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English lesson plan · 6th grade (Year 7 in England) · 60 minutes

Context clues: definitions and restatements

Vocabulary

CCSS L.6.4.AEngland: KS3 Reading (vocabulary in context)England: 11+ English

Objective and success criteria

Students will: Context clues: definitions and restatements.

  • 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: Context clues: contrasts and examples

Materials: Word cards, A thesaurus or dictionary, A short text with the target words, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 6 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 path was so narrow that we had to walk in single file. (narrow) (not long / not safe / not straight / not wide) → not widePrompt: 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) (very rude / extremely long / using few words / full of jokes) → 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? The room was so dim that we could hardly see. (dim) (not quiet / not bright / not warm / not clean) → not brightPrompt: Look at the other words in the sentence. What do they tell you?

Hook · 6 min

  • 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.

I do: model it · 12 min

  • 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.

We do: guided practice · 12 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. Use the context clue to choose the meaning of the word in capitals. Mia is GREGARIOUS; in other words, she loves being around other people. (shy and quiet / forgetful / bossy / sociable and outgoing) → sociable and outgoingPrompt: 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 race / her refusal to give up / The athlete's / won her) → her refusal to give upPrompt: Look for a clue right next to the word: commas, dashes, brackets, 'or', 'that is', 'which means'.

You do: independent practice · 17 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 7 min

  • 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? Leo felt LETHARGIC, that is, sluggish and short of energy, after the flu. (after the flu / Leo felt / the flu / that is, sluggish and short of energy) → that is, sluggish and short of energyPrompt: 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. The hikers were FAMISHED — extremely hungry — after the six-hour climb. (completely lost / very tired / very cheerful / extremely hungry) → extremely hungryPrompt: Look for a clue right next to the word: commas, dashes, brackets, 'or', 'that is', 'which means'.

Watch out for

  • Picking a "bigger" synonym that doesn't fit the meaning.
  • Ignoring the clues in the rest of the sentence.

Support and stretch

Support

  • Review first: Using context clues.
  • Use concrete materials: word cards.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Context clues: contrasts and examples.
  • 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-6.

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

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Context clues: definitions and restatements

Name

Date

Score/ 8

  1. Question 1

    Which part of the sentence is the context clue that explains the word in capitals? The town built a LEVEE — a high bank of earth — to hold back the river.

    • A. to hold back
    • B. the river
    • C. The town built
    • D. a high bank of earth

  2. Question 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.

    • A. very old
    • B. sleepy
    • C. calm and gentle
    • D. wild and fierce

  3. Question 3

    Use the context clue to choose the meaning of the word in capitals. The forecast warns of a DELUGE, a sudden heavy flood of rain.

    • A. a dry spell
    • B. a heavy downpour
    • C. a strong wind
    • D. a light drizzle

  4. Question 4

    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.

    • A. most listeners
    • B. full of
    • C. The speech was
    • D. specialist words that most listeners did not understand

  5. Question 5

    Use the context clue to choose the meaning of the word in capitals. Bats are NOCTURNAL, which means they are active at night.

    • A. very small
    • B. able to fly
    • C. active at night
    • D. afraid of light

  6. Question 6

    Which part of the sentence is the context clue that explains the word in capitals? Owls are NOCTURNAL, which means they are awake and hunting at night.

    • A. Owls are
    • B. hunting
    • C. which means they are awake and hunting at night
    • D. at night only

  7. Question 7

    Use the context clue to choose the meaning of the word in capitals. The council plans to RENOVATE the old library by repairing and updating it.

    • A. knock down
    • B. move elsewhere
    • C. repair and modernise
    • D. close permanently

  8. Question 8

    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.

    • A. The athlete's
    • B. her refusal to give up
    • C. won her
    • D. the race

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Answer key: Context clues: definitions and restatements

  1. 1. D. a high bank of earth

  2. 2. C. calm and gentle

  3. 3. B. a heavy downpour

  4. 4. D. specialist words that most listeners did not understand

  5. 5. C. active at night

  6. 6. C. which means they are awake and hunting at night

  7. 7. C. repair and modernise

  8. 8. B. her refusal to give up