Words' Impact 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 Strategies About UDL

  • 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.
  • 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.
  • 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.

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Common Core Standards

6.RL.4 Craft and Structure
6.RL.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

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).

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).

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).

Parse 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).

Parse 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).

Parse Figurative Language

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

Words' Impact on Meaning and Tone Current Goal

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).

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.

Rhyme and Repetition's Impact on Text

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).

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).

Using 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.

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.

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.

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.