Maryland ELA L.3.5
The Standard
Demonstrate understanding of word relationships and nuances in word meanings. Distinguish the literal and nonliteral meanings of words and phrases (e.g., take steps) in context. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
Maryland College and Career Ready Standards for English Language Arts (2025)
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use context to tell when a phrase means exactly what it says and when it means something else. They connect describing words to actions they have seen and choose words that show what someone thinks or knows.
What Mastery Looks Like
- A student can explain that 'took steps to solve the problem' does not mean walking. They can name an action that shows someone is helpful and explain why 'suspected' fits a guess better than 'knew.'
Common Misconceptions
- Students may picture walking whenever they read 'take steps.' They may call someone helpful just because the person smiles, or treat 'suspected' as proof rather than a guess.
How to Assess It
- Give students: 'Sam searched his desk, so Mia suspected he lost his pencil and took steps to help.' Ask whether Mia had to walk, what helpful action she could take, and why 'suspected' fits better than 'knew.'
Lesson moves
Ways to Teach It
Have pairs walk three steps, then write three steps to clean a messy desk on sticky notes; compare the two meanings.
Read 'I knew the answer' and 'I suspected the answer'; ask students what evidence a speaker needs for each claim.
Match clue cards ('saw it,' 'was told,' 'think so,' 'have a hunch,' 'have a question') to knew, heard, believed, suspected, wondered.
At recess, jot down one action showing a child is friendly and one showing a child is helpful; explain each choice.
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