Ask and answer questions about key details to clarify and confirm understanding of a text.

Learning Outcome:

With support, read and comprehend nonfiction that is grade-level appropriate.

I Can Statements Question Stems
-I can ask clarifying questions about key details in a text.
-I can answer questions about key about key details to confirm understanding of a text.

-What details help support the main idea of the text?
-What are the key details in this text?
-Which details helped you understand what the text was about?
-How could this information be useful to you in your daily life?
-How do the key details of this text connect with my schema or previous knowledge?
-What details can be learned from the diagram (or any other text feature)?

Academic Vocabulary


Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-Close read a text together while pointing out key details that contribute to the main idea. -Create as a class a double bubble thinking map or venn diagram to compare and contrast ideas.

-Implement a reader’s notebook or journal for students to keep track of their questions, connections, and ideas.

-Create a bookmark together to remind students that includes the main idea and key details.

-Use an ice-cream cone visual method where the cone is the main idea and each scoop is a key detail that supports the main idea.

-Provide question stems for students as they begin learning how to ask their own questions about nonfiction text.
Reading Standards Writing Standards Speaking and Listening Standards
1.W.3.2  1.SL.2.1
Digital Resources

-Double Bubble map

-Venn Diagram

-Scholastic Reader's Notebook

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

-allow visuals in hand
-use video clips
-allow anchor chart of text features in hand
-use picture books
-encourage hands-on learning
-provide audiobooks
-provide modified texts

-post visuals for reference
-provide anchor charts of text features for -reference
-pre teach text features
-provide audiobooks
-provide modified texts

-provide visuals if needed
-structure guided reading groups

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.

Strategy  Examples

Offer multiple ways to present text


Read alouds

Partner reading

Audio text

Video read aloud

Picture walk of story 


Model how illustrations can raise questions about the story

Prompt students to notice important parts of the illustrations that move the story forward

Highlight important vocabulary words in the text that are also used in the picture walk

Make text-to-text connections between two texts on similar topics

Have text strips from books for quick comparison

Use graphic organizer to compare how texts are similar and different.

Restate facts learned from a nonfiction text

Use prompts to help student restate facts correctly

Use fill in the blanks to convey information correctly

Turn and talk with a partner to share facts

Cite text evidence by pointing to the text 

Create a graphic organizer with main idea and supporting details

Provide a word bank with details

Provide pictures for graphic organizers

Provide partial answers and fill in blank answers

Use sticky notes to identify features of nonfiction 

Provide an example on the white board for the class to view, and model how to find examples 

Show appropriate examples and model application of the skill with text

Complete a guided version of the activity before students complete independently

Create list of features on a graphic organizer before putting information on the sticky notes