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Learning Objectives

This lesson teaches students how to identify unknown words using context clues. It includes direct instruction on defining context clues and the four types. Students will practice using context clues to determine the meaning of unfamiliar words in short stories. They will then work in groups to create sentences using different types of context clues and share with the class. The goal is for students to learn strategies for comprehending texts by applying their understanding of context clues.

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marry jane
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53 views

Learning Objectives

This lesson teaches students how to identify unknown words using context clues. It includes direct instruction on defining context clues and the four types. Students will practice using context clues to determine the meaning of unfamiliar words in short stories. They will then work in groups to create sentences using different types of context clues and share with the class. The goal is for students to learn strategies for comprehending texts by applying their understanding of context clues.

Uploaded by

marry jane
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Learning Objectives

After this lesson, students will be able to:

 define context clues


 list and define types of context clues
 apply strategies to identify unknown words using context clues

Length:

 1 hour 30 minutes

Materials

 Short stories to apply comprehension strategies


 Chart paper
 Highlighters

Key Vocabulary

 Context clues
 Synonym
 Antonym
 Inference

Curriculum Standards

 CCSS.ELA-Literacy.RL.9-10.4

Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative
impact of specific word choices on meaning and tone (e.g., how the
language evokes a sense of time and place; how it sets a formal or
informal tone).

 CCSS.ELA-Literacy.RL.9-10.10
By the end of grade 10, read and comprehend literature, including
stories, dramas, and poems, at the high end of the grades 9-10 text
complexity band independently and proficiently.

 CCSS.ELA-Literacy.L.9-10.4.a

Use context (e.g., the overall meaning of a sentence, paragraph, or text; a


word's position or function in a sentence) as a clue to the meaning of a
word or phrase.

 CCSS.ELA-Literacy.L.9-10.4.d

Verify the preliminary determination of the meaning of a word or phrase


(e.g., by checking the inferred meaning in context or in a dictionary).

Instructions

Build Background Knowledge

 Before class, write a sentence on the board that contains a word


unfamiliar to your students.
 Ask students to read the sentence and determine the meaning of the
unknown word. After several guesses, explain that there is not
enough information about the word to define.
 Rewrite the sentence, adding text to give students context. Discuss
how the addition of information helped define the unknown word
even though there was no definition.

Direct Instruction

 Show students our Study.com lesson Context Clue: Definition &


Examples.
 Write the definition for context clues on chart paper or the board.
 Ask students to recall the four different types of context clues.
Define and discuss.
 Read a brief passage or story as a class. Find unknown words and
use context clues to determine meaning. Identify the type of
context clue you used and the text that allowed you to define the
word.

Independent Practice

 Distribute short stories. Direct students to highlight unknown


words, then use context clues to determine meaning. Have students
underline or circle parts of text that helped them define the word.
 Circulate the room to assist and clarify. Pull small groups of
students who need extra help.
 Review and share answers as a class.

Activity

 Separate students into four groups, assigning each a type of context


clue.
 Ask students to create sentences using unfamiliar words (you can
assign or they can create) along with the type of context clue
they've been assigned. Write a rough draft on notebook paper, and
the final on chart paper.
 Share with the class. Discus and evaluate student work. Ask:
o What makes this a context clue?
o What type of context clue did this group use?
o What strategies did you use to determine the unknown word?
o How did the group allow you to infer the meaning without
defining it directly?

Extensions

 Ask students to find the lyrics to a favorite song and bring to class.
Use context clues to infer meanings of unfamiliar words.
 Practice using context clues on sentences or short text used on
standardized testing.
 Create a class chart for students to reference when reading
independently.

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