Cumberland County Schools

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1 Cumberland County Schools Objective 1.03a Context Clues Lesson Title: Context Clues Curriculum Area: Language Arts Grade: Fourth Time: 40 Minutes I. PLAN A. NCSCS Goal #1: The learner will develop and apply enabling strategies and skills to read and write. B. NCSCS Objective 1.03: Identify key words and discover their meanings and relationships through a variety of strategies. C. CCS Task Analysis: 1.03: TLW interpret unknown words using: a. Context clues from surrounding text D. CCS Pacing Guide: Quarter: First Week(s): 1-3 E. Lesson Background: Category: Cognition Marzano Level: Applying F. Materials: A copy of the poem Jabberwocky, by Lewis Carroll Transparency of sample sentences for Teacher Input section Student journals Attachment A Context Clue Chart (for advanced/proficient learners) Attachment B Find the Context Clues! (for strategic learners) Attachment C Find the Context Clues! (for intensive learners) G. Prerequisite Skills: Knowledge of dictionary use Decoding skills H. Essential Question(s): How can knowledge of how to use context clues help me in decoding and comprehending a reading selection? II. IMPLEMENT A. Anticipatory Set: (Focus) The teacher will read the poem Jabberwocky, by Lewis Carroll, aloud to the class and ask students if they can tell the meanings of any of the nonsense words. He/she will ask them why they cannot tell the meanings. The teacher will tell students that the context is very helpful in understanding new or unknown words.

2 B. Teacher Input: (Develop) (The teacher should use a transparency to show the sample sentences in this section.) Teacher Talk: The teacher will say, Today we are going to practice using context clues to understand the meanings of unfamiliar words. Context clues are words around or near the unknown word that help us determine the definition. Sometimes the context clue will be a synonym or the actual meaning of the word. For example, in the following sentence, the word peculiar has a synonym. Notice the word or which signals that a definition or synonym will likely follow. The synonym for peculiar is strange. The aye-aye is considered a peculiar, or strange, animal because it is nocturnal, active only at night. Now look at the word nocturnal. It is followed by active at night, which is the definition of the word. The teacher will circle the synonym and the definition in the sentence and have students copy the sentence in their journals. They should label the words that are circled as either synonym or definition. Students should also copy the definition of context clues. Rehearsal: Students will take turns with partners locating and circling the context clues for the underlined words in the following sentences: Dolphins have been known to save injured or wounded swimmers. They cooperate, or work together, with other fish and are able to communicate with humans. Teacher Talk: The teacher will say, Sometimes the context clue will be an antonym or will give a contrast. Look at the following sentence: Because it is active only at night, the aye-aye is rarely, not usually, seen and is considered by some people to be mysterious. The unknown word rarely is followed by its antonym, or opposite, usually. The word not signals that an opposite, or contrast, is following. Students will copy the sentence in their journals. Rehearsal: Students will take turns with partners locating and circling the context clues for the underlined words in the following sentences: Unlike those who are lucky enough to have family nearby, some unfortunate people have to spend the holidays alone. For them, these times are dreary rather than happy. Teacher Talk: The teacher will say, Sometimes, an author will give additional information that is a clue to the unknown word. The clue may not be in the same sentence as the unfamiliar word. Let me show you an example of this type of context clue. The unknown word elated is explained in the second sentence. Jimmy was elated that he would get to see the interesting little aye-aye at the zoo. He couldn t remember when he had felt so excited and happy about seeing an animal. The words excited and happy tell us the definition of the word elated. Students will copy the sentence and label the context clue in their journals. Rehearsal: Students will take turns with partners locating and circling the context clues for the underlined words in the following sentences: The first person I saw as I entered the building was Mr. Hayes, our school custodian. He was standing with his broom and dustpan ready to clean the floor. He is also good at making repairs of all kinds. He fixed the leaking faucet in the bathroom sink.

3 C. Guided Practice: The teacher will give each pair of students two words and ask that they find the definitions in the dictionary. These could be vocabulary words from reading selections or from science and social studies texts. Students will then compose sentences using the words and giving context clues for the meanings of the words. They will then exchange sentences with another pair of students and will locate and identify the context clues in their new sentences. D. Closure: Tea Party Students will mingle around the room and share the definitions and types of context clues from their journals. E. Independent Practice: Differentiated Assignments: Advanced Learners: Students will read a book on their independent level and choose five to seven unfamiliar words. They will look for context clues and complete a chart (Attachment A) listing the words, their definitions, and the types of context clues (synonym, antonym, or related words) used to determine the definitions. Proficient Learners: Students will read a book on their independent level and choose five to seven unfamiliar words. They will look for context clues and complete a chart (Attachment A) listing the words, their definitions, and the types of context clues (synonym, antonym, or related words) used to determine the definitions. Strategic Learners: Each student will be provided with a copy of Attachment B and will be asked to identify and circle the context clues of the underlined words. They will write sentences using any two of the underlined words. Intensive Learners: Each student will be provided with a copy of Attachment C and will be asked to identify and circle the context clues of the underlined words. F. Extension: Students should look for new words and accompanying context clues while reading self-selected text. They will record these words in a journal or portable word wall. III. ASSESS: A. Products: B. Diagnostic (see background): C. Pre-Assessment: D. Post Assessment (EOG format plus 2 open-ended) IV: RESOURCES: A. Websites: B. Professional Development Opportunities:

4 Context Clue Chart Attachment A Word Definition Type of Context Clue

5 Find the Context Clues! Attachment B Directions: Identify and circle the context clues of the underlined words. Write sentences using any two of the underlined words. 1. The children rushed to complete, or finish, their homework so they could watch television. 2. They were unhappy that the show was a rerun. It had been on television last spring. 3. The show was about refugees, people who had left their homes in the Middle East because of the problems there. 4. The tired travelers were upset that their plane was delayed and would not be on time. 5. Since Jerry was tardy yesterday, he wanted to be on time today. Sentences 1. 2.

6 Find the Context Clues! Attachment C Directions: Identify and circle the context clues of the underlined words. 1. The children rushed to complete, or finish, their homework so they could watch television. 2. They were unhappy that the show was a rerun. It had been on television last spring. 3. The show was about refugees, people who had left their homes in the Middle East because of the problems there. 4. The tired travelers were upset that their plane was delayed and would not be on time. 5. Since Jerry was tardy yesterday, he wanted to be on time today.