Reflection: Intervention and Extension Words to Understand: Identifying the Meaning of Tier 2 Words Using Context Clues - Section 1: Introduction


As I taught this lesson, I notice that some students try to complete the note taking sheet quickly by just skimming the information for key words or example and then filling in the sheet without thinking about whether or not what they wrote makes sense. A few students I worked with looked at a paragraph and picked a word or two to define the new vocabulary. For example, an artifact is "a weapon" or "a picture" because the text used those words as examples. To support students in using the texts more effectively, I ask them to go back and reread the entire paragraph where the vocabulary is found. Often times, they correct their own thinking but if they don't then I ask them why an "artifact" is important to historians or to the topic we are studying. This form of questioning forces students to explain using more words then the original two or three from the text.

  Skimming May be Ineffective
  Intervention and Extension: Skimming May be Ineffective
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Words to Understand: Identifying the Meaning of Tier 2 Words Using Context Clues

Unit 1: ELA Through State History Studies
Lesson 2 of 6

Objective: SWBAT to define content specific vocabulary words and give and example for each word.

Big Idea: It is not enough for students to be able to use a dictionary to define a word. They need to also be able to connect it to an example or reference.

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7 teachers like this lesson
English / Language Arts, Social Studies, State and Local History, Vocabulary, definition context clue, 4th grade, history, Fourth Grade, tier 2, example, content, observations, Geography
  50 minutes
tier 2 words
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