Say What???

A Reading Strategy Mini-lesson on Using Context Clues

to Determine Unfamiliar Vocabulary

Anna Spence

Purpose:                                 This mini-lesson is intended to show students the importance of 

                                                and how to use context clues to determine the meaning of any unfamiliar vocabulary that they may come across in their reading.  Identifying and being able to use context clues to gain meaning is an essential reading strategy that students will need to know and be able to use.

 

Time:                                     Around 30-35 minutes

 

Materials:                              For teacher:  Enough copies of different reading passages to distribute to groups of students (One will be given to each group of students, and each group should have a different reading passage.  These passages are ones that the teacher can write, and they contain made-up words so that students can determine what the words really are from using the context clues around them.  The words used should be vocabulary words that the students already know since the object of this is for students to understand the concept of context clues.  Applying this knowledge comes later in the mini-lesson.  An example of a possible passage is given below.), enough copies for entire class of a short passage (no longer than one page in length) containing three vocabulary words that students do not know but will be able to figure out by using the context clues in the passage, lists of student groups of 3-4, highlighters to distribute to groups

 

                                                For students:  Copies of the above-mentioned passages (supplied by teacher), highlighters (supplied by teacher), pencil or pen, notebook paper

 

Objectives:                            NCTE Standards:

3.        Students apply a wide range of strategies to comprehend,

       interpret, evaluate, and appreciate texts.  They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

 

                                                NCSCS Standards for English/Language Arts:

                                                                6th, 7th, and 8th Grade Competency Goal 6:  The learner will apply conventions 

                                                                of grammar and language usage.

 

6.01   Demonstrate and model an understanding of conventional 

                                                                                         written and spoken expression by:

 

·          determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.

 

Script:                                    “Okay everyone, we’re going to do a short activity, and for this activity you will need to 

                                                be in groups.  I will put you into your groups in just one minute, but first let me explain something.  I need everyone to listen carefully to this.  Each person in the group will have a specific role.  Each group must have a reader.  The reader is someone who will read the paragraph at your table.  Your group must also have a highlighter.  This is someone who will use the highlighter that’s at your table.  You will also have a group recorder, and this person will write down anything that your group needs to document or record.  Another role your group will have is a time manager.  This person will keep track of the time and will make sure that your group does not go over the amount of time that you will have to do the activity.  All of these roles are very important for the success of your groups.”  [Write the role names on the board, and divide the class into groups of 3-4.  Hand out context clue passage containing the made-up words.]  “The reader will read the paragraph that your group got aloud to the group.  In your paragraph you will notice that there is a blabber or a made-up word.  The goal of your group is to try to figure out what the blabber word is.  To do this you must use the words and the sentences surrounding the blabber word.  These are clues you can use to figure out what you word is.  This is where the recorder comes in.  The recorder’s job is to write down any thoughts or ideas your group has about the blabber word in your paragraph.  The highlighter person in your group is in charge of highlighting any clues that give you information about you blabber word.  Okay, any questions?  Alright, you now have nine minutes so you time managers keep an eye on the clock because your group is depending on you so they won’t get behind.  Get started!”  [Groups work while teacher circulates the room.  Groups may be given a few more minutes of time to work if needed.  After no more than 15 minutes the class comes back together, and each group shares what they discovered about their word.  If some groups are stuck have the class try to figure it out with them.  Discuss what the groups highlighted in their paragraphs and why and how the highlighted sections helped them figure out what the word was (word form, grammar, punctuation, mood or tone of the words surrounding the word, and sentence structure).  Keep referring to the highlighted sections as clues.  After this begin a teacher-led discussion in which the word context clues is mentioned and is taught to the class. ]  “In the context or in the content of the paragraph that your group read, the words and phrases that you highlighted were clues to help you try to figure out a word that you did not know.  These highlighted words that helped you figure out what your word was have a specific name.  Can anyone guess what they might be called?  I’ll give you a hint; it’s two words and the second word is clue.  They are called context clues.  [Write context clues on board.]  “Context is just another name for content or reading material.”  [Have students decide on the definition they want to use (may need teacher guidance) and write it on the board.  Next hand out the reading passage to each student containing real vocabulary words.  As a class discuss and highlight the context clues in the passage, and figure out the meanings of the unfamiliar vocabulary words.]

 

Example of Reading Passage Containing Blabber Words:

 

“The Ooglymoogly”

 

                                                                It was a bright and sunny day.  My sister and I decided to take a trip to the ooglymoogly.  Ooglymooglys are always so much fun to visit.  I love hearing the sounds of the water.  During our visit we saw many seagulls.  My sister and I also collected a few shells while we were there.  Then it started to rain so we had to head for home, but when the next sunny day comes along we will be back to the ooglymoogly.

 

                                                (The word is mentioned in a positive tone, you can tell the word is a place and a noun, because of the plural form there can be more than one, since it is not capitalized we know it is not a proper noun, the words water, shells, and seagulls tell us what kind of place it is, and from using all of these context clues we can determine that the ooglymoogly is the beach.)

                                                                                                                                

                                                                                                                                                                         -Anna Spence