7th Grade ELA Targeted Standards (L) Language Strand Cluster: Vocabulary Acquistion and Use
ELA-07.L.05 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
Student Learning Targets:
Knowledge Targets
I can identify/recognize allusions, imagery, connotations, and other types of figurative language.
I can recognize an author's intent in a text.
I can recognize vocabulary skills and strategies, and I can choose the appropriate strategies and skills.
Reasoning Targets
I can analyze figurative language in various texts.
I can distinguish between various forms of figurative language in literary texts.
I can interpret figurative language, imagery, and symbolism.
I can determine the meaning of words and phrases, including figurative and connotative meanings.
I can analyze the impact of specific word choices on meaning and tone.
I can infer word meanings through my analysis of vocabulary building skills. e.g. synonyms/antonyms, analogies, prefixes/suffixes.
Skills (Performance) Targets
I can collect several examples of figurative language in literature.
I can understand and make interpretations of the text.
I can investigate word meanings through the use of word reference aids.
Product Targets
I can model my understanding of vocabulary words using various strategies.
Proficiency Scale
Score
Description
Sample Activity
4.0
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
-
3.5
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
-
2.5
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
-
1.5
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
-
0.5
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0
Even with help, the student demonstrates no understanding or skill.