1.RV.3.2

Ask and answer questions to help determine or clarify the meaning of words and phrases in a nonfiction text.

Learning Outcome:

Use words, phrases, and strategies acquired through conversations, reading and being read to, and responding to literature and nonfiction texts to build and apply vocabulary.

I Can Statements Question Stems
-I can ask questions to help determine the meaning of unknown words or phrases in a nonfiction text.
-I can answer questions to help determine the meaning of unknown words or phrases in a nonfiction text.

-Can you find a word you do not know in the nonfiction text?
-Can you determine the meaning of the phrase ________?
-What picture clues can help you with the meaning of the word?
-What context clues can help you with the meaning of the word?
-How else could you figure out the meaning of the word?
-How did you figure out what that word means?

Academic Vocabulary

context clue

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-During read aloud of a nonfiction text, students indicate with a thumbs up when there is a word or phrase they do not understand which the teacher marks with a sticky note. After reading, the teacher goes back to the marked places and models how to use the text features and/or context clues to determine meaning.

-Create an anchor chart of question stems for students to reference when creating their own questions about the nonfiction text. Question starters could include: who, what, when where, why, how, I wonder, and I think.

-Use sticky notes to jot down questions throughout the text. After reading, encourage students to go back to unknown words or phrases and use the text to help understand. -During reading, have students turn and talk about any questions that may arise from unknown words or phrases.
Reading Standards Writing Standards Speaking and Listening Standards
1.RV.2.1
1.RN.3.1
1.W.5  1.SL.4.1
1.SL.4.2
Digital Resources

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

-provide realia
-provide vocabulary picture sorts
-post word walls
-use visual representations
-pre teach matching strategies
-utilize pointing strategies
-use songs

-provide realia
-post word walls
-guide conversations
-use repetition
-pre teach matching strategies

-provide realia
-guide conversations
-post word walls as reference

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

Introduce unknown words before students read text

Provide pictures of words and discuss meanings

Students draw pictures of vocabulary words

Act out the definition of the word

Provide a mnemonic device to remember the word and its meaning

Identify unknown words during independent reading

Model highlighting unknown words

Students use sticky notes or highlighters to identify unknown words

Model strategies of what good readers do when they encounter unknown words