Florida B.E.S.T. ELA.9.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 what unfamiliar words and phrases mean in a specific passage. They use nearby clues, figurative language, word relationships, reference sources, and prior knowledge to identify literal meanings and implied associations.
What Mastery Looks Like
- Students can infer both the literal meaning and the suggested feeling of an unfamiliar word or phrase. They cite a specific clue, check a reference source, and revise an interpretation when needed.
Common Misconceptions
- Students may assume the first dictionary definition always fits the sentence. They may treat connotation as fixed, label tone without evidence, or read figurative phrases literally.
How to Assess It
- Use this exit ticket: “After the team lost again, Maya called the plan a masterpiece and rolled her eyes.” Explain what “masterpiece” denotes, what it suggests here, and which clue supports your answer.
Lesson moves
Ways to Teach It
Use sticky notes to sort “slender,” “skinny,” and “scrawny” by connotation, then check each denotation in a dictionary.
Discuss, “When does persistent become stubborn?” Then write two sentences that show the different connotations through context.
Play Context Clue Relay: teams underline clues on sentence cards, choose a meaning, and explain whether the tone is positive, neutral, or negative.
Compare wording in two product advertisements, identifying literal claims and words chosen to create positive associations.
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