RI.1.4

UNDERSTANDING THE STANDARD what's this

• Words are the smallest units of language that can stand alone.
• Authors use words to give things names or to convey thoughts or ideas.
• Words can be organized into simple groups called phrases.
• Sometimes there is more than one word for the same thing.
• Sometimes, words that surround an unknown word give clues about what it means.
• When students ask and answer questions about unknown words or phrases in text, they build and strengthen their academic vocabulary.
• When students ask and answer questions about unknown words and phrases in text, their realization that words provide meaning for the reader and are important grows as does their skills in word recognition.
• As students meet unknown words or phrases as they read independently, they are guided to question the context to confirm or self-correct word recognition.
• Rereading text selections helps students become familiar and confident in learning and understanding new words.
• Playing word recognition games helps students identify and learn new words. For example, students can look at lyrics of familiar songs or poems and choose words that are interesting to them and ask questions to help them understand or clarify meaning.
• Using new words in writing in response to text provides opportunities for students to strengthen word recognition and clarify meaning.
• When students ask and answer questions about unknown words and phrases in text, they practice question and answer techniques that they can continue to use as they grow in their ability to read independently and to question text and form opinions.
• When students ask and answer questions about unknown words in text, they grow in their realization that many words have more than one meaning.
• Students who are able to ask and answer questions about unknown words and phrases in text are developing self-monitoring techniques that enable them to “know” when they lack information or are confused about something—in this case, the meaning of a word or phrase.
• Students gain a deeper understanding of unknown words when they hear the word pronounced and the definition given and, then, they have the opportunity to see or draw a picture of the word and, then, use it in authentic reading and writing.

• What are some ways to gather information about the meaning of unknown words or phrases?

• Why is it important for students to clarify words and phrases when reading informational text?

• What vocabulary terms must students understand in order to engage in question asking and answering about the meaning of unknown words in text?
• What vocabulary strategies are most effective for teachers to use to help students learn unfamiliar words or phrases? What strategies can students be taught that will help them independently identify unknown words and phrases to clarify meaning?
• How does question asking and answering help students know when they lack information or are confused about the meanings of words or phrases in text?
• How can speaking and writing be a meaningful component of text word study and recognition?
• How do phoneme awareness and phonics skills help students identify and clarify unknown words in text?

LEARNING PROGRESSIONS
Go to RI.K.4 to see skills mastered prior to this.
Go to RI.2.4 to see the progression of related skills.