CONTEXT CLUES/ Strand-Word Recognition
CONTEXT CLUES/
Video 1
Activity 4 short passages activity
Activity 5 read sentences, select meaning
Activity 6 use clues o complete
Activity 7 read passages then draw conclusions
Activity 8 Short passage- multiple tasks
Activity 11 Type of context clues used
Activity 12 Match words with meanings
Activity 13 Match words with meaning 2
Activity 14 Read and decide on meaning of word
Activity 15 A Day At The Beach
Activity 16 using pictures
Activity 19 short passages
Activity 20 the big race picture activity
Grade Level: Grade 3 Date:
_________________________________________
Subject: English Language
Strand: Word Recognition and Fluency
Duration: 60 minutes
Objective: By the end of the lesson, students will be able to use context
clues, pictures, words, sentences, and paragraphs as aids to gain the meaning
of unfamiliar words.
1. Engage (10 minutes):
Introduction to
Context Clues:
·
Begin by asking
students what they do when they encounter a word they don't know the meaning
of.
·
Discuss the importance
of understanding unfamiliar words in order to comprehend what they read.
·
Introduce the concept
of context clues: using the surrounding words or sentences to understand the
meaning of unfamiliar words.
2. Explore (20 minutes):
Word Exploration
Activity:
·
Have students watch a
video clip on context clues, after which a discussion will ensue. Provide
students with a short passage or paragraph containing unfamiliar words. Passages
will be done according to Tiers.
·
Divide the class into
small groups.
·
Instruct each group to
identify at least two context clues that help them understand the meaning of
each unfamiliar word.
·
Circulate among groups
to provide guidance and support as needed.
3. Explain (10 minutes):
Discussion on
Different Types of Context Clues:
·
Lead a discussion on
different types of context clues such as definition, example, contrast, and
inference.
·
Provide examples of
each type and discuss how they can be used to understand the meaning of
unfamiliar words.
4. Elaborate (15 minutes):
Context Clues in
Reading Activity:
·
Assign an activity on
passages to each student from teacher’s blogsite. Students will work from their
Chromebooks..
·
Instruct students to
read the passage silently and identify any unfamiliar words.
·
Encourage students to
use context clues, pictures, words, sentences, and paragraphs to determine the
meaning of the unfamiliar words.
·
After reading, have
students share how they used context clues to understand the unfamiliar words.
5. Evaluate (5 minutes):
Assessment:
·
Provide students with worksheets containing sentences with
unfamiliar words. Work will be placed on teacher’s Blogsite.
·
Ask students to use
context clues to determine the meaning of each unfamiliar word.
·
Collect and review the
worksheets to assess students' understanding of using context clues.
Homework (Optional):
Context Clues
Practice:
·
Assign students to
read a short passage at home and identify unfamiliar words.
·
Instruct them to use
context clues to determine the meaning of those words and write down their
findings.
Conclusion:
·
Recap the importance
of using context clues to understand unfamiliar words.
·
Encourage students to
continue practicing this skill in their reading and writing activities.
Passage
1:
The
sun was shining brightly in the sky, casting long shadows on the ground. Sally
looked up and saw a magnificent creature soaring above her. Its wings spread
wide, catching the warm breeze as it glided effortlessly through the air. Sally
watched in awe as the majestic bird circled overhead, its feathers gleaming in
the sunlight.
Unfamiliar
word: Majestic
Context
clues:
·
The word "magnificent" is
used to describe the creature.
·
The phrase "feathers gleaming
in the sunlight" suggests that the creature is impressive or beautiful.
Using
these context clues, students could infer that "majestic" means
grand, impressive, or beautiful.
Passage
2:
Tommy
was feeling apprehensive as he stood outside the principal's office. He had
been called in to discuss his recent behaviour in class. He nervously twisted
his hands together, wondering what awaited him inside. Taking a deep breath, he
summoned the courage to knock on the door.
Unfamiliar
word: Apprehensive
Context
clues:
·
The phrase "feeling
apprehensive" indicates that Tommy is experiencing a certain emotion.
·
The sentence "He nervously
twisted his hands together" describes Tommy's actions, which suggest that
he is anxious or worried.
Using
these context clues, students could infer that "apprehensive" means
anxious, worried, or uneasy.
Passage
3:
The
old house at the end of the street had an eerie atmosphere. Its windows were
boarded up, and the overgrown garden was filled with tangled weeds. As Emily
walked past, she couldn't shake the feeling that she was being watched.
Goosebumps formed on her arms, and she quickened her pace, eager to escape the
spooky surroundings.
Unfamiliar
word: Eerie
Context
clues:
·
The phrase "an eerie atmosphere"
describes the feeling that Emily experiences.
·
The sentence "Goosebumps formed
on her arms" indicates Emily's physical reaction to the atmosphere.
Using
these context clues, students could infer that "eerie" means strange,
mysterious, or unsettling.
Passage 1:
On a sunny day, Lily spotted a gigantic
creature flying high above her. Its wings stretched wide, catching the breeze
as it danced in the sky. Lily watched, amazed at the beautiful bird as it
soared.
Unfamiliar word: Gigantic
Context clues:
·
The word
"gigantic" suggests that the creature is very big or enormous.
·
The phrase "Its
wings stretched wide" indicates the size of the creature.
Using these context clues, students could
infer that "gigantic" means very large or huge.
Passage 2:
Before going into the classroom, Sammy felt a
funny feeling in his tummy. He twisted his hands together, thinking about what
might happen inside. With a deep breath, he knocked on the door, feeling
nervous but brave.
Unfamiliar word: Nervous
Context clues:
·
The phrase "felt
a funny feeling in his tummy" shows Sammy's emotion.
·
The sentence "He
twisted his hands together" describes Sammy's action when he's feeling
something.
Using these context clues, students could
infer that "nervous" means feeling worried or scared.
Passage 3:
In the spooky old house down the street, Emily
felt something strange. The windows were dark, and the garden was wild. As she
walked by, Emily got goosebumps and hurried away.
Unfamiliar word: Spooky
Context clues:
·
The phrase
"spooky old house" suggests the house gives off a strange feeling.
·
The sentence
"Emily got goosebumps" shows her reaction to the house.
Using these context
clues, students could infer that "spooky" means scary or mysterious.
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