Kaitlyn Fischer- Context Clues Minilesson

Rationale: This reading minilesson is taught so that students will be able to use their own background knowledge as well as clues from the text in order to determine the meanings of words.

Standard: RL. 3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Objective: Students will be able to determine the meaning of words or phrases by using clues from the story as well as their own schema. 

Procedure:

“Boys and girls, today we will be reviewing context clues. There are a few different types of context clues that can help you determine the meaning of words or phrases as you read. The first type of context clue is called definition context clue. This is when the author gives the readers a definition to help them understand the meaning of a word.

For example: The people of the town were warned not to eat the tainted fish because it had a disease and could be dangerous to eat. Tainted means having a disease.

Another type of context clue is synonym context clue. This is when the author provides a synonym that helps the reader understand the meaning of a word. Can anyone tell me what a synonym is?

For example: After seeing the picture of the starving children, we all felt compassion or pity for their suffering. Compassion means to feel pity.

Another type of context clue is antonym context clue. This is when author includes an antonym to help the reader understand the meaning of a word. Can anyone tell me what an antonym is?

For example: Tom was anxious about the test, but Tina was not worried at all. Anxious means nervous or worried.

The final type of context clue that we will be discussing is the visual context clue. This is when the author provides a picture, drawing, chart, graph, or other type of visual to help the reader understand the meaning of a word.

For example:  The girl had a jubilant look on her face. (Show picture of a girl smiling). Jubilant means happy.

Now that we reviewed some of the types of context clues, we are going to play jeopardy. Explain rules and concept of the game. Tell students expectations for playing games. Each table will be their own team. You will have to decide who will get the buzzer first, then second and so on. Table 2 please demonstrate to the class a quiet way to decide the order of the buzzer. Students watch as Table 2 models how to demonstrate this. Then have the remaining students go back to their tables and complete this task. Explain rules for buzzing in and answering if a team gets the question wrong. This game will provide a lot of examples regarding the different types of context clues. Play jeopardy game.

After Jeopardy games transition into guided reading. When you go back to your desks for guided reading I want you to take out your books and notebooks and think about any difficult words that you see. I want you to write down the entire sentence and use the context clues strategies we discussed to determine the meaning of the word. I want you to do this for at least three difficult words that you come across.

Guided Reading

Transition from guided reading to a whole class discussion on what context clue strategies students used. What words were students able to figure out due to context clues. Where students able to apply these strategies into their own reading?

An exit slip activity-

Write down the definition for the following word using context clues:

The crowd was boisterous. They screamed and yelled and cheered wildly.  (loud or noisy)

Materials: PowerPoint presentation of Jeopardy Game, chart paper, markers

Differentiation: For those who are auditory learners, they can listen to the examples of the types of context clues. For those who are visual learners, they look at the jeopardy game and see each clue. Tactile learners can write down a chart in their notebook of the different types of context clue. Kinesthetic learners can turn to a partner and discuss some clues or theories. They can also work together as a group to play the Jeopardy game. Those who are shy can share their ideas comfortably with a partner, rather than the whole class.

Assessment: This will be based on teacher-student interaction, student-student interaction, student responses, guided reading application in their notebook, completion of the Jeopardy game and the exit slip response.