5th Word Meaning -context clues Lesson Cluster.pdf, Schemes and Mind Maps of Medicine

Download 5th Word Meaning -context clues Lesson Cluster.pdf and more Schemes and Mind Maps Medicine in PDF only on Docsity! 5th Grade 1 Teaching Word Meaning Context Clues 8/27-10/31 10 weeks TEKS 5.2B/Fig 19D Lesson Time Frame Focus Lesson 1 8/27 – 8/29 Setting up Word Study Notebooks Lesson 2 9/2 – 9/5 Strategies for Determining Word Meaning Lesson 3 9/8 - 9/12 Different Types of Context Clues Lesson 4 9/15 – 9/19 Different Types of Context Clues – Definition Lesson 5 9/22 – 9/26 Different Types of Context Clues – Synonyms Lesson 6 9/29 – 10/3 Different Types of Context Clues – Antonyms Lesson 7 10/6 – 10/10 Different Types of Context Clues – Restate or Explanation Lesson 8 10/13 – 10/17 Different Types of Context Clues – Example Lesson 9 10/20 – 10/24 Bridging to STAAR Lesson 10 10/27 – 10/31 Different Types of Context Clues – Inferring 5th Grade 2 Lesson 1 Lesson Overview: 1. Students will create a Word Study Notebook. This Word Study Notebook will be used throughout the year for taking notes during Whole Group and to record Independent Word Study Activities. 2. You will use this notebook in every subsequent Word Study lesson. It reduces the amount of loose papers and organizes the Whole Group Word Study principles for easy reference. It provides a place for students to continue inferring word meaning without reliance on worksheets. 3. You will need to create a Whole Group section with a Table of Contents and about 20 blank pages behind this section. 5th Grade 5 I am going to model how I figured out what the first unfamiliar word meant, but then I would like all of you to join in and help me identify which strategy I used for the next two unfamiliar words. When I first read this letter, I came across the word indigo. Indigo is not a word that I usually use during my day-to-day conversations, but I think that I figured out what it means. I looked at the sentence that it is in. I read the sentence again. The sentence is “The water is a beautiful indigo; it looks just like the sky.” I know that indigo has to have something to do with water because if says that the water is a “beautiful indigo”. I also know that it is something that is like the sky because it says that it looks just like the sky. I think about what I know about the sky. Most of the time the sky is blue --- sometimes it can be gray, but most of the time it is blue. I also think about what I know about water – when I have been to the beach or pictures that I have seen of the beach. Almost all of the times that I have been to the beach, or the pictures that I have seen of the beach show blue water. BUT, I have to be careful and make sure that ‘blue’ would fit the meaning of indigo, so I want to read the other sentences around the word. I want to take time and revisit the text to make sure that it makes sense. I read the sentence that comes before the sentence that the word is in – “Florida is stunning this time of year.” I know that stunning means pretty, but some people might not think that blue is a pretty color. That sentence doesn’t really help me out. I move on and read the sentence that comes after the sentence that the word is in – “In fact, sometimes I can’t tell where the water ends and the sky begins.” So, if I think that ‘indigo’ might mean ‘blue’, it would make sense in this sentence. If blue is the color of the sky and the water then it would be hard to tell where they were divided. 6. Introduce the strategies chart to the students. Boys and girls, I just showed you how I determined the meaning of the word ‘indigo’. Today we will begin creating a chart together which will help us know what to do when we come to a word, and we are unsure of its meaning. Here’s a chart which we will create together and continue to use for the remainder of the year. ***Complete the chart with your students as shown below.*** 5th Grade 6 7. Move on to the next word, strenuous, and this time allow the students to help in the ‘discovery’ of the meaning. Wow! I’m so happy to have figured out what the word ‘indigo’ means. I think that I’m getting the hang of how to figure out the meanings of words. There’s another word, though, that has been puzzling me since I read it. The word is ‘strenuous’. I’m going to do the same thing that I did when I looked at the word ‘indigo’ to see if I can figure out what ‘strenuous’ means. This time I would like you all to help me as much as you can. ** Teachers – lead your students through the steps you would take to determine the meaning of the word ‘strenuous’, following the same format and steps taken when determining the meaning of ‘indigo’. 8. Model Independent Practice: You are establishing the routine students will be following during independent time. Using your Word Study Notebook under the document camera draw the anchor in your Word Study notebook independent section or a use a blank copy of the word collection chart to model using the Journey’s Vocabulary in Context word cards to infer meaning (see note below about these word cards). You will go through the process of determining word meaning with one card each day. Students either need to draw or copy a copy of the Word Collection Chart in their Word Study Notebook so they will have a place to record their work. Gradually release control to the students over the course of this week. By Friday, you want the students to be able to complete the word card activity independently. Word Card Number Rebellious 111 Temporary 117 Contrary 115 Objected 112 5th Grade 7 9. After this week, students will complete this portion of the lesson in a center that all students rotate through, or during independent work time. It could be completed on various days throughout the week. This will depend on how you structure your independent time. Students use Journey’s Vocabulary in Context word cards to infer meaning. In the independent section of their Word Study notebook, have students create the chart or paste a copy to record their thinking. (If you do not have these cards in your classroom, you may print them from ThinkCentral. http://www-k6.thinkcentral.com/ePC/start.do If you do not have a ThinkCentral Login, please contact your campus administrator and email your district coach.) 10. Students should have the independent activity completed by the end of the week. You will want to collect their notebooks to monitor their progress and understanding. 5th Grade 10 What Do Readers Do When They Don’t Know the Meaning of a Word?  Re-read the sentence that the word is in.  Read above and below the word to get a mental image about what is happening in the text.  Think about what you know about the words (text) that are around the unfamiliar word.  Connect the word to one of “my words” – a word that you think might have the same meaning.  Collect “clues” from the text.  Look at the word. Do I recognize and know the meaning of any of the parts? (Ex: preheat pre=before) Word Context Clues or Text Evidence Inferred Meaning Rebellious In April 1775, who fired first at Lexington: a rebellious patriot or a loyal British soldier? To act against authority Temporary For the Boston Tea Party, patriots wore temporary disguises, then removed them. Something that is meant to serve only for a short time Contrary Willful, contrary patriots refused to obey British laws. Troops were sent to enforce laws. Someone that is stubborn and disagrees with most people Objected Colonists objected to the Stamp Act of 1765, protesting that its taxes were unfair. Expressed an opinion against something Word Collection Chart Word Context Clues or Text Evidence Inferred Meaning Word Collection Chart Word Context Clues or Text Evidence Inferred Meaning Page 16 Lesson 4 Lesson Overview: 5.2B/Fig. 19D 1. Use the Word Study PowerPoint Slides 11-12 to begin to teach the different types of context clues readers use to determine word meaning. Today’s lesson will focus on the definition type of context clue. 2. Begin to create the Types of Context Clues Anchor Chart with your students. You will continue to add to this anchor chart each week, so please keep it visible in your classroom. 3. Add to the Word Collection Anchor Chart with your students as you progress through the slides. You will continue to add to this anchor chart each week, so please keep it visible in your classroom. Page 17 4. Students add their Word Collection Chart to their Word Study notebook in the whole group section (either draw the chart or paste a copy in their notebook). 5. Independent Practice: This can be done in a center that all students rotate through, or during independent work time. It could be completed on various days throughout the week. This will depend on how you structure your independent time. Students use Journey’s Vocabulary in Context word cards to infer meaning. In the independent section of their word study notebook, have students create the chart or paste a copy to record their thinking. (If you do not have these cards in your classroom, you may print them from ThinkCentral. http://www-k6.thinkcentral.com/ePC/start.do If you do not have a ThinkCentral Login, please contact your campus administrator and email your district coach.) Word Card Number Salvation 209 Thrust 198 Quests 191 Bondage 139 Unique 79 6. Students should have the independent activity completed by the end of the week. You will want to collect their notebooks to monitor their progress and understanding. Word Context Clues or Text Evidence Inferred Meaning Page 21 Page 22 Lesson 5 Lesson Overview: 5.2B/Fig. 19D 1. Use the Word Study PowerPoint Slide 13 to teach the synonym type of context clues readers use to determine word meaning. 2. Add Synonym to the Types of Context Clues anchor chart with your students. You will continue to add to this anchor chart each week, so please keep it visible in your classroom. 3. Add to the Word Collection anchor chart with your students as you progress through the slides. You will continue to add to this anchor chart each week, so please keep it visible in your classroom. 4. Students add their word collection chart to their word study notebook in the whole group section (either draw the chart or paste a copy in their notebook). Word Context Clues or Text Evidence Inferred Meaning species There are about 200 different species, or kinds, of reptiles that live in this forest. Synonym kinds lunged The snake was rattling its tail and suddenly, it lunged at Mary, springing forward in the blink of an eye. Synonym springing forward suddenly transmissions With a code, the soldiers could send transmissions, or messages, the Germans couldn’t understand. These transmissions were very important in helping us win the war. Synonym messages Word Collection Chart Word Context Clues or Text Evidence Inferred Meaning Page 27 Lesson 6 Lesson Overview: 5.2B/Fig.19D 1. Use the Word Study PowerPoint Slide 14 to teach the antonym type of context clues readers use to determine word meaning. 2. Add Antonym to the Types of Context Clues anchor chart with your students. You will continue to add to this anchor chart each week, so please keep it visible in your classroom. 3. Add to the Word Collection anchor chart with your students as you progress through the slides. You will continue to add to this anchor chart each week, so please keep it visible in your classroom. 4. Students add their word collection chart to their word study notebook in the whole group section (either draw the chart or paste a copy in their notebook). Word Context Clues or Text Evidence Inferred Meaning amusing I love amusing movies, but I also like sad movies. Antonym happy, feel good frigid Outside the air was frigid, but inside it was warm and comfortable. Antonym cold and uncomfortable gregarious Brian is usually gregarious, although sometimes he does like to be alone. Antonym likes to be surrounded by people Word Collection Chart Word Context Clues or Text Evidence Inferred Meaning Page 32 Lesson 7 Lesson Overview: 5.2B/Fig. 19D 1. Use the Word Study PowerPoint Slide 15 to teach the restatement or explanation type of context clues readers use to determine word meaning. 2. Add Restatement or Explanation to the Types of Context Clues anchor chart with your students. You will continue to add to this anchor chart each week, so please keep it visible in your classroom. 3. Add to the Word Collection anchor chart with your students as you progress through the slides. You will continue to add to this anchor chart each week, so please keep it visible in your classroom. 4. Students add their word collection chart to their word study notebook in the whole group section (either draw the chart or paste a copy in their notebook). Word Context Clues or Text Evidence Inferred Meaning despair Mark left the field in despair. He was sure he would never be able to play baseball again, and that thought made him so sad he wanted to cry. Restatement or Explanation sad, depressed uninhabited The village seemed to be completely uninhabited. Victor looked in every home, but he couldn’t find a single person anywhere. Restatement or Explanation no people anywhere Word Collection Chart Word Context Clues or Text Evidence Inferred Meaning Word Collection Chart Page 37 Lesson 8 Lesson Overview: 5.2B/Fig. 19D 1. Use the Word Study PowerPoint Slide 16 to teach the example type of context clues readers use to determine word meaning. 2. Add Example to the Types of Context Clues anchor chart with your students. You will continue to add to this anchor chart each week, so please keep it visible in your classroom. 3. Add to the Word Collection anchor chart with your students as you progress through the slides. You will continue to add to this anchor chart each week, so please keep it visible in your classroom. 4. Students add their word collection chart to their word study notebook in the whole group section (either draw the chart or paste a copy in their notebook). Word Context Clues or Text Evidence Inferred Meaning mammals In addition to fish, there are many mammals in the ocean, such as dolphins, whales, and sea lions. Example a type of animal that includes dolphins, whales, and sea lions delicacies The wizard waved his hands, and suddenly the table was full of cakes, cookies, and other delicacies. Example delicious, sweet treats provisions After the storm, people needed provisions like medicine, clothes, water and food. Example necessary supplies Word Collection Chart Word Context Clues or Text Evidence Inferred Meaning Word Collection Chart Lesson 9 Lesson Overview: 5.2B/Fig. 19D 1. This lesson will focus on Bridging to STAAR (connecting the concept of determining meaning through context to how it is tested on STAAR). 2. Using the Vocabulary in Context Bridging to STAAR document, explain that this is what the questions about vocabulary in context could look like on STAAR  Refer to the Types of Context Clues and Word Collection Anchor Charts that have been co-constructed during the previous minilessons.  Have the STAAR stems for 5.2B ready to display next to the coordinating Anchor Chart (on colored paper, sentence strips, mini- anchor charts, etc…) Discuss with your students that this is how test makers ask them to show mastery of this SE. You must explicitly make the connection between the skill in the minilesson and what the STAAR question is asking the reader to do. Students do NOT make this connection on their own. Vocabulary in Context Bridging to STAAR from The Magic of Eleven At Disney World we twirled in teacups, saw imaginary toys sing and dance, and walked beside magnificent topiaries. These plant sculptures were shaped to look like Disney characters. 1 Which words from the story help the reader know what the word topiaries means? A imaginary toys B plant sculptures C Disney characters D Disney World from The Lost and Found Dog Well, I guess you know the rest of the story. I persuaded my parents to let me keep the dog. No one ever called to claim Hondo. Oh yes, that is what I named my dog. He is the best friend I have ever had. He greets me at the door each day when I get home from school. We walk and talk about my day. He even listens to me read each night and practice my math facts. Best yet, I have taught him to fetch the newspaper each morning and to bring the ball back when Dad and I play baseball. No one has ever had a better pet than my lost and found dog, Hondo. 2 The word persuaded in this paragraph means – A helped another person complete a task B described an event C provided information about a topic D gave reasons to cause another to take action What it looks like on a Test… Which word from paragraph __ helps the reader understand the meaning of the word ______- In paragraph 6, the word _____ means- The word __________ in paragraph ___ means- 5.2B ****Add these question stems to the bottom of or next to your Word Collection Anchor Charts*** Name:____________________________ Date:_______________ Vocabulary in Context Bridging to STAAR from The Iditarod When the team made it to McGrath, Megan decided to rest. She and the dogs spent a day in the town. Megan put new boots on the dogs’ feet to protect them from ice. She and the dogs ate a large meal. The next day they were refreshed and ready to start racing again. 1 In the paragraph, the word refreshed means – A filled up again B made bright, fresh, or appealing C made cool, clean, or moist D revived with rest, food, or drink from Giants in the Forest We visited the souvenir shop when we reached the end of our hike. I bought a green T-shirt that read “Giants in the Forest.” My parents bought a Christmas ornament carved from sequoia wood. We wanted objects that would help us remember our trip to the forest. I hope we get to visit Sequoia National Forest again next summer. 2 In the paragraph, what does the word souvenir mean? A a place to buy snacks, drinks, and gasoline B a trip to the forest C an item bought as a reminder of a place visited D a resting place for tourists from Sequoyah, the Cherokee Inventor As a young man, Sequoyah volunteered to fight with the American soldiers in the War of 1812. It was here that Sequoyah observed the soldiers writing letters home. Sequoyah wanted to design an alphabet so the Cherokee people could communicate in writing. First, he tried using pictographs for each Cherokee word, but there were thousands. This was too many pictures symbols for the Indians to learn. Finally, Sequoyah divided each Cherokee word into syllables. He created one graphic for each syllable. In 1821, after 12 years, he completed the syllabary, an alphabet in which each symbol represents a syllable. 3 What does the word syllabary refer to in this paragraph? A a dictionary of Cherokee words B a 12-year time span C A writing system in which each symbol represent a syllable D A title given to Cherokee leaders depend on how you structure your independent time. Students use Journey’s Vocabulary in Context word cards to infer meaning. In the independent section of their word study notebook, have students create the chart or paste a copy to record their thinking. (If you do not have these cards in your classroom, you may print them from ThinkCentral. http://www-k6.thinkcentral.com/ePC/start.do If you do not have a ThinkCentral Login, please contact your campus administrator and email your district coach.) Word Card Number Trek 243 Expedition 241 Beacon 234 Rustling 232 Mishap 231 6. Students should have the independent activity completed by the end of the week. You will want to collect their notebooks to monitor their progress and understanding. Types of Context Clues Definition- Sometimes a definition is provided for the unusual word in the text. Hint: When the unusual word is followed by a comma, the definition may be right after that comma. Sometimes the definition is in the following sentence. Synonym- After some unusual word, authors sometimes use a more common synonym. Hint: If the unusual word is followed by a comma and the word “or,” then the words that follow are likely synonyms. Antonym- Sometimes the unusual word is followed by an antonym that can help the reader figure out what the unusual word means. Hint: Look for key words – but, not, although, however, on the other hand, in contrast, & instead Restatement or Explanation- Sometimes the author will restate an unusual word or explain it. Hint: The restatement or explanation may be in a different sentence. Read the sentence before and after the unusual word. Example- Sometimes authors give a concrete example that helps the reader know what an unusual word means. Hint: Look for key words – such as, and other, like, & for example Using Your Background Knowledge to Infer- Most of the time, the reader must depend upon background knowledge to make inferences about the meaning of an unusual word. Hint: Read to the end of the paragraph, then come back and try to think of another word that you know that would make sense instead of the unknown word. Word Context Clues or Text Evidence Inferred Meaning appetizing The soup had a color and smell that was very appetizing to the hungry children. Infer good or appealing punctured There was glass all over the street, and the children could not ride their bike through it without getting a punctured tire. Infer hole, pierced, messed up Word Collection Chart