IPG

Name: Gordon Brown Jr

Date(s): July 11, 2015

Subject: Reading

Grade Level: 5th Grade

Opening Hook/Warm Up:

Good morning class, someone told this riddle to
me and I want to see if anyone can figure it out.

TEK: 5.2B
Use context (e.g. in-sentence restatement) to determine
or clarify the meaning of unfamiliar or multiple meaning
words.

Which is correct to say, "The yolk of the egg are

white," or "The yolk of the
egg is white?"
Answer: Neither, because egg yolks are yellow.

Objective: Student Friendly: I can use context clues to

infer the meaning of words that I dont know and words
that have many meanings.

Big Understanding: It is important to be able to make inferences about unfamiliar vocabulary based on the
context because it helps us to practice using logical reasoning skills based our background knowledge of the topic
of the literature. It is also important because using being to use context will help us to be better prepared and
better able to adapt to new situations that we may encounter in our daily life. We use what we already know to
figure what we dont know.
Summative Assessment Evidence: Students will complete their personal word dictionary packet for 6 of our
vocabulary words and turn them in. Students will use definitions they infer from using context clues. Student will
use their six words to write a short story using all 6 words.
Formative Assessment Evidence: Teacher will ask questions before, during and after student modeling to
ensure students understand what context is and how to use context clues in sentences and in paragraphs.
Instructional Strategies / Student Activities/ Grouping Patterns:
Teacher Input/Modeling:
1. Hook
2. Objective
3. Big Understanding
4. Vocabulary:
Context
Infer
Synonym
Antonym
Mnemonic
5. Teacher models before students practice using context clues and during if necessary.
Guided Practice: WE DO:
1. Teacher will use PowerPoint presentation to display objectives for the day. Teacher will define and
explain what context is. Teacher will use different slides in PowerPoint presentation to display
context definition, along with the other vocabulary terms and a strategy to use context clues. The
context and definitions will be shown with bulleted points and the strategy will be shown as a
numbered step by step process.
2. Teacher will pass out example worksheet that explains 4 types of context clues. Teacher will pick a
sentence strip from the hat and model how to use context clues and how to determine what clue is being
used.
3. Teacher will draw a name from the bucket of sticks with students name on there to come up and pick a
sentence strip from the hat and model strategy for how to use context clues. Students can choose to
answer the question individually or get help from their group.
4. After question is answered, another group will confirm that the answer is right and why.
5. Next, teacher will explain how to use context to determine a words definition when it is in a paragraph.
First sentence is the topic sentence and it states the topic of the paragraph, the next three to five
sentences are explaining or giving examples of the topic of the paragraph, and the last sentence forms a
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conclusion about the topic and in most cases restates the topic. Teacher will display explanation of this
in bulleted points on a PowerPoint Presentation slide.
6. Teacher will model how to use context within a paragraph to define or clarify meaning. Teacher will
introduce a game called Game Winner.
7. Table groups will draw a paragraph from the hat that has a vocabulary word underlined and they will have
to give a definition of the word and explain how they got it using context clues. If the answer is right, the
group has to pick someone to shot the possible game winning shot for their table. Which group has the
most points at the end at the end of the round wins.
CFU (Checking for understanding):
Teacher will question students, listen to responses, ask students to elaborate on their responses and observe student
progress as they practice using context clues. Remodeling will be done if necessary.
Independent Practice: YOU DO (Individual students):
Students will chose their six words and begin to work on their personal word dictionary.
Higher Level Questions to Incorporate:
Explain what your sentence is about? Give an example of when we would use context outside of reading?
Identify what type of context clue is being used in this sentence?
Grouping Patterns: Whole Class, Table groups
Ending, Summary / Reflection:
As we read our sentence strips and paragraphs what were we practicing and why were we practicing that skill? Let
read our objective together. Were we able to infer the meanings of words that we didnt know and words that had
multiple meanings? How did we do that? So, did we accomplish our goal?
Materials / Resources:
Sentence strips and paragraphs, Word Detectives worksheet, list of vocabulary words, basketball and goal,
personal word dictionary worksheets (1)
Technology: PowerPoint Presentation

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