LAFS.3.L.3.5Archived Standard

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Demonstrate understanding of word relationships and nuances in word meanings.
  1. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
  2. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
  3. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
General Information
Subject Area: English Language Arts
Grade: 3
Strand: Language Standards
Idea: Level 3: Strategic Thinking & Complex Reasoning
Cluster: Vocabulary Acquisition and Use
Date Adopted or Revised: 12/10
Content Complexity Rating: Level 3: Strategic Thinking & Complex Reasoning - More Information
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 , ST , MC item(s)
    • Assessed with LAFS.3.L.2.3, LAFS.3.L.3.4, and LAFS.3.RL.2.4.
    Also assesses: LAFS.3.RF.3.3 and LAFS.3.RF.4.4
  • Assessment Limits :
    Items may ask the student to use the text to determine the meanings of words and phrases using context, affixes, or root words as clues. Items should ask the student to consider literal and nonliteral meanings of words. Items may also ask the student to determine the meaning of unknown words and phrases or words and phrases with multiple meanings. The student may also have to demonstrate an understanding of the relationships between words and nuances of meaning. Items may ask the student to choose words or phrases for effect. Items should focus on words and phrases that are central to the meaning of the text. Items should not exclusively ask the student to determine the meanings of basic, everyday words and phrases that commonly appear in spoken language.
  • Text Types :
    The items assessing these standards may be used with one or more grade-appropriate literary texts. Texts may vary in complexity.
  • Response Mechanisms :
    The Enhanced Item Descriptions section on page 3 provides a list of Response Mechanisms that may be used to assess this standard (excluding the Editing Task Choice item type). The Sample Response Mechanisms may include, but are not limited to, the examples below.
  • Task Demand and Sample Response Mechanisms :

    Task Demand

    Use context as a clue to the meaning of a word or phrase.

    Sample Response Mechanisms

    Selectable Text
    • Requires the student to select words or phrases from the text that show the meaning of words used in the text.
    • Requires the student to correctly identify the meaning of a word or phrase and then to select words or phrases from the text that provide clues to the meaning of that word. 
    Multiple Choice 
    • Requires the student to select the meaning of a word or phrase used in the text. 
    EBSR 
    • Requires the student to select the meaning of a word or phrase and to select words or phrases from the text that support the correct meaning. 
    Multiselect 
    • Requires the student to select words, phrases, or direct quotations that show the meaning of words used in the text.
    Task Demand

    Determine the meaning of the new word formed when a known affix is added to a known word. 

    Sample Response Mechanisms

    Multiple Choice

    • Requires the student to select the meaning of a word used in the text that has an affix. 
    Multiselect 
    • Requires the student to select an affix that shows the meaning of words used in the text. 

    Task Demand

    Use a known root word as a clue to the meaning of an unknown word with the same root. 

    Sample Response Mechanisms

    Multiple Choice 

    • Requires the student to select the meaning of a word from the text by using a known root word as a clue. 
    Multiselect
    • Requires the student to select a root word that shows the meaning of words used in the text. 

    Task Demand

    Distinguish the literal and nonliteral meanings of words and phrases in context. 

    Sample Response Mechanisms

    Multiple Choice 

    • Requires the student to select the correct meaning of literal and nonliteral words and phrases based on the text. 
    Selectable Text 
    • Requires the student to select the correct meaning of literal or nonliteral words or phrases and then to select words or phrases from the text to support the meaning.
    Task Demand 

    Distinguish shades of meaning among related words that describe states of mind or degrees of certainty. 

    Sample Response Mechanisms 

    Selectable Text  

    • Requires the student to select the correct word from a list of words that are related and then to select words or phrases from the text that support the answer. 
    Multiple Choice
    • Requires the student to select the correct word from a list of words that are related. 
    Task Demand 

    Choose words or phrases for effect. 

    Sample Response Mechanisms 

    Selectable Text  

    • Requires the student to select the correct word or phrase from a list of words for a desired effect and then to select words or phrases from the text that support the answer. 
    Multiple Choice  
    • Requires the student to select the correct word from a list of words for a desired effect. 

Related Courses

This benchmark is part of these courses.
5010010: English for Speakers of Other Languages-Elementary (Specifically in versions: 2014 - 2015, 2015 - 2022 (course terminated))
5010020: Basic Skills in Reading-K-2 (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 and beyond (current))
5010030: Functional Basic Skills in Communications-Elementary (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
5010044: Language Arts - Grade Three (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
7710014: Access Language Arts - Grade 3 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
5010103: Introduction to Debate Grade 3 (Specifically in versions: 2020 - 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

Roaring for Figurative Language:

In this lesson, students will analyze song lyrics to determine the meanings of figurative language used throughout the lyrics. Students will determine the theme of the song and explain how the examples of figurative language help develop the theme. They will complete various graphic organizers and write an opinion piece to demonstrate their understanding of the skills.

Type: Lesson Plan

Crickwing: A Lesson in Using Strong Words to Convey Precise Meaning:

Using the book Crickwing, students will demonstrate understanding of the connection a writer needs to make between the words they use and the meaning they would like the reader to secure.

Type: Lesson Plan

Building Strong Verbs with Patricia Polacco and Thunder Cake:

Students will engage in a close reading of Patricia Polacco's Thunder Cake, (ATOS 3.5; Lexile 630L) as a mentor text, to examine the author's usage of strong verbs. This lesson is the second of a two part lesson in which students will take a previously written text addressing the prompt listed below, and revise their written piece by incorporating strong verbs into their writing.
Prompt: Do you believe that the little girl in the story demonstrated bravery? Why or Why not? Use specific details from the story to support your opinion.

Type: Lesson Plan

Original Student Tutorial

Making Meaning:

Learn how to identify explicit evidence and understand implicit meaning in a text.

You will be able to identify literal and nonliteral words and phrases in sentences and stories. You will also be able to find the meaning or words and phrases by looking carefully at what the author is saying.

Type: Original Student Tutorial

Student Center Activities

Vocabulary: Homophone Hunt:

In this activity, students will choose the correct homophone to complete sentences.

Type: Student Center Activity

Vocabulary: Spin Sort:

In this activity, students will identify and sort contractions, synonyms, antonyms, abbreviations, homophones, and homographs.

Type: Student Center Activity

Vocabulary: Homophone Go Fish:

In this activity, students will match homophones with their meanings by playing a card game.

Type: Student Center Activity

Vocabulary: Homograph Hoorah!:

In this activity, students will read two meanings and write the matching homograph.

Type: Student Center Activity

Vocabulary: Antonym Concentration:

In this activity, students will match antonyms by playing a memory game.

Type: Student Center Activity

Vocabulary: Antonym Dominoes:

In this activity, students will identify antonyms by playing a domino game.

Type: Student Center Activity

Vocabulary: Synonym Bingo!:

In this activity, students will identify synonyms by playing a bingo-like game.

Type: Student Center Activity

Vocabulary: Opposites Attract:

In this activity, students will identify antonyms by playing a card game.

Type: Student Center Activity

Vocabulary: Synonym Dominoes:

In this activity, students will identify synonyms by playing a domino game.

Type: Student Center Activity

Vocabulary: About Me:

In this activity, students will complete a sentence using descriptive words (adjectives).

Type: Student Center Activity

Vocabulary: Alike and Different:

In this activity, students will compare and contrast the attributes of words using a Venn diagram.

Type: Student Center Activity

Vocabulary: Analogy Soccer:

In this activity, students will identify words to complete analogies.

Type: Student Center Activity

Vocabulary: Attribute Analysis:

In this activity, students will distinguish one word from another by completing an attribute analysis grid. As an adaptation to this activity, teachers may create attribute analysis grids that reflect units of study.

Type: Student Center Activity

Vocabulary: Category Clues:

In this activity, students will produce category labels for related words to demonstrate understanding of their shared attributes/meanings.

Type: Student Center Activity

Vocabulary: Category Creations:

In this activity, students will produce categories and corresponding words. As an adaptation to this activity, the students may sort teacher-selected words into categories and produce a category heading based on shared attributes OR produce words that belong in teacher-selected categories (based on units of study).

Type: Student Center Activity

Vocabulary: Category Cube:

In this activity, students will produce and categorize words by rolling a category cube and writing corresponding words.

Type: Student Center Activity

Vocabulary: Category Sort:

In this activity, students will brainstorm categories and corresponding words. As an adaptation to this activity, students can sort teacher-selected words and identify the category title based on shared attributes.

Type: Student Center Activity

Vocabulary: Category Tag:

In this activity, students will state words that correspond to specific categories by playing a board game. NOTE: A blank game board is provided to allow teachers to create categories relevant to classroom instruction. As an extension, students may choose the word that does not belong in a set of words and name the category for the remaining words.

Type: Student Center Activity

Vocabulary: Compare Extraordinaire:

In this activity, students will identify similarities and differences between the meanings of words using a Venn diagram.

Type: Student Center Activity

Vocabulary: Concept Connection:

In this activity, students will compare four words, determine the one that does not belong in the set, and produce a category title for the remaining words based on shared attributes.

Type: Student Center Activity

Vocabulary: Extreme Words:

In this activity, students will identify the relationship among words by placing them on a continuum.

Type: Student Center Activity

Vocabulary: Hink Pink Think!:

In this activity, students will find Hink Pinks that correspond to meanings by playing a matching game.

Type: Student Center Activity

Vocabulary: Homograph Hook:

In this activity, students will match homographs with their corresponding meanings.

Type: Student Center Activity

Vocabulary: Now Featuring:

In this activity, students will distinguish one word from another by completing an attribute analysis grid. As an adaptation to this activity, teachers may create attribute analysis grids that reflect units of study.

Type: Student Center Activity

Vocabulary: Pun Fun:

In this activity, students will identify examples of non-literal words and phrases in text and record possible meanings.

Type: Student Center Activity

Vocabulary: Synonym-Antonym Creations:

In this activity, students will produce synonyms and antonyms to match targeted words.

Type: Student Center Activity

Vocabulary: Up With Words:

In this activity, students will produce more precise alternatives for overused words in context.

Type: Student Center Activity

Vocabulary: Word Wake-Up:

In this activity, students will identify more precise alternatives (synonyms) for overused words.

Type: Student Center Activity

Vocabulary: Word-by-Word:

In this activity, students will show the relationship among words by placing them on a continuum.

Type: Student Center Activity

Vocabulary: Worn-Out Words:

In this activity, students will produce synonyms as more precise alternatives for overused words.

Type: Student Center Activity

Teaching Idea

Vocabulary Web:

Teacher models making a web using descriptive words. Students listen to the story Brave Irene. The teacher passes out a list of the descriptive words used in the book. Students create a vocabulary word web using one of the descriptive words from the text.

Type: Teaching Idea

Original Student Tutorials for Language Arts - Grades K-5

Making Meaning:

Learn how to identify explicit evidence and understand implicit meaning in a text.

You will be able to identify literal and nonliteral words and phrases in sentences and stories. You will also be able to find the meaning or words and phrases by looking carefully at what the author is saying.

Student Resources

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

Original Student Tutorial

Making Meaning:

Learn how to identify explicit evidence and understand implicit meaning in a text.

You will be able to identify literal and nonliteral words and phrases in sentences and stories. You will also be able to find the meaning or words and phrases by looking carefully at what the author is saying.

Type: Original Student Tutorial

Parent Resources

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