LAFS.4.L.3.6Archived Standard

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Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal precise actions, emotions, or states of being (e.g., wildlife, conservation, and endangered when discussing animal preservation).
General Information
Subject Area: English Language Arts
Grade: 4
Strand: Language Standards
Idea: Level 1: Recall
Cluster: Vocabulary Acquisition and Use
Date Adopted or Revised: 12/10
Content Complexity Rating: Level 1: Recall - More Information
Date of Last Rating: 02/14
Status: State Board Approved - Archived
Assessed: Yes
Test Item Specifications
  • Item Type(s): This benchmark may be assessed using: EBSR , MS , ST , MC item(s)
    • Assessed with: LAFS.4.RI.2.4, LAFS.4.L.3.4
    Also assesses: LAFS.4.RF.3.3 and LAFS.4.RF.4.4
  • Assessment Limits :
    Items may ask the student to use the text to determine the meanings of academic and domain-specific words and phrases. Items may ask the student to use contextual clues or Greek and Latin affixes and roots to determine the meaning of a word. Items may ask the student to explain the meaning of a simile or metaphor in the context of the text. Items may ask the student to explain the meaning of common idioms, adages, and proverbs. Items may ask the student to relate words to their antonyms and synonyms. Items should not exclusively ask the student to determine the meanings of basic, everyday words and phrases that commonly appear in spoken language.
  • Text Types :
    The items assessing these standards may be used with one or more grade-appropriate informational texts. Texts may vary in complexity.
  • Response Mechanisms :
    The Enhanced Item Descriptions section on page 3 provides a list of Response Mechanisms that may be used to assess this standard (excluding the Editing Task Choice item type). The Sample Response Mechanisms may include, but are not limited to, the examples below.
  • Task Demand and Sample Response Mechanisms :

    Task Demand

    Determine the meaning of a word or phrase by using context clues.

    Sample Response Mechanisms

    Selectable Text

    • Requires the student to select details from the text that show the meaning of a word or phrase used in the text. 
    EBSR
    • Requires the student to select a meaning of a word or phrase and then to select details from the text that support that meaning. 
    Multiselect
    • Requires the student to correctly identify multiple words or phrases that illustrate the meaning of a word in the text.
    Task Demand

    Determine the meaning of a word or phrase using grade-appropriate Greek and Latin roots or affixes.

    Sample Response Mechanisms

    Multiple Choice

    • Requires the student to select the correct meaning of a word from the text that contains a Greek or Latin root or affix.
    Task Demand

    Explain the meaning of a simile or metaphor in the context of the text.

    Sample Response Mechanisms

    Selectable Text

    • Requires the student to select words or phrases that illustrate the meaning of a simile or metaphor. 
    Multiple Choice
    • Requires the student to select an explanation of a simile or metaphor found in the text. 
    Multiselect
    • Requires the student to select multiple words or phrases that contribute to an explanation of a simile or metaphor found in the text.
    Task Demand

    Explain the meaning of common idioms, adages, and proverbs found in the text.

    Sample Response Mechanisms

    Multiple Choice

    • Requires the student to select an explanation of an idiom, adage, or proverb found in the text. 
    Multiselect
    • Requires the student to select multiple words or phrases that contribute to an explanation of an idiom, adage, or proverb found in the text.
    Task Demand

    Relate words to their antonyms and synonyms.

    Sample Response Mechanisms

    Selectable Text

    • Requires the student to select a word or words from the text that are antonyms or synonyms of a specific word from the text. 
    Multiple Choice
    • Requires the student to select an antonym or synonym of a specific word from the text. 
    Multiselect
    • Requires the student to select multiple words that function as antonyms or synonyms of a specific word from the text.

Related Courses

This benchmark is part of these courses.
5002000: Introduction to Computers (Specifically in versions: 2014 - 2015, 2015 - 2019 (course terminated))
5010010: English for Speakers of Other Languages-Elementary (Specifically in versions: 2014 - 2015, 2015 - 2022 (course terminated))
5010020: Basic Skills in Reading-K-2 (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 - 2024, 2024 and beyond (current))
5010030: Functional Basic Skills in Communications-Elementary (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current))
5010045: Language Arts - Grade Four (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current))
7710015: Access Language Arts - Grade 4 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
5002020: Introduction to Computer Science 2 (Specifically in versions: 2016 - 2022, 2022 - 2024, 2024 - 2025 (course terminated))
5010104: Introduction to Debate Grade 4 (Specifically in versions: 2020 - 2022, 2022 - 2024, 2024 and beyond (current))

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Lesson Plan

Recycle This!:

In this Model-Eliciting Activity (MEA), students will learn about recycling renewable and nonrenewable resources while completing a model eliciting activity in which they help Sunshine School District to decide which material to start their recycling program with.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Teaching Ideas

Science Vocabulary Game:

Using a memory game with science vocabulary words, students will increase their understanding and retention of vocabulary words. This lesson can be modified for any vocabulary that you want to extend.

Type: Teaching Idea

Wildlife Reserve-SeaWorld Classroom Activity:

In this activity, the students will design a protected environment for an endangered animal that encourages the animal's natural behaviors and meets its physical requirements. Students will explain to their classmates why the protected environment is essential for the endangered animal.

Type: Teaching Idea

STEM Lessons - Model Eliciting Activity

Recycle This!:

In this Model-Eliciting Activity (MEA), students will learn about recycling renewable and nonrenewable resources while completing a model eliciting activity in which they help Sunshine School District to decide which material to start their recycling program with.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.

Teaching Idea

Wildlife Reserve-SeaWorld Classroom Activity:

In this activity, the students will design a protected environment for an endangered animal that encourages the animal's natural behaviors and meets its physical requirements. Students will explain to their classmates why the protected environment is essential for the endangered animal.

Type: Teaching Idea