General Information
Test Item Specifications
- Requires the student to select the meaning of a word or phrase from the passage.
- Requires the student to select multiple correct meanings of a word or phrase from the passage.
- Requires the student to select a word’s or phrase’s meaning and then to select context clues from the text to support the meaning.
- Requires the student to select a word’s or phrase’s meaning and then to select context clues from the text to support the meaning.
- Requires the student to analyze alliteration or other repetitions of sound in a text and then how that impacts the meaning or tone of the text.
- Requires the student to select the impact of rhymes on a certain section of the text.
- Requires the student to select multiple ways in which rhymes or other repetitions of sounds affect a certain section of the text.
- Requires the student to explain how rhymes or other repetitions of sounds affect the text’s meaning or tone.
- Requires the student to determine how common, grade-appropriate Greek or Latin affixes and roots may provide clues to the meaning of a word.
- Requires the student to select the meaning of figurative language from the passage.
- Requires the student to select the meaning of figurative language and then to select context clues from the text to support the meaning.
- Requires the student to select the meaning of figurative language and then to select context clues from the text to support the meaning.
- Requires the student to select multiple pieces of textual evidence that act as context clues when determining the meaning of figurative language.
- Requires the student to select how a relationship between two words serves as a context clue for the meaning of one of the words.
- Requires the student to move words into a graphic organizer to demonstrate their relationship with one another.
- Requires the student to move words into a graphic organizer to demonstrate their relationship with one another.
- Requires the student to select the reason an author chose a particular word or phrase instead of a word or phrase with a similar denotation.
- Requires the student to select a different word or phrase that would maintain the connotation of a word or phrase in the text.
- Requires the student to select multiple ways a different word choice might change the tone or meaning of the text.
- Requires the student to match words with similar denotations with the change in connotation each word has to the original word.
Items should focus on grade-appropriate words. Items should not focus on dictionary-based word meanings but should focus on how a word or phrase functions within the context of the passage. Items should focus on words and phrases that have figurative or allusive meanings central to the meaning of the text rather than isolated, incidental vocabulary. Items may ask about words with discrete context clues in close proximity or words whose meaning is conveyed more implicitly throughout the passage. Items should not focus on describing the rhymes or sounds of a verse or drama, but rather how these elements influence a certain section of the passage. Items may ask the student to employ various strategies to explore word meaning, including the application of context clues, roots, or affixes. Items may require the student to make connections between words and to delve into figurative or connotative meanings.
Items assessing these standards may be used with one or more grade-appropriate literary texts. Texts may vary in complexity.
The Technology-Enhanced Item Descriptions section on pages 3 and 4 provides a list of Response Mechanisms that may be used to assess these standards (excluding the Editing Task Choice and Editing Task item types). The Sample Response Mechanisms may include, but are not limited to, the examples below.
Task Demand
Determine the meaning of words or phrases by using context clues.Sample Response Mechanisms
Multiple Choice
Multiselect
EBSR
Selectable Hot Text
Task Demand
Analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem or section of a story or drama.
Sample Response Mechanisms
Selectable Hot Text
Multiple Choice
Multiselect
Open Response
Task Demand
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
Sample Response Mechanisms
Multiple Choice
Task Demand
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Sample Response Mechanisms
Multiple Choice
EBSR
Selectable Hot Text
Multiselect
Task Demand
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
Sample Response Mechanisms
Multiple Choice
Drag-and-Drop Hot Text
GRID
Task Demand
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
Sample Response Mechanisms
Multiple Choice
Multiselect
Drag-and-Drop Hot Text
Related Courses
Course Number1111 | Course Title222 |
1000000: | M/J Intensive Language Arts (MC) (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022 (course terminated)) |
1000010: | M/J Intensive Reading 1 (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 - 2024, 2024 and beyond (current)) |
1000020: | M/J Intensive Reading and Career Planning (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 - 2024, 2024 and beyond (current)) |
1001040: | M/J Language Arts 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
1001050: | M/J Language Arts 2 Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
1002010: | M/J Language Arts 2 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
1002180: | M/J English Language Development (MC) (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current)) |
1006010: | M/J Journalism 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
1007010: | M/J Speech and Debate 2 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 - 2024, 2024 and beyond (current)) |
1008040: | M/J Reading 2 (Specifically in versions: 2014 - 2015, 2015 - 2021 (course terminated)) |
1008050: | M/J Reading 2, Advanced (Specifically in versions: 2013 - 2015, 2015 - 2021 (course terminated)) |
1009010: | M/J Creative Writing 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
1009040: | M/J Writing 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
7810012: | Access M/J Language Arts 2 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current)) |
1002181: | M/J Developmental Language Arts Through ESOL (Reading) (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
Related Resources
Lesson Plans
Name | Description |
Is Anyone Hungry? Got Oysters? The Walrus and the Carpenter – Two Tragically, Hungry Characters | This is lesson one in a three part series on "The Walrus and the Carpenter" by Lewis Carroll. Students will analyze the use of various types of figurative language, repetition, and rhyme and how they collectively impact meaning and tone throughout the poem. |
Close Reading Exemplar: As You Like It | The goal of this two day exemplar is to give students the opportunity to use the reading and writing habits they've been practicing on a regular basis to unpack the meaning of Jacques' soliloquy from William Shakespeare's As You Like It. By reading and rereading the passage closely and focusing their reading through a series of questions and discussion about the text, students will be able to understand the structure and purpose of this particular soliloquy and how it delves into universal themes regarding the human condition. When combined with writing about the soliloquy, students will discover how much they can learn from even a very short selection of a text. |
Close Reading Exemplar: Tom Sawyer | The goal of this one day exemplar is to give students the opportunity to use the reading and writing habits they've been practicing on a regular basis to discover the rich humor and moral lesson embedded in Twain's text. By reading and rereading the passage closely, and focusing their reading through a series of questions and discussion about the text, students will explore the problem Tom Sawyer faced and how he "solved" his conundrum. When combined with writing about the passage, students will learn to appreciate how Twain's humor contains a deeper message and derive satisfaction from the struggle to master complex text. At the end of the lesson, students are provided two writing prompts to constructive a narrative inspired by Twain's text. |
Original Student Tutorial
Name | Description |
Go Figure: Learning Figurative Language | Learn to distinguish between figurative and literal language in context. In this interactive tutorial, you'll examine excerpts of speeches from John F. Kennedy, Dr. Martin Luther King, Jr., and Barack Obama. You'll practice identifying the following types of figurative language: similes, metaphors, personification, and onomatopoeia. You'll also practice determining the intended meaning of these examples of figurative language. |
Student Resources
Original Student Tutorial
Name | Description |
Go Figure: Learning Figurative Language: | Learn to distinguish between figurative and literal language in context. In this interactive tutorial, you'll examine excerpts of speeches from John F. Kennedy, Dr. Martin Luther King, Jr., and Barack Obama. You'll practice identifying the following types of figurative language: similes, metaphors, personification, and onomatopoeia. You'll also practice determining the intended meaning of these examples of figurative language. |