Florida B.E.S.T. ELA.6.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 work out what unfamiliar or multiple meaning words and phrases mean in a passage. They use nearby clues, figurative language, related words, reference materials, and prior knowledge. They separate a word’s literal definition from its feelings or associations.
What Mastery Looks Like
- Given a grade level passage, a student chooses a meaning that fits and points to exact supporting words. The student identifies positive, negative, or neutral connotations. The student can also restate a figurative phrase in plain language.
Common Misconceptions
- Students often choose the first dictionary definition even when it does not fit the sentence. They may treat synonyms as having the same feeling, such as slim and skinny. They may also read idioms and metaphors literally.
How to Assess It
- Exit ticket: Read, “The $12 backpack was cheap, and its zipper broke before lunch.” Define cheap, label its connotation, and cite one supporting clue.
Lesson moves
Ways to Teach It
Sort word cards such as slim, skinny, and slender onto positive, negative, or neutral mats, then explain each choice using context.
Read two short passages using cheap, discuss how context changes its feeling, then write a replacement word for each passage.
Play Context Clue Detective: teams identify an underlined word’s meaning, name the clue used, and verify the meaning with a dictionary.
Compare wording from two product reviews, such as inexpensive and cheap, and explain how each word shapes the reader’s reaction.
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Printable ELA.6.V.1.3 Worksheet
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