LA.7.1.6.8Archived Standard

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The student will identify advanced word/phrase relationships and their meanings;
General Information
Subject Area: X-Reading/Language Arts (former standards - 2008)
Grade: 7
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 - Archived
Assessed: Yes
Test Item Specifications
  • Item Type(s): This benchmark may 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; 
    • excerpted text should not be used when students are required to analyze word relationships within answer choices; 
    • 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/Phrases
    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 words or phrases found within excerpted text;
    • word relationships constructed similarly to the correct response;
    • meanings of the assessed words or phrases that are correct but are not appropriate for the context;
    • details drawn from the text but unrelated to the assessed phrases or test question; and
    • plausible but incorrect distractors based on the text.

    Note: Excerpted text should not be used to assess word relationships.

Sample Test Items (2)
  • Test Item #: Sample Item 1
  • Question: The sample item below is based on “Poppa and the Spruce Tree” on page H–9.

    Read this sentence from the essay.

    A thousand pictures flashed through my mind, but one scene came sharply into view.

    The phrase came sharply into view is most similar in meaning to the phrase

  • Difficulty: N/A
  • Type: MC: Multiple Choice
  • Test Item #: Sample Item 2
  • Question: The sample item below is based on “Clown Alley” on page H–11.

    Which pair of words from the passage is most similar in meaning?
  • Difficulty: N/A
  • Type: MC: Multiple Choice

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.

Related Resources

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Student Resources

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Parent Resources

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