Determine Impact of Words on Meaning and Tone

By (date), after reading grade level text, (name) will determine the meaning of (5) teacher-selected words by choosing another word... with a similar meaning and tone from a list of (3) options with 80% accuracy as measured by a (teacher-created quiz).
  • By (date), after reading grade level text and receiving a lesson on root words, (name) will determine the meaning of (5) teacher-selected words by choosing another word with a similar meaning and tone from a list of (3) options with 80% accuracy as measured by a (teacher-created quiz).
  • By (date), after reading text at (name)'s independent level , (name) will determine the meaning of (3) teacher-selected words by choosing another word with a similar meaning and tone from a list of (2) options with a collaborative group of peers in (4 out of 5) trials as measured by a (teacher-created quiz).
  • By (date), after being read a text at (name)'s independent level , (name) will determine the meaning of (3) teacher-selected words by matching the word with a picture of similar meaning and tone from a list of (3) options in (4 out of 5) trials as measured by a (teacher-created quiz).

UDL-Aligned Strategies About UDL

  • Foster collaboration and communication
    Instead of students completing this task independently, some students may benefit from discussing word meaning and their effects with a collaborative group of peers.
  • UDL II 5.3 Build fluencies with graduated levels of support for practice and performance
    Instead of students determining the effect words have on the text independently, some students may benefit from choosing between multiple choice options to start. Gradually, teachers can encourage students to practice this skill without that scaffold.
  • UDL I 2.1 Clarify vocabulary and symbols
    Instead of students trying to identify unknown words, teachers could pre-teach the vocabulary or the roots of the vocabulary words prior to the students reading. This will help students understand the words' affect on the meaning of the text.

You must sign in to save this goal.

Common Core Standards

RL.6.4 Craft and Structure
RL.6.4 Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

Standard Staircase

Recognize a Character's Name from a Story

By (date), when verbally asked to make a selection between (2) familiar stories (e.g. “Let’s read the book about the dog, which book is that?”, “Can you get the book about David to read?”), (name) will point to or pick up the correct text, in (4 out of 5) book selections.

Ask About New Words

By (date), when read a grade level book aloud, (name) will ask/answer (5) questions regarding unknown words in a text such as: "Can you find a word from the book that has the /p/ sound?" in (4 of 5 trials as measured by teacher-charted observation).

Recognize a Character's Name from a Story

By (date), when verbally asked to make a selection between (2) familiar stories (e.g. “Let’s read the book about the dog, which book is that?”, “Can you get the book about David to read?”), (name) will point to or pick up the correct text, in (4 out of 5) book selections.

Identify Senses in a Story

By (date), after reading a grade level story or poem, (name) will verbally identify (5) words or phrases that describe feelings/senses in (4 of 5 trials as measured by teacher-charted observation).

Recognize a Character's Name from a Story

By (date), when verbally asked to make a selection between (2) familiar stories (e.g. “Let’s read the book about the dog, which book is that?”, “Can you get the book about David to read?”), (name) will point to or pick up the correct text, in (4 out of 5) book selections.

Describe Rhyme & Rhythm

By (date), after reading a grade level story, poem or song, (name) will identify (2) rhyming words and accurately describe the rhythm of a story (fast, slow, happy, etc.) in (4 of 5 trials as measured by teacher-created quiz).

Determine Literal and Figurative Language

By (date), when given brief sentences/passages containing literal and nonliteral language written at grade level, (name) will identify the meanings of (5) words in (4 out of 5 consecutive trials as measured by teacher-made tests and student work samples).

Determine a Synonym for a Word

By (date), while listening to an instructional-level story (2) times (e.g. teacher read aloud, audio recording) and prompted during the second reading (e.g. Teacher says “Sophie stomped her foot with anger. Which of these two words means the same as ‘stomped’?”), (name) will select (e.g. verbal, point, eye-gaze) the synonym from (2) choices , for (4 of 5) word definitions.

Define Mythological References

By (date), after reading a text with mythological references written at grade level, (name) will define (5) words or phrases used in the text that refer to characters (ex. Herculean) in (4 of 5 trials as measured by teacher-charted observation).

Determine a Synonym for a Word

By (date), while listening to an instructional-level story (2) times (e.g. teacher read aloud, audio recording) and prompted during the second reading (e.g. Teacher says “Sophie stomped her foot with anger. Which of these two words means the same as ‘stomped’?”), (name) will select (e.g. verbal, point, eye-gaze) the synonym from (2) choices , for (4 of 5) word definitions.

Parse Figurative Language

By (date), when given a brief grade-level passage containing (3) figurative language elements (e.g. simile, metaphor, hyperbole, etc.) , (name) will highlight and label the figurative language in (4 out of 5 consecutive trials) as measured by (teacher-made tests or student work samples).

Determine a Synonym for a Word

By (date), while listening to an instructional-level story (2) times (e.g. teacher read aloud, audio recording) and prompted during the second reading (e.g. Teacher says “Sophie stomped her foot with anger. Which of these two words means the same as ‘stomped’?”), (name) will select (e.g. verbal, point, eye-gaze) the synonym from (2) choices , for (4 of 5) word definitions.

Determine Impact of Words on Meaning and Tone

You are here

By (date), after reading grade level text, (name) will determine the meaning of (5) teacher-selected words by choosing another word with a similar meaning and tone from a list of (3) options with 80% accuracy as measured by a (teacher-created quiz).

Determine a Word's Meaning

By (date), when asked to define a specific word in a familiar text, after (1) guiding question from the teacher, (name) will choose the definition from (3) written and/or verbal definition choices, for (3 out of 3) context clue exercises.

Identify an Antonym or Synonym

By (date), during a read aloud of a familiar text, when verbally prompted by the teacher to identify (1) synonym or (1) antonym of a given word, (name) will select (e.g. point, state, eye gaze) a written and illustrated word choice from (3) options, for (4 out of 5) synonyms or antonyms.

Determine Impact of Rhyme and Repetition

By (date), after reading a grade level poem with rhyme and repetition, (name) will determine the meaning of (3) teacher-selected words by identifying a replacement word that maintains the effect of the rhymes/repetitions had on the meaning and tone of the text from a list of (3) options in (4 out of 5) trials as measured by a (teacher-created quiz).

Determine a Word's Meaning

By (date), when asked to define a specific word in a familiar text, after (1) guiding question from the teacher, (name) will choose the definition from (3) written and/or verbal definition choices, for (3 out of 3) context clue exercises.

Identify an Antonym or Synonym

By (date), during a read aloud of a familiar text, when verbally prompted by the teacher to identify (1) synonym or (1) antonym of a given word, (name) will select (e.g. point, state, eye gaze) a written and illustrated word choice from (3) options, for (4 out of 5) synonyms or antonyms.

Analyze Analogies and Allusions

By (date), after reading a grade level story/poem, (name) will analyze the impact of (3) teacher-selected analogies or allusions by identifying a replacement analogy or allusion that maintains the figurative and connotative meaning of the text in (4 out of 5) trials as measured by a (teacher-created quiz).

Use Metaphors to Make Comparisons

By (date), when given a grade level text (e.g. Emily Dickinson's "There is no Frigate Like a Book"), (student) will identify (1) metaphor from the text and write (3-5) sentences comparing ideas in the text described by the (1) metaphor using at least (2) details from the text for (3 out of 4) writing exercises.

Determine a Word's Meaning

By (date), when asked to define a specific word in a familiar text, after (1) guiding question from the teacher, (name) will choose the definition from (3) written and/or verbal definition choices, for (3 out of 3) context clue exercises.

Identify an Antonym or Synonym

By (date), during a read aloud of a familiar text, when verbally prompted by the teacher to identify (1) synonym or (1) antonym of a given word, (name) will select (e.g. point, state, eye gaze) a written and illustrated word choice from (3) options, for (4 out of 5) synonyms or antonyms.

Word Choice for Sentence Completion

By (date), when given a (3-5) sentence fill-in-the blank reading passage from a familiar text with picture supports (e.g. adapted text with pictures replacing select words), (name) will correctly select the missing word a choice of (10) words in a word bank to fill in each blank in the passage, within (15) minutes, in (3 out of 4) fill-in-the-blank reading passages.

Recognize a Synonym

By (date), when given (1) word from a familiar text, after the teacher asks a guiding question, (name) will identify which of (3) word options is a synonym for the given word, for (3 out of 3) synonym activities.

Use an Adjective to Describe

By (date), given an illustration of (1) familiar person, place, thing, or event and asked to describe it, (name) will choose the descriptor (e.g. by stating, pointing) from (3) written adjective options read aloud by the teacher, for (3 out of 4) describing activities.

Analyze Meaning and Impact of Words

By (date), given an independent reading level literary text and a prompt about an author’s language use and its impact on tone or mood (How does the author use language, including figurative language, to develop tone and/or mood in a text?), (name) will cite (2-3) examples from the text and write (4) sentences to explain how language use impacts the reader in (4 of 5) texts, as measured by a writing checklist.

Analyze an Author's Word Choice

By (date), after reading a grade-level text (e.g. The Merchant of Venice), when given a writing prompt (e.g. "Choose 3 quotes used by the author and explain how they relate to the theme of the story."), (name) will write an essay of (150-300) words that includes at least (3) direct quotes used by the author and an explanation of the significance each quote (e.g. tone of the story, symbolic of a theme), in (3 of 4) literary analyses.

Recognize a Synonym

By (date), when given (1) word from a familiar text, after the teacher asks a guiding question, (name) will identify which of (3) word options is a synonym for the given word, for (3 out of 3) synonym activities.

Word Choice for Sentence Completion

By (date), when given a (3-5) sentence fill-in-the blank reading passage from a familiar text with picture supports (e.g. adapted text with pictures replacing select words), (name) will correctly select the missing word a choice of (10) words in a word bank to fill in each blank in the passage, within (15) minutes, in (3 out of 4) fill-in-the-blank reading passages.

Use an Adjective to Describe

By (date), given an illustration of (1) familiar person, place, thing, or event and asked to describe it, (name) will choose the descriptor (e.g. by stating, pointing) from (3) written adjective options read aloud by the teacher, for (3 out of 4) describing activities.

Referenced Strategies

  • Cooperative Learning

    Cooperative Learning is when students are given opportunities to approach learning activities in peer groups, usually in teams of four where...

  • Multiple Choice

    Before students are comfortable generating a free-form response, they can demonstrate their knowledge by selecting the correct answer(s) fro...

  • Read Aloud

    Read Aloud refers to presenting written text in an auditory format. The teacher can read aloud to the class or students can take turns readi...

  • Modified Text

    Modified text is grade level text that has been simplified to meet the instructional level and needs of the reader. It can involve altering ...

  • Picture Choices

    A type of communication that allows students to respond using a picture, symbol, or illustration. Picture choices can be used for multiple c...

  • Preteaching

    Preteaching is the teaching of vocabulary, language or content knowledge to students in preparation of an academic activity. Preteaching as ...