TITLE: Context Clues DATE: 1/22/13-1/24/13

SUBJECT: Reading GRADE: 6-8th

TIME: 10:30am 11:35 PERIOD: 2nd
ESLRS: INSTRUCTIONAL STRATEGIES:
World class citizens Critical Interactive Lecture/Discussion
thinkers Brainstorming
Information users Academic
achievers
Lifelong learners Technology
users
Decision makers Solution
seekers
GDOE/COMMON CORE SAT 10 SKILLS:
STANDARDS: Context clues
6.1.2 Recognizing unknown words Multiple meaning words
using a variety of strategies. Thinking skills
7.1.3/81.3 Clarify word meaning
through the use of definitions,
example, restatement, or through the
use of contrast stated in the text
6.RL.4 Determine the meaning of
words and phrases as they are used in
a text.
OBJECTIVES: MATERIALS:
Students will be able to identify the Picture cards
meaning and purpose of context clues Worksheets
with minimal prompting. Individual chalkboards and chalk
Construction paper for foldable
Given a phrase, students will be able Projector
to identify 3 out of 5 context clues. Computer
Writing utensils
Given a phrase containing an
unknown word, students will be able
to use sentence context to correctly
identify its meaning 80% of the time.
MODIFICATIONS/ASSISTIVE CLASSROOM LAYOUT:
TECHNOLOGY: Students must sit apart.
Repeated/simplified instruction (based on ED program level
Visuals privileges)
Pre-cut foldable
Spelled out answers (VT)
Independent working
Follow ED program levels
PREVIOUS LESSON/MATERIAL RELATED TO LESSON:
Students present in the classroom need improvement on this skill.
This learned skill can assist students in improving comprehension and
composition.
Students have been answering literary questions that address word
meaning.
LESSON OUTLINE
TIME: STEPS:
10:30- INTRODUCTION: -Write agenda on the board
35 Agenda/Overview -Agenda:
`Overview and materials
`Student goals
`DIP Context Clues
`Review
`The corner
-Goals:
`Define context clue
`Identify context clues
`Define words using context clues
-review agenda with student
10:35- MOTIVATION: -Go over rules for the activity: Youll be shown
40 Guess it! pictures, you must write what object the pictures
describe on your chalkboard, Hold up your
answer when instructed to, you must remain
quiet during the activity,
-Show students a group of pictures of a
keyboard, a mouse, and a printer.
-Ask students what item do these pictures make?
Have them write their answer on their
chalkboards.
-Show another group of pictures: steering wheel,
chair, keys, gas, tires, and gear.
-Repeat steps above.
-Show students words: buttons, screen, volume,
numbers
- Ask students to guess the item.
-Repeat steps above.
 -Ask students how were they able to guess a
word.
10:40- EXPLORATION: -Explain to students that context clues are
11:00 Define pieces of information in the words or sentences
(DIP) or illustrations that help supply the meaning of
the word. Tell students that what they just did,
using the pictures or other words, helped them
figure out the words dog even though they didnt
know what the words were.
-Show students the chart foldable and explain
each of the following steps, writing each step on
the chart as you go:
a. See it Locate the unfamiliar word.
b. Context. The words around it will probably
help you figure out what it means.
c. Picture? See if there are pictures that
might help you understand it. Are you picturing
nearby words in your head?
d. Guess it! Guess the word and say it to
yourself
e. Were you right? Does the word make
sense in your story or sentence? If it doesnt
make sense look at the clues (your words and
pictures) again. Did you miss something? Read
the sentences carefully to help you figure out the
meaning of the word again.
.
10:00- GENERALIZATIO -Look at the Nonsense word worksheet. Give
11:10 N: students a phrase and ask them to follow their
Identify context clue step chart to help them determine
the meaning of an unknown word

11:10- APPLICATION: -Give students the nonsense worksheet.

25 Practice -Instruct them to use their Context Clue chart
(foldable) to answer the worksheet
-Walk around the room and assist students.
-May need to read aloud to some students or
provide alternate worksheet.
-Correct worksheets individually.
 -Collect worksheets.
11:25- CLOSURE/REVIE -Review context clues
35 W: `definition
`purpose
`how to identify
-Give homework assignment

ASSESSMENTS
BEHAVIORAL: ORAL/WRITTEN: OTHER:
-Participation in -Worksheet -Context clue rules
lecture/discussion and -Homework foldable
activities -Oral guessing game

REFLECTION/COMMENTS: