Vocab. Acquisition: Context Clues

Reading Workshop

Grade: 2nd Grade

Time: 45 minutes

AIM:

The students will be able to use context as a clue to determine the meaning of words and phrases in texts read independently.

Learning Objectives:

  • The student will be able to infer the meaning of unknown words using context clues.
  • The student will be able to determine what context clues are important for discovering the meaning of unknown words.

Common Core Skills:

  • Students can evaluate information in a text to determine the meaning of unknown words.
  • Students can monitor their reading comprehension by identifying unknown words.

Standards Addressed:

CCSS.ELA-Literacy.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Key Vocabulary:

Evaluate: To form an idea and the value of something in a careful and thoughtful way.

Infer: To form an opinion based on evidence or clues.

Context Clues: Hints that an author gives to help define a difficult or unusual word.

Materials:

SmartBoard (Passage)

Chart Paper

Post-its

Leveled Passages

Highlighters

Graphic Organizers

Activating Prior Knoweldge:

Teacher will display a reading passage via the SmartBoard. The reading passage will contain bold words. Teacher will ask students to identify the bold words and will ask the following questions: Why are these words bold?Why do you think the author wants you to know these words? If you can't find these words in a glossary, how might you figure them out?

Motivating the Students:

Teacher will display short descriptions of select students on the SmartBoard. The names of the students will appear on the bottom of the screen. Students will have to read each short description and determine what student goes with each description, based on the clues. Students will display their answers on post it notes and stick them under the correct description. Students will make the connection that clues can help you infer.

Learning Activities:

Introduction: Teacher will display a reading passage via the SmartBoard. The reading passage will contain bold words. Teacher will ask students to identify the bold words and will ask the following questions: Why are these words bold?Why do you think the author wants you to know these words? If you can't find these words in a glossary, how might you figure them out?

Motivator: Teacher will display short descriptions of select students on the SmartBoard. The names of the students will appear on the bottom of the screen. Students will have to read each short description and determine what student goes with each description, based on the clues. Students will display their answers on post it notes and stick them under the correct description. Students will make the connection that clues can help you infer.

Development: Once students seem to have an understanding that the words in a text are important and that clues can help you infer, the teacher will draw students attention to the connection between the two. One student will read the reading objective for the day:

"I can infer the meaning of unknown words using contextual clues."

Teacher will guide students, as they clarify the meaning of contextual clues.

Model: Teacher will display a passage on the Smartboard and will read it once for fluency. Teacher will then go back into the text to identify words that are unknown, these words will be highlighted. Teacher will talk aloud as she goes through the process of using contextual clues to infer meaning of unknown words. Contextual clues that are thought to be helpful will be underlined and annotated in the side margins of the text. Teacher will infer the meaning of the unknown words and will reread to check for accuracy and understanding.

Explaining the Expectation: Teacher will explain that a good reader checks for understanding, and attempts to solve unknown words. In order to do so, one must be aware of what words are important for their comprehension and what clues can be used to solve these words.

Guided Practice: Teacher will display enlarged excerpts, out of previously read books, around the room. The excerpts will contain highlighted words. Students will circulate the room and determine the meaning of these unknown words, and record them on a post it. Students will also record the contextual clue that supports their thinking. Students will then:

Turn and Talk: Discuss their thinking with their peers.

Share Out: Teacher will circulate room with students and discuss answers to each excerpt. Students will share and support their thinking.

Prompting: Teacher will prompt students with critical thinking questions (During guided practice), such as:

How would you solve this word using what you've learned?

What clues can you find to determine the meaning of the unknown word?

Why do you think that is the meaning of the word? Does that make sense in the context?

How did solving the word help with your understanding of the text?

Independent Practice: Students will be given a leveled reading passage, in which they will have to identify important words, and use context clues to solve them. As modeled, students will highlight the word(s), and underline what they believe to be context clues. Students will annotate the context clues in the margins and will record what they believe to be the meaning of the unknown word(s). Teacher will:

Conference with select groups of students in guided reading groups.

Facilitate, as students independently read and search for context clues.

Closure: Teacher will have a few students, who seemed to have a strong understanding of the skill and concept, share their passage and findings. The following questions will be asked to assess understanding of the learning objective:

Why is it important to solve unknown words when we are reading?

How can you check to see if you determined the meaning of an unknown word?

Differentiation:

  • Students will be given passages on their guided reading level.
  • Teacher will work with small guided reading groups.
  • Teacher will highlight words for students who may have difficulty determining what words are important.

Assessment:

Observation (Introduction, Guided Practice, Reading Groups, Closure)

Guided Reading Notes

Completed Passages

Reinforce/Extend:

  • Students will identify the missing word based on context clues.
  • Students will be able to apply the newly learned skill during independent reading, in books they select (larger texts).

What's Next?

  • Students will identify the most important part of a paragraph, using details as clues.
  • Students will determine main idea of a multiparagraph text by identifying the most important parts of each paragraph.
  • Students will work on Achieve3000(computer program) and will determine the meaning of words in informational texts.

Evaluation:

Strengths: Students were able to identify unknown and important words.

Weaknesses: Some students struggled with finding contextual clues and connecting them to the unknown word. Many needed support in determining if their inferred meaning made sense.