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1-4-R-3

Page history last edited by Dana Piercy 5 years, 6 months ago

  

Standard 4: Vocabulary

Students will expand their working vocabularies to effectively communicate and understand texts.

 

READING: Students will expand academic, domain-appropriate, grade-level vocabularies through reading, word study, and class discussion.

1.4.R.3 Students will use context clues to determine the meaning of words with guidance and support.

Student Actions 

Teacher Actions 

With guidance and support:

  • Students will learn new vocabulary by using illustrations from text.

  • Students will use surrounding text to determine meaning of new vocabulary.

  • Students will identify and apply new meanings for familiar words (e.g. duck is a bird and learning the verb to duck) to determine meaning from text.

 

 

Students at this level require guidance and support during instructional opportunities for this objective.
  • Teachers use think alouds while reading texts to show students how to use illustrations to find meaning of unknown vocabulary.
  • Teachers give students opportunities to create meaning using illustrations through collaborative discussions during read alouds.
  • Teachers monitor and provide opportunities for students to receive feedback as students work with the teacher to use illustrations to learn new vocabulary.
  • Teachers model using context clues to find meaning of unknown vocabulary.
  • Teachers give students opportunities to practice finding meaning of unknown vocabulary using context clues and discussion.
  • Teachers monitor and provide opportunities for students to receive feedback as students work with teacher to use surrounding text to determine meaning of  new vocabulary.
  • Teachers explain how some words can have more than one meaning.
  • Teachers provide examples of multiple meaning words in a read aloud.
  • Teachers allow students to contribute their own examples of multiple meaning words during a classroom discussion.
  • Teachers monitor and provide opportunities for students to receive feedback as students practice using  these words to determine meaning.

Supporting Resources 

Teacher Insights 

Five Types of Context Clues (PDF)
  • Context clues are the information from the textual setting that helps identify a word or word group.

  • There are four common types of context clues: definition, synonym, antonym, and inference.

  • Context clues may appear within the same sentence or other parts of the text (a proceeding or preceding sentence, word parts, sentence structure, overall tone of the passage, or an outside reference material).

  • The intent of this standard is for students to begin recognizing context clues with guidance and support.

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

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