Pre-Reading Vocabulary Lesson
Create a Kahoot quiz game with 7-10 questions related to key vocabulary terms for an upcoming reading. For each word, include a sentence that properly uses the word, an image, and answer choices that show possible word meanings.
Use your own device, or a school-provided device, to log into Kahoot at Kahoot.it. Access the game with the code provided, and then play!
2 Direct Instruction
Create a Nearpod presentation to teach students about the different types of Context Clues (see this article from Reading Rockets) with some integrated practice for each of the types of Context Clues. It would also be a good idea to provide students with a handout to take notes on.
Follow along with your teacher as you learn about the different types of context clues and how to use them to determine unknown word meanings while you read.
3 Guided Practice
In the next section of the Nearpod presentation, include a short, grade-appropriate text that includes vocabulary which would be difficult for your students. It would be helpful to also provide students with a hard copy and highlighters. Have students read the text with a partner, highlighting words that are unfamiliar, and then practicing using context clues to determine what they mean. Embed open-ended or multiple choice questions into the Nearpod to review the words students likely struggled with after the students have had time to work with their partners.
Read the text provided to you, highlighting any words that are unfamiliar to you. Then, with your partner, practice using context clues to determine possible meanings for these words. When time is up, turn back to the Nearpod and answer the questions to review with the class!
4 Independent Practice
Choose several passages from the focus text for your unit to assign to students. Each student should be assigned one passage. Students should read the passage, identifying any unknown words and using context clues to determine their meaning. Students should post their findings to a class Padlet, which can then be used as a resource for the whole class. Their padlet post should include the word and their definition, as well as the phrase or sentence the word was found in and the type of context clue(s) the student used. If you think students will be uncomfortable associating their names with their work, provide them with a number or other code name so you can identify each student's work for assessment purposes.
Read the passage that you are assigned, and identify at least 3 words that are unfamiliar to you. Use context clues to determine what the words mean. Then, create a separate Padlet post for each word. Your post should include:
-The word and your definition
-The phrase or sentence you found the word in
-What type of context clue you used to determine the word meaning (root, logic, contrast, definition, example/illustration, grammar)
Explain to students that sometimes context clues are not enough, and in such a case it is OK to use a resource like a dictionary to figure out what a word means.
Ask students to use a dictionary app (or a real dictionary) to check their Padlet postings to be sure they correctly defined each word. They should make any needed edits.
Then, have students write an exit-slip reflection responding to the following questions: How can understanding and using context clues make you a better reader? How comfortable do you feel with using context clues, on a scale of 1-5? What do you need more practice with?
Use a dictionary app to check the accuracy of your padlet postings and make any needed edits.
Write an exit slip response reflecting on the following questions:
1) How can understanding and using context clues make you a better reader?
2) How comfortable do you feel with using context clues, on a scale of 1-5?
3) What do you need more practice with?
Key Standards Supported
|Language: Vocabulary Acquisition and Use|
|L.3.4||Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.|
|L.3.4a||Use sentence-level context as a clue to the meaning of a word or phrase.|
|L.3.4b||Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).|
|L.3.4c||Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).|
|L.3.4d||Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.|
|L.3.5||Demonstrate understanding of figurative language, word relationships and nuances in word meanings.|
|L.3.5a||Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).|
|L.3.5b||Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).|
|L.3.5c||Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).|
|L.3.6||Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).|
|L.9-10: Knowledge of Language|
|L.9-10.3||Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.|
|L.9-10.3a||Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.|
|Vocabulary Acquisition and Use|
|L.9-10.4||Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.|
|L.9-10.4a||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.|
|L.9-10.4b||Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).|
|L.9-10.4c||Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.|
|L.9-10.4d||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).|
|L.9-10.5||Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.|
|L.9-10.5a||Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.|
|L.9-10.5b||Analyze nuances in the meaning of words with similar denotations.|
|L.9-10.6||Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.|