LAFS.7.L.3.5Archived Standard

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  1. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
  2. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
  3. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
General Information
Subject Area: English Language Arts
Grade: 7
Strand: Language Standards
Idea: Level 3: Strategic Thinking & Complex Reasoning
Date Adopted or Revised: 12/10
Date of Last Rating: 02/14
Status: State Board Approved - Archived
Assessed: Yes
Test Item Specifications
  • 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 and LAFS.7.RI.2.4
  • 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

This benchmark is part of these courses.
1000000: M/J Intensive Language Arts (MC) (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 and beyond (current))
1000010: M/J Intensive Reading 1 (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 and beyond (current))
1000020: M/J Intensive Reading and Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 and beyond (current))
1001040: M/J Language Arts 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1001050: M/J Language Arts 2 Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023 (current), 2023 and beyond)
1002010: M/J Language Arts 2 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1002180: M/J English Language Development (MC) (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
1006010: M/J Journalism 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1007010: M/J Speech and Debate 2 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 and beyond)
1008040: M/J Reading 2 (Specifically in versions: 2014 - 2015, 2015 - 2021 (course terminated))
1008050: M/J Reading 2, Advanced (Specifically in versions: 2013 - 2015, 2015 - 2021 (course terminated))
1009010: M/J Creative Writing 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1009040: M/J Writing 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
7810012: Access M/J Language Arts 2  (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 - 2023 (current), 2023 and beyond)
1002181: M/J Developmental Language Arts Through ESOL (Reading) (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))

Related Access Points

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

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Lesson Plans

Is Anyone Hungry? Got Oysters? The Walrus and the Carpenter – Two Tragically, Hungry Characters:

In this close reading lesson, the first in a series of three lessons, students will analyze "The Walrus and the Carpenter" by Lewis Carroll. They will work to determine the meaning of selected vocabulary words from the poem, including coming up with synonyms and antonyms for each word and using each word in a sentence. Students will also analyze the use of various types of figurative language, as well as the use of repetition and rhyme and how this use impacts meaning and tone throughout the poem. Graphic organizers and other student handouts, a vocabulary assessment, short and extended answer questions, a writing rubric, and several suggested answer keys are included with this lesson.

Type: Lesson Plan

Close Reading Exemplar: As You Like It:

The goal of this two day exemplar is to give students the opportunity to use the reading and writing habits they've been practicing on a regular basis to unpack the meaning of Jacques' soliloquy from William Shakespeare's As You Like It. By reading and rereading the passage closely and focusing their reading through a series of questions and discussion about the text, students will be able to understand the structure and purpose of this particular soliloquy and how it delves into universal themes regarding the human condition. When combined with writing about the soliloquy, students will discover how much they can learn from even a very short selection of a text.

Type: Lesson Plan

Close Reading Exemplar: Tom Sawyer:

The goal of this one day exemplar is to give students the opportunity to use the reading and writing habits they've been practicing on a regular basis to discover the rich humor and moral lesson embedded in Twain's text. By reading and rereading the passage closely, and focusing their reading through a series of questions and discussion about the text, students will explore the problem Tom Sawyer faced and how he "solved" his conundrum. When combined with writing about the passage, students will learn to appreciate how Twain's humor contains a deeper message and derive satisfaction from the struggle to master complex text. At the end of the lesson, students are provided two writing prompts to constructive a narrative inspired by Twain's text.

Type: Lesson Plan

Original Student Tutorial

Go Figure: Learning Figurative Language:

Learn to distinguish between figurative and literal language in context. In this interactive tutorial, you'll examine excerpts of speeches from John F. Kennedy, Dr. Martin Luther King, Jr., and Barack Obama. You'll practice identifying the following types of figurative language: similes, metaphors, personification, and onomatopoeia. You'll also practice determining the intended meaning of these examples of figurative language. 

Type: Original Student Tutorial

Original Student Tutorials for Language Arts - Grades 6-12

Go Figure: Learning Figurative Language:

Learn to distinguish between figurative and literal language in context. In this interactive tutorial, you'll examine excerpts of speeches from John F. Kennedy, Dr. Martin Luther King, Jr., and Barack Obama. You'll practice identifying the following types of figurative language: similes, metaphors, personification, and onomatopoeia. You'll also practice determining the intended meaning of these examples of figurative language. 

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Original Student Tutorial

Go Figure: Learning Figurative Language:

Learn to distinguish between figurative and literal language in context. In this interactive tutorial, you'll examine excerpts of speeches from John F. Kennedy, Dr. Martin Luther King, Jr., and Barack Obama. You'll practice identifying the following types of figurative language: similes, metaphors, personification, and onomatopoeia. You'll also practice determining the intended meaning of these examples of figurative language. 

Type: Original Student Tutorial

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.