words and images. To be successful with this standard, students are expected to analyze relationships common to analogy construction, including: type or example cinnamon: spice; – characteristics glass: breakable; – association bow: arrow; – operator car: driver; – degree pleased: ecstatic; – mathematical three: six; – number louse: lice; – synonyms and antonyms hot: cold; – purpose chair: sit; – cause/effect sun: burn; – sequence day: week; – characteristic snow: cold; – product tree: lumber; and – degree warm: hot. – consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine/clarify meaning. recognize that synonyms may have connotations, e.g., and elderly mature; and and describe the impact on text. youthful juvenile use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or
words and images. To be successful with this standard, students are expected to analyze relationships common to analogy construction, including: type or example – cinnamon: spice; characteristics – glass: breakable; association – bow: arrow; operator – car: driver; degree – pleased: ecstatic; mathematical – three: six; number – louse: lice; synonyms and antonyms – hot: cold; purpose – chair: sit; cause/effect – sun: burn; sequence – day: week; characteristic – snow: cold; product – tree: lumber; and degree – warm: hot. consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine/clarify meaning. recognize that synonyms may have connotations, e.g., elderly and mature; youthful and juvenile and describe the impact on text. use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or
framework_english_k12.docx