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Ask students to write the definition, then allow them to share out. Because the definition will be unknown, ask students how they might find the meaning. Allow them to look in a dictionary. The word does not exist. Explain there must be another way to learn the meaning. Then write,“After we loaded up the bettle with our suitcases and gas, we were finally able to drive away and start the long road trip to the Grand Canyon.” Ask students if they can now determine the meaning. Have them share the clues that lead them to think a bettle is  \nan automobile. Tell students these are called context clues.  \nMaterials Needed: Guided Practice exercise, Independent Practice, pencils, student journals/notebooks, chart paper, books, sticky notes, notecards, dictionaries  \nProcedure:  \n1. Project the Guided Practice exercise, and explain that students are going to learn five ways context clues are used to indicate meaning. As you proceed through each slide, document each of the five ways on chart paper, and have students take notes in their journals.  \n2. Write the nonsense word “joring” on the board, and have students work in their groups to create a definition and a sentence with context that indicates the meaning of the word. Remind students to use one of the five types of context discussed in the Warm-Up. When they are finished, have one group at a time share their sentence with the class. Allow other groups to determine meaning using the context provided.  \n3. Repeat the process for additional nonsense words like frume, leetna, quatle, and mirsh, or assign groups challenge words that they likely do not already know. Have groups find the definitions in the dictionary, then write sentences with context to reveal the meaning.  \nIndependent Practice:  \n• Distribute the Independent Practice. Have students determine the meaning of each underlined word using the context of the sentences. Then, annotate the sentences to indicate which type of context clues were used.  \nClosing Activity:  \n• Write a sentence on the board that includes a challenge word and enough context to define the term. As an exit ticket, have students write the meaning of the word on anotecard and an explanation of how they determined meaning. Data from this exercise can be used to pull small groups.  \nAdvanced Learner Option  \nProcedure:  \n1. Have students work independently or with a partner to write a paragraph including at least 5 challenge words. Allow them to use reference materials to look up the definitions. Remind them to use context clues in their writing to help share the meaning of the challenge words. When students or pairs have finished, have them exchange with another student or pair. After exchanging, have students write the definition of the five challenge words using only the context of the paragraph to determine meaning.  \nStruggling Learner Option  \nProcedure:  \n1. Pull a small group. Create a short conversation on the image of a phone and explain to students that they are going to use con-TEXT clues to explain what the conversation isabout. Employ a read-aloud strategy to read the conversation. Then, have students lead the small group discussion on which words they’re unsure of. Guide the conversation to model how to locate context clues. Have the group discuss the clues and what meaning they give to the unfamiliar words. Upon completion, have students take note of the new words and meanings.  \nExtension Activities  \n• Create an anchor chart with three columns labeled “unknown word,” “context clue,”and “predicted meaning.” Distribute a short story that contains challenging words. Employ a read-aloud strategy. Allow students to read the passage again independently. Have","cbCaidGisMwne4m2","https://ap.wps.com/l/cbCaidGisMwne4m2","pdf",173700,11,"English","# Context Clues\n## Lesson Objectives and Learning Modalities\n## Warm-Up Activity\n## Materials Needed\n## Guided Practice Procedure\n## Independent Practice\n## Closing Activity and Exit Ticket\n## Advanced Learner Option\n## Struggling Learner Option\n## Extension Activities\n## ELL Teaching Tips\n## Context Clues Guided Practice (Types)","[{\"question\":\"What should students learn to do in this lesson about vocabulary?\",\"answer\":\"Students use context clues to determine the meaning of an unknown word.\"},{\"question\":\"How do students practice identifying word meanings during guided practice?\",\"answer\":\"They work through nonsense words, create definitions and sentences, and use context clues to infer meanings while taking notes on the five ways context clues are used.\"},{\"question\":\"What do students do during independent practice and the closing activity?\",\"answer\":\"They determine the meaning of underlined words from sentence context and annotate the type of context clue used, then complete an exit ticket writing the word’s meaning and how they determined it.\"}]","4th Grade Language & Vocabulary - Context Clues | PDF",1790843346,28]