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

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. The first draft was VERBOSE, so she cut it down to a crisp half page. (funny / full of mistakes / too short / using too many words) → using too many wordsPrompt: Look for contrast words (unlike, although, but, whereas, instead of) or example words (such as, like, including).
3. What kind of context clue helps with the word in capitals (or the key word)? Some reptiles, such as snakes and lizards, are CARNIVOROUS. (definition / contrast / example) → examplePrompt: Look at the signal words in the sentence.

• Show an interesting word in a sentence and ask what it might mean from the clues around it.
• Share the objective: Context clues: working out meaning from the whole passage. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Read the whole sentence. What does the word in capitals most likely mean? The hiker had to RATION her water, drinking only a few sips every hour to make it last.
• Step 1: When no definition is given, use the situation, causes and results described around a word to infer its meaning.
• Step 2: So the answer is: share out in limited amounts
• Answer: share out in limited amounts
• 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. Read the whole sentence. What does the word in capitals most likely mean? The old bridge was so PRECARIOUS that it swayed with every step and the council closed it the next day. (unsafe and unstable / beautiful / brand new / crowded) → unsafe and unstablePrompt: There is no direct definition here. What is happening in the rest of the sentence?
2. Read the whole sentence. What does the word in capitals most likely mean? Tom's apology seemed PERFUNCTORY; he mumbled it without looking up from his phone. (very long / written down / heartfelt / done without real care or interest) → done without real care or interestPrompt: Look for what happens next or what causes what: these are your clues.

• 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. Read the whole sentence. What does the word in capitals most likely mean? Tom's apology seemed PERFUNCTORY; he mumbled it without looking up from his phone. (done without real care or interest / heartfelt / very long / written down) → done without real care or interestPrompt: Look for what happens next or what causes what: these are your clues.
2. Read the whole sentence. What does the word in capitals most likely mean? The rumour spread so RAPIDLY that by lunchtime the whole school had heard it. (secretly / quietly / quickly / slowly) → quicklyPrompt: There is no direct definition here. What is happening in the rest of the sentence?

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-7.