COGNITIVE
LEVEL
QUESTION
CUES/
VERBS
REMEMBER (B1)
Tell, List, Describe,
Relate, Locate, Write,
Find, State, Name,
Identify, Label, Recall,
Define, Recognize,
Match, Reproduce,
Memorize, Draw,
Select, Recite
UNDERSTAND
(B2)
APPLY (B3)
Explain, Interpret,
Outline, Discuss,
Distinguish, Predict,
Restate, Translate,
Compare, Describe,
Relate, Generalize,
Summarize
Show, Solve, Use,
Illustrate,
Construct,
Complete, Examine,
Classify, Choose,
Interpret, Make, Put
together, Apply,
Calculate, Modify
ANALYZE (B4)
Analyze,
Distinguish,
Examine, Compare,
Contrast,
Investigate,
Identify, Explain,
Separate,
Categorize, Model
EVALUATE
(B5)
Judge, Select,
Choose, Decide,
Justify, Debate,
Verify, Argue,
Recommend,
Assess, Discuss,
Determine,
Estimate, Weigh,
Value, Defend
CREATE (B6)
Create, Invent,
Compose, Predict,
Plan, Construct,
Design, Imagine,
Propose, Formulate,
Combine, Elaborate,
Write
Standard/Essential Knowledge and Skills:
3.4
The student will expand vocabulary when reading. (B3)
a) Use knowledge of homophones.
b) Use knowledge of roots, affixes, synonyms, and antonyms.
c) Apply meaning clues, language structure, and phonetic strategies.
d) Use context to clarify meaning of unfamiliar words.
e) Discuss meanings of words and develop vocabulary by listening and reading a variety of texts.
f) Use vocabulary from other content areas.
g) Use word reference resources including the glossary, dictionary, and thesaurus.
To be successful with this standard, students are expected to

use knowledge of homophones (e.g., be/bee, hear/here, and sea/see) to understand unfamiliar words. (B3)

apply knowledge of roots to decode unknown words with the same root (e.g., company, companion). (B3)

apply knowledge of affixes, (e.g., prefixes such as ex-, dis-, un-, re-, mis-, non-, pre-; suffixes such as -ly, -ful, -less, -able, -tion, -ness, and –ment) to
decode words. (B3)

determine the meaning of new words formed when a known affix is added to the known word (e.g., care/careless, heat/reheat). (B5)

use knowledge of synonyms (e.g., big/large, mad/angry, ache/pain). (B3)

use knowledge of antonyms, (e.g., asleep/awake, smile/frown, start/finish). (B3)

use context clues to verify meaning of unfamiliar words and determine appropriate homophone usage. (B3)

using context clues, such as a restatement, a synonym, an example, or a direct description or definition included in the sentence or paragraph, to clarify the
meaning of unfamiliar words. (B3)

apply understanding of language structure to make meaning from text by
 using transition words of time sequence (e.g., first, second, next, later, after, and finally);
 using transition words of compare-contrast (e.g., like, unlike, different, and same); and
 using transition words of cause-effect (e.g., because, if…then, when…then).
 using vocabulary from history and social science, mathematics, and science; and
 using the glossary, dictionary, and thesaurus as reference resources to learn word meanings. (B3)
Vocabulary: homophones, prefixes, suffixes, synonyms, roots, base words, context clues, sequence, antonyms, glossary, guide words,
dictionary, thesaurus, index, glossary, search engine, web search
Assessment Type and Cognitive Level:
Homework Assignments:
Formative:
Monday
Tuesday
Wednesday
Summative:
Thursday
Friday
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
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Learning Plan, Activities,
Planned Questions
(Include time allotted to specific
activities)
Hook/
Essential
Question
DATE
Reflection
Closure
Differentiation
(Above, On,
and/or Below
Grade Level)
A
O
B