Word (.docx)
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Item Type(s):
This benchmark may be assessed using:
EBSR
,
MS
,
MC
,
OR
,
GR
,
SHT
,
DDHT
item(s)
Assessed with: LAFS.7.L.3.4, LAFS.7.L.3.5
- Assessment Limits :
Items should focus on grade-appropriate words. Items should not focus on dictionary-based word meanings but should focus on how a word or phrase functions within the context of the passage. Items should focus on words and phrases that have figurative or allusive meanings central to the meaning of the text rather than isolated, incidental vocabulary. Items may ask about words with discrete context clues in close proximity or words whose meaning is conveyed more implicitly throughout the passage. Items should not focus on describing the rhymes or sounds of a verse or drama, but rather how these elements influence a certain section of the passage. Items may ask the student to employ various strategies to explore word meaning, including the application of context clues, roots, or affixes. Items may require the student to make connections between words and to delve into figurative or connotative meanings. - Text Types :
Items assessing these standards may be used with one or more grade-appropriate literary texts. Texts may vary in complexity. - Response Mechanisms :
The Technology-Enhanced Item Descriptions section on pages 3 and 4 provides a list of Response Mechanisms that may be used to assess these standards (excluding the Editing Task Choice and Editing Task item types). The Sample Response Mechanisms may include, but are not limited to, the examples below. - Task Demand and Sample Response Mechanisms :
Task Demand
Determine the meaning of words or phrases by using context clues.Sample Response Mechanisms
Multiple Choice
- Requires the student to select the meaning of a word or phrase from the passage.
Multiselect
- Requires the student to select multiple correct meanings of a word or phrase from the passage.
EBSR
- Requires the student to select a word’s or phrase’s meaning and then to select context clues from the text to support the meaning.
Selectable Hot Text
- Requires the student to select a word’s or phrase’s meaning and then to select context clues from the text to support the meaning.
Task Demand
Analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem or section of a story or drama.
Sample Response Mechanisms
Selectable Hot Text
- Requires the student to analyze alliteration or other repetitions of sound in a text and then how that impacts the meaning or tone of the text.
Multiple Choice
- Requires the student to select the impact of rhymes on a certain section of the text.
Multiselect
- Requires the student to select multiple ways in which rhymes or other repetitions of sounds affect a certain section of the text.
Open Response
- Requires the student to explain how rhymes or other repetitions of sounds affect the text’s meaning or tone.
Task Demand
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
Sample Response Mechanisms
Multiple Choice
- Requires the student to determine how common, grade-appropriate Greek or Latin affixes and roots may provide clues to the meaning of a word.
Task Demand
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Sample Response Mechanisms
Multiple Choice
- Requires the student to select the meaning of figurative language from the passage.
EBSR
- Requires the student to select the meaning of figurative language and then to select context clues from the text to support the meaning.
Selectable Hot Text
- Requires the student to select the meaning of figurative language and then to select context clues from the text to support the meaning.
Multiselect
- Requires the student to select multiple pieces of textual evidence that act as context clues when determining the meaning of figurative language.
Task Demand
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
Sample Response Mechanisms
Multiple Choice
- Requires the student to select how a relationship between two words serves as a context clue for the meaning of one of the words.
Drag-and-Drop Hot Text
- Requires the student to move words into a graphic organizer to demonstrate their relationship with one another.
GRID
- Requires the student to move words into a graphic organizer to demonstrate their relationship with one another.
Task Demand
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
Sample Response Mechanisms
Multiple Choice
- Requires the student to select the reason an author chose a particular word or phrase instead of a word or phrase with a similar denotation.
- Requires the student to select a different word or phrase that would maintain the connotation of a word or phrase in the text.
Multiselect
- Requires the student to select multiple ways a different word choice might change the tone or meaning of the text.
Drag-and-Drop Hot Text
- Requires the student to match words with similar denotations with the change in connotation each word has to the original word.
Related Courses
Related Access Points
Related Resources
Lesson Plans
Original Student Tutorials
Teaching Idea
STEM Lessons - Model Eliciting Activity
The main problem is that students will help rank products offered at Zany Joke Shop. They will be ranking the products from best overall to least. By helping rank the products, the student will help create a purchase order for the store. They will be expected to create a device to rank the products offered from best to worst. Students will be given tables that show: cost per product, customer rating, profits made and affordability. The second letter offers students a twist since new products are being introduced for the store to sell and a budget constraint will be introduced.
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.
Original Student Tutorials for Language Arts - Grades 6-12
Learn how to identify sound devices such as repetition, alliteration, and assonance in the poems of Edgar Allan Poe. As you complete this interactive tutorial, you'll read portions of "The Raven," "The Bells," and "Annabel Lee."
Learn how the sound devices of rhyme and repetition are used in the poem "Sympathy" by Paul Laurence Dunbar and analyze how they contribute to the poem's meaning.
Student Resources
Original Student Tutorials
Learn how the sound devices of rhyme and repetition are used in the poem "Sympathy" by Paul Laurence Dunbar and analyze how they contribute to the poem's meaning.
Type: Original Student Tutorial
Learn how to identify sound devices such as repetition, alliteration, and assonance in the poems of Edgar Allan Poe. As you complete this interactive tutorial, you'll read portions of "The Raven," "The Bells," and "Annabel Lee."
Type: Original Student Tutorial
