Georgia 1.P.EICC.3.g

ELA1st GradeComprehension Strategies

The Standard

Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

Georgia's K-12 English Language Arts Standards · Practices (P) · Engagement & Intention for Comprehension & Composition

Teacher's field guide

What Students Need to Do: Students use pictures, nearby words, and events in a sentence to infer an unfamiliar word’s meaning. They also use familiar word parts and classroom words such as compare or describe.
What Mastery Looks Like: Given a short passage, students suggest a sensible meaning for an unfamiliar word and point to a clue. They use a known word part when available and reread to check the meaning.
Common Misconceptions: Students may guess from the first letter or picture without checking the sentence. They may ignore word parts or assume a word always has the same meaning.
How to Assess It: Give this exit ticket: “Lena was unhappy when recess ended, so she frowned.” Students circle not happy, very happy, or sleepy, underline a context clue, and box a helpful word part.

Lesson moves

Give pairs sentence strips, picture cards, and word-part tiles; students build words like unhappy and match each to a fitting sentence and picture.
After a read-aloud, ask: What do you think trudged means, and which words or picture details helped you decide?
Play Direction Match: students match compare, describe, and explain cards to sample tasks, then justify each match using clues.
Examine school signs such as repaint and unsafe, then circle familiar parts and explain what each sign tells people to do.

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