Grade 4 English Language Arts | FL B.E.S.T. Standard: ELA.4.V.1.3
Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.
By the end of this unit, students will be able to:
| Term | Definition | Student-Friendly Explanation |
|---|---|---|
| Context Clues | Words or phrases surrounding an unknown word that help reveal its meaning | Hints in the sentence that help you figure out what a word means |
| Definition Clue | The meaning of a word is stated directly in the sentence | The sentence tells you exactly what the word means |
| Example Clue | Examples are given that illustrate the meaning of the word | The sentence gives examples to show what the word means |
| Synonym Clue | A word with a similar meaning is used nearby | Another word that means the same thing is used close by |
| Antonym Clue | A word with an opposite meaning provides a contrast | An opposite word helps you figure out the meaning |
| Inference Clue | The meaning must be figured out from general information in the text | You use clues and your own thinking to guess the meaning |
| Type | Signal Words | Example |
|---|---|---|
| Definition | means, is, refers to, is called, is defined as | A habitat, which means the place where an animal lives, must provide food and shelter. |
| Example | such as, for example, including, like, for instance | Nocturnal animals, such as owls, bats, and raccoons, are active at night. |
| Synonym | or, also known as, that is, in other words | The dog was famished, or extremely hungry, after the long hike. |
| Antonym | but, however, unlike, instead of, although, on the other hand | Unlike his timid brother, Jake was bold and outgoing. |
| Inference | (No signal words - use surrounding details) | The aroma of fresh cookies filled the kitchen, making everyone's mouth water. |
| Day | Focus | Activities |
|---|---|---|
| 1 | Introduction to Context Clues | Introduce the concept and the CLUES strategy. Use Student Concept Worksheet for definition and example clues. |
| 2 | Synonym & Antonym Clues | Teach synonym and antonym clues with signal words. Practice identifying clue types. |
| 3 | Inference Clues | Explore inference clues that require deeper thinking. Begin Practice Worksheet passages 1-2. |
| 4 | Mixed Practice | Practice identifying all five types. Complete Practice Worksheet with partner support. |
| 5 | Assessment | Administer FAST Format Quiz. Review and reteach as needed. |
Teach students to use the CLUES strategy: Circle the unknown word, Look at the words around it, Underline helpful hints, Estimate the meaning, Substitute and check. Have students practice this systematically until it becomes automatic.
Create anchor charts for each type of context clue with their signal words. During reading, have students highlight signal words and identify what type of clue is being used. This helps students recognize patterns in how authors provide word meaning support.
Present sentences with challenging vocabulary. Students work in pairs to determine the meaning and identify the type of context clue used. Award points for correct meanings AND for correctly identifying the clue type. This gamification increases engagement.
After students predict a word's meaning, have them replace the unknown word with their prediction and reread the sentence. Ask: "Does this make sense?" This verification step prevents incorrect guesses and builds metacognitive skills.
Correction: Context clues can appear in the sentence before or after the unknown word. Teach students to read the surrounding sentences, not just the one containing the unfamiliar word.
Correction: Sometimes context clues only provide a general sense of meaning. Students should understand that their prediction may be close but not exact, and that's okay - the goal is comprehension, not dictionary-perfect definitions.
Correction: Unknown vocabulary can significantly impact comprehension. Encourage students to always try to determine meaning rather than skip words, even if their guess is imperfect.
Correction: Different types of clues require different thinking strategies. Definition clues are direct, while inference clues require combining multiple pieces of information. Teach students to adapt their approach based on the clue type.
On the FAST assessment, context clues questions typically ask students to:
Key Strategy: On the FAST test, teach students to always go back to the passage and reread the sentences around the word before selecting an answer.