4(B) Context Clues - week 8-9

Reading/ Vocabulary Development Students understand new vocabulary and use it when reading and writing
K	1	2	3	4	5
	6(c) determine what words mean from how they are used in a sentence, either heard or read	5(B) use context to determine the relevant meaning of unfamiliar words or multiple meaning words	4(B) use context to determine relative meaning of unfamiliar words or distinguish among multiple meaning words and homographs	2(B) use the context of the sentence (e.g. in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words	2(B) use context (in-sentence restatement) to determine or clarify the meaning of any unfamiliar or multiple meaning words
Use the context of a sentence to determine the meaning of unfamiliar words Use the context of a sentence to determine the meaning of multiple meaning words (e.g. in-sentence example or definition)

Activities:

• Linda Hoyt - RATT -look in the Vocabulary Tab
• Vocabulary  - with the book Sylvester & the Magic Pebble
• Context Clues - with the book Mufaro's Beautiful Daughters
• Multiple Meaning Words - A Choclate Moose for Dinner
• CTK: Book 4--Lessons 10,11,12 
•       Lesson 10:  Infer the Meaning of Unfamiliar Words
•       Lesson 11:  Infer With Text Clues
•       Lesson 12:  Tackle the Meaning of Language

a sample anchor chart

Here is a chart that shows the types of context clues.  I couldn't separate the chart from the numbers. 

• In-sentence examaple or definition tutorials - this shows sentence indicators that show a direct definition  http://www.manatee.k12.fl.us/sites/elementary/samoset/ccdirect.htm 
• Mad Libs-First time see how silly the story is without knowing the context.  Then try it again using the context from sentence. You can choose an appropriate word based on the clues from the text.   http://www.eduplace.com/tales/
• Target the Reading - You can use these short stories to address unfamiliar words.  The first time you read each story, discuss unknown words and focus on using the text to determine meaning
• If you ultimately need a dictionary, the Yahoo Kids Dictionary is a good one
• Writing Activity
• work together to make a list of words that have more than one meaning
• have students make illustrated posters, stories, sentences or riddles showing that they understand the multiple meanings of some of these words
• for example:   The elephant got his trunk tangled in his trunks when he climbed on the trunk to get into the trunk

Anchor Stations:

• Is it Friday Yet?  Learning Centers That Work  (Amina has this book)
•     Word Faces--page10 

• Online games or activities
•  http://www.manatee.k12.fl.us/sites/elementary/samoset/ccdirect.htm is a direct definition context clues tutorial
• http://www.bbc.co.uk/skillswise/words/spelling/recognising/homophones/index.shtml homophones
• http://www.quia.com/cb/96929.html homographs
• more to come :)

4(A) Affixes - week 8 - 9

Reading/ Vocabulary Development Students understand new vocabulary and use it when reading and writing
K	1	2	3	4	5
		5(A) use prefixes and suffixes to determine the meanings of words	4(A) Identify the meaning of common prefixes (e.g. In-, dis-) and suffixes (e.g. –full, -less), and know how they change the meaning of roots	2(A) Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes
use prefixes and suffixes to determine the meanings of words

Activities:

• Direct teach what affixes are, then make growing charts in the room
• Fits My Pattern :  Make a Tchart
• The team decided to use a few common affixes to begin with
• prefixes -  un-,  re-,  pre-,  dis-,  in-,  mis-
• suffixes -   -ful,  -less,  -ly,  -tion

9 week @ a Glance

	1	2	3	4	5	6	7	8	9
8(A)   seq & summ         main events in fiction			x	x
13 (C) cause & effect         in exposotory			x	x
19(E)  summarize			x	x
8(B)   characters in fiction					x	x	x
19(D)  inference					x	x	x	x	x
4(A)   affixes								x	x
4(B)   context clues								x	x

Figure 19 (D) - Inferencing

19(D)
K	1	2	3	4	5
Make inferences based on the cover, title, illustrations, and the plot	Make inferences using about text and use textual evidence to support understanding
Make inferences about the text Use textual evidence to support understanding

Activities:

• Interactive Read Aloud by Linda Hoyt  page 29  using Where the Wild Things Are  and the extentions
• CTK:  make reference to the formula from the primary inferencing book 

                                                     text clues + background  = inference

• Reader's make inferences about characters while they read....see character development TEK 8(B)
• Visual Inferencing - the team will search for images that allow the kids to draw conclusions from, then the kids will use the template below to note the visual clues as well as their background knowledge 

• Clues to Comprehesion book (Carson)
• Blue Skill Bags - making inferences

Anchor Activities:

• visual inferencing activity from above can be taken to a center

Possible Test Questions:

8(B) - Character Interaction

Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from the text to support their understanding
K	1	2	3	4	5
8(B) describe characters in a story and the reason for their actions	9(B) describe characters in a story and the reasons for their actions and feelings	9(B) describe main characters in works of fiction, including their traits and motivations, and feelings	describe the interaction of characters including their relationships and the changes they undergo third grade 8(B) fourth grade 6(B)		6(B) explain the roles and functions of characters in various plots,  including their relationships and conflicts
Describe  the interaction of characters Describe  the interaction of characters  including their relationships Describe  the interaction of characters including the changes they undergo

Activities:

• Linda Hoyt -Read Aloud Think Together - Character Development page 117

• Feeling & Emotion Chart - create the chart that helps students catagorize feelings , as the class or individuals come across feeling words they can add them to the chart
• Create a Bubble Map showing character traits and the textual evidence..see below





After reading a text, determine a character's traits

  


Beneath the trait, provide textual evidence

  

• character trait cards (english & spanish) - first class, elementary lang arts, curriculum, fluency,character traits
• these cards can also be used in a fluency anchor station (seee below)

• Making inferences about characters

• As we read a text, take note of character feelings/emotions and how they change within the text.  We discussed several graphic options to illustrate those changes...see images below

• Fairy Tales were suggested as a resource for character development to reinforce week 2 supporting standard - 5(A) paraphrase the themes and supporting details of fables, legends, mythsor stories

Anchor Activities:

• character trait cards with fry phrases

Possible Test Questions: