• Quick retrieval from earlier learning (Define a word: what group, and what makes it special?). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Choose the group word that completes the definition. A banana is a ___ with a yellow skin. (fruit / shape / drink / vegetable) → fruitPrompt: What kind of thing is it?
2. Read the question. Which is the best definition of an umbrella? (it opens / a cover you hold to keep off the rain / a thing / something you carry) → a cover you hold to keep off the rainPrompt: A good definition says the group AND something special.
3. Choose the group word that completes the definition. A violin is an ___ you play with a bow. (tool / vehicle / animal / instrument) → instrumentPrompt: What kind of thing is it?

• Show an interesting word in a sentence and ask what it might mean from the clues around it.
• Share the objective: Work out a new word from the sentence around it. 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 clues in the sentence. The robot was able to hoist the heavy box high onto the shelf. What does "hoist" mean?
• Step 1: The other words in a sentence are clues to the meaning of a new word.
• Step 2: So the answer is: lift up
• Answer: lift up
• 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 clues in the sentence. The room was so cluttered that I couldn't find my shoes under all the toys. What does "cluttered" mean? (big and empty / dark and cold / messy and full / clean and tidy) → messy and fullPrompt: Read the whole sentence. What else does it tell you?
2. Use the clues to choose the right word. The bag was too (heavy / light) for me to lift on my own. Type the word that fits. → heavyPrompt: Which words in the sentence give you a clue?

• 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 clues to choose the right word. The library is a (quiet / noisy) place, so please whisper. Type the word that fits. → quietPrompt: Which words in the sentence give you a clue?
2. Use the clues in the sentence. The soup was scalding, so we waited for it to cool down. What does "scalding" mean? (very hot / very cold / very thick / very salty) → very hotPrompt: Read the whole sentence. What else does it tell you?

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-2.