Reflection: Developing a Conceptual Understanding Trim? Gust? Bouquet? Infer the Meaning of the Words - Section 5: Students Take a Turn


The real crux of this lesson is the idea that students are identifying what they know/don't know. Before you can really discuss definitions for new vocabulary, they need to realize what they do and do not know. Many times, students at this young age read without self-monitoring. We need to teach them to pause at words they are unsure of and re-read, analyze, look at the pictures, and use context to define these words. As you read with students in this lesson, help them use this skill. Here's an example of how I prompted the students to check on what they do know.  They also read to find words they did not know. Take a look at our discussion about identifying words they don't know.

  Developing a Conceptual Understanding: Metacognition - Knowing what they know and don't know
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Trim? Gust? Bouquet? Infer the Meaning of the Words

Unit 13: Inference-What Do You Already Know and How Does the Text Help You?
Lesson 9 of 16

Objective: SWBAT determine unknown words by creating inferences based on schema and text evidence.

Big Idea: What's the word mean? Use inferences to define the words.

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5 teachers like this lesson
English / Language Arts, Special Education, Reading, Vocabulary, 2nd Grade, inference, definition, Dandelion, evidence, schema
  55 minutes
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