1. Same Verb Used at Depth of Knowledge Levels
1.6C determine what words mean from how the are used in a sentence either heard or read 2.5B use context to determine the relevant meaning of unfamiliar words or multiple meaning words 3.4B use context to determine the relevant meaning of unfamiliar words in distinguish among multiple meaning words and homographs 4.2 B use context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple words meaning words B use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words;
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Use
Using the words from the list, look up the definition in the dictionary.
How would you match the following words to their meaning?
Using a set of prefixes, suffixes, and root words students will create new “nonsense” words. Students will select one of their new words and develop a short paragraph that provides context clues to help a reader understand what the new word means.
Select words from the word wall and a create graphic organizers that demonstrates synonyms and word phrases that could be used to describe the words. In pairs create a madlib (ridiculous story created when you fill in the blanks with word or word phrases) leaving strategic blanks where the original vocabulary word would be used or placed. Students will exchange their madlib with another pair of students who will fill in the blanks using synonyms from their brainstorming. Students will discuss how the context of their stories changed and will write a short paragraph comparing/contrasting how the stories changed.
From a select group of words students will brainstorm possible uses of the words. They will create a radio, online, magazine, newspaper or television advertisement to sell one of the words to the class. Using a rubric students will evaluate each other on whether the context of their ad supports the use of word and whether the format selected supports the appropriate use of that word.

2. Same Verb Used at Depth of Knowledge Levels
K.7A Students are expected to respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds
1.8A Students are expected to respond to and use rhythm, rhyme, and alliteration in poetry.
2.7A Students are expected to describe how rhyme, rhythm, and repetition interact to create images in poetry
3.6A Students are expected to describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse).
4.4A Students are expected to explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).
5.4A Students are expected to analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems
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3. Same Verb Used at Depth of Knowledge Levels
K.4B ask and respond to questions about texts read aloud
1.4B  ask relevant questions, seek clarification, and locate facts and details about stories and other texts
2.3B   ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text;
3.2B (2.3B, 1.4B, K.4B)
ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text
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4. Same Verb Used at Depth of Knowledge Levels Supporting Figure
Same Verb Used at Depth of Knowledge Levels Supporting Figure.19 D: (6th, 7th, 8th,) Make complex inferences about text and use textual evidence to support understanding. (Literary Nonfiction, Poetry, Drama)
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Make (complex inferences)