Florida B.E.S.T. ELA.11.V.1.3
The Standard
Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
Florida B.E.S.T. Standards for English Language Arts
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students determine both the literal meaning and the implied feeling of words and phrases. They use nearby clues, figurative language, word relationships, references, and prior knowledge to support their interpretation.
What Mastery Looks Like
- Students infer an unfamiliar word’s meaning from a passage, then verify it with a reference source. They explain how a word’s connotation shapes tone or meaning.
Common Misconceptions
- Students may treat dictionary definitions as the only possible meaning. They may also label a word positive or negative without using context to explain why.
How to Assess It
- Give this exit ticket: “The candidate gave a calculated smile before answering.” Define “calculated,” identify its connotation, and cite one clue supporting your answer.
Lesson moves
Ways to Teach It
Have students sort word cards such as slim, skinny, slender, and scrawny by shared denotation and positive, neutral, or negative connotation.
Ask students to replace “walked” in one sentence with three precise verbs, then explain how each choice changes tone.
Run a context clue relay where teams infer highlighted words, name the clue used, and check each answer in a dictionary.
Compare two headlines about the same protest, focusing on choices such as demonstrators, activists, crowd, or mob and their effects on readers.
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Printable ELA.11.V.1.3 Worksheet
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