Standard #: LAFS.7.L.3.5 (Archived Standard)

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.