Webbing Context Clues

Designed by: Andress Carter-Sims , Burton Pack Elementary

1) Core Curriculum Objective(s):  Read and learn the meanings of unfamiliar words and phrases to build a word bank of vocabulary necessary for the interpretation of literature. (5VW-1)

Grade Level: Five       Subject: Reading

2) Overview:  The teacher will share with the students a strategy for identifying the meaning of unfamiliar words.  The lesson will begin with a think aloud strategy (defined in the lesson) done by the teacher.  Next the students will apply the strategy on unfamiliar words as a large group. Then the students will work in small groups to demonstrate their ability using context clue webs to identify the meaning of an unfamiliar word. Finally the students will continue in their small groups to use their words in a sentence.

3) Focus Essential Question: When you come to a word you don’t know, how can you figure out the meaning?  How do you use context clues to determine the meaning of an unfamiliar word?   

4) Time Frame: Four forty-five minute class periods

5) Resource materials:

Computer with internet excess (optional) and printer

LCD projector (optional)

The State Newspaper (optional) or any newspaper or magazine

 http://www.thestate.com

overhead (optional)

index cards or pieces of paper

one highlighter for each group

http://www.sikids.com

http://www.ebony.com

container to collect words

6) Culminating Assessment:

During the culminating assessment students will create context clue webs as well as write sentences using ten unfamiliar words they have selected in small groups.  The teacher will collect the context clue webs once completed to assess and provide feedback.  The students will then continue with the second part of the assessment, which will require them to write sentences for each unfamiliar word they located.

Context Clue Web Rubric

First Assessment

Sentence Rubric

Second Assessment

7) Instructional Activities:

Activity One: 

The teacher will begin by reading an article or part of an article (depending on the length) to the students.  Each student should have a copy of the article.  Note: If an overhead is available the teacher may copy the article to place on the overhead for all students to see.  It is very important that all students can clearly see the article.  After reading an article or part of the article the teacher will point out several words that may be unfamiliar to some or most of the students.  The teacher will write these words on the board for future use in the lesson.

The teacher will act as though he/she does not know the meaning of these words.  The students will be informed that they will use context clues to figure out the meaning of the unfamiliar words. Note: At this point in the modeling of the lesson the teacher should tell the students that context clues maybe pictures (illustrations) or those parts of a sentence or nearby sentence that helps to give meaning to an unfamiliar word. 

At this point in the lesson the teacher or other students have read the article to the students.  The teacher has decided on the unfamiliar words in the article and has written them on the board.  Now the teacher will begin a think aloud strategy with the students to help them find clues about the first unfamiliar word in the article.  Note: The think aloud strategy involves reading a sentence or two around an unfamiliar word and saying aloud to the students those clues that may help you figure out the meaning of the word.  After sharing aloud at least two clues the teacher should create a definition or an explanation of the word.

After the teacher has used the read aloud strategy with the first unfamiliar word the teacher should continue on to the next unfamiliar word. With the next unfamiliar word the teacher should create on the board the web below to again visually and auditorily demonstrate to students how to use context clues.  Note: For students to be as effective as possible with this context clue web they should do their best to locate at least two clues.

The teacher should continue to place a new web on the board with each unfamiliar word that has been identified in the article, list at least two clues and write a definition or explanation for the new term.

Activity Two: 

The teacher will now display on the overhead or provide each student with a copy of another article. During activity two each student will need one index card or a piece of paper.   Note:  In a classroom their may be a variety of reading levels so the article that you chose may not have unfamiliar words in it for each student.  However, the strategy is excellent for any student to know and use.

Each student will read the article to them self and identify an unfamiliar word or a word they think may be unfamiliar to another classmate.  Each student will chose a word and write it on an index card or a piece of paper. 

The teacher should go around with a container to take up the words.  Note:  Students should not be asked to place their name on the paper. 

After collecting the words the teacher should browse through each one and choose five to seven words. Note:  Some words may be repeated.  The teacher should write the words on the board for each student to observe.  As a large group the class will observe as a context clue web is created on the board for each unfamiliar word.

The teacher should have two students work on each context clue web on the board.  One student will be selected to write two clues for the unfamiliar word and the second student will write a definition or explanation of the term.

As the first student writes two clues they must tell exactly where the clue came from and what makes it a clue.  When the second student writes their definition or explanation they must explain how those clues help them create that definition or explanation.  Another student who did not participate in the web should be asked whether or not they agree with the web.  Note: The teacher should not accept a yes or no answer.  When students are asked if they agree they must provide an explanation as to why they do or do not agree with the clues, definition or explanation.

Each term on the board should be created using the same procedure.

Activity Three:

The teacher will now place students into groups of two, no more than three.  Small groups will search the Internet to locate articles, which contain at least ten unfamiliar words.  When placing students into groups, try to place them with a partner that is close to their reading level.  Note:  Some groups may have to use several articles to get a total of ten unfamiliar words.  Each group should be instructed to print two copies of their article(s) from the Internet.  Next they will read the article(s) and highlight on each copy all ten words in the article(s). Each group will then complete a context clue web for each unfamiliar word, which will be turned in along with one copy of the article(s).  Note: This activity is done once the teacher knows each students reading level.  This will help the teacher know if students are choosing terms above their reading and comprehension level. 

The teacher is now ready to assess and provide feedback to each groups context clue webs before continuing with activity four.

Activity Four:

Once the teacher has received the completed assignment from activity three the groups will be allowed to use a dictionary to define each word that they chose.  Note:  Students do not have to write the definitions, this does not make students learn the meaning of a word.  After students have looked up their unfamiliar word, they should use each word in a sentence. The teacher will tell the students that they are writing a sentence with each word to demonstrate their comprehension of the word as it was used in the text.

The groups should use their second copy of their article(s) as they write their sentences. Each group having a copy of their article(s) will allow them to refer to the article(s) to be sure they are using the words in the same context.

The teacher is now ready to assess each group’s sentences.