7.RV.1 Vocabulary Development and Word Analysis

A.    Develop and accurately use general academic language and content-specific vocabulary by listening to, reading, and discussing a variety of grade-seven texts and topics.

B.    Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) to determine the meaning of words or phrases.

C.    Apply knowledge of Greek and Latin roots and affixes to predict the meaning of unfamiliar words.

D.    Use the relationship between particular words, including synonyms, antonyms, and analogies to better understand each word.

E.    Analyze the construction and meaning of figurative language, including simile, hyperbole, metaphor, and personification.

F.    Distinguish among the nuances in the meaning of connotations of words with similar denotations.

G.    Use general and specialized word-reference materials, print and digital, to identify word origins and derivations, pronunciations, precise meanings, and their parts of speech.

H.    Use newly learned words and phrases in multiple contexts, including in students’ discussions and speaking and writing activities.

Creative Communicator (6-8)

Students communicate clearly and express themselves creatively for a variety of purposes using appropriate technologies (including assistive technologies), styles, formats, and digital media appropriate to their goals.

In this standard students will:

A.   use technology to create, share, and communicate their work effectively, considering the audience. 

B.    use technology to create new digital works or repurpose or remix other digital works.

C.    communicate ideas using technology  to convey the concepts orally, textually, visually, graphically, etc.

D.    use technology to design, publish, and present content that conveys ideas, conclusions, and evidence.

Twice Exceptional: Gifted + Visual Processing Disorder

DEFINITION: A student with high intellectual potential who has a specific struggle with how the brain interprets visual information.  PLUS a high degree of intellectual capability and creativity that requires differentiated learning experiences beyond those normally provided by the regular school program. 

Instructional Strategies:

• Auditory Priming: Give a verbal "big picture" summary before showing visual data.

• Reduced Visual Density: Use high-contrast materials with lots of white space to "de-clutter" the page.

• Multi-Modal Output: Allow mastery to be shown through "Audio Menus" (recordings) or oral presentations instead of just visual posters. 

• Curriculum Compacting: Assess for prior mastery and allow students to "earn back" time to work on advanced or passion-based projects.

• Tiered Assignments: Provide tasks that focus on higher-order thinking (Analysis, Evaluation, Creation) rather than just recall or application.

• Inquiry-Based Learning: Use open-ended questions and "low floor, high ceiling" tasks that allow for multiple paths to a solution.