EDN461Contextclues

Author:KellyGrimm
Datecreated:01/15/20165:23PMCSTDatemodified:01/22/201610:20AMCST

Demographic/ContextualInformation
Grade/Level

Grade4

NumberofStudents

28

DateofLesson

January26,2016

LessonStartTime

10:30AM

Howmanyminutesisthe
lesson

40minutes

Course/Subject

LanguageArts(English)

Unit/Theme

Comprehensionskills

TitleofLesson

UsingContextClues

WhereintheUnitdoesthis
Lessonoccur?

Middle

Structure(s)/Groupingforthe
Lesson

WholeGroup
OnetoOne
Independent

StudentCharacteristicsthat
NeedtobeConsidered

Studentsliketotalk
Studentlosefocusquicklyifitisslowpaced
Studentsneedrepeateddirections
Giftedstudentsneedactivitiesthatwillchallengethem
Strugglingreadersbenefitmorefromreadaloudsthanhavingtoreadindependently

ListtheNeedsofStudents
withIEPs

TwospeechIEPsthatrecievepulloutinterventions

ListtheNeedsofStudents
with504Plans

N/A

I.WhatIsTheCentralFocusOfYourLesson?WhatAreYourObjectivesForStudentLearning?WhyAreThey
AppropriateForTheseStudentsAtThisTime?
CentralFocus/BigIdea

Thecentralfocusofthisunitistobuildstudentsreadingcomprehensionskillstohelpthemgrowintheirreadingfluency.
Throughthestudyofthisunitstudentswilllearnhowtointeruptcontextcluestodeterminethemeaningofan
unfamilairword.

Rationale/Context

Thislessoncomesinthemiddleoftheunitbecauseitisareviewoftheskill.Inthepreviouslessons,thestudentswere
introducedtocontextcluesandweregivenpracticeinordertomonitortheirprogresstowardsmastery.Inthislesson,
thestudentswillreviewtheskillandhowtheyshouldapplyitwhilereading.Studentswillalsorecievepracticeofthe
skillthroughareadaloud.Inthefollowinglesson,studentswillcontinuetopracticetheskillthroughaclassgameanda
worksheetforhomework.

PriorKnowledgeand
Conceptions

PriorKnowledge:
Structureofasentence
Partsofasentence
Pronounciationofletters
Differenttypesofcontextclues

PriorSkills:
Skillsthatareassoicatedwithreading
Soundingoutwords
comprehensionskills

PriorVocabulary:

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Comprehension
ContexClues
Standards

USACommonCoreStateStandards(June2010)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grade4students:
ContentArea:FoundationalSkills(K5)
Strand:Reading
Domain:Fluency
Indicator:
c.Usecontexttoconfirmorselfcorrectwordrecognitionandunderstanding,rereadingasnecessary.

AcademicLanguageDemands
Vocabulary
ContextClues
replacement/correlate
interpret
identify
inference
synonyms
anntonyms
wordpart
Functions

interpret

SyntaxandDiscourse(1
Required)

Studentswilluse"Theword____means________becauseofthe_________typeofcontextclueinthesentence"
andprovidethecontextofthesentencethathelpedtheminferthemeaningofthesentence.

OBJECTIVE1

SWBATcorrectlyidentifiesonecontextcluetounderstandanunfamilarwordinthestory.

Tool(s)UsedforAssessment

Studentswillprogresstowardsobjectiveonewhenstudentsanswerthefollowingquestionsduringthereadaloud.

EvidenceandAssessmentof
StudentLearning

Studentswillprogresstowardsobjectiveonewhen

ExpectationsforStudent
Learning

Exceeds:Studentcorrectlyselectsatleast1contextclueforanunknownwordandgivesareasonwhytheybelievethat
theyarecorrect.

Meets:Studentcorrectlyselects1contextclueforanunknownword.

Below:Studentselects1contextclueforanunknownword.

OBJECTIVE2

Whengivenasentencewithanunknownwordinit,SWBATcorrelateaunknownwordtoafamilarwordbasedon
contextclues.

Tool(s)UsedforAssessment

Objectivetwoisassessedwhenstudentscompletetheirexitslipthatcontains4sentencesinwhichtheyhavetouse
contextcluestodefinetheunderlinewordintoawordthattheyknow.

EvidenceofStudentLearning

Studentswillprogresstowardsobjectivetwowhentheycompletetheirexitslip.Inordertoprogressstudentswill
correctlyansweratleasttwoquestions.Ishouldseestudentshighlightingthecontextualcluesthattheyusedinorder
toanswerthequestion.

ExpectationsforStudent
Learning

Exceeds:Studentscorrectlyanswered2ormorequestionsontheexitslip

Meets:Studentscorrectlyanswer2questionsontheexitslip

Below:Studentsanswerallofthequestionsontheexitsliportheycorrectlyanswered1question.

II.HowWillYouSupportStudentsToMeetYourObjectives?ForEachSectionOfTheLessonSequence,Provide
ADetailed,StepByStepListingOfHowYouWillImplementTheInstructionalPlan.DescribeWhatYouWillDoIn
EachSegmentOfTheLesson,Including:InstructionalMethodsYouWillUse,TransitionStatementsYouWillMake
ThroughoutTheLesson,AndQuestionsYouWillAsk.

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Introduction

#ofminutes
3

Introduction
Whatarecontextclues?(somethingtohelpyouunderstandameaningofa
word)

Wherecanwefindcontextclues?(beforetheunknownword,afterthe
unknownword,withinthesentence)

Whyisitimportanttousecontextclues?(itwillhelpusunderstandunknown
wordsorsentences,ithelpsusbecomebetterreaders)
Lastweekweplayedareviewgameofcontextclues,todaythoughwearegoing
toreviewwhatcontextcluesareandhowwecanusetheminordertohelous
determinethemeaningofaword.Bytheendofthislesson,youwillbemore
comfortablwwithusingcontextclues.

InstructionalSequence

#ofminutes
35

InstructionalSequence
DirectInstruction
ContextCluesare:contextcluesarehintsfoundwithinasentence,paragraph,or
passagethatareadercanusetounderstandthemeaningsofneworunfamiliar
words
Typesofcontextclues:Examples,definition,wordparts,antonyms,synonyms.

Modelhowtousethecontextcluesinordertodeterminethemeaningofan
unfamiliarword
example:Thelittleboywasfascinatedbythemodeltrainset.Evenwhentherest
ofhisfamilymovedon,heremainedstaringintentlyatthetinytracks.(fascinated
istheunknownword).

ReadDearMrs.LaRuealoud
Purposeforlistening:ListencloselytothesentencesasIread.Wewilluse
contextcluesinordertohelpusdeterminemeaningofunfamiliarwordsinthe
story.
*Whenaskingforthemeaningofaword,rereadthesentencethatcontainsthe
wordoveragain.Alsohaveposterofthesentencesontheboardwiththetypeof
contextcluethattheymighthaveusedhiddenafterthesentence.
Studentsshouldusethefollowingframeworkwhenanswering."Theword____
means________becauseofthe_________typeofcontextclueinthe
sentence"

Page6:Whatisthemeaningofmisconceptions?(Thewordmisconception
meansknowinginformationthatiswrongbecauseoftherootwordsintheword.)
Page10:WhatdoesWardenmean?(ThewordWardenmeanssomeonewhois
inchargebecauseofthesynonymsinthesentence)

Page14:Whatisthemeaningofqueasy?(Thewordqueasymeansfeelingsick
becauseofthesynonyminthesentence)
Page17:Whatisthemeaningofrelapse?(Thewordrelapsemeansgettingsick
orhurtagainbecauseofthewordpartintheword.)
Page27:Whatisthemeaningofneglected?(Thewordneglectedmeansnot
doingsomethingbecauseofthefactthatitsaysthatsheneglectedtolookboth
waysbeforecrossingthestreet.

WholeGroupinstruction:
PassoutContextcluesworksheetandhavestudentstakeoutahighlighter.

Haveastudentreadtheworksheetdirectionstotheclass.

Modelnumber1and2totheclass,highlightthecontextcluesthathelpdetermine
themeaningoftheunderlinewordandcirclethecorrectdefinitionoftheword.

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Number3and4(Pairandshare):allowstudentstoworkonnumber2by
themselves,havestudentsturntotheirdeskpartneranddiscusstheanswerand
whatcontextclueshelpedthemdeterminetheanswer.Shareanswersaloud.

Havestudentscompletetheirworksheetindependentlyandhavethemturnitin
atthebacktable.

Closure

#ofminutes
2

Closure
Havestudentstakeoutastickynoteandanswerthefollowingquestions:

Whattakeawaysfromthelessonwillbeimportanttoknowthreeyearsfromnow?
Why?
Havestudentsplacetheirstickynotesontheboard.Reviewafterclasstohelp
makedecisionsaboutthenextlessononcomprehensionskills.

Differentiation/Extension

Forstudentswholiketotalk:Iprovidedopportunitiestotalkthroughquestioningandturnandtalks.
Forstudentlosefocusquicklyifitisslowpaced:Ikepttheactivitiesshort.
Forstudentswhoneeddirectionsrepeated:Irepeateddirectionsandhavethemupontheboardforreference.
Forthegiftedstudentswhoneedactivitiesthatwillchallengethem:Intheworksheet,Iincludedquestionswitharange
ofdifficulty.
Forthestrugglingreadersbenefitmorefromreadaloudsthanhavingtoreadindependently:IreadDearMrs.LaRose
aloudandIreaddirectionsaloudforallstudents.

WhatIfs

Timegoestoolong:givelesspracticeexamples.

Timegoestooshort:Startthearoundtheworldgamewiththestudents

Studentsarehavingahardtimewithusingcontextclues:Givemorepracticeexamplesasaclass.

Studentsareunderstandingthecontextclues:Givethepracticeworksheetsoonerandgooveranswerswhenstudents
aredone,givemoredifficultpracticeproblems.

ResourcesandMaterials
Materialsandresources:
Cobb,Erin.ContextCluesfor45grade.Retrievedfromteacherspayteachers.com.
ContextClues.(n.d.).RetrievedJanuary20,2016,from
http://www.mdc.edu/kendall/collegeprep/documents2/contextcluesrev8192.pdf
ContextCluesWorksheet:WordMystery.(n.d.).RetrievedJanuary20,2016,from
http://www.education.com/worksheet/article/contextclueswordmysterythird/
Finley,T.(2015,December15).22PowerfulClosureActivities.RetrievedJanuary19,2016.
Kraynak,Karen.ContextClues.YoungElementarySchool.HomerGlen,IL.
Teague,M.(2002).DearMrs.LaRue:LettersFromObedienceSchool.NewYork:ScholasticPress.
Technologyresources:
Elmo

III.AnticipatedFeedbackOnStudentLearning
StudentFeedback

A."Howdidyoudeterminethiswordmeantthat?""Whatwordorphraseinthesentencecanhelpyoudeterminethe
meaningoftheunknownword?""Areyousurethatthiswordcanmeanthis?Howdoyouknow?""Youcanalsoreplace
theunknownwordwiththeoptionsthatareprovidedtodoublecheckthatyouarecorrect."

B.Allofthefeedbackhelpfurtherstudents'learningbecausetheyfocusonthestudentsthinkingprocesses.Whenthese
questionsareasked,Icanseehowtheyarethinkingandguidethemtotherightpathoffindingandusingcontextclues
tohelpthemdetermineanunfamiliarword.

Assessment/Rubrics

Attachments:
1. Contextcluesworksheet.docx

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