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- Choose words and phrases for effect.
- Recognize and observe differences between the conventions of spoken and written standard English.
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Item Type(s):
This benchmark may be assessed using:
EBSR
,
MS
,
ST
,
MC
item(s)
Assessed with LAFS.3.RL.2.4, LAFS.3.L.3.4, and LAFS.3.L.3.5. - Assessment Limits :
Items may ask the student to use the text to determine the meanings of words and phrases using context, affixes, or root words as clues. Items should ask the student to consider literal and nonliteral meanings of words. Items may also ask the student to determine the meaning of unknown words and phrases or words and phrases with multiple meanings. The student may also have to demonstrate an understanding of the relationships between words and nuances of meaning. Items may ask the student to choose words or phrases for effect. Items should focus on words and phrases that are central to the meaning of the text. Items should not exclusively ask the student to determine the meanings of basic, everyday words and phrases that commonly appear in spoken language. - Text Types :
The items assessing these standards may be used with one or more grade-appropriate literary texts. Texts may vary in complexity. - Response Mechanisms :
The Enhanced Item Descriptions section on page 3 provides a list of Response Mechanisms that may be used to assess this standard (excluding the Editing Task Choice item type). The Sample Response Mechanisms may include, but are not limited to, the examples below. - Task Demand and Sample Response Mechanisms :
Task Demand
Use context as a clue to the meaning of a word or phrase.
Sample Response Mechanisms
Selectable Text- Requires the student to select words or phrases from the text that show the meaning of words used in the text.
- Requires the student to correctly identify the meaning of a word or phrase and then to select words or phrases from the text that provide clues to the meaning of that word.
- Requires the student to select the meaning of a word or phrase used in the text.
- Requires the student to select the meaning of a word or phrase and to select words or phrases from the text that support the correct meaning.
- Requires the student to select words, phrases, or direct quotations that show the meaning of words used in the text.
Task DemandDetermine the meaning of the new word formed when a known affix is added to a known word.
Sample Response Mechanisms
Multiple Choice
- Requires the student to select the meaning of a word used in the text that has an affix.
- Requires the student to select an affix that shows the meaning of words used in the text.
Task Demand
Use a known root word as a clue to the meaning of an unknown word with the same root.
Sample Response Mechanisms
Multiple Choice
- Requires the student to select the meaning of a word from the text by using a known root word as a clue.
- Requires the student to select a root word that shows the meaning of words used in the text.
Task Demand
Distinguish the literal and nonliteral meanings of words and phrases in context.
Sample Response Mechanisms
Multiple Choice
- Requires the student to select the correct meaning of literal and nonliteral words and phrases based on the text.
- Requires the student to select the correct meaning of literal or nonliteral words or phrases and then to select words or phrases from the text to support the meaning.
Distinguish shades of meaning among related words that describe states of mind or degrees of certainty.
Sample Response Mechanisms
Selectable Text
- Requires the student to select the correct word from a list of words that are related and then to select words or phrases from the text that support the answer.
- Requires the student to select the correct word from a list of words that are related.
Choose words or phrases for effect.
Sample Response Mechanisms
Selectable Text
- Requires the student to select the correct word or phrase from a list of words for a desired effect and then to select words or phrases from the text that support the answer.
- Requires the student to select the correct word from a list of words for a desired effect.
Also assesses: LAFS.3.RF.3.3 and LAFS.3.RF.4.4
Related Courses
Related Access Points
Related Resources
Lesson Plans
After experiencing measuring objects to the nearest one-fourth inch, students are given diagrams of the results from using different colors of paper to cook marshmallows in a solar oven. Students measure diagrams' lengths to the nearest quarter inch and record the data on a line plot. Next students determine which color showed evidence of the melted marshmallows' lengths closest to the ideal 2
inches and use this information to make a proposal to a fictional company for the best color to use in their solar ovens for s'more making.
Type: Lesson Plan
Teaching Idea
STEM Lessons - Model Eliciting Activity
This MEA (Model Elicting Activity) lesson provides students with information about different vegetables. The students are given the task to rank their selections of which one vegetable the Principal should plant in the school garden that will survive through all of the seasonal changes.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
Students will get to evaluate data and create a process for which bey blade would be the "best" for Mr. Brown's toy store. Data will include customer feedback, price, style and revolutions per minute. Students will apply understanding of division in problem-solving. They will write a letter explaining their procedure using grade-appropriate language conventions.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
