Using Context Clues With Signal Words - IPDAE
USING CONTEXTCLUES WITHSIGNAL WORDSCaroline LarochePreparingfor the2014 GED ReasoningthroughLanguageArtsModule1
Using Context Clues with Signal WordsThe instruction and activities included in this lesson are aligned with the GED Reasoning throughLanguage Arts Reading Standards. (R.4.1/L.4.1, R.4.2/L.4.2. R.4.3/L.4.3)Him: “I'm still flummoxed as to what to do!”Her: “Huh! What’s flummoxed?”Her Conscience: “Pay attention to the other words in the sentence, the answer is right in front ofyour ears.”Her: “There’s nothing there.”Her Conscience: “I’ll show you.”IntroductionThis 5-day lesson is designed to improve students’ understanding of the use of context clues viasignal words as a strategy to determine the meaning of unfamiliar words. Students will learn aboutthe different types of context clues, as well as their respective signal words. The gradual releasemodel strategy - I Do, We Do, You Do - will be used for the instruction and practice of these 15-30minute a day lessons.Materials NeededPresenter:ComputerSmart BoardPowerPoint Presentation (provided)References (provided)Activities (provided)Student:Computer access for online practice(optional)Learning ObjectiveStudents will be able to use context clues signal words to determine the relevant meaning ofunfamiliar words.Essential Questions - The essential questions will guide the instruction.1. How do context clues help discover the meaning of unfamiliar words?2. How do context clues signal words assist in attaining the meaning of unfamiliar words?VocabularyContext CluesSignal Words:Definition or RestatementSynonymAntonymCompareContrastExample or ListReferencesR-0: Before the LessonR-1 R-2: Activating Strategy ImagesR-3: Context Clues Signal Words ChartCause and EffectDescription or InferenceR-4: How to Use Context Clues Signal Words2
ActivitiesA-1/2/3: Context Clues Activity – Apply theSkillA-4: Context Clues Graphic Organizer(DAY 1) BEFORE THE LESSON – I DO/WE DOObjective: Determine student readiness – Help students recall their encounter with an unfamiliarword. You will ask questions to which students will respond. You will record their answers.Needed: Smart Board R-0 & R-1 to project. On the Smart Board, project R-0. Say: What strategies have you used, if any, when you’ve read, seen, or heard an unfamiliar word? Did you use a strategy to find the meaning? This column will record the student’s strategies.Or, Did you move on without finding the meaning? This column will record the students’ reason. Ask: Have you ever been in a situation, while reading any type of text, where you’ve encounteredan unfamiliar word? If so, how did you determine the meaning of that word? Students can comeup to the Smart Board and write their answers in the corresponding column. Ask: Do you believe you had a better understanding or no understanding of the passage? Writethe YES/NO answers for each group under the corresponding column. Ask: Based on your experience, do you think it is important to understand the meaning of thoseunfamiliar words in order to have a better comprehension? Why? Write the students’ reasons onthe Smart Board. Explain that it is very common to find unfamiliar words in passages, as some or all of them haveexperienced. Each time you run across a word you don’t know and can’t figure out, you run therisk of not being able to understand the whole sentence, the whole paragraph, or even the wholestory. On the Smart Board, write the following sentence: Lesson Focus: Using Context Clues and signalwords to find the meaning of unfamiliar words. Say: This lesson will focus on the use of context clues signal words as a strategy to determine themeaning of unfamiliar words, with the help of signal words. Point out to students that you underlined strategy because it is very important to have anapproach to find the meaning of a word, and more importantly know what to look for. Say: How do context clues work? Display R-1 and have students identify what they see in the pictures. (Students can write theirguesses on the provided piece of paper or in their notebooks.) Ask: What do you see? Identify as many objects as you can. Follow the same procedure for all theimages. After showing the series of pictures, reveal the zoomed out image of the original picturesshown. Ask: Is this what you guessed for number ? If students say yes, ask them how they were able to identify the content of the pictures. Sample answers: I have seen this before; I saw this (feature) of the object, etc. Explain to students that they just used the clues found in the context to attain meaning.3
Point out that the same method they used to figure out the content of the picture is the samemethod that will be used in a text. They used the context, and features of the object to determinemeaning. Note: If some students say no, show them (or have classmates share) how they used theclues from the pictures to find the name of the objects. On the Smart Board, write the following sentence:His pertinacity, or stubbornness, is the cause of most of his trouble. Directions: Have students determine the meaning of the underlined word. If they are able to findthe meaning, ask them how they did it. If not, model for students how to find the meaning. Circlethe signal word or, and underline in a different color the word stubbornness. Explain that in thissentence, or, is the signal that pointed out the type of context clue being used; a synonym.Therefore, pertinacity and stubbornness have about the same meaning.(DAY 2-3-4) DURING THE LESSON – I DO/WE DO/YOU DODAY 2 - Objective: Preview the skill – Provide students with a definition of context clues.Needed: Smart Board Explain: As we have seen so far, readers can use context clues to make informed guesses aboutthe meanings of unfamiliar words by examining the surrounding details (context) in a sentence orparagraph signaled by key words. Understanding the meaning of words within a passage is one ofthe key skills needed to master reading comprehension. Here is the definition of context clues. Write on Smart Board. Students will write the definition in their notebooks.Context Clues is a method by which the meanings of unknown words may be obtained byexamining the parts of a sentence surrounding the word for definition/explanation clues,restatement/synonym clues, contrast/antonym clues, and inference/general context clues. Eachtype of context clue is signaled by a key word. In short, both clues and signals give hints about aword’s meaning. (Source: www.dictionary.reference.com)DAY 2 DAY 3 - Objective: Learn and Practice the skillNeeded: Smart Board PowerPoint Project R-3 R-4 Copy R-3 R-4PowerPoint Content: The presentation includes the definitions and examples of the different typesof context clues. Also included are several practice website links that can be used as additionalpractice with the class as guided or independent practice.Note: Teacher should talk through each slide in detail. Enrich the presentation with your ownteaching of the material. R-3 and R-4 copies should be distributed to students. It will be referenced to throughout thePowerPoint presentation. Project R-3 – Use it has a reference for each context clues types. Focus on the signal words. R-4 – Use it as a reference to t Slides 14-18: Teacher should model the first exercise of each slide by highlighting the signalwords and how meaning was attained using the “Think Aloud” strategy.4
Optional: Slide 19: Student may take a pretest before practicing via the links provided on slide20. After practicing, they may also complete the posttest located on the same slide. Activitiesmay be graded. Optional: Slide 20: YOU DO activity - Students can continue to practice on their own on theircomputers for a given amount of time.DAY 4 - Objective: Apply the skillNeeded: Smart Board Project R-3 R-4 A-1/2/3/4 Copy R-3 R-4 A-1/2/3/4 Explain: Now that we have learned how to find the meaning of unfamiliar words using contextclues, we are going to apply the skills learned to excerpts from nonfiction texts. One of theactivities will be a model practice where I will first show you how to use context clues in a passage.During this time, you will only listen. Next, during a guided practice, we will go over anotherexcerpt, as a class, to find the meaning of the unfamiliar words. Then, as an independent practice,you will apply the knowledge learned to the last excerpt. We will also be using the followinghandouts: graphic organizer, quick reference guide, and the how to find context clues. The last twowill be used for reference purposes as necessary. Note: Distribute the references and activities to students so they can use along for theactivity. Project the first text A-1: Crash No Crime (scanned page provided – another text maybe used). Draw the context clue organizer next to the text. You will use it to write down the answers toyour questions as you go through the modeling strategy. Modeling – I DO: Teacher reads the paragraph aloud – Explain to students that you will read aloud from thetext and then demonstrates examples of the thinking process that good and skilled readersuse to understand how using context clues can improve comprehension.Note: Before reading, be sure to use pre-reading strategiesAsk questionsMake a connectionMake a predictionVisualize Teacher locates the unfamiliar word(s) – Use a signal to let students know that you are nowin thinking mode (you can make the “Hmm” sound)1. What words do I not understand?2. Underline the words3. Using the Context Clues Graphic Organizer, write the sentence(s), as well as the unfamiliarword(s) in the appropriate spaces provided4. Read before and after the word. Read around the word. – Are there words or informationin the sentences before and after the word that can help me?5. Write down the words that help you find the meaning of the word (context clues)6. Write down what you think the word means (predict) – What do I think the word means?7. Check to make sure your prediction makes sense (reread) – Does my meaning make sensein the passage?8. Check meaning in a dictionary (Tell Students: This step is only available for class. Duringthe test, you will not have access to a dictionary. Using a dictionary is a confirmation thatwe do not need them to determine meaning when we have context clues.) Guided Practice – WE DO:5
A-2 Text: Budget DealThe article may be projected on the Smart Board, viewed on the student’s computers and/orprinted. Repeat the same procedure as a whole group, and assist students throughout theprocess. Independent Practice – YOU DO:A-3 Text: Bachelet Is BackStudents will work independently and apply the same procedure to attain meaning.(DAY 5) AFTER THE LESSON – WE DO / YOU DODAY 5 - Objective: Skill Review ExtensionDirections: Write on the whiteboard the highlights of the lesson to finding context clues. Studentswill be asked to copy the prompts/highlights from the board in their notebooks for future referenceand to be used as a study guide.A catchphrase to the poster could be the following:Whether it is a picture or a text, one may rely on the surrounding elements or words to infer anartist’s or author’s meaning.Note: After completing all activities, the teacher can go over the post-test assessment answers withthe class and use the guiding questions as needed to model how to arrive at the correct answer forany questions where the class showed widespread difficulty.Say: You have acquired one of the most necessary reading comprehension skills, the ability todetermine the meaning of unfamiliar words using context clues.Know that understanding context clues is only the tip of the iceberg for achieving readingcomprehension. Writers also use figurative language, multiple meaning words, homographs,connotations, as well as other literary devices. Interpreting words in context is not a simple task, butwith the right strategies, you will have the ability to analyze the impact of a writer’s word choice.The latter will in turn influence the writer’s tone, or attitude, towards a topic (objective – providesfacts and explanations about the topic- or subjective- may provide facts and explanations along withhis or her feelings, judgments and opinions about the topic).As a preview to the next lesson, for your home learning activity, you (students) will complete thefollowing assignments:1. Find and read a literacy nonfiction passage. Using the knowledge acquired throughout thecontext clues lesson, find 3 unfamiliar words, and determine their meanings.2. In the same literacy nonfiction passage, and using a highlighter, select words and phrasesthat indicate the tone of the passage.3. Be prepared to answer the following questions: Although you have learned about context clues, do you still find some words thatconfuse you? How does the author feel about the topic he or she is writing about? How did you feel after reading the passage? Did the author’s word choice make you feelthat way? Were you able to figure out the author’s intent or purpose?4. Exit Slip:Instruct students to answer the essential question of your choice in their notebooks.6
R-1 Guess the Picture123456789R-2 Layout created by Caroline Laroche (January 2014)Images Source: http://floorsix.blogspot.com7
R-2 Guess the Picture ANSWERS123456789R-2 Layout created by Caroline Laroche (January 2014)Images Source: http://floorsix.blogspot.com8
R-3 Context Clues Signal Words ChartNote: This table is meant to be used as a quick reference guide to assist students in identifying some ofthe words that can be used to pinpoint the type of context clue used.CONTEXT CLUESEXPLANATIONDEFINITION/RESTATEMENTthe unfamiliar word isdefined in a dictionaryform or casual formSYNONYMa word is similar inmeaning to the unfamiliarwordCOMMON SIGNAL WORDSare, is, or, that is, also known as,which is to say, sometimes called,meaning, is defines as, means,Note: commas, parentheses anddashes that set a word or phraseapart from the rest of thesentence could also be a signallikewise, like, especially, or, in that,similarly, in other words, that is,andNote: commas, parentheses anddashes that set a word or phraseapart from the rest of thesentence could also be a signala word is opposite inmeaning to the unfamiliarworddifferent, unlike, though, opposite,by contrast, but, some but others,on the other hand, not, despite,although, yet, then again, whereasEXAMPLE/ LISTexamples of the unfamiliarword are given throughwhat the word or phrasemight be like, not whatthey have in commonsuch as, for example, including, forinstance, in one caseCAUSE &EFFECTif this happens. this willhappenBecause, so, therefore,consequently, since, as a result,if. then, due toANTONYMEXAMPLEA vegetarian is a personthat does eat, or believe ineating any food derivedfrom animals.His simple glance was aharbinger of danger. Thatis, his eyes were signsforetelling rough waters intheir relationship.Now they were confident,despite their usualdiffidence.Diffidence LackingconfidenceSome animals areomnivores. Bears, forinstance, eat whatevermeat or plants they canfind.Because the horse was sofatigued, he collapsedbefore he finished.Fatigued tiredCOMPARE &CONTRASTwhen comparing, you aredetermining how to wordsare alikewhen contrasting, you aredetermining how to wordsare differentDESCRIPTION/INFERENCEuse your backgroundknowledge, logical guess,and context clues todetermine meaningespecially, like, likewise, also, and,as well as, that resembling,identical, similar to, as, in thesame wayunlike, on the other hand, incontrast to, on the contrary,however, different fromMy brother is enthralled bybirds similar to the way thatI am fascinated by insects.n/aWhen Joe’s dog passedaway, he was filled withgrief.You know that if your catdied, you will feel sad.R-3 Table created by Caroline Laroche (January 2014)9
R-4 How to Use Context Clues Signal WordsDEFINITION ANDRESTATEMENTCOMPARISON ANDCONTRASTDefinition: Directly tellsthe meaning of thewordRestatement: Restatesthe meaning of theword in easier languageComparison clue:suggests the meaning ofa word by telling what itis like Contrast clue: suggeststhe meaning of a wordby telling what it isunlikeStep 1: Identify theword. Ask yourself,Which word or wordsare unfamiliar?Step 2: Use context.Look for clues in thesurrounding words, orcontext.Step 3: Look forcomparison clues.These describesomething with a similarquality or nature to theunfamiliar or unusualword.Step 4: Look forcontrast clues. In acontrast clue, the writerdescribes somethingunlike or very differentfrom the unfamiliarword.Step 5: Define theword. Using the clues,try out a definition.Substitute yourdefinition in place of theword to see if it makessense.Step 1: Identify theword. Ask yourself,Which word or wordsare unfamiliar?Step 2: Use context.You can oftendetermine a word’smeaning from thesurrounding words, orcontext. Look for morefamiliar words, phrases,or sentencessurrounding a new orunfamiliar word.Step 3: Look forrestatement clues. In arestatement clue, thewriter says the samething in a different way.Step 4: Look fordefinition clues. Thecontext defines, or tells,the meaning of theword.Step 5: Define theunfamiliar word. Onceyou have defined theword, it is a good ideato write it and itsdefinition in a specialnotebook. Try using theword in a sentence.CAUSE AND EFFECTEXAMPLEINFERENCE GENERALSENSECause-and-effect clue:words describing anaction in which a causeor effect suggests themeaning of anunfamiliar wordExample clue: one ormore examples thatsuggest the meaning ofa new wordInference: drawing aconclusion based onevidenceStep 1: Identify theunfamiliar word. Whenyou see an unfamiliarword, try pronouncingit.Step 2: Use context.You can often guess aword’s meaning usingcontext. Look forfamiliar words, phrases,or sentencessurrounding a new orunfamiliar word.Step 3: Look for causeand-effectrelationships. Wordsexplaining the reasonbehind an action,process, or conditionsignal a cause-effectrelationship. Look forphrases telling whysomething happens.Such word groups oftencontain the following:Step 4: Define theword. Ask yourselfwhether the unfamiliarword is part of a causeor an effect. Thendetermine the causeeffect relationship, anduse it to define theword.Step 5: Find the word ina dictionary. Check tosee if you’vepronounced anddefined the wordcorrectly. Write theword and its definitionin a notebook. Write asentence that uses thenew word.Step 1: Identify theunfamiliar word. Askyourself: Which worddon’t I know?Step 2: Use context.You can oftendetermine a word’smeaning from thesurrounding words, orcontext. Look forfamiliar words, phrases,or sentencessurrounding a new orunfamiliar word.Step 3: Look forexamples. In anexample clue, the writerlists examples thatsuggest the meaning ofthe new word.Step 4: Define theword. Ask yourself howthe examples relate tothe unfamiliar word.Step 5: Look up theunfamiliar word in adictionary. Write theword and its definitionin a special notebook.Include a sentence thatuses the new word.Step 1: Read the entirepassage. Try reading anentire paragraph ormore to get the sense ofwhat an unfamiliarword might mean.Step 2: Look carefully atthe unfamiliar word.There may be parts ofthe word you arefamiliar with fromwords whose definitionsyou know.Step 3: Look for detailsto shed light on theword’s meaning. Relyon prior knowledge andyour general sense ofthe passage’s meaning.Focus on phrases thatsuggest the meaning ofthe unfamiliar word.R-4 Table layout created by Caroline LarocheSource: /Context Clues.pdf10
A-1 Context Clues – Apply the SkillTEXT 1Source: The Week, issue December 27, 201311
A-2 Context Clues – Apply the SkillTEXT 2Source: The Week, issue December 27, 201312
A-3 Context Clues – Apply the SkillTEXT 3Source: The Week, issue December 27, 201313
A-4 Context Clues Graphic OrganizerNote: This organizer is meant to be used as a tool to determine the meaning of unfamiliar words in apassage, text, or excerpt of a fiction or non-fiction text.Word in Sentence (underlinethe unfamiliar word)Word in Sentence (underlinethe unfamiliar word)Word in Sentence (underlinethe unfamiliar word)Unfamiliar WordUnfamiliar WordUnfamiliar WordSignals Clues in ContextSignals Clues in ContextSignals Clues in ContextYour Definition (original guess)Your Definition (original guess)Your Definition (original guess)Dictionary DefinitionDictionary DefinitionDictionary DefinitionA-4 Organizer created by Caroline Laroche (January 2014)14
Bibliography1. (n.d.). Retrieved January 25, 2014, from Sam Houston State University: www.shsu.edu2. (2013). Retrieved January 25, 2014, from Florida Department of Education:ged.fldoe.org/default.asp3. (2013). Retrieved January 25, 2014, from CPLAMS- FLorida Sate University:www.cpalms.org/Public/4. (2013). Retrieved January 25, 2014, from Deparmtent of Language CluesChart.pdf5. (2013). Retrieved January 25, 2014, from The University of ssignment5/infosht.pdf6. (2014). Retrieved January 25, 2014, from Dictionary.com: www.dictionary.reference.com7. (2014). Retrieved January 25, 2014, from TV411: www.tv411.org8. (2014). Retrieved January 25, 2014, from Quia: www.quia.com/web9. (2014). Retrieved January 25, 2014, from Quizlet: http://quizlet.com/subject/context-clues/10. (2014). Retrieved January 25, 2014, from paces.com/file/view/Context Clues.pdf11. Bachelet is Back. (2013, December 27). The Week , p. 6.12. Budget Deal. (2013, December 27). The Week , p. 5.13. Crash No Crime. (2013, December 27). The Week , p. 5.14. Jenne, N. (2007). Guess the Picture. Retrieved January 25, 2014, from Blogger:http://floorsix.blogspot.comWhat do you think now? Interested in trying this lesson in your classroom? To download the lessonand handouts, just access the Florida TechNet website at floridatechnet.org. That’sfloridatechnet.org.15
Context Clues is a method by which the meanings of unknown words may be obtained by examining the parts of a sentence surrounding the word for definition/explanation clues, restatement/synonym clues, contrast/antonym clues, and inference/general context clues. Each
39 Clues One False Note 2 Korman, Gordon 1 39 Clues The Sword Thief 3 Lerangis, Peter 1 39 Clues Beyond the Grave 4 Watson, Jude 1 39 Clues The Black Circle 5 Carman, Patrick 1 39 Clues In Too Deep 6 Various authors 1 39 Clues The Viper's Nest 7 Lerangis, Peter 1 39 Clues The Emperor's Code 8 Korman, Gordon 1 39 Clues Storm Warning 9 Park .
Mar 27, 2020 · context clues. Context Clues Context Clues Use this code to get in: L27WQ2S6 3. Try the quiz after you watch the video! 4. Practice vocabulary with these context clue definitions. Context Clues Practice 5. Read the two passages about Google and Gameboy. Answer the text dependent questions and practice using context clues to
Context clues are words and phrases that surround a word and give clues to its meaning. Point out that two types of context clues are frequently used—definition and restatement. 2. Teaching Context Clues: Use the Lesson Summary to review the steps for using d
vocabulary skills. . use context clues to determine meaning of unfamiliar words in short passages. Free, printable context clues worksheets to develop strong comprehension, . An author often includes hints, or clues, to help the reader expand vocabulary and . activities, check out www.readingvine.com's context clues reading passages. 2 / 5
Word-Learning Strategies 502 when? Word-Learning Strategies 504 how? Sample Lesson Models: Using the Dictionary 506 PAVE Procedure 511 Concept of Definition Map 516 Compound Words 521 Word Families 524 Word-Part Clues: Prefixes 527 Word-Part Clues: Suffixes 533 Word-Part Clues: Roots 537 Context Clues 541 Introducing Types of Context Clues 545
Using Context Clues Introduction Sometimes as you read, you may come to a word or a phrase that you don t understand. Often, you can determine the meaning of an unfamiliar word from its context, the words and sentences around it. D ifferent kinds of context clues help readers figure out the meanings of words. Context Clue Signal Words Example
Strategy #2: Context Clues Context Clues using surrounding words and phrases to find clues about the meaning of an unknown word Types of Context Clues Definition: the text gives a definition of the word EX: The girl was churlish--rude, bad-tempered, and ill-mannered.
Ann Sutherland Harris . H. Anne Weis . and . David Wilkins . 1 1.0 INTRODUCTION Caravaggio (Michelangelo Merisi da Caravaggio 1571 - 1610) has been praised and criticized for rejecting traditional painting methods in favor of a dramatic, stark realism that derived its subject matter from daily life. 1 1 Early biographers Giovanni Baglioni and Giovanni Pietro Bellori both write about the artist .
