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Language Anchor Standard 5 Level A/B
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Leveled Standard A
With guidance and support, demonstrate understanding of word relationships and nuances in word meanings.
- Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
- Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
- Identify real-life connections between words and their use (e.g., note places at home that are cozy).
- Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. (L.1.5)
Leveled Standard B
Demonstrate understanding of word relationships and nuances in word meanings.
- Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps).
- Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
- Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). (L.3.5)
Students should be able to identify words by categories; teachers should model and explain why words go into certain categories (e.g., colors, cars, etc.).
Students should be able to define words by category and one or more key attributes.
Students should be able to identify real-life connections between words and their use (e.g., describe places that are wet, describe what you see in an office).
Students should be able to distinguish shades of meaning among verbs differing in manner and adjectives differing in intensity by defining/choosing them or by acting out the meanings (verb example: walk, sashay, mince, lumber; adjective example: loud, thunderous).
Students should be able to distinguish the literal and non-literal meanings of words and phrases in context (as, for example, in the phrases “jump to conclusions” or “raining cats and dogs”).
Examples / Activities
Teacher models identifying key words in a nonfiction reading and sorting them into categories; students read another short passage and apply their categorization skills.
Diversity Awareness: questions encourage students to share and become aware of different perspectives
Conflict Resolution: practice respectful conversation, even with sometimes personal or controversial topics
Speaking and Listening: ask and answer questions, elaborate, and discuss conversational norms
GED® Assessment Targets (RLA)
R.4.1/L.4.1 Determine the meaning of words and phrases as they are used in a text, including determining connotative and figurative meanings from context.
R.4.2/L.4.2 Analyze how meaning or tone is affected when one word is replaced with another.
R.4.3/L.4.3 Analyze the impact of specific words, phrases, or figurative language in text, with a focus on an author’s intent to convey information or construct an argument.