Say What???
A Reading Strategy Mini-lesson on Using Context Clues
to Determine Unfamiliar Vocabulary
Anna Spence
Purpose:���������������� ��������������� This mini-lesson is intended to show students the
importance of�
�����������������������������������������������
and how to use context clues to determine the meaning of any unfamiliar
vocabulary that they may come across in their reading.� Identifying and being able to use context
clues to gain meaning is an essential reading strategy that students will need
to know and be able to use.
Time:������������������������������������ Around 30-35 minutes
Materials:����������������������������� For teacher:�
Enough copies of different reading passages to distribute to groups of
students (One will be given to each group of students, and each group should
have a different reading passage.� These
passages are ones that the teacher can write, and they contain made-up words so
that students can determine what the words really are from using the context
clues around them.� The words used should
be vocabulary words that the students already know since the object of this is
for students to understand the concept of context clues.� Applying this knowledge comes later in the
mini-lesson.� An example of a possible
passage is given below.), enough copies for entire class of a short passage (no
longer than one page in length) containing three vocabulary words that students
do not know but will be able to figure out by using the context clues in the
passage, lists of student groups of 3-4, highlighters to distribute to groups
����������������������������������������������� For
students:� Copies of the above-mentioned
passages (supplied by teacher), highlighters (supplied by teacher), pencil or
pen, notebook paper
Objectives:��������������������������� NCTE Standards:
3.
Students apply a
wide range of strategies to comprehend,
������ interpret,
evaluate, and appreciate texts.� They
draw on their prior experience, their interactions with other readers and
writers, their knowledge of word meaning and of other texts, their word
identification strategies, and their understanding of textual features (e.g.,
sound-letter correspondence, sentence structure, context, graphics).
����������������������������������������������� NCSCS Standards for
English/Language Arts:
��������������������������������������������������������������� 6th,
7th, and 8th Grade Competency Goal 6:� The learner will apply conventions�
���������������������������������������������������������������
of grammar and language usage.
6.01
Demonstrate and
model an understanding of conventional�
����������������������������������������������������������������������������������������
written and spoken expression by:
�
determining the
meaning of unfamiliar vocabulary words using context clues, a dictionary, a
glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes)
of words.
Script:����������������������������������� �Okay everyone, we�re going to do a short activity, and
for this activity you will need to�
�������������������������������������������� ���be in groups.� I will put you into your groups in just one
minute, but first let me explain something.�
I need everyone to listen carefully to this.� Each person in the group will have a specific
role.� Each group must have a
reader.� The reader is someone who will
read the paragraph at your table.� Your
group must also have a highlighter.� This
is someone who will use the highlighter that�s at your table.� You will also have a group recorder, and this
person will write down anything that your group needs to document or
record.� Another role your group will
have is a time manager.� This person will
keep track of the time and will make sure that your group does not go over the
amount of time that you will have to do the activity.� All of these roles are very important for the
success of your groups.�� [Write the role
names on the board, and divide the class into groups of 3-4.� Hand out context clue passage containing the
made-up words.]� �The reader will read
the paragraph that your group got aloud to the group.� In your paragraph you will notice that there
is a blabber or a made-up word.� The goal
of your group is to try to figure out what the blabber word is.� To do this you must use the words and the
sentences surrounding the blabber word.�
These are clues you can use to
figure out what you word is.� This is
where the recorder comes in.� The
recorder�s job is to write down any thoughts or ideas your group has about the
blabber word in your paragraph.� The
highlighter person in your group is in charge of highlighting any clues that
give you information about you blabber word.�
Okay, any questions?� Alright, you
now have nine minutes so you time managers keep an eye on the clock because
your group is depending on you so they won�t get behind.� Get started!� �[Groups work while teacher circulates the
room.� Groups may be given a few more
minutes of time to work if needed.� After
no more than 15 minutes the class comes back together, and each group shares
what they discovered about their word.�
If some groups are stuck have the class try to figure it out with
them.� Discuss what the groups
highlighted in their paragraphs and why and how the highlighted sections helped
them figure out what the word was (word form, grammar, punctuation, mood or
tone of the words surrounding the word, and sentence structure).� Keep referring to the highlighted sections as
clues.� After this begin a teacher-led
discussion in which the word context clues is mentioned and is taught to the
class. ]� �In the context or in the content of the paragraph that your group read,
the words and phrases that you highlighted were clues to help you try to figure
out a word that you did not know.� These
highlighted words that helped you figure out what your word was have a specific
name.� Can anyone guess what they might
be called?� I�ll give you a hint; it�s
two words and the second word is clue.�
They are called context clues.�
[Write context clues on board.]�
�Context is just another name for content or reading material.�� [Have students decide on the definition they
want to use (may need teacher guidance) and write it on the board.� Next hand out the reading passage to each
student containing real vocabulary words.�
As a class discuss and highlight the context clues in the passage, and
figure out the meanings of the unfamiliar vocabulary words.]
Example of
Reading Passage Containing Blabber Words:
�The Ooglymoogly�
��������������������������������������������������������������� It
was a bright and sunny day.� My sister
and I decided to take a trip to the ooglymoogly.� Ooglymooglys are always so much fun to visit.� I love hearing the sounds of the water.� During our visit we saw many seagulls.� My sister and I also collected a few shells
while we were there.� Then it started to
rain so we had to head for home, but when the next sunny day comes along we
will be back to the ooglymoogly.
����������������������������������������������� (The
word is mentioned in a positive tone, you can tell the word is a place and a
noun, because of the plural form there can be more than one, since it is not
capitalized we know it is not a proper noun, the words water, shells, and
seagulls tell us what kind of place it is, and from using all of these context
clues we can determine that the ooglymoogly is the beach.)
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-Anna Spence