This is a standards map for the concept of understanding meaning of words and phrases in a text. It is specific to Standard 4 of the Craft and Structure Anchor in the Writing standards of the CCSS ELA standards.
Ask and answer questions about unknown words in a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Text
|
1 - Ask (Questions)
1 - Answer (Questions)
|
1 - I can ask questions about unknown words in a text.
1 - I can answer questions about unknown words in a text.
|
A. In order to learn more about unknown words, ask and answer questions about the word and the whole sentence or context.
B. Readers recognize function of words (question, description, or action). Content words help readers focus attention and form pictures in their heads.
|
A.1 How can I figure out an unknown word and learn more about it?
B.1 What do readers need know about an unknown word in order to answer questions about it?
|
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
3 - Identify (Words and phrases)
|
3 - I can identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
|
A. Words or phrases can describe feelings or appeal to senses and help readers or listeners relate to experiences.
|
A.1 Why do some stories make a person happy or sad or scared?
|
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
1 - Describe (Words and phrases)
|
1 - I can describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning.
|
A. Authors choose words carefully (purposefully) to create meaning and response in stories, poems, or songs.
B. Good readers actively seek meaning, notice repetition and rhyming, and respond to how words are presented, often remembering catchy presentation messages.
|
A.1 How does the author's word choice affect reader feelings or appeal to the senses?
B.1 How do readers seek meaning from arrangement of grouping of phrases or rhymes ?
|
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
2 - Determine (Word meaning)
2 - Determine (Phrase meaning)
3 - Distinguish (Literal from nonliteral language)
|
2 - I can determine word meaning as used in text.
2 - I can determine phrase meaning as used in text.
3 - I can distinguish literal from nonliteral language.
|
A. Distinguishing literal from nonliteral language requires determining how words are used in text. Either or both may be used.
|
A.1 How can I determine literal or nonliteral word or phrase meaning?
A.2. Why is it important for you to identify the meaning of the literal and nonliteral words in text?
A.3 . How do nonliteral words or phrases help you have a deeper understanding or visualization of the text (making movies in your mind)?
|
Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Word Meaning
Phrase Meaning
|
3 - Determine (Word meanings)
3 - Determine (Phrase meanings)
1 - Include (Allusions to mythology)
|
3 - I can determine word meaning as used in text.
3 - I can determine phrase meaning as used in text.
1 - I can include allusions to mythology (e.g. Herculean).
|
A. Knowledge of mythology helps in determining word or phrase meaning in texts, especially words with Greek, Roman and Nordic roots.
|
A.1 Why do we study mythology?
|
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
3 - Determine (Meaning)
3 - Include (Figurative language)
|
3 - I can determine the meaning of words and phrases as they are used in text.
3 - I can include figurative language such as metaphors and similes.
|
A. Word use in a text may be figurative with different meaning.
B. Writers identify and use figurative language and more vivid imagery to enrich writing.
|
A.1 Why are meanings sometimes not word for word?
B.1 How can writers make writing more enjoyable for readers?
|
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Meaning
|
2 - Determine (Meaning)
1 - Include (Figurative meanings)
1 - Include (Connotative meanings)
4 - Analyze (Impact of word choice on meaning)
4 - Analyze (Impact of word choice on tone)
|
2 - I can determine the meaning of words and phrases as they are used in a text.
1 - I can include figurative meanings.
1 - I can include connotative meanings.
4 - I can analyze the impact of a specific word choice on meaning.
4 - I can analyze the impact of word choice on tone.
|
A. Word choice can impact meaning and tone.
B. Words or phrases can have figurative or connotative meaning.
|
A.1 Why is word choice significant?
B.1 Why might a phrase mean something else in a different context?
|
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Impact Analysis
|
2 - Determine (Meaning)
1 - Include (Figurative meanings)
1 - Include (Connotative meanings)
4 - Analyze (Impact of rhymes)
4 - Analyze (Impact of repetitions of sounds on specific verse, stanza, section)
|
2 - I can determine the meaning of words and phrases as they are used in a text.
1 - I can include figurative meanings.
1 - I can include connotative meanings.
4 - I can analyze the impact of rhymes on a specific verse or stanza of a poem or section of a story or drama.
4 - I can analyze the impact of other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
|
A. Rhymes and repetitions may be used to draw attention to meaning.
B. Meanings can be figurative or connotative.
C. Certain words can impact the tone or meaning of a text.
D. Connotative meaning implies and adds to exact meaning of words or phrases.
E. Figurative meanings cover exaggerations like: "He's as big as a house," or "He must weigh a ton."
|
A.1 How do word sounds impact meanings?
B.1 Why is meaning different for some contexts?
C.1 Why are words chosen carefully in writing?
D.1 How do I identify connotative meanings?
E. 1 How do I recognize figurative meanings?
|
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
2 - Determine (Meaning)
3 - Include (Figurative meanings)
3 - Include (Connotative meanings)
4 - Analyze (Impact of specific word choices on meaning)
4 - Analyze (Impact of specific word choices on tone)
3 - Include (Analogies or allusions to other texts)
|
2 - I can determine the meaning of words and phrases as they are used in a text.
3 - I can include figurative meaning.
3 - I can include connotative meanings.
4 - I can analyze the impact of specific word choices on meaning.
4 - I can analyze the impact of specific word choices on tone.
3 - I can include analogies or allusions to other texts.
|
A. Certain words can impact the tone or meaning of a text.
B. Connotative meaning implies and adds to exact meaning of words or phrases.
C. Figurative meanings cover exaggerations like: "He's as big as a house," or "He must weigh a ton."
D. Authors use analogies and allusions to help readers use previous understanding to understand new concepts.
|
A.1 Why are words chosen carefully in writing?
B.1 How do I identify connotative meanings?
C.1 How do I recognize figurative meanings?
D.1 Why might authors use analogies or allusions to other texts?
|
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Meaning of words and phrases
|
2 - Determine (Meaning of words and phrases)
3 - Include (Figurative meanings)
3 - Include (Connotative meanings)
4 - Analyze (Cumulative impact of specific word choices on meaning)
4 - Analyze (Cumulative impact of specific word choices on tone [e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone])
|
2 - I can determine the meaning of words and phrases as they are used in the text.
3 - I can include figurative meanings.
3 - I can include connotative meanings.
4 - I can analyze the cumulative impact of specific word choices on meaning
4 - I can analyze the cumulative impact of specific word choices on tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
|
A. Tone is related to intended persona (humorous, angry,questioning,persuasive), or the image writers portray to audiences.
B. Language reflects the times; imagery presents setting.
|
A.1 How do writers present a particular tone?
B.1 How do words evoke a sense of time and place?
|
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
(Include Shakespeare as well as other authors.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
1 - Determine (Meaning of words and phrases)
3 - Include (Figurative meanings)
3 - Include (Connotative meanings)
4 - Analyze (Impact of specific word choices on meaning)
4 - Analyze (Impact of specific word choices on tone)
3 - Include (Words with multiple meanings or language that is particularly fresh, engaging, or beautiful)
3 - Include (Shakespeare, others)
|
1 - I can determine the meaning of words and phrases as they are used in the text.
3 - I can include figurative meanings.
3 - I can include connotative meanings.
4 - I can analyze the impact of specific word choices on meaning.
4 - I can analyze the impact of specific word choices on tone.
3 - I can include words with multiple meanings or language that is particularly fresh, engaging, or beautiful.)
3 - I can include Shakespeare and other authors.)
|
A. Figurative and connotative meanings may confuse some if context is not considered.
|
A.1 Why do texts confuse some?
|
Be the first to comment below.
Please enter a Registration Key to continue.