David Knapp: Lesson-Context Clues (gr.

4)
Standards:
L.4. Vocabulary Acquisition and Use

L.4.4 - Determine or clarify the meaning of unknown and multiple-meaning

words and phrases based on grade 4 reading and content, choosing
flexibly from a range of strategies.

L.4.4a - Use context (e.g., definitions, examples, or restatements in text) as

a clue to the meaning of a word or phrase.
Student friendly learning target:
I can determine the meaning of a word or phrase from context clues when
reading and listening.
Vocabulary: strategy, context, clue (target words: pointless, consume, opponent,
severe, generous, duplicated, massive)
Essential Questions/Big Ideas:
How do readers understand new or unfamiliar words within a text? How can
context clues increase the reader's comprehension when reading and listening?
Effective readers determine the meaning of unknown words by using structural and
context clues.
Depth of Knowledge: Students can read closely and analytically to comprehend a
range of increasingly complex literary and informational texts.
(DOK 1, DOK 2)
Differentiation strategies to meet diverse learner needs:
Struggling: pair with peer, allow verbal vs written response, teacher support via
guided questioning, simplified graphic organizer (bookmark)
Enrichment: represent word meaning in an atypical/creative way different from
those given- explain thinking, create an original rubric to explain strategy for
using context clues
Engage:
Sometimes moving to the next grade can be a little scary you start thinking
maybe the work will be too hard or you will get behind. When you think about the

books you will be reading it might make you a little nervous that you wont
understand the material.
From everything I hear about you guys you will be fine, but I thought in our short
time together today we could review a couple of strategies you could use when you
come across a word that you havent seen very often and arent really sure what it
means.
(Point out Objective/Learning Target Displayed)
(Give students bookmark.) Here are a few reminders you can use - you can keep it
in your heaviest textbook just in case
Exploration:
Something I do when I am looking through an article in a magazine or newspaper and I see a word that Im not used to seeing - is to use one of the strategies based
on CONTEXT CLUES to better understand the meaning of the unknown word.

Lets look at some of these from the graphic organizer (bookmark).

Explanation/Instruction:

One strategy is to read on and look for general or inference clues:

A. Example(s): (Do examples together -- locate unfamiliar word discuss what
are the clues in the sentence)
*** Point out how different people may use different clues words there is not a
single right way to use clues everyone brings their own background knowledge
to finding helpful clue(s)
B. You Do It present a prompt for individual or pair to practice... discuss
PROMPTS:
My dad is on a diet. He tries not to consume more than 2000 calories a day.
Austins dad duplicated his report card so that his grandmother could hang a copy
on her refrigerator.
Before you start driving your car, it is essential that you buckle your seat belt to
be safe.
Mr. Jones was a very generous man who always gave his time and money to help
others.
On a Madden video game, I played as the Steelers and my opponent was the
Ravens.
Cleaning the desks was pointless; they just got dirty again making the art project.
The weather was so severe that the schools were closed and everyone stayed
indoors.
Additional
Compared to her last tiny house, Megans new house seems massive!
Driving on the roads while it is snowing in the winter is treacherous and should not
be done.

Elaboration/Apply/Practice:
Given 5-7 prompts (focusing on using context clues illustrating the strategy of
inference/reading-on) students will choose one.
For the chosen prompt students will (a) identify the underlined target word, (b)
use or describe how to use - the context clue strategy of inference to determine
meaning and (c) circle any words or parts of the sentence that might help the
reader understand the meaning of the target word. Then (d) write and/or
illustrate the meaning of the target word.

Evaluation/Assessment:
Students will share out their work/explaining the strategy they used in the
prompt chosen.

Conclusion
Effective readers (and writers) use many strategies to bring meaning to words.
Using context clues from the rest of the sentence/passage is one of these
strategies.

Exit Pass (see student sheet from Elaboration)

Describe how to use the context clue strategy of reading on for additional
information to help the reader determine the meaning of an unfamiliar word.

Extension:
Use your target word in an original sentence (illustrate your sentence).