Unwrapping the Standard (KUD): “What do we want students to know, understand and do?”
LAFS.1.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 1 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a word.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked,
looking).
CCR Anchor Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by
using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as
appropriate.
Cognitive Complexity: Level 2: Basic Application of Skills & Concepts
Understand “Essential understandings”: Ideas transferable to other contexts.

Effective readers and writers use knowledge of the structure and context of language to acquire, clarify, and
appropriately use vocabulary.
Know*
Do
Declarative knowledge: Facts, vocab., information
Procedural knowledge: Transferable skills, strategies, and processes.
Know* what is meant by:
 Context clue
 Prefix
 Suffix
 Root word
Retrieval:
 Identify unknown or unfamiliar words in a sentence.
 Identify phrases around the unknown word that give clues
to its meaning.
 Identify prefixes, suffixes, and root words.
 Define common affixes (e.g., un-, pre-, -less)
Comprehension:
 Use sentence-level context as a clue to the meaning of a
word or phrase.
 Use frequently occurring affixes as a clue to the meaning
of a word.
 Identify frequently occurring root words (e.g., look) and
their inflectional forms (e.g., looks, looked, looking).
Analysis:
 Select an appropriate strategy to help me figure out what
a word means.
 Defend the strategy used to figure out what a word
means.
Prerequisite skills: What prior knowledge do students need to be successful with this standard(s)?
 Inflectional endings
*Key vocabulary that the teacher and student will interact with throughout the learning process. These terms are not intended to be a
vocabulary list for drill and practice.
Rev. Pasco County Schools, 2014-15
Uni-Dimensional Scale**: “How will we know if and when they’ve learned?”
LAFS.1.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 1 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a word.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked,
looking).
Score
Learning Progression
In addition to score 3.0 performance, the student demonstrates in-depth inferences and
applications that go beyond what was taught.
4.0*
For example:
 I can defend the strategy used to figure out what a word means.
*Teachers can and should develop complex (4.0) learning targets for and along with their students to increase the meaningful, relevant,
and authentic application for the students.
3.5
3.0
Target
(Standard)
2.5
2.0
I can do everything at a 3.0 and I can demonstrate partial success at score 4.0.
I can:
 Use sentence-level context as a clue to the meaning of a word or phrase.
 Use frequently occurring affixes as a clue to the meaning of a word.
 Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks,
looked, looking).
I can do everything at a 2.0 and I can demonstrate partial success at score 3.0.
I can:
 Identify unknown or unfamiliar words in a sentence.
 Identify phrases around the unknown word that give clues to its meaning.
 Identify prefixes, suffixes, and root words.
 Define common affixes (e.g., un-, pre-, -less)
Know what is meant by: context clue, prefix, suffix, and root word.
1.5
I can do some things at a 2.0 with some success.
1.0
With prompting and/or support, I am unable to complete 2.0 tasks.
**A 3.0 represents proficiency. Level 4.0 extends beyond the cognitive complexity of the standard, while a level 2.0 outlines the
necessary declarative and procedural knowledge leading to the standard.
Rev. Pasco County Schools, 2014-15