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ELA Small Group

Context Clues
Title of Lesson: Textual Evidence and Context Clues
Date/Time: Tuesday February 9, 2016. 9:00am-9:30am
Standard(s): Standard 10: Analyze and provide evidence of how the authors choice of purpose
and perspective shapes content, meaning, and style.
8.1 Explain how the author uses words and phrases to inform, explain, or describe.
Learning Objective(s): Part I: Students will be able to read a story and find specific evidence
within the story to answer 6 questions about the story. Part II: Students will be able to define 5
words. Students will be able to show specific evidence that point to their definitions.
Resource(s): Find the Evidence sheet, Crayons, Practice and Assess Reading Context Clues
sheet, Pencil
Introduction: Have students look and read aloud the titles of each of the documents. Part I: I
will ask the students what finding evidence means to them. Then I will have them recall exactly
what they just had to do for DBQ (Document Based Question). This will relate the skill to
another assignment they have done recently. Part II: I will ask students what context clues are
and what they help us do. Then I will ask them why a word in each sentence is underlined. This
will prepare them for the task that they are about to complete.
Direct Instruction: Part I: First we will read all of the questions at the bottom prior to reading. I
will read the story to the students. I will stop throughout the reading to ask students
comprehension questions. After I have read the story to the students once, I will go back and

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model how to code on the first question. If necessary I will model the second question as well.
Part II: I will model sentence A for students by reading it to them and pointing out words in the
sentence that give context clues.
Guided Instruction: Part I: Students will work with a partner to code and answer questions 2
and 3 (or 3 and 4 depending on if they needed help from me with number 2). Part II: Students
will work with a partner to complete sentences B and C.
Independent Instruction: Part I: Students will work independently to answer questions 4, 5,
and 6. Part II: Students will work independently to complete sentences D and E.
Closure: I will ask students to explain to me what context clues are in their own words before
they are released. I can also relate what they have learned to what they might see on Achieve and
MAP testing.
Assessment of Objective: I will check each students paper before they will be allowed to return
to their seats. If they have not met the objectives they will keep working until they do so.
Differentiation: I will continue the guided instruction for students who are struggling.