After correcting the work on context clues that my students completed during my sick day, I realized many of my students demonstrated a need for more review using context clues for defining unfamiliar words. 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, L.9-10.4a.
To begin our review of context clues, I hand out a KWL chart and ask students to write everything they know about context clues and want to know. I then facilitate a quick reporting out letting them know that for the Wrap Up part of this lesson I will ask them to list what they learned.
I decided to add this lesson to my weekly lessons based on the data I received from the students "sick day" work and I probably will review context clues several more times before the end of the year.
It always amazes me how for some students it can be very challenging to clearly state what they've learned during a lesson. I hope that it will become more natural for them to reflect on their learning with more practice.
I will spend more time than usual on the Building Knowledge part of my lesson today because I plan to integrate a student activity using the cooperative learning activity Think-Pair-Share. I begin with a power point presentation first reviewing why we need to use context clues, slide #2, and then I check for understanding using Think-Pair-Share, slide # 3 asking students to discuss the meanings of the acronym SL.9-10.1.
Next in slides #4-5, I review the the four types of context clues using the acronym SAID, followed by Think-Pair-Share for understanding. S-Synonym, A-Antonym, I-Inference, D-Definition. The remainder of slides #6-14, is a "clues challenge" asking students to think about what the underlined word means, and then write in their journals the type of context clue, SAID, they used to figure it out. I show a sentence with the underlined word and then after they write the type of clue in their journal, I give the answer. They can also discuss the answer with a peer before writing it in their journals.
Collaborating with other teachers can help with problem solve challenges in the classroom as well as becoming an alternative for additional resources. I hand out a worksheet a colleague used with his ninth graders, Context Clues sheet 1.1, which has twelve questions and asks students to read and determine the meaning of a word in bold using SAID, or cross sentence clues including any prior knowledge of the word. Next they are to explain what clue in the sentence helped them determine the word meaning. I give them a choice of working individually or with a peer.
For the Wrap Up activity I asked students to hand in their papers and take out their KWL's.
After learning more about context clues and using what they learned in the student learning activity, I ask them to fill in the What I Learned column of the KWL. We then spend a few minutes sharing what students' wrote.