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LA.910.1.6.8


The student will identify advanced word/phrase relationships and their meanings;

Subject Area: NGSSS: Reading/Language Arts
Grade: 910
Strand: Reading Process
Standard: Vocabulary Development - The student uses multiple strategies to develop grade appropriate vocabulary.
Date Adopted or Revised: 01/07
Status: State Board Approved
Assessed: Yes

TEST ITEM SPECIFICATIONS

  • Reporting Category: Vocabulary
  • Item Type(s): This benchmark will be assessed using: MC item(s)

  • Clarification :
    The student will analyze the meanings of words, phrases, and word relationships by using strategies including, but not limited to, context clues and word structure.
  • Content Limits :
    Grade-level appropriate texts should be used to assess the analysis of words and phrases and the identification of word relationships (e.g., synonyms, antonyms). 

    Analogies should not be assessed. 

    When assessing Analyze Words/Phrases 

    • excerpted text should contain clear and sufficient context for determining the meaning of the phrase being assessed; and 
    • if an item stem directs a student back to the text to determine the meaning of an unfamiliar phrase, the text should contain clear and sufficient context for determining the meaning of the assessed phrase. 

    When assessing Word Relationships 

    • the terms synonym and antonym should not be used in stem construction. Wording should be most similar in meaning or most opposite in meaning; 
    • only grade-level appropriate words found within the text should be assessed; and
    • the text should contain clear and sufficient context for determining the meaning of the assessed words.
  • Content Focus :
    Analyze Words/Text
    Word Relationships
  • Text Attributes :
    Texts should be literary or informational. 

    Other stimuli may include, but are not limited to, illustrations with captions, graphics, and charts. 

    Texts must contain appropriate words, phrases, and word relationships to assess knowledge of vocabulary at grade level.

  • Distractor Attributes :
    Distractors may include, but are not limited to 
    • incorrect meanings of assessed phrases found within the excerpted text; 
    • meanings of the assessed phrases that are correct but are not appropriate for the context; 
    • word relationships constructed similarly to the correct response; 
    • details drawn from the text but unrelated to the assessed phrases or test item; and 
    • plausible but incorrect distractors based on the text. 

    Note: When constructing answer choices using word pairs, the words within the pair should be the same part of speech.

SAMPLE TEST ITEMS (4)

  • Test Item #: Sample Item 1
  • Question: The Grade 9 sample item below is based on SwingIsTheThing.pdf

    Read this sentence from the article. 

    Though swing never completely died out, it wasn’t until the late 1980s that the music experienced a true rebirth. 

    What does the sentence above tell readers about swing music during the late 1980s?

  • Difficulty: N/A
  • Type: MC: Multiple Choice


  • Test Item #: Sample Item 3
  • Question: The Grade 10 sample item below is based on WomanWithFlower.Offspring.pdf

    Read these lines from “Woman with Flower.” 

    The leaf’s inclined to find its own direction; Give it a chance to seek the sunlight for itself. 

    Based on the rest of the poem, which sentence best restates the meaning of the lines above?

  • Difficulty: N/A
  • Type: MC: Multiple Choice

  • Test Item #: Sample Item 4
  • Question: The Grade 10 sample item below is based on WomanWithFlower.Offspring.pdf

    Read this line from the poem “Offspring.”

    Face slanted upward toward a threatening sky, 

    Which word from the poem “Woman with Flower,” if used to replace threatening, would create the most opposite image of the sky?

  • Difficulty: N/A
  • Type: MC: Multiple Choice