• 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? After the long hike, Jo was weary and wanted to lie down. (weary) (lucky / lost / excited / tired) → tiredPrompt: 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 once-bustling market was now desolate; not a single stall remained. (desolate) (cheerful / crowded / empty and bleak / expensive) → empty and bleakPrompt: 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? The fragile vase broke when it fell over. (fragile) (very heavy / very expensive / brightly painted / easily broken) → easily brokenPrompt: Look at the other words in the sentence. What do they tell you?

• Show an interesting word in a sentence and ask what it might mean from the clues around it.
• Share the objective: Context clues: definitions and restatements. 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 context clue to choose the meaning of the word in capitals. The hikers were FAMISHED — extremely hungry — after the six-hour climb.
• Step 1: Writers often define or restate a hard word right beside it, using commas, dashes, brackets or phrases like 'or', 'that is' and 'which means'.
• Step 2: So the answer is: extremely hungry
• Answer: extremely hungry
• 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. Use the context clue to choose the meaning of the word in capitals. The athlete was known for her TENACITY — she simply never gave up. (speed / kindness / height / determination) → determinationPrompt: 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? The athlete's TENACITY — her refusal to give up — won her the race. (The athlete's / the race / her refusal to give up / won her) → her refusal to give upPrompt: Look for a clue right next to the word: commas, dashes, brackets, 'or', 'that is', 'which means'.

• 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 8 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. Which part of the sentence is the context clue that explains the word in capitals? The speech was full of JARGON, specialist words that most listeners did not understand. (most listeners / specialist words that most listeners did not understand / The speech was / full of) → specialist words that most listeners did not understandPrompt: Look for a clue right next to the word: commas, dashes, brackets, 'or', 'that is', 'which means'.
2. Use the context clue to choose the meaning of the word in capitals. Our cat is quite DOCILE (calm and easy to handle), so the vet likes her. (calm and gentle / wild and fierce / sleepy / very old) → calm and gentlePrompt: Look for a clue right next to the word: commas, dashes, brackets, 'or', 'that is', 'which means'.

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