| 
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

View
 

10-4-R-3

Page history last edited by Rachel Morris 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.
10.4.R.3 Students will use context clues to determine or clarify the meaning of words or distinguish among multiple-meaning words.

Student Actions 

Teacher Actions 

  • Students will use context clues to determine the meaning of words.
  • Students will use context clues to decide the meaning of words that have multiple meanings.
  • Teachers provide students opportunities to determine the meaning of words based on context clues.
  • Teachers provide opportunities for students to explain how context clues helped them identify the meaning of words.
  • Teachers monitor student work to ensure the correct meanings are being found. 

Supporting Resources 

Teacher Insights 

ELA OAS Glossary pg 4

Article discussing context related to vocabulary

Context clues PDF
  • Context clues are the information from the textual setting that helps identify a word or word group.

    • There are five main types of context clues: Definition/Explanation clues, Restatement/Synonym clues, Contrast/Antonym clues, Inference/General Context clues, Punctuation clues. This helpful PDF will provide examples of each type.

  • Occasionally, it is important to consider the context of the text overall rather than just the sentence in which the word appears.

    • Example: In the following sentence, simply using the context does not help the student to identify the bolded word: “Everything Jane does is so perfect,” said Carrie grudgingly.

    • In this example, the statement regarding Jane does not help us define grudgingly.

  • When examining passages with nondirective context, teachers should direct students to refer to word parts, sentence structure, the overall tone of the passage, or an outside reference material.

  • 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 word, see standard 4.R.4.)

    • Example: I will park the car so we can walk to the park.

    • I left my phone on the left side of my desk.

    • 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.

Back to Homepage

Back to 10th Grade Introduction

Back to 10th ELA Standards  

Comments (0)

You don't have permission to comment on this page.