Word (.docx)
Acrobat (.pdf)
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Item Type(s):
This benchmark may be assessed using:
EBSR
,
MS
,
MC
,
GR
,
SHT
,
DDHT
item(s)
Assessed with: LAFS.8.L.3.4, LAFS.8.L.3.5
- Assessment Limits :
Items should focus on grade-appropriate words. Items should not focus on dictionary word meanings but should focus on how the words and phrases function within the context of the text. 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 text. Items may ask students to employ various strategies to explore word meaning, including the application of context clues, roots, or affixes. Items may require students to make connections between words and to delve into figurative or connotative meanings. Items should not include obscure analogies or allusions and should only reference grade-appropriate texts. - Text Types :
Items assessing these standards may be used with one or more grade-appropriate informational 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, using context as a clue.
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 word choice on the text’s meaning or tone.
Sample Response Mechanisms
Selectable Hot Text
- Requires the student to interpret the meaning of words or phrases and then to select the impact they have on the text.
- Requires the student to select the tone or meaning of the text and then select words or phrases that helped create that tone or meaning.
Multiple Choice
- Requires the student to select the impact of word choice on a certain section of the text.
Multiselect
- Requires the student to select multiple ways in which words or phrases affect a certain section of the text.
EBSR
- Requires the student to select the text’s meaning or tone and then to select words from the text that support that meaning or tone.
Open Response
- Requires the student to explain in one or two sentences how the impact of word choice affects the text’s meaning or tone.
Task Demand
Determine or clarify the meaning of unknown and multiple-meaning words or phrases, using grade-appropriate Greek or Latin affixes and roots.
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 in context.Multiple Choice • Requires the student to select the meaning of figurative language from the passage.
Sample Response Mechanisms
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 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 of words with similar denotations.
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.
GRID
- 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
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Based on a student-focused scenario encouraging healthier lifestyles, students will perform a close and careful reading of an article encouraging active and healthy lifestyles. During the lesson, students will analyze data from Consumer Reports comparing and contrasting treadmills and elliptical exercisers. Using information gathered, students will compile data and persuade administrators to buy equipment that will align with the provided budget and fit in the given space.
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 figurative language contributes to the meaning of an informational text. In this interactive tutorial, you'll examine excerpts from President Obama's 50th Anniversary Speech of the March on Selma. You'll specifically analyze his use of imagery and metaphors and how they add to the meaning of his speech.
Learn how authors use allusions and analogies within informational texts. In this interactive tutorial, you'll practice identifying analogies and allusions used in context to better understand their purpose.
Identify and apply context clues, including synonyms, antonyms, and inferences, to determine the meaning of unfamiliar words in passages about the life of Frederick Douglass with this interactive tutorial.
Student Resources
Original Student Tutorials
Identify and apply context clues, including synonyms, antonyms, and inferences, to determine the meaning of unfamiliar words in passages about the life of Frederick Douglass with this interactive tutorial.
Type: Original Student Tutorial
Learn how authors use allusions and analogies within informational texts. In this interactive tutorial, you'll practice identifying analogies and allusions used in context to better understand their purpose.
Type: Original Student Tutorial
Learn how figurative language contributes to the meaning of an informational text. In this interactive tutorial, you'll examine excerpts from President Obama's 50th Anniversary Speech of the March on Selma. You'll specifically analyze his use of imagery and metaphors and how they add to the meaning of his speech.
Type: Original Student Tutorial
