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S.05 – Thread Standards Map for Recognizing Word Relationships and Nuances in Word Meanings

This is a standards map for the concept of recognizing word relationships and nuances in word meanings. It is specific to Standard 5 of the Vocabulary Acquisition and Use Anchor in the Language standards of the CCSS ELA standards.

This is a standards map for the concept of recognizing word relationships and nuances in word meanings. It is specific to Standard 5 of the Vocabulary Acquisition and Use Anchor in the Language standards of the CCSS ELA standards.

Standards

  1. Common Core State Standards: English Language Arts > G.K > L > A.3 > S.5

    With guidance and support from adults, explore word relationships and nuances in word meanings.

    1. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
    2. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
    3. Identify real-life connections between words and their use (e.g., note places at school that are colorful).
    4. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
    Content Skills Learning Targets Big Ideas Essential Questions
    Word Meanings
    Understanding Opposites [b]
    Shades of Meaning [d]
    1 - 3: Explore (Word relationships and nuances, with guidance and support)
    1 - 3: Sort (Common objects in categories [a])
    1 - 2: Demonstrate (Understanding of verbs and adjectives [b])
    1 - 4: Identify (Real life connections [c])
    1 - 4: Distinguish (Shades of meaning [d])
    3 - I can, with guidance and support, explore word relationships and nuances in word meanings.
    3 - I can sort common objects into categories to gain a sense of the concepts the categories represent. [a]
    2 - I can demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites. [b]
    4 - I can identify real-life connections between words and their use. [c]
    4 - I can distinguish shades of meaning among verbs describing the same general action by acting out the meanings. [d]
    A. Words can be organized by categories to show meanings; context or use of words often points to meaning.
    B. Knowing opposites aids in identifying meanings of words in similar or varied context. Identifying what something is 'not' helps point to an opposite.
    C. Words can be associated in context with activities and other related words.
    D. When we DO something, we better remember. Some words are best expressed with visual demonstration.
    A.1 How can I understand words with multiple meanings?
    B.1 Why do we learn words with their opposites?
    C.1 How can connections between words and use be determined?
    D.1 How does acting out meanings help me learn?
  2. Common Core State Standards: English Language Arts > G.1 > L > A.3 > S.5

    With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

    1. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
    2. 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).
    3. Identify real-life connections between words and their use (e.g., note places at home that are cozy).
    4. 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.
    Content Skills Learning Targets Big Ideas Essential Questions
    Connections [c]
    Shades of Meaning [d]
    3 - Demonstrate (Understanding of word relationships)
    6 - Sort (Common objects [a])
    4 - Define (Words by category [b])
    4 - Identify (Real-life connections [c])
    4 - Distinguish (Shades of meaning of verbs [d])
    4 - Define (Adjectives [d])
    1 - Choose (Adjectives [d])
    3 - I can, with guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
    6 - I can sort words into categories to gain a sense of the concepts the categories represent. [a]
    4 - I can define words by category and by one or more key attributes. [b]
    4 - I can identify real-life connections between words and their use. [c]
    4 - I can distinguish shades of meaning among verbs differing in manner and adjectives differing in intensity by defining or choosing them or by acting out the meanings. [d]
    A. Similar words can be grouped in varied manners into categories to show meanings within contexts.
    B. Words can be sorted out to represent specific or general characteristics of concepts or attributes.
    C. By associating words with how and where we use them, we remember.
    D. Words can have subtle differences and work best only in certain contexts.
    A.1 How can words be organized into categories?
    B.1 How might slight word variations change meaning?
    C.1 How might words better be remembered?
    D.1 Why might one word be used instead of another similar word?
  3. Common Core State Standards: English Language Arts > G.2 > L > A.3 > S.5

    Demonstrate understanding of word relationships and nuances in word meanings.

    1. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
    2. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
    Content Skills Learning Targets Big Ideas Essential Questions
    Word Meanings
    Real Life Connections [a]
    Shades of Meaning [b]
    3 - Demonstrate (Understanding of word relationships and nuances)
    4 - Identify (Real-life connections [a])
    4 - Distinguish (Shades of meaning of verbs [b])
    3 - I can demonstrate understanding of word relationships and nuances in word meanings.
    4 - I can identify real-life connections between words and their use. [a]
    4 - I can distinguish shades of meaning among closely related verbs and closely related adjectives. [b]
    A. Related words show slight variations of meaning. Some similar words just don't quite get the point across as well as others.
    B. Some words might be more specific or descriptive or be better suited for different audiences.
    A.1 Why are different words used to show similar meanings?
    B.1 Why might some close words not work in some contexts?
  4. Common Core State Standards: English Language Arts > G.3 > L > A.3 > S.5

    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).
    Content Skills Learning Targets Big Ideas Essential Questions
    Word Meanings
    Meaning of Words/Phrases [a]
    Real-life Connections [b]
    3 - Demonstrate (Understanding of word relationships and nuances)
    4 - Distinguish (Literal and nonliteral meanings of words [a])
    4 - Identify (Real-life connections [b])
    4 - Distinguish (Shades of meaning of verbs [c])
    3 - I can demonstrate understanding of word relationships and nuances in word meanings.
    4 - I can distinguish the literal and nonliteral meanings of words and phrases in context. [a]
    4 - I can identify real-life connections between words and their use. [b]
    4 - I can distinguish shades of meaning among related words that describe states of mind or degrees of certainty. [c]
    A. Related words show shades of meanings and can be represented by literal or nonliteral meanings.
    B. Connecting the word with its use requires knowing the author's purpose and distinguishing literal versus nonliteral.
    C. Degrees of certainty progress through several stages and are not immediate.
    A.1 Why is the meaning of a word sometimes different from what it appears?
    B.1 How might I determine the actual meaning of words in a new context?
    C.1 Why are knowing and believing not always simultaneous?
  5. Common Core State Standards: English Language Arts > G.4 > L > A.3 > S.5

    Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    1. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
    2. Recognize and explain the meaning of common idioms, adages, and proverbs.
    3. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Demonstrate (understanding of figurative language)
    3 - Demonstrate (understanding of word relationships)
    3 - Demonstrate (understanding of nuances in word meanings)
    4 - Explain (similes [a])
    4 - Explain (metaphors [a])
    1 - Recognize (common idioms [b])
    4 - Explain (common idioms [b])
    1 - Recognize (adages [b])
    4 - Explain (adages [b])
    1 - Recognize (proverbs [b])
    4 - Explain (proverbs [b])
    2 - Demonstrate (understanding of words by relating them to antonyms [c])
    2 - Demonstrate (understanding of words by relating them to synonyms [c])
    3 - I can demonstrate understanding of figurative language.
    3 - I can demonstrate understanding of word relationships.
    3 - I can demonstrate understanding of nuances in word meanings.
    4 - I can explain simple similes. [a]
    4 - I can explain simple metaphors (e.g., as pretty as a picture) in context. [a]
    1 - I can recognize meaning of common idioms. [b]
    4 - I can explain meaning of common idioms. [b]
    1 - I can recognize adages. [b]
    4 - I can explain adages. [b]
    1 - I can recognize proverbs. [b]
    4 - I can explain proverbs. [b]
    2 - I can demonstrate understanding of words by relating them to their opposites (antonyms). [c]
    2 - I can demonstrate understanding of words by relating them to words with similar but not identical meanings (synonyms). [c]
    A. Words and phrases vary in meaning when they are used figuratively or in idioms or proverbs.
    B. Recognizing figurative language may help determine the writer's purpose in word choice.
    C. Knowing opposites helps brains retrieve meaning of related words.
    A.1 Why do words or phrases sometimes have different meanings?
    B.1 How can I determine which meaning the writer intends?
    C.1 How does learning pairs of opposites help in recalling meanings?
  6. Common Core State Standards: English Language Arts > G.5 > L > A.3 > S.5

    Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    1. Interpret figurative language, including similes and metaphors, in context.
    2. Recognize and explain the meaning of common idioms, adages, and proverbs.
    3. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Demonstrate (Understanding)
    2 - Interpret (Figurative language [a])
    1 - Recognize (Meaning [b])
    2 - Explain (Meaning [b])
    2 - Use (Relationships [c])
    2 - I can demonstrate understanding of word relationships in word meanings.
    2 - I can demonstrate understanding of figurative language in word meanings.
    2 - I can demonstrate understanding of nuances in word meanings.
    2 - I can interpret figurative language similes in context. [a]
    2 - I can interpret figurative language metaphors in context. [a]
    1 - I can recognize meaning of common idioms, adages, and proverbs. [b]
    2 - I can explain meaning of common idioms, adages, and proverbs. [b]
    2 - I can use relationships between synonyms to better understand each of the words.
    2 - I can use relationships between antonyms to better understand each of the words.
    2 - I can use relationships between homographs to better understand each of the words.
    A. Words and phrases have roots in languages, cultures, and history.
    B. Figurative language creates a mental image for the reader or listener.
    C. When the meaning is not quite word for word interpretation, it is likely figurative.
    A.1 What clues help me interpret figurative language?
    B.1 How does figurative language enhance a text?
    C.1 How do I know when the language is figurative?
  7. Common Core State Standards: English Language Arts > G.6 > L > A.3 > S.5

    Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    1. Interpret figures of speech (e.g., personification) in context.
    2. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. 
    3. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
    Content Skills Learning Targets Big Ideas Essential Questions
    Word Relationship e.g. [b]
    3 - Demonstrate (understanding of figurative language, word relationships, and nuances)
    3 - Interpret (Figures of speech [a])
    3 - Use (Relationships of words [b])
    4 - Distinguish (Connotations of words [c])
    3 - I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    3 - I can interpret figures of speech in context. [a]
    3 - I can use the relationship between particular words to better understand each of the words. [b]
    4 - I can distinguish among the connotations of words with similar denotations. [c]
    A. Words may vary slightly, with one word more appropriate than another for a specific context or use.
    B. Words and phrases have roots in languages, cultures, and history.
    C. Figurative language creates a mental image for the reader or listener.
    D. When the meaning is not quite word for word interpretation, it is likely figurative.
    A.1 How might slightly different words have the same meaning?
    B.1 What clues help me interpret figurative language?
    C.1 How does figurative language enhance a text?
    D.1 How do I know when the language is figurative?
  8. Common Core State Standards: English Language Arts > G.7 > L > A.3 > S.5

    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).
    Content Skills Learning Targets Big Ideas Essential Questions
    Figures of Speech Context [a] e.g.
    Relationships [b] e.g.
    3 - Demonstrate (Understanding of figurative language, word relationships, and nuances)
    3 - Interpret (figures of speech [a])
    3 - Use (relationships of words [b])
    4 - Distinguish (connotations of words [c])
    3 - I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    3 - I can interpret figures of speech in context. [a]
    3 - I can use the relationship between particular words to better understand each of the words. [b]
    4 - I can distinguish among the connotations of words with similar denotations. [c]
    A. Relationships between words, connotations and denotations will influence the meaning.
    B. Knowing related words helps you get to the root of meaning.
    C. Context at times drives the connotation of a word.
    D. Connotation is driven by word association.
    A.1 How do I demonstrate understanding of similar meanings with varying words?
    B.1 How does knowing related words help in understanding meaning?
    C.1 Why might a word have a different meaning in a different context?
    D.1 How do I arrive at the connotation of the word?
  9. Common Core State Standards: English Language Arts > G.8 > L > A.3 > S.5

    Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    1. Interpret figures of speech (e.g. verbal irony, puns) in context.
    2. Use the relationship between particular words to better understand each of the words.
    3. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Demonstrate (Understanding of figurative language, word relationships, and nuances)
    3 - Interpret (Figures of speech [a])
    3 - Use (Relationships of words [b])
    3 - Distinguish (Connotations of words [c])
    3 - I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    3 - I can interpret figures of speech in context. [a]
    3 - I can use the relationship between particular words to better understand each of the words. [b]
    3 - I can distinguish among the connotations of words with similar denotations. [c]
    A. Relationships between words, connotations and denotations will influence the meaning.
    B. Knowing related words helps you get to the root of meaning.
    C. Context at times drives the connotation of a word.
    D. Connotation is driven by word association.
    A.1 How do I demonstrate understanding of similar meanings with varying words?
    B.1 How does knowing related words help in understanding meaning?
    C.1 Why might a word have a different meaning in a different context?
    D.1 How do I arrive at the connotation of the word?
  10. Common Core State Standards: English Language Arts > G.9-10 > L > A.3 > S.5

    Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    1. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
    2. Analyze nuances in the meaning of words with similar denotations.
    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Demonstrate (Understanding of figurative language, word relationships, and nuances)
    3 - Interpret (Figures of speech [a])
    4 - Analyze (Role [a])
    4 - Analyze (Nuances [b])
    3 - I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    3 - I can interpret figures of speech in context. [a]
    4 - I can analyze the role of figures of speech found in text.
    4 - I can analyze nuances in the meaning of words with similar denotations. [b]
    A. Analyzing context helps determine figurative speech, nuances in meanings and words with similar denotations.
    B. Metaphorical concepts are built through unconscious experience in cultural background.
    C. Figurative language stretches meaning; literal language leaves less room for misinterpretation.
    A.1 How do I understand oxymorons, euphemisms or other figurative speech?
    B.1 How can the use of idioms boost your reliability?
    C.1 What is the difference between figurative and literal language?What are the benefits of both?
  11. Common Core State Standards: English Language Arts > G.11-12 > L > A.3 > S.5

    Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    1. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
    2. Analyze nuances in the meaning of words with similar denotations.
    Content Skills Learning Targets Big Ideas Essential Questions
    Figures of Speech [a] e.g.
    Text [a]
    Words [b]
    2 - Demonstrate (Understandings)
    3 - Interpret (Figures of speech [a])
    4 - Analyze (Role [a])
    4 - Analyze (Nuances [b])
    2 - I can demonstrate understanding of figurative language in word meanings.
    2 - I can demonstrate understanding of word relationships in word meanings.
    2 - I can demonstrate understanding of nuances in word meanings.
    3 - I can interpret figures of speech in context found within a given text. [a]
    4 - I can analyze role of a figure of speech found within a given text. [a]
    4 - I can analyze nuances in the meaning of words with similar denotations. [b]
    A. Analyzing context helps determine figurative speech, nuances in meanings and similar denotations.
    B. Although valued in creative writing, hyperboles are avoided in concise, formal, or business writing.
    C. Writings include hyperbole to create an impact and are not intended to be interpreted literally.
    D. Paradox arrests attention and provokes fresh thought.
    E. Nuance is used to create a subtle difference in color, meaning, or tone.
    A.1 How are words with similar denotations understood?
    B.1 What is hyperbole?
    C.1 Why is hyperbole included in literature?
    D.1 Why is paradox included in literature?
    E.1 Why is nuance used in writing?

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