• 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? Grandpa is very frugal; he never wastes money and always looks for bargains. (frugal) (forgetful / careful with money / very rich / very generous) → careful with moneyPrompt: 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? His explanation was so convoluted that nobody could follow it. (convoluted) (funny / brief / complicated / accurate) → complicatedPrompt: 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) (brightly painted / very expensive / very heavy / 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. Leo felt APPREHENSIVE, that is, worried about what might happen, before his first match. (angry / worried about the future / bored / excited and happy) → worried about the futurePrompt: 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? A CONIFER is a tree that produces cones and usually keeps its needles all year. (A CONIFER is / a tree that produces cones and usually keeps its needles all year / usually / all year) → a tree that produces cones and usually keeps its needles all yearPrompt: 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. Use the context clue to choose the meaning of the word in capitals. The scientist used a PIPETTE, or thin glass tube, to add one drop at a time. (a type of chemical / a microscope / a measuring jug / a thin tube for moving small amounts of liquid) → a thin tube for moving small amounts of liquidPrompt: 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 baby was SOMNOLENT, or drowsy, after her bottle. (after her bottle / her bottle / The baby was / or drowsy) → or drowsyPrompt: 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.