L.5: Vocabulary Acquisition and Use

Anchor StandardCCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
11th-12th GradesL.11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a) Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. b) Analyze nuances in the meaning of words with similar denotations.
9th-10th GradesL.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a) Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text. b) Analyze nuances in the meaning of words with similar denotations.
8th GradeL.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a) Interpret figures of speech (e.g. verbal irony, puns) in context. b) Use the relationship between particular words to better understand each of the words. c) Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
7th GradeL.7.5 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).
6th GradeL.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a) Interpret figures of speech (e.g., personification) in context. b) Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c) Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
5th GradeL.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a) Interpret figurative language, including similes and metaphors, in context. b) Recognize and explain the meaning of common idioms, adages, and proverbs. c) Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
4th GradeL.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a) Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b) Recognize and explain the meaning of common idioms, adages, and proverbs. c) Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
3rd GradeL.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings. a) Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b) Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c) Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
2nd GradeL.2.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings. a) Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b) Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
1st GradeL.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. a) Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b) 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). c) Identify real-life connections between words and their use (e.g., note places at home that are cozy). d) 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.
KindergartenL.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. a) Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b) Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c) Identify real-life connections between words and their use (e.g., note places at school that are colorful). d) Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
Anchor NotesTo build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.

Share →