding, connections, review, and vocabulary walls.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/vocabulary-newsletter-k-8-march-2015/493515/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/vocabulary-newsletter-k-8-march-2015/493515.png","ImageObject",300,407,{"name":92,"@type":93},"Margaret","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What vocabulary standard does the newsletter emphasize for K-8 students?","Question",{"text":112,"@type":113},"Students are expected to determine the meaning of words and phrases in context and distinguish literal from nonliteral language. They also learn to figure out the meaning of unknown or multiple-meaning words using context clues, word parts, and reference materials when appropriate.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the newsletter suggest students unlock word meaning using the Frayer Model?",{"text":117,"@type":113},"It recommends using the Frayer Model to develop understanding of key concepts and vocabulary, draw on prior knowledge, compare attributes and examples, make visual connections and personal associations, and review key vocabulary before tests or quizzes.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the research background supporting multi-pathway vocabulary instruction?",{"text":121,"@type":113},"Kossack (2007) is cited to argue that rote memorization relies on a single verbal/linguistic pathway, while involving multiple pathways (including visual) helps students learn vocabulary better. Students are encouraged to actively predict meanings and interpret visual or embedded images in word presentations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},493515,1791819240,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","New Bedford ELA Curriculum Newsletter (K-8) March 2015  \n\n| Overview: Teaching Vocabulary |  |\n| --- | --- |\n| Standard | Craft and Structure-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.\u003Cbr>Language- Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials (e.g. dictionaries), as appropriate. |\n| Strategy | Determining the meaning of words and phrases as they are used in text. |\n| Skill | Frayer Model-to be used to unlock the meaning of words. |\n\n\n| Objective (K-2) | Objective (3-5) | Objective (6-8) |\n| --- | --- | --- |\n| Kindergarten students will be able to…\u003Cbr>• Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck) .\u003Cbr>1st grade students will be able to…\u003Cbr>• 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) .\u003Cbr>• Identify real-life connections between words and their use (e.g., note places at home that are cozy) .\u003Cbr>2nd grade students will be able to…\u003Cbr>• Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy) .\u003Cbr>• Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny) . | 3rd grade students will be able to…\u003Cbr>• Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps) .\u003Cbr>• Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered) .\u003Cbr>4th grade students will be able to…\u003Cbr>• Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph) .\u003Cbr>• Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms) .\u003Cbr>5th grade students will be able to…\u003Cbr>• Use context (e.g., cause/effect relationships and comparisonsin text) as a clue to the meaning of a word or phrase.\u003Cbr>• Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. | 6d grade students will be able to…\u003Cbr>• Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.\u003Cbr>7th grade students will be able to…\u003Cbr>• Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.\u003Cbr>8th grade students will be able to…\u003Cbr>• Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. |\n\n\n| Background on Vocabulary Instruction |\n| --- |\n| Research by Kossack (2007) on content-area vocabulary instruction and acquisition indicates that rote memorization of vocabulary words involves only one pathway to the brain (verbal/linguistic through words and dictionary use) and that students will learn vocabulary better by involving different or multiple pathways (visual) .\u003Cbr>To implement, the students begin by actively predicting meanings from words that are written in a manner that suggests its meaning. The words could be written in shapes or fonts that suggest meaning or visual images could be embedded to suggest the terms’meaning (“as when the ‘e’ or the ‘o’ in the word ‘equator’ is drawn as a globe on which","cbCaivYaAD2jmXrr","https://ap.wps.com/l/cbCaivYaAD2jmXrr","pdf",222031,"English","# Overview: Teaching Vocabulary\n## Standard\n## Strategy\n## Skill\n# Objective (K-2)\n# Objective (3-5)\n# Objective (6-8)\n# Background on Vocabulary Instruction","[{\"question\":\"What vocabulary standard does the newsletter emphasize for K-8 students?\",\"answer\":\"Students are expected to determine the meaning of words and phrases in context and distinguish literal from nonliteral language. They also learn to figure out the meaning of unknown or multiple-meaning words using context clues, word parts, and reference materials when appropriate.\"},{\"question\":\"How does the newsletter suggest students unlock word meaning using the Frayer Model?\",\"answer\":\"It recommends using the Frayer Model to develop understanding of key concepts and vocabulary, draw on prior knowledge, compare attributes and examples, make visual connections and personal associations, and review key vocabulary before tests or quizzes.\"},{\"question\":\"What is the research background supporting multi-pathway vocabulary instruction?\",\"answer\":\"Kossack (2007) is cited to argue that rote memorization relies on a single verbal/linguistic pathway, while involving multiple pathways (including visual) helps students learn vocabulary better. Students are encouraged to actively predict meanings and interpret visual or embedded images in word presentations.\"}]","Vocabulary Newsletter-K-8 - March 2015 | PDF",1790883642,15]