11-12.LH.3.1

Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No.10).

Learning Outcome:

11-12.LH.1.1: Read and comprehend history/social studies texts within a range of complexity appropriate for grades 11-CCR independently and proficiently by the end of grade 12.

I Can Statements Question Stems
-I can determine the meaning of words or phrases by using context clues.
-I can analyze how the author uses the key terms.
-I can explain how words or phrases refine meaning over the course of the text.

-Based on the context, what does _______ mean?
-What context clues indicate what _______means?
-How does the meaning of the word or phrase change or become more clear over the course of the text?
-Why do you think the author chose to use the word _______?

Academic Vocabulary

context clue
refine

Looking Back Looking Ahead

9-10.LH.3.1: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-Preview the Declaration of Independence and identifying unfamilar vocabulary. -Rewrite a historical document in modern language. -Present modern-language document (from writing activity) to the class or small group.

-Conduct "one-sentence interviews" - The technique allows students an opportunity to verbalize their beliefs after reading a text.

-Students take seven to eight minutes asking each other text related questions and writing down their responses. The technique creates a collaborative, democratic classroom and recognizes the inherent diversity within social studies. Additionally, students have the opportunity to recognize that history is subject to multiple and competing interpretations.

Reading Standards Writing Standards Speaking and Listening Standards
11-12.RN.2.1
11-12.RN.2.3
11-12.W.1  11-12.SL.1
11-12.SL.2.1
11-12.SL.2.4
11-12.SL.3.2
11-12.SL.4.1
Digital Resources
Literacy in the Social Studies Classroom:
Uft.org

Outline of Sam Wineburg's Central Arguments - On the Reading of Historical Texts:
https://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-20...

English Learner Considerations

The English Learner considerations, which were written by Indiana EL teachers, are meant to increase engagement and support growth for ELs.They are designed to support the standards and curriculum you are currently using. The following are recommendations of best practices to assist educators in making language more accessible for English Learners. Educators should adapt strategies based upon a student’s proficiency level and ensure that content is age-appropriate.

Additional strategies and the guiding principles regarding literacy instruction for English Learners.

Beginning Intermediate Advanced

Special Education Considerations

The special education considerations, which were written by Indiana special education teachers, are meant to increase engagement and support growth for students in special education. This is not an exhaustive list of strategies, but these supports will help you make literacy instruction more accessible for students. Remember to adapt these to the needs of your students and ensure that you are creating opportunities for all students to engage with rigorous content.

Guiding principles regarding literacy instruction for students in special education.