Using Context Clues, Schemes and Mind Maps of Genetics

Download Using Context Clues and more Schemes and Mind Maps Genetics in PDF only on Docsity! The Reading Teacher’s Sourcebook 201 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. 1. Reread the sentence that contains the unknown word. Be on the lookout for signal words or punctuation. 2. Reread the sentences before and after the sentence that contains the unknown word. 3. Based on the clues, try to figure out the meaning of the word. 4. Insert your meaning in the original sentence to see whether it makes sense. The Reading Teacher’s Sourcebook202 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. The Reading Teacher’s Sourcebook 205 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. The Reading Teacher’s Sourcebook206 I do not know what hogans are. Circle the word “hogans”. First I am going to reread the sentence. Reread the sentence. I see the signal word or, and I also see two commas. Underline the word “or” and circle the two commas. I am going to read the phrase between the two commas. Read the phrase. Hogans must be dome-shaped houses. If I insert my definition into the sentence it would read: “The Navajo lived in dome-shaped houses made of logs and mud.” That makes sense. In both of theses sentences, the definition was right in the sentence. This kind of context clue is called a definition context clue. guided pracTice Grouping: Whole class/partners 1. Place 4–6 more sentences on the overhead. These sentences can easily be taken directly from your students’ science or social studies texts, or you can write sentences using any content that is relevant to your students’ curriculum. Figure 90. More Sample Sentences Using Definition Context Clues. Everyone has different physical characteristics, or traits. Some of us are tall, while others are short. Some of us have brown eyes, while others have green. Heredity is the passing of traits from parents to their children. The things that control such traits are called genes. Gregor Mendel founded genetics, or the study of heredity and genes, in the 19th century. 2. Give students a copy of the sentences. 3. Review the following chart. A copy is provided in the Appendix. The Reading Teacher’s Sourcebook 207 Figure 91. Context Clue Strategy. 1. Reread the sentence that contains the unknown word. Be on the lookout for signal words or punctuation. 2. Reread the sentences before and after the sentence that contains the unknown word. 3. Based on the clues, try to figure out the meaning of the word. 4. 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. 4. 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”.