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3-4-R-3
Page history
last edited
by Kathy5597 5 years, 7 months ago
Standard 4: Vocabulary
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Students will expand their working vocabularies to effectively communicate and understand texts.
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READING: Students will expand academic, domain-appropriate, grade-level vocabularies through reading, word study, and class discussion. |
3.4.R.3 Students will use context clues to determine the meaning of words or distinguish among multiple-meaning words. |
Student Actions
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Teacher Actions
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Teachers explain that context clues are the information from the text that helps identify a word or phrase.
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Teachers model how to use context clues to determine the meaning of words.
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Teachers provide opportunities for students to practice using context clues to determine word meaning.
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Teachers provide feedback about students’ use of context clues to determine word meaning.
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Teachers model how to use context clues to determine the meaning of words when the words have multiple meanings.
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Teachers provide opportunities for students to practice using context clues to define multiple-meaning words.
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Teachers monitor and provide opportunities for students to receive feedback about students’ use of context clues to distinguish among multiple-meaning words.
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Supporting Resources
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Teacher Insights
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Solving Word Meanings Using Context Clues (webpage)
Five Types of Context Clues (PDF)
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Context clues are the information from the textual setting that helps identify a word or word group.
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There are four common types of context clues: definition, synonym, antonym, and inference.
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Context clues may appear within the same sentence or other parts of the text (a proceeding or preceding sentence, word parts, sentence structure, the overall tone of the passage, or an outside reference material).
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Multiple-meaning words are words that are spelled the same, are pronounced the same, but have different meanings that can be determined based on the context of the text. Multiple-meaning words can also be called homonyms. (For more on these types of words, see standard 4.R.4.)
While you are at the play, I will play with my dog. |
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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3-4-R-3
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