identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text.
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.
Glossary Support for ELA.3.3.D
An important aspect of understanding the English language is recognizing that some words share spellings but mean different things (homographs) and some share pronunciation but have different spellings and meanings (homophones). Students should be able to use the context and understanding of spelling rules to determine which version of a word is being used and whether it is being used correctly. For example, with homophones, students would have to know that week and weak, although pronounced the same, are not interchangeable in meaning. Students would need to be aware of common grade-level homophones and homographs so they can apply the correct spelling in their own communications.
Students should understand that words in the English language can relate to other words by conveying an opposite meaning (antonyms) or sharing the same or similar meaning (synonyms). When students recognize these relationships, they can choose the most precise and effective word to communicate an idea, justify that choice, and understand the use of these words by others. Students should be aware of the precise imagery an antonym can express. For example, the sentence, “We thought she would be bored, but she was not,” is improved when an antonym for bored is used: “We thought she would be bored, but she was excited.” Students should also be aware that synonymous words are not necessarily interchangeable. Replacing a word with a synonym that sounds more advanced or impressive but is not appropriate in context can actually confuse the meaning of the sentence. For example, although little and scarce can act as synonyms when describing the amount of something, students should know not to replace the word little with scarce in the sentence “There was a little scratch on the bike” because little is being used to describe the size of something, not the amount.
Students should recognize when words and phrases rely on figurative rather than literal language to communicate an idea. Idioms are expressions that use figurative language to create imagery that is intended to make the idea being expressed more familiar to the recipient. For example, stating that a student who is trying to participate in too many after-school activities has “bitten off more than he could chew” suggests that someone attempted something the student found difficult or impossible to handle successfully. Because many people are familiar with the anxiety of having taken too large a bite of food to chew it properly, the idiom makes the situation relatable and the communication more effective. Students should be aware of common idiomatic expressions and have opportunities to identify and explain the comparisons being drawn so they are able to not only interpret idioms they hear or read but also incorporate them effectively into their own communications.
