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WORD LEARNING Sample leSSon
Using Context Clues
acKnowledgmenTS
Baumann, J. F., Font, G., Edwards, E. C., & Boland, E. (2005). Strategies for teaching middle-grade students to use word-part and context clues. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice. Mahwah, NJ: Lawrence Erlbaum Associates; and Diamond, L., & Gutlohn, L. (2006). Vocabulary handbook. Berkeley, CA: Consortium on Reading Excellence.
inTroducTion
Context clues give students an idea, or hint, of what an unfamiliar word might mean. Such clues are found in both the text and/or illustrations surrounding the unknown word. The different types of context clues that can be used to infer a word’s meaning are listed in Figure 87, along with examples of how those clues might appear in text. Students benefit from explicit instruction in a strategy for finding and using context clues, such as the one below. Figure 86. Context Clue Strategy.
- Reread the sentence that contains the unknown word. Be on the lookout for signal words or punctuation.
- Reread the sentences before and after the sentence that contains the unknown word.
- Based on the clues, try to figure out the meaning of the word.
- Insert your meaning in the original sentence to see whether it makes sense.
Figure 87. Types of Context Clues to be Directly Taught. TYPE OF CONTEXT CLUE EXAMPLE* Definition : The author explains the meaning of the word in the sentence or selection. When Sara was hiking, she accidentally walked through a patch of brambles , prickly vines and shrubs , which resulted in many scratches to her legs. Synonym : The author uses a word similar in meaning. Josh walked into the living room and accidentally tripped over the ottoman. He then mumbled, “I wish people would not leave the footstool right in the middle of the room. That’s dangerous!” Antonym : The author uses a word nearly opposite in meaning. The supermarket manager complained, “Why do we have such a plethora of boxes of cereal on the shelves? In contrast , we have a real shortage of pancake and waffle mix. We’ve got to do a better job ordering.” Example : The author provides one or more example words or ideas. There are many members of the canine family. For example , wolves , foxes , coyotes , and pets such as collies , beagles , and golden retrievers are all canines. General : The author provides several words or statements that give clues to the word’s meaning. It was a sultry day. The day was very hot and humid. If you moved at all, you would break out in a sweat. It was one of those days to drink water and stay in the shade.
- Note : In Example column, words in italics provide context clues for bold words. Reprinted with permission. Baumann, J. F., Font, G., Edwards, E. C., & Boland, E. (2005). Strategies for teaching middle-grade students to use word-part and context clues. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice_. Mahwah, NJ: Lawrence Erlbaum Associates._ Explain to students that finding and interpreting context clues is not a formula; it is a tool to be tried alongside other tools such as word part clues. Some context clues can be misleading, and students must realize that word-learning strategies involve thinking, not just plugging words into a formula. The following lesson is an introductory context clue lesson that teaches the first type of clue, the definition clue. This lesson can be used as a guide to teach the other four types of context clues: synonym, antonym, example, and general clues.
objecTive
Students will learn to find and interpret context clues to help figure out the meaning of unfamiliar words. Students will be able to recognize and interpret five types of context clues: definition, synonym, antonym, example, and general.
model and Teach
Grouping: Whole class Teacher: There are several types of context clues. Over the next few weeks, I am going to teach you five different types of context clues to look for. Briefly show the following chart and simply list the different types of clues. Figure 88. Types of Context Clues. TYPE OF CONTEXT CLUE
WHAT TO LOOK FOR SIGNAL WORDS SAMPLE SENTENCE
Definition A definition in the sentence Is , are, is called , means , or Signal punctuation: Set off by commas Brick made of sun-dried clay is called adobe. The Native Americans used adobe , or bricks made of sun-dried clay, to build their homes. Synonym A word with a similar meaning to the unknown word Also , as , like , same , similarly , too The Zuni built their homes with brick made of sun- dried clay. The Hopi also used adobe to build their homes. Antonym A word or phrase with the opposite meaning of the unknown word But , however , in contrast , on the other hand , though , unlike The Hopi lived in single-family houses, but the Iroquois lived in longhouses. Example Several examples in a list Such as , for example , for instance , like , including The Pueblo people grew many crops such as corn, beans, and squash. General General or inexact clues After 1700, the Pueblos got sheep from the Spanish, and wool replaced cotton as the most important textile. Based on Baumann, J. F., Font, G., Edwards, E. C., & Boland, E. (2005). Strategies for teaching middle-grade students to use word- part and context clues. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice_. Mahwah, NJ: Lawrence Erlbaum Associates._ A copy of Figure 88 is found in the Appendix. It may be distributed to students as a handout, but you
may consider developing sample sentences with content matter that is familiar to the grade level of your students. Teacher: Today we are going to concentrate on just one type of context clue—the definition. Display the entire chart in Figure 88, but place a large, laminated arrow pointing to the Definition section. Students can see the big picture, but also focus on the type of context clue being taught. Teacher: A definition clue provides the meaning of the word right in the sentence. If you see any of the signal words— is , are , is called , or means —be on the lookout for a definition. You can also look for signal punctuation to help to find definition clues. If you see the signal word or and a phrase set apart by commas, be on the lookout for a definition. Look at the following sentences: Place sample sentences on the overhead. Figure 89. Sample Sentences Using Definition Context Clues. Brick made of sun-dried clay is called adobe. The Navajo lived in hogans , or dome-shaped houses that were made of logs and mud. Cover sentences on the transparency so that only the first sentence is visible. Think aloud. Teacher: The first sentence says, “Brick made of sun-dried clay is called adobe.” I don’t know what adobe is. Circle the word “adobe”. So I’m going to look at the words and phrases around the word, or context clues, to help me figure out the meaning. First I am going to reread the sentence. Reread the sentence. I see the signal words is called. Underline “is called” on the transparency. OK, what is called adobe? Point to the beginning of the sentence. Brick made of sun-dried clay is called adobe. So, adobe is brick made of clay that is dried in the sun. This type of context clue is simple. I just have to be on the lookout for the signal words—like a detective searching for clues. Now I’m going to look at the next sentence. Read the sentence.
Figure 91. Context Clue Strategy.
- Reread the sentence that contains the unknown word. Be on the lookout for signal words or punctuation.
- Reread the sentences before and after the sentence that contains the unknown word.
- Based on the clues, try to figure out the meaning of the word.
- Insert your meaning in the original sentence to see whether it makes sense. Based on Diamond, L., & Gutlohn, L. (2006). Vocabulary handbook_. Berkeley, CA: Consortium on Reading Excellence._
- Lead the students through finding the meaning of the underlined word in the first sentence by looking for definition context clues. Ask for a volunteer to read the sentence. Teacher: I don’t know what traits are. Circle the word “traits” and ask students to do the same on their paper. What is the first thing I need to do when I come to a word that is unfamiliar to me? Accept student responses. That’s right, I need to reread the sentence. What do I need to look for, like a detective? Accept student responses. Yes, I need to look for signal words or punctuation. Point to the Types of Context Clues chart and ask a student to read the signal words and punctuation for a definition context clue. Ask a volunteer to reread the sentence and ask the class to be on the lookout for signal words and punctuation. After the volunteer has reread the sentence, ask students to turn to their partners and point to any signal words or punctuation they see. Did anyone see any signal words or punctuation? Accept student responses. On the overhead, underline the word “or” and circle the comma. Ask students to do the same. In this case, the unfamiliar word is set apart by the comma and the signal word or. Where should I look, then, to find the definition? Accept student responses. That’s right. The words right before the signal word are physical characteristics. So traits must mean “physical characteristics”.
20 The Reading Teacher’s Sourcebook Let’s try it in the sentence: “Everyone has different traits.” Everyone has different physical characteristics. Does that definition make sense? Yes. Raise your hand if you can tell me the definition of traits. Yes, traits are physical characteristics. Let’s look at the following sentence to see whether we can find some examples of traits.
- Allow partners 3 to 4 minutes to find the meaning of the underlined word in the second sentence by looking for definition context clues. Circulate around the room and be available for guidance. After 3 to 4 minutes, work through the sentence on the overhead with the class. Follow the same procedure for the last two sentences.
independenT pracTice
Grouping : Partners
- Provide partners with a short passage that you create or take directly from a student textbook. Sample text: Figure 92. Sample Passage for Practice Using Definition Context Clues. When someone who is not very well known unexpectedly wins a nomination for public office, they are called a dark horse candidate. James A. Polk, a dark horse candidate, won the Democratic presidential nomination in 1844. Polk was in favor of the annexation, or the adding of a territory to another country, of both Texas and Oregon. Henry Clay, Polk’s opponent, was also in favor of annexation.
- Tell students that they are going to practice using definition context clues to find the meaning of the underlined words.
- Give students a chart like the one below to guide their work: Figure 93. Sample Context Clues Chart. Unfamiliar Word Signal Word or Punctuation Our Definition Dark horse candidate Annexation Based on Baumann, J. F., Font, G., Edwards, E. C., & Boland, E. (2005). Strategies for teaching middle-grade students to use word- part and context clues. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice_. Mahwah, NJ: Lawrence Erlbaum Associates. Adapted from Diamond, L., & Gutlohn, L. (2006)._ Vocabulary handbook_. Berkeley, CA: Consortium on Reading Excellence._
- Circulate around the room and be available for guidance.
periodic review/mulTiple opporTuniTieS To pracTice
Periodically give students a passage that you either create or take directly from students’ textbooks. Underline words that may be unfamiliar to students, and have them work either independently or with partners to find the meaning of the underlined words. Once you have taught other types of context clues, modify the guide so that students must identify and use the different kinds of context clues. Figure 95. Using Context Clues Chart. Unfamiliar Word Signal Word or Punctuation
TYPE OF CONTEXT
CLUE
Definition, Synonym, Antonym, Example, or General My Definition Based on Baumann, J. F., Font, G., Edwards, E. C., & Boland, E. (2005). Strategies for teaching middle-grade students to use word- part and context clues. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice_. Mahwah, NJ: Lawrence Erlbaum Associates. Adapted from Diamond, L., & Gutlohn, L. (2006)._ Vocabulary handbook_. Berkeley, CA: Consortium on Reading Excellence._
