Context Clues (Learning New Words) Lesson Plan Template

1) Week One: Introduction to Context Clues

a. This week is dedicated to teaching students strategies on how to
figure out unknown words and make inferences. Eventually
students will be able to use this strategy when reading specific
content material (Social Studies, Science, Math) but before
delving into that topic, students must be taught the strategy.
During SSR this week, teachers may decide to have their
students read and write unknown words in their vocabulary
journal and try to figure them out based on the clues within the
passage or by reading further. This reading can be done during
SSR or can be done during Science, Social Studies, or Math
lessons. This decision is at the teachers discretion.

Day One: Complete Slides 1-3 and 10 on the Context Clues

Powerpoint. Slides 1-3 give definitions of what context clues are and
how readers figure out the meaning of new words. On Slide 10 have
the students complete the Context Clue Pre-test. This can be done
individually to see where the students are in regards to context clues.

Day Two: Complete Slides 4-9 on the Context Clues Powerpoint.

Students will need a copy of the Letter from Ryan. Teachers may either
have students work in teams, pairs, or individually. A copy of the letter
can be found on the WikiSpace Vocabulary Page. This letter is a brief
introduction to using context clues that students will utilize in their
content areas (Social Studies, Math, Science) as these lessons
progress. Teach students to use the words around the unknown to
figure out the meaning of the bolded word. Teachers may do this as a
whole group activity or have students dissect the letter on their own
and then meet back as a group to go over it.

Day Three: Complete the Who Am I Poems. Students will work in

groups for this activity. Each group will be given a poem which
describes a specific job. Students will have to use their prior knowledge
and use of context clues to figure out who the person is. When doing
so, have students highlight the clues they found within the poem to
come to that conclusion. The Who Am I poems can be found on the
WikiSpace Vocabulary Page. The jobs include a postman, baker,
secretary, writer, and doctor. Teachers can have reading groups work

on this due to the fact that the difficulty levels of the poems range
from easy to challenging.

Day Four: Complete Slide 10 on the Context Clues Powerpoint.

Complete the Context Clues Post-test as a form of assessment.
Students can complete this on a sheet of paper or it can be done as a
group at the Smartboard.

2) Week Two: Learn New Words About a New Subject/Science

Integrated
a. Day One: Weather & Climate (Hurricanes)
b. Day Two: Weather & Climate (Tornadoes)
c. Day Three: Environments (Food Chains)

Day One: Complete Slides 1-4 on the Learning Words About New
Words powerpoint. Slide 2 includes pull tabs that give students
strategies they can use to figure out content specific words during
reading. Encourage students to use these words in Science, Social
Studies, and Math texts. Slide 3 is a reading passage that can be done
as a whole group activity. Have students read the passage with careful
attention to the bolded word unpredictable. Discuss the word with
the students, they have already been exposed to the prefix un
meaning not and should know what the word predict means, to guess.
Ask students to make a prediction on what this word means before
going on to the next slide. Slide 4 is a dice activity in which students
roll the die and on one side the correct answer is revealed. The teacher
should roll the dice first to reveal the 6 possible answers (planned out,
unknown, destructive, simple, informative, and known before). As each
answer choice reveals itself write them on the side of the dice so
students can see their options. Once all six have been revealed talk
about each of them and what they mean and then go back to the
passage and try plugging in each one and seeing which one makes
sense. After talking about the choices go back to the dice and begin
rolling, when students see the correct answer (unknown) have them
raise hand, stand up, clap, shout yes, etc. (whatever the teacher
decides). After the correct answer is figured out go back to the text
with students and ask them what strategies they could have used to
figure out what the word meant. Students can come up to the board
and circle or underline clue they found within the text. At end of the
lesson complete Slide 8 in which students drag the star to the
appropriate column entitled what strategy did I use.

Day Two: Complete Slides 5-8 and Review Slide 2 (reading

strategies) on the Learning About New Words powerpoint. Slide 5
includes a passage similar to the day before in which students have to
define the bolded words. Before moving on to the next two slides see if
students can come up with a definition for the two words in their own
words. Slide 6 and 7 is a tile revealing game where students reveal
the definition of the word a tile at a time. Ensure that students pick the
tiles randomly and not in order (because the answer is revealed in
order). As the words are revealed try to have students brainstorm what
other words will be in the definition. When they feel as a class that the
definition is the correct the teacher may type the answer in the answer
box. Slide 6 Answer to type (exactly as shown): The layer of air that
surrounds the Earth ; Slide 7 Answer to type (exactly as shown): The
effect of air pressing down on Earths surface (Please note that there is
no punctuation in the answers!) At end of the lesson complete Slide 8
in which students drag the star to the appropriate column entitled
what strategy did I use.

Day Three: Complete Slides 9-11 and 8. Slide 9 includes a Science

Lab Class Discussion in which several content related words are
bolded. Have students read the dialogue and use their reading
strategies to try to figure out the meanings of the word. Slide 9 is a
vortex game in which students sort a variety of animals by carnivores
or herbivores. In order to do this, students would have to know the
definition and meaning of each one. Slide 10 is a hangman game
where students are given the definition of the bolded word (by hitting
clue) and try to come up with the correct word. When doing both of
these games the teacher may go back to the text on Slide 9 and
reference where they found the answer. Have students complete Slide
8 in which they drag the star which strategy they used. After this day it
will be evident that many students used the read before/after the
bolded word strategy encourage students to implement this in their
own content reading and when doing practice EOG moments.

Day Four & Five: Teachers may use the same type of strategies as
covered in the first three days in other content areas or when doing
practice EOG moments. It is very critical that in non-fiction texts that
students know how to reference the text when finding the meaning of

unknown words. This is a useful strategy that will help students on

their EOGs in the spring.