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It defines strategies for determining word meaning from context, word-part patterns, and print/digital references, plus verification steps. It also outlines instruction and assessments for citing textual evidence, making inferences and predictions, analyzing story structure and point of view, identifying themes, and using teacher modeling, discussion, group work, and graphic organizers to reach an 85% mastery target.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/mystery-suspense-and-horror-vocabulary-and-reading-strategies/424896/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/mystery-suspense-and-horror-vocabulary-and-reading-strategies/424896.png","ImageObject",300,407,{"name":92,"@type":93},"Noah","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How should students determine the meaning of unknown or multiple-meaning words?","Question",{"text":113,"@type":114},"Students use context clues from sentences, paragraphs, or whole passages; identify word-change patterns; consult print or digital dictionaries, glossaries, or thesauruses; and verify the chosen meaning by checking context or reference results.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What strategies support students in making inferences and predictions during reading?",{"text":118,"@type":114},"The teacher models inferences and predictions through shared reading and think-alouds, then students apply guided small-group practice using short texts. Activities like creating graphic organizers and guided class discussions help students reason inductively and deductively.",{"name":120,"@type":111,"acceptedAnswer":121},"How are students assessed for mastery of vocabulary and comprehension skills?",{"text":122,"@type":114},"Assessments include vocabulary tests connected to course literature, comprehension of unknown words in unfamiliar passages, and quizzes or games for in-reading understanding. Mastery is targeted at 85%, with formative and summative checks such as observation, reflection writing, and guided discussion.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},424896,1790740452,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},8796095462418,"https://ap-avatar.wpscdn.com/avatar/80000253c1241d02b47?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778826106357471780","Mystery, Suspense and Horror  \n\n| Strand | Language Standards |  |\n| --- | --- | --- |\n| Topic | Vocabulary Acquisition and Use |  |\n| Concept\u003Cbr>A.\u003Cbr>• Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–\u003Cbr>12 reading and content, choosing flexibly from a range of strategies\u003Cbr>a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase\u003Cbr>b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable)\u003Cbr>c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.\u003Cbr>d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary) |  | Learning Targets\u003Cbr>1.\u003Cbr>• Apply decoding strategies to solve unknown words when reading by using roots and affixes, context clues, glossary, dictionary and thesaurus |\n| Alignments:\u003Cbr>CCSS: 11-12.L.4a-d\u003Cbr>Performance: 1.5, 1.6\u003Cbr>Knowledge: (CA) 2,3\u003Cbr>NETS: N/A\u003Cbr>DOK: 2 |  |  |\n\nBoard Approved 7-14-14  \nMystery, Suspense and Horror  \n\n| Instructional Strategies\u003Cbr>• The teacher will model context through shared reading (fiction, non-fiction)\u003Cbr>• Students will apply various decoding (context clues) strategies by means of:\u003Cbr>• graded discussion\u003Cbr>• group work |\n| --- |\n| Assessments/Evaluations\u003Cbr>• Assess students applying decoding strategies, for word meaning, through:\u003Cbr>• vocabulary tests connected to literature read in the course\u003Cbr>• comprehension of unknown words in unfamiliar passage\u003Cbr>Mastery: 85% |\n| Sample Assessment Questions\u003Cbr>• Judging from the context of the given passage, what is the meaning of the author’s use of the following phrase? |\n| Instructional Resources/Tools\u003Cbr>• Works of fiction |\n| Cross Curricular Connections\u003Cbr>• |\n\nBoard Approved 7-14-14  \nMystery, Suspense and Horror  \n\n| Strand | Reading Standards for Literature |  |\n| --- | --- | --- |\n| Topic | Key Ideas and Details Craft and Structure |  |\n| Concept\u003Cbr>B.\u003Cbr>• Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain\u003Cbr>• Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama\u003Cbr>• Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact\u003Cbr>• Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant |  | Learning Targets\u003Cbr>1.\u003Cbr>• During and after reading the student will:\u003Cbr>• infer\u003Cbr>• predict\u003Cbr>• reflect\u003Cbr>• analyze\u003Cbr>• draw conclusions |\n| Alignments:\u003Cbr>CCSS: 11-12.RL. 1; 11-12.RL.3; 11-12.RL.5; 11-12.RL.6\u003Cbr>Performance: 1.5, 1.6, 1. 8, 3.5\u003Cbr>Knowledge: (CA) 2,3\u003Cbr>NETS: N/A\u003Cbr>DOK: 3 |  |  |\n\nBoard Approved 7-14-14  \nMystery, Suspense and Horror  \n\n| Instructional Strategies\u003Cbr>• Apply reading skills/strategies through:\u003Cbr>• class discussion: Set up an opportunity for students to infer in real life in order to draw conclusions about how inferences are made in:\u003Cbr>• fiction\u003Cbr>• literature\u003Cbr>• texts\u003Cbr>• shared reading to model and collectively draw inferences and predictions with textual evidence\u003Cbr>• class reads alouds\u003Cbr>• guided small-group practice using short texts to infer\u003Cbr>• creating graphic organizers\u003Cbr>• Students will reason:\u003Cbr>• inductively from a set of specific facts through gui","cbCaikM41nCWTB6D","https://ap.wps.com/l/cbCaikM41nCWTB6D","pdf",166242,22,"English","# Strand: Vocabulary Acquisition and Use\n## Concept A\n## Learning Targets\n## Alignments\n## Instructional Strategies\n## Assessments/Evaluations\n## Sample Assessment Questions\n## Instructional Resources/Tools\n# Strand: Reading Standards for Literature\n## Topic: Key Ideas and Details, Craft and Structure\n## Concept B\n## Learning Targets\n## Instructional Strategies\n## Assessments/Evaluations","[{\"question\":\"How should students determine the meaning of unknown or multiple-meaning words?\",\"answer\":\"Students use context clues from sentences, paragraphs, or whole passages; identify word-change patterns; consult print or digital dictionaries, glossaries, or thesauruses; and verify the chosen meaning by checking context or reference results.\"},{\"question\":\"What strategies support students in making inferences and predictions during reading?\",\"answer\":\"The teacher models inferences and predictions through shared reading and think-alouds, then students apply guided small-group practice using short texts. Activities like creating graphic organizers and guided class discussions help students reason inductively and deductively.\"},{\"question\":\"How are students assessed for mastery of vocabulary and comprehension skills?\",\"answer\":\"Assessments include vocabulary tests connected to course literature, comprehension of unknown words in unfamiliar passages, and quizzes or games for in-reading understanding. Mastery is targeted at 85%, with formative and summative checks such as observation, reflection writing, and guided discussion.\"}]","Mystery, Suspense and Horror - Vocabulary and Reading Strategies | PDF",1790635673,55]