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English lesson plan · 3rd grade (Year 4 in England) · 30 minutes

Word meaning in a text

Reading Comprehension

CCSS RL.3.4CCSS RI.3.4England: Y3/4 Reading (vocabulary)England: KS2 SATs ReadingEngland: 11+ English

Objective and success criteria

Students will: Word meaning in a text.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Using context clues

Leads to: the next skill in this area.

Materials: A short text or extract (one copy each), Highlighters, Question cards, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Using context clues). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Use the clues in the sentence. What does the word in brackets mean? The cake was enormous; it filled the whole table. (enormous) (very sweet / very old / very cold / very big) → very bigPrompt: Look at the other words in the sentence. What do they tell you?
  2. Use context clues. What does the word in brackets most likely mean? The mayor's speech was laconic: just two sentences long. (laconic) (using few words / full of jokes / very rude / extremely long) → using few wordsPrompt: Look for signal words: unlike, despite, so…that, a colon or dash that explains.
  3. Use the clues in the sentence. What does the word in brackets mean? Grandpa is very frugal; he never wastes money and always looks for bargains. (frugal) (very rich / very generous / careful with money / forgetful) → careful with moneyPrompt: Look at the other words in the sentence. What do they tell you?

Hook · 3 min

  • Read the first lines of a short text aloud and ask what students predict will happen and why.
  • Share the objective: Word meaning in a text. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: The giant tortoise is ancient. Some live for more than 150 years. What does "ancient" mean here?
  • Step 1: The words around an unfamiliar word help show its meaning.
  • Step 2: So the answer is: very old
  • Answer: very old
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Our team was victorious. We won the final by three goals! What does "victorious" mean? (tired / having lost / late / having won) → having wonPrompt: Find the word in the text and read the whole sentence around it.
  2. The baby rabbit was so timid that it hid whenever anyone came near. What does "timid" mean? (brave / hungry / shy and easily frightened / fast) → shy and easily frightenedPrompt: Find the word in the text and read the whole sentence around it.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. The baby rabbit was so timid that it hid whenever anyone came near. What does "timid" mean? (brave / hungry / shy and easily frightened / fast) → shy and easily frightenedPrompt: Find the word in the text and read the whole sentence around it.

Watch out for

  • Answering from memory or opinion instead of evidence in the text.
  • Copying a long quote without explaining what it shows.

Support and stretch

Support

  • Review first: Using context clues.
  • Use concrete materials: a short text or extract (one copy each).
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-3.

Free lesson plan from eurekami.com/lesson-plan-builder

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Word meaning in a text

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Inside a Volcano

Deep beneath our feet, the Earth is extremely hot – hot enough to melt rock. This melted rock is called magma. Because magma is lighter than the solid rock around it, it slowly rises upward. Sometimes it collects in a huge underground pool called a magma chamber. A volcano forms where magma finds a way to the surface. When the pressure in the magma chamber becomes too great, the magma bursts out through cracks or vents. Once it reaches the surface, it is called lava. Over time, layers of cooled lava and ash can build up to form a mountain. Most volcanoes are found near the edges of tectonic plates, the giant slabs of rock that make up the Earth's outer layer. More than half of the world's active volcanoes surround the Pacific Ocean, in a horseshoe-shaped zone known as the Ring of Fire. Scientists sort volcanoes into three groups. Active volcanoes have erupted recently and could erupt again. Dormant volcanoes have not erupted for a very long time but might wake up in the future. Extinct volcanoes are not expected to erupt ever again. Although eruptions can be deadly, volcanoes also bring benefits. Volcanic ash breaks down into rich soil, which is why many farms are found on the slopes of old volcanoes. In some countries, such as Iceland, the heat from underground is used to warm homes and produce electricity.

  1. Question 1

    Read "Inside a Volcano". What is the difference between magma and lava?

    • A. Magma is underground; lava has reached the surface.
    • B. They are two different kinds of ash.
    • C. Lava is underground; magma is on the surface.
    • D. Magma is cold; lava is hot.

From Egg to Frog

A frog starts life as a tiny egg in a pond. The eggs stick together in a soft, wobbly clump. A small tadpole hatches from each egg. A tadpole has a long tail. It swims in the water and breathes with gills, just like a fish. The tadpole eats and grows. Soon it grows back legs. Then it grows front legs. Its tail gets shorter and shorter. At last, the tail is gone. Now it is a frog! The frog can hop on land and swim in the pond. It breathes air with its lungs. It catches flies with its long, sticky tongue. One day, the frog may lay eggs of its own. Then the life cycle starts all over again.

  1. Question 2

    Read "From Egg to Frog". The text says the eggs are "wobbly". What does wobbly mean?

    • A. shaky and not firm
    • B. very hot
    • C. very loud
    • D. hard and still

Lady Montagu and the Smallpox Gamble

In the early eighteenth century, smallpox was one of the most feared diseases in Europe. It killed around three in every ten people it infected and left many survivors scarred or blind. Lady Mary Wortley Montagu knew its cruelty personally: the disease had killed her brother and marked her own face. In 1717, while living in Constantinople (now Istanbul), where her husband was the British ambassador, she observed a remarkable practice. Local women would take a small amount of material from a mild smallpox sore and scratch it into the skin of a healthy person. The person usually developed a mild illness and was then protected for life. This process was called variolation. Montagu was so impressed that she had her young son variolated. When she returned to England, she campaigned to spread the practice, despite fierce opposition. Some doctors resented being taught by a woman; others distrusted a practice from abroad. To win public confidence, Montagu had her daughter variolated in front of physicians from the royal court. Variolation was not without risk: a small number of patients developed severe smallpox, and they could infect others. Decades later, in 1796, Edward Jenner developed a safer method using cowpox, a related but much milder disease. His method, called vaccination after the Latin word for cow, gradually replaced variolation. Smallpox was declared eradicated worldwide in 1980. Jenner is often called the father of vaccination, but the story began with the courage of a woman who noticed what others had overlooked.

  1. Question 3

    Read "Lady Montagu and the Smallpox Gamble". What does "eradicated" mean in the final paragraph?

    • A. made more dangerous
    • B. completely wiped out
    • C. discovered
    • D. spread widely

The Vault at the Top of the World

On a frozen island in the Arctic Ocean, between Norway and the North Pole, a narrow concrete doorway sticks out of the side of a mountain. Behind it, a tunnel leads deep into the rock. This is the Svalbard Global Seed Vault, and it holds more than a million packets of seeds from almost every country on Earth. Why keep seeds in a mountain? Farmers all over the world depend on many different varieties of crops, such as types of rice that survive floods or kinds of wheat that resist disease. If a variety disappears because of war, natural disaster or simple accident, it may be lost for ever. The vault is a back-up copy, like saving a precious file in two places. The location was chosen with care. The vault is high enough above sea level to stay dry even if ice caps melt. Inside, the seeds are kept at about minus 18 degrees Celsius, cold enough to keep many of them alive for decades or even centuries. The surrounding rock is permanently frozen, so even if the power failed, the seeds would stay cold. The vault opened in 2008. In 2015, it was used for the first time: scientists who had lost access to their own seed bank during a war in Syria withdrew samples, grew new plants and later sent fresh seeds back to the vault. The back-up had worked. No one hopes the vault will be needed often. But like a fire extinguisher in a school corridor, it is reassuring to know it is there.

  1. Question 4

    Read "The Vault at the Top of the World". The text calls the vault a "back-up copy". What does back-up mean here?

    • A. a copy that is worse than the original
    • B. an extra copy kept safe in case the original is lost
    • C. a computer game
    • D. a seed that grows backwards

Beavers Come Home

Four hundred years after they were hunted to extinction in Britain, beavers are back. Small populations now live wild in parts of Scotland and England, and several other European countries have reintroduced them too. Ecologists describe beavers as "ecosystem engineers". By building dams, they create ponds and wetlands that slow the flow of water, trap sediment and provide homes for insects, amphibians and birds. In one Devon study, the amount of water flowing downstream during heavy rain was noticeably lower below beaver dams than above them, suggesting that dams can help reduce flooding. Not everyone is delighted. Some farmers report flooded fields and felled trees, and they worry about the cost. Their concerns are real, and schemes in some areas now compensate landowners or move beavers whose dams cause serious damage. Supporters argue that the benefits outweigh the costs. Wetlands created by beavers can store water during droughts, improve water quality and attract visitors. Yet researchers caution that results vary from river to river, and long-term data are still limited. What is clear is that the return of beavers forces us to ask a broader question: how much room are we willing to make for wild animals in a crowded country?

  1. Question 5

    Read "Beavers Come Home". In paragraph 2, why are beavers called 'ecosystem engineers'?

    • A. because they build roads
    • B. because they reshape their environment in ways that affect many other species
    • C. because they are trained by engineers
    • D. because they destroy ecosystems

The Fennec Fox

The fennec fox is the smallest fox in the world. It weighs about as much as a bag of sugar. It lives in the Sahara Desert in North Africa, one of the hottest places on Earth. The first thing most people notice about the fennec fox is its enormous ears. They can be as long as 15 centimetres, which is huge for such a small animal. The ears do two important jobs. First, they let heat escape from the fox's body, helping it to stay cool. Second, they are so sensitive that the fox can hear insects moving under the sand. The fennec fox has other ways to survive in the desert, too. Thick fur on the bottoms of its feet protects it from the burning sand. During the hottest part of the day, it rests in a cool burrow underground. It comes out to hunt at night, when the air is cooler. Water is hard to find in the desert, but the fennec fox can go a long time without drinking. It gets most of the water it needs from the food it eats, such as insects, plants and small animals.

  1. Question 6

    Read "The Fennec Fox". In paragraph 2, what does "sensitive" mean?

    • A. very soft
    • B. easily upset
    • C. able to notice very small things
    • D. very large

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Answer key: Word meaning in a text

  1. 1. A. Magma is underground; lava has reached the surface.

  2. 2. A. shaky and not firm

  3. 3. B. completely wiped out

  4. 4. B. an extra copy kept safe in case the original is lost

  5. 5. B. because they reshape their environment in ways that affect many other species

  6. 6. C. able to notice very small things