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Key Vocabulary Outline

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Lesson Topic Using context to understand meaning of new words_____________
Date___9/28/14___
Grade / Proficiency Level __4th _grade_______________________
Goals/Objectives: Students will use context to determine the relevant meaning of unfamiliar words. Students will speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
Prior Knowledge and Skills needed: Knowledge of searching in text to find evidence
Materials Needed: Chart paper, text that provides opportunity for , graphic organizer, student’s reader response journal
Key Vocabulary: context clues
Anticipatory Set: Ask: What do you do when you come across an unfamiliar word?
Instructional Strategies: Applying …show more content…

Tell students that context clues help you figure out an unknown word. Key words and sentences around an unknown word provide clues and they are called context clues. Students need to play detective because sometimes the context clues are near to the unknown word or other times can be in the paragraph before or after. Students will use poster (on chart paper) that has the definition of context clues and “key questions” as reference. Teacher will read paragraphs from text and identify the word and demonstrate aloud the use of key questions to model appropriate use of the strategy. Teacher will model the appropriate use of the strategy for one paragraph then move on model it in two more paragraphs. Students will use key questions to help them with understanding and graphic …show more content…

Students will use readers’ response journals to record evidence. Students share responses with class to confirm understanding. Teacher will closely monitor to ensure understanding. Teacher will write a new word on board and ask students to practice in their group. Instruct students to refer to text to look around the new word to find clues that help define the new word. Teacher will ask key questions and write responses on board. Give possible definitions along with incorrect definitions. Ask students why a response could be incorrect. Students will practice two more

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in question allows the student to become familiar with the word, the object it refers to, and its pronunciation. In the past, I have seen some vocabulary terms also written on the board (sometimes with a drawing of the object the word refers to). This also allows students to know how the word is spelt. I 'm not sure if the majority of these words can be taught in the traditional, academic sense of "explicitly teaching" it. The seven steps of teaching vocabulary terms we learned may not be as applicable in this classroom.

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Input (Teacher gives information) Hello class today, we will be leaning how to find the meaning of multiple meaning words in context clues. When you read, you may encounter words that have more than one meaning. Context Clues can help you figure out the meaning of unfamiliar words. Example: Mint is multiple meaning words you can determine its meaning my looking at the context clues without looking it up in the dictionary.

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Sweeny & Mason (2011) in the article, “Research-based Practices in Vocabulary Instruction: An Analysis of What Works in Grades K-12” write: “just like with reading instruction, vocabulary instruction should involve cognitive skills instruction… [students should] be metacognitive as they encounter new words, notice things about words, predict and infer meanings, question the use of specific words, analyze words and parts of words” (p. 3). To build this “metacognition” educators can use explicit instruction of word analysis strategies to prompt students on what they can do when they encounter an unfamiliar word. One such strategy is know as CSSR, which stands for Context, Structure, Sound, and Reference (Ruddell, 2008, 160).

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• Change standard word from “use” to “determine”. • Airdrop anchor chart to students (24 students) 1.) Interest Slide 1 - Today, we are going to talk about and review context clues. Keep in mind by the end of this lesson, each of you should be able to determine the meaning of a word by using clues provided in the context or information from a sentence or passage. Based on the context clue pre-assessment each of you took on Quizizz, we need to practice so more practice with context clues.

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These three words give the students a very strong clue as to what the word

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Since this strategy focuses on semantics, the student will ask themselves what word could make sense in this sentence. I will write some of their ideas on the board. After, I write the students ideas, I will uncover the following letters one by one asking the student does he think he knows the word or does he want to change his mind about the different words he suggested could fit the sentence? I will continue to do this until the student gets the target word. These kind of semantic strategies are significant because they really force the student to look at the entirety of sentences, and to make sense of it, versus just individual letters or words.

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Introduction I have chosen the communicative context English for Specific Purposes(ESP) for my Communicative Contexts Paper. ESP is geared toward students interested in specific instruction such as needed job skills or an academic goal such as attending a 4-year university in the United States or English-speaking country. The materials used are generally authentic in that they are replicating real life situations that ELLs can learn from. A distinct component of ESP is a needs assessment done before and during instruction. This allows the instructor to engage the needs of the students in their goals academically or professionally.

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For example, I will be using Venn diagrams in my research. I will also try the traditional way of matching definitions to the correct vocabulary word. How my ELL students do on the activity within each strategy will tell me what instructional strategy works

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The teacher should focus on the students learning target words, as well as learning how and when to use the new vocabulary. The students must be actively engaged in the learning, and the vocabulary needs to be presented in a meaningful context. To ensure that the students are learning and remembering the new words, they must review multiple exposure to the new language and frequently review past key

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However, students that participate in my session  were visual for some activities  and others were more into writing what their thoughts or ideas. So those were the most use strategies.     4. My session were based on how I start or the students felt about the session. In some session, I had to change or adjust my plans because students won't work on what I had prepared for them.

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The way they do this can be simple. I believe teachers should interact in a creative way with the class to keep them involved. Instead of being completely lectured based, students can be drawn into the lesson with questions from the teacher or hands on activities. When students ask the teacher questions about the material, I believe a teacher should want to make the students think instead of just giving them a simple answer. If you get their minds heading in the right direction, they can come closer to finding the answer on their own.

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Objectives: To see if contextual cues have any effect in the understanding of unfamiliar words while reading or listening. Review of Literature: The effects of explicit teaching of context clues at undergraduate level in EFL and ESL context was a study carried out by Alireza Karbalaei, Fatemeh Azimi Amoli, and Mohammad Mehdi Tavakoli in 2012. This study examined the effect of using explicit instruction to teach context clues as a strategy to help students improve their level of reading comprehension. The results of this study suggest that explicit instruction of context clues is effective in improving college students’ abilities to determine the meaning of unknown words while reading.

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