Lesson plan - Study Island



|Reading Lesson: Context Clues |Grade Level: 3 |

|Lesson Summary: The teacher will show students a list of unfamiliar words and then the words embedded in text and have students journal about how they would figure|

|out what the words mean. The students will play charades using emotion words and then discuss how they used clues to figure out the words. Then, after viewing a |

|PowerPoint slideshow, students will use strategies learned to play a context clue detective game. For independent work, each student will complete a worksheet. |

|Alternatively, they can create their own vocabulary quilt with each student completing a Vocabulary Quilt Square. Advanced learners will read an |

|instructional-level text and create their own graphic organizer, which will be used to analyze 4 unfamiliar words found in their text. Struggling students will go |

|through a Review PowerPoint slideshow with the teacher. They will read an instructional-level text with the teacher and fill out a Vocabulary Quilt Square for an |

|unfamiliar word. |

|Lesson Understandings: |

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|The students will know… |

|Context clues are clues within the text that help a reader determine meanings of unknown words. |

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|The students will be able to… |

|Use context clues to determine the meanings of unfamiliar words within the text. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: Display the list of unfamiliar words* through a document camera. Ask the students to journal either on lined paper or in a notebook. Prompt the |

|students with the following question: “How would you figure out what these words mean?” Give the students a few minutes to write and then share. Next, show the |

|students the paragraphs with the same unfamiliar words* and ask students, “Now how would you figure out what these words mean?” Give the students a few minutes to |

|write and see if any of their answers changed. |

|Whole-Class Instruction |

|Materials Needed: 1 set of pre-cut cards for Feelings and Emotions Charades*, Strategies PowerPoint*, 1 set of pre-cut and laminated Detective Game Cards* per |

|pair of students, document camera, 1 copy of Independent Practice* per student, 1 highlighter per student |

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|Materials Needed for Alternate Activity: students’ SSR books, 1 copy of the Vocabulary Quilt Square* to project, 1 copy of the Vocabulary Quilt Square Example* for|

|teacher reference, 1 copy of the Vocabulary Quilt Square* per student, 1 dictionary per student |

|Procedure: |

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|Tell students that they are going to play Feelings and Emotions Charades. Have one student draw a card from the stack and act out the word on the card for the |

|rest of the class. S/he cannot speak or make any noises. The rest of the class will then call out the words that they think the student is acting out. After |

|several students have had a turn acting, ask the class how they were able to figure out the words. Discuss how the students had to find clues in the actions of |

|the students and what different clues that the students saw. |

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|Discuss with the class that sometimes we have to be word detectives. We have to look for clues in text to help figure out what unfamiliar words mean. |

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|Go through the Strategies PowerPoint with the students. During the slideshow presentation, have students do a “seven steps and share.” For every question that is |

|prompted in the PowerPoint, have students stand, walk seven steps, and partner up with whoever is standing closest to them. Have students share their answer with |

|their partner and then discuss as a class. Have students point out the context clues that helped them answer each question. There are yellow marks on each |

|question slide to help you highlight important points. |

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|Tell students that now they’re going to practice working with context clues by playing the detective game. Break the class up into pairs and hand each pair a set |

|of Detective Game Cards. Then, explain the rules of the game to the class while modeling how to play under the document camera. This game is played just like |

|concentration or memory. All of the cards are spread out and placed face down. The students will need to take turns turning over two cards at a time. The player|

|will read the two cards carefully. If the cards are a match, then the player collects the cards and gets another turn. If the cards are not a match, they are |

|turned back over in the same spot, and it becomes the other player’s turn. Two cards match when one has a sentence with an underlined word and the other card has a|

|word that has the same meaning as the underlined word on the other card. After all the matches have been made, the student with the most matches is the winner. |

|Give each student a hand lens to use to read the cards. This is a fun way for the students to feel more like word detectives. |

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|Once students complete the detective game, have them work on the Independent Practice worksheet. |

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|Alternate Activity: |

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|Have students fill out a Vocabulary Quilt Square when they come across an unfamiliar word during sustained silent reading. Use one of the unfamiliar words from the|

|PowerPoint to model the Vocabulary Quilt activity. Place a blank Vocabulary Quilt Square on the document camera and have the students help fill it out. Refer to |

|the Vocabulary Quilt Square Example if necessary. The vocabulary quilt squares can be colored, cut out, and then taped together to make a large class quilt of new |

|words. |

|Advanced Learner |

|Materials Needed: 1 copy of a Vocabulary Quilt Square* for student reference, 1 copy of an instructional-level text per student, 1 piece of construction paper per |

|student, 1 dictionary per student, drawing and coloring materials |

|Procedure: |

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|Have each student read an instructional-level text and choose 4 words that are unfamiliar to him/her. |

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|Then, have students create their own graphic organizer to understand the unfamiliar words. Show students the Vocabulary Quilt Square as an example. The students |

|must include the same information found on Vocabulary Quilt Square but create their own way to display the information. Some ideas are a Vocabulary House (each |

|door or window has the dictionary definition, predicted meaning, sentence from text, own sentence, or word inside) and a Vocabulary Solar System (each planet has |

|the dictionary definition, predicted meaning, sentence from text, own sentence, or word inside). |

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|Give each student a piece of construction paper. Have students divide the construction paper into fourths. In each section, students will need to draw the graphic |

|organizer that they created and fill it in for each of the 4 words that they chose. Allow students to color and decorate their graphic organizers. |

|Struggling Learner |

|Materials Needed: Review PowerPoint*, 1 individual whiteboard per student, 1 dry-erase marker per student, 1 tissue per student, 1 copy of an instructional-level |

|short story per student, chart paper, marker, 1 copy of a Vocabulary Quilt Square* per student, 1 dictionary per student |

|Procedure: |

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|Hand each student an individual whiteboard, a dry-erase marker, and a tissue. Gather students together around a computer and go through the Review PowerPoint. When|

|you get to a question, have students write their answer (either A, B, C, or D) on their whiteboard. For each question, have a different student explain their |

|reasoning by pointing out the context clues. If a student gets an answer wrong, guide the student in recognizing the context clues. Show students how to replace |

|the underlined word with each answer choice to see which answer choice makes the most sense. |

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|Read a short story with the students, and have them raise their hand when they see an unfamiliar word. When a student raises his/her hand, ask for the word, and |

|then record it on the chart paper along with the page number, if applicable. Then, continue reading the text. |

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|At the end of the story, have students choose a word from the chart paper. Then, give each student a Vocabulary Quilt Square, and have the students fill out the |

|square for the word they chose. Closely monitor students, and if necessary, guide students in filling out the Vocabulary Quilt Square. |

*see supplemental resources

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