• Quick retrieval from earlier learning (Context clues: definitions and restatements). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Use the context clue to choose the meaning of the word in capitals. The recipe calls for a PINCH of salt, a very small amount held between finger and thumb. (a cup / a bag / a very small amount / a large spoonful) → a very small amountPrompt: Look for a clue right next to the word: commas, dashes, brackets, 'or', 'that is', 'which means'.
2. Which part of the sentence is the context clue that explains the word in capitals? Mia is GREGARIOUS; in other words, she loves being with people. (she loves / in other words, she loves being with people / Mia is / being with) → in other words, she loves being with peoplePrompt: Look for a clue right next to the word: commas, dashes, brackets, 'or', 'that is', 'which means'.
3. Use the context clue to choose the meaning of the word in capitals. The sand dunes are ARID, meaning they get almost no rain. (very high / very hot / very dry / very windy) → very dryPrompt: Look for a clue right next to the word: commas, dashes, brackets, 'or', 'that is', 'which means'.

• Show an interesting word in a sentence and ask what it might mean from the clues around it.
• Share the objective: Context clues: contrasts and examples. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Use the contrast or example clue to choose the meaning of the word in capitals. The old phone was OBSOLETE, but the new model had all the latest features.
• Step 1: Contrast clues show a word is the opposite of something nearby; example clues show what kind of thing it is.
• Step 2: So the answer is: out of date, no longer used
• Answer: out of date, no longer used
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. What kind of context clue helps with the word in capitals (or the key word)? Unlike his TIMID brother, Omar marched straight up to the stage. (definition / contrast / example) → contrastPrompt: Look at the signal words in the sentence.
2. Use the contrast or example clue to choose the meaning of the word in capitals. Although the first test was ARDUOUS, the second one felt easy. (very difficult / very short / enjoyable / unfair) → very difficultPrompt: Look for contrast words (unlike, although, but, whereas, instead of) or example words (such as, like, including).

• 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.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. What kind of context clue helps with the word in capitals (or the key word)? Instead of being GRATEFUL, the guest complained about everything. (definition / contrast / example) → contrastPrompt: Look at the signal words in the sentence.
2. Use the contrast or example clue to choose the meaning of the word in capitals. Ana stayed CALM during the fire drill, but her friend was FRANTIC. (What does FRANTIC mean?) (wildly anxious and rushed / bored / cheerful / sleepy) → wildly anxious and rushedPrompt: Look for contrast words (unlike, although, but, whereas, instead of) or example words (such as, like, including).

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-6.