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Monday. (4L) TITLE: Do Now: What do you do when you are reading a book and you find a word that you don’t know? Do you try and figure out the meaning,

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Presentation on theme: "Monday. (4L) TITLE: Do Now: What do you do when you are reading a book and you find a word that you don’t know? Do you try and figure out the meaning,"— Presentation transcript:

1 Monday

2 (4L) TITLE: Do Now: What do you do when you are reading a book and you find a word that you don’t know? Do you try and figure out the meaning, or do you look it up in the dictionary? Write a one paragraph response explaining how you find the meaning of unknown words.

3 OBJECTIVES We will define context clues We will use “neighbor” words/sentences/paragraphs to guess the meaning of an unknown word.

4 NOTES Context Clues: words that give you a hint about the meaning of an unfamiliar word. BIG IDEA: Context clues help you find out the meaning of a word when you are stuck. It is quicker to make a prediction about what a word means than to take out a dictionary and look up the word. Context Clues Cat

5 FOUR TYPES OF CONTEXT CLUES 1. Direct Definition This type of context clue gives you the exact definition of the word that is unfamiliar. _________________________________________________________ EX: “Courtney was so infatuated, or obsessed, with her new pet that she forgot about her other pets. The “, or obsessed” in the above sentence gives the direct definition of the unfamiliar word “ infatuated.”

6 GROUP PRACTICE Larceny, such as stealing a car, can cause you to spend a lot of time in jail. A.Theft B.Murder C.Bravery D.Conflict

7 FOUR TYPES OF CONTEXT CLUES 2. Synonym Context Clues: words around an unfamiliar word that mean the same or nearly the same thing as the unfamiliar word. Ex: We felt melancholy, or sad, for the lost puppy. ____________________________________________________ We know what the word sad means. The sentence structure tells us that “sad” and “melancholy” have similar meanings.

8 GROUP PRACTICE The foliage is a delight to see. Red, orange, and yellow leave make the city look beautiful. A.Houses B.Dirt C.Rocks D.Leaves

9 FOUR TYPES OF CONTEXT CLUES 3. Antonym context clues: these words mean the opposite of the unfamiliar word. Ex. Unlike James, who is always energetic, Jill is lethargic. If lethargic is the opposite of energetic, what do you think lethargic means?

10 GROUP PRACTICE Janice thought the man was friendly, but I thought he was malicious. A.Friendly B.Evil C.Sweet D.Kind

11 FOUR TYPES OF CONTEXT CLUES 4. Detail Clues: these words tell you something specific that is related to the unfamiliar word. The debutante was a success; all the guests had a good time and they were happy to celebrate with the young lady. Debutante is an unfamiliar word. Guests, Celebrate are details related to the the word. Where does one find guests? When do people celebrate? From the details of “debutante” we can guess that debutante is some sort of party. And yes, it is!

12 TEACHER TIP! Here is how to find out the meaning of a word using context clues: Step 1: Underline the word that you are trying to define. Step 2: Look at “neighbor” words. These are words that are in the same sentence as the unfamiliar word. Step 3: Use the neighbor words to see if there are any direct definitions, synonyms, or antonyms in the sentence that can help you define the word. Note: Sometimes, no synonym or antonyms will be in the sentence.

13 GUIDED PRACTICE I will set you up with the first few examples on the worksheet. You will finish the worksheet with your partner.

14 INDEPENDENT PRACTICE You will read your independent reading book and practice using context clues to find the meaning of unfamiliar words. You will fill out the slip of paper I will give you with the unfamiliar word, context clues, and your definition. You will share your new word with your partner.

15 FINALE! Context Clues Context Clues Song

16 Wednesday

17 (5L) TITLE: COMMAS, COLONS, SEMICOLONS Do Now: You are the boss of a big company. You need to fire an assistant. So far, two people have sent you an e-mail asking for an interview. Here they are: Applicant #1: “im looking 4 a job at youre company can i interview with you or R you 2 busy this week.” Applicant #2: “Hello. I am interested in applying to work at your company. Is it possible to schedule an interview for next week?” Which employee would you hire and why? Explain in a one paragraph answer.

18 OBJECTIVES SWBAT define comma, colon, and semicolon. SWBAT place commas, colons, and semicolons in the correct part of a sentence.

19 NOTES Commas: use these to separate items in a list use commas after a conjunction to connect to independent clauses Conjunction: a word that connects two sentences FANBOYS For, And, Nor, But, Or, Yet, So

20 NON EXAMPLE I like to eat apples raisins salad and ice cream. In this sentence you have several items in a list that need to be separated. Teacher tip: when separating items in a list with commas, always start using commas after the first item in the list.

21 EXAMPLE I like to eat apples, raisins, salad, and ice cream. The commas above, separate the items on the list and make it easier to read.

22 GROUP PRACTICE Add the commas in the following sentences. Write your answers on your white board.

23 GROUP PRACTICE 1.Thinking of school home friends homework and tests makes me feel tired sometimes. 2.The reason I did not do well on that test is that I was tired angry annoyed and sleepy. 3.Four things you can do to become a better student are asking for help after school following directions taking good notes setting a good example and reading at home.

24 NOTES Semicolons: use semicolons to connect two independent clauses without using a conjunction (FANBOYS) Independent Clause: a sentence that can stand on its own.

25 EXAMPLES Take these two independent sentences. 1.The movie was entertaining. 2.The crowd loved it. You can combine these sentence in two ways. “The movie was entertaining, and the crowd loved it.” Or “The movie was entertaining; the crowd loved it.”

26 GROUP PRACTICE Rewrite the following sentence using semicolons instead of commas and conjunctions. 1.We ate pizza, but we were still hungry. 2.Rebecca’s party made her night, for her best friend came! 3.Jordan did not wake up early for school, so he was always late.

27 GROUP PRACTICE 1.We ate pizza; we were still hungry. 2.Rebecca’s party made her night; her best friend came! 3.Jordan did not wake up early for school; he was always late.

28 NOTES Colons: use this after the salutation in a business letter

29 EXAMPLES Dear Mrs. Negrete: To Whom it May Concern: Dear CRMA# Students:

30 INDEPENDENT PRACTICE Complete the worksheet. You will work with your partner for the first 5 minutes. You will work on your own for the rest of the period. If you are done early, raise two fingers and I will give you your next assignment.

31 Friday

32 (6L) TITLE: CONTEXT CLUES DAY 2 Do Now—Read carefully, there are two parts! Part: 1 Use context clues to guess what word is missing from the sentence. Rewrite the sentence adding the missing word. 1.The __________ was a lot of fun because there was good food, good music, and a birthday cake! A.Festival B.Concert C.Parade D.Party Part 2: In a half paragraph, explain how you came up with your answer.

33 OBJECTIVES SWBAT use “neighbor” words/sentences/paragraphs to guess the meaning of an unknown word. (Day 2) SWBAT use the word substitution method to verify the meaning of an unknown word.

34 MAD MINUTE GRAMMAR Complete the worksheet. You have one minute and one minute only!

35 PRACTICE/REVIEW Directions: 1.Each slide will have a short paragraph with one bold word. 2.Use context clues to find out what the bold word means. 3.Write what you think the meaning is on your white board. 4.Wait for me to tell you to put your board up, erase, and put it down.

36 QUESTION 1 Ivan is a wonderful piano player, but Jade is more versatile. She sings, dances, writes poetry, acts, paints, and plays the piano. A.Talented B.Many abilities C.Superior skills D.Show off

37 QUESTION 2 The decision Veronica made to study instead of going out for pizza with her friends was prudent. She got an A on the exam while all her friends got Ds. A.Anti-social B.Careful and Wise C.Selfish D.Calculating

38 QUESTION 3 Ronald is an indulgent father. He lets his daughter stay up as late as she wants and he never insists that she do her homework. A.Lenient and tolerant B.Silly and kind C.Strict and mean D.Lazy and caring

39 QUESTION 4 At first, the operations seemed to be successful. But several hours later, the patient’s condition deteriorated, and it continued to worsen over the day. A.Stabilize B.Surprise C.Decay or decline D.Improve

40 QUESTION 5 Joan loves to buy exotic food—vegetables from China, fruit from Greece, and cheeses from France. A.Expensive B.Seasonings C.Rare D.From other places

41 NOTES At the sentence level we look at words to give us hints about an unfamiliar words mean. At the paragraph level, we look at nearby sentences to give us hints. At the article level, we look at whole paragraphs to give us clues!

42 TEACHER TIP Let’s say you think you have found the meaning of an unfamiliar word by using context clues. How do you know if it is correct? Take this example. “Squirrels are cunning because they trick you with their innocent cute looks into giving them your food.”

43 TEACHER TIP! I think cunning means “tricky” because the context clues show me that squirrels trick people. Take your definition, in this case, “tricky” and put it in place of the unfamiliar word. It would read: “Squirrels are tricky because they trick you into giving them your food.” Does the substitution make sense?

44 TEACHER TIP! Step 1: Use context clues to make a guess about what the word means. Step 2: Take your definition and substitute that definition into the original sentence to check if it makes sense.

45 PARTNER PRACTICE Complete the worksheet with your partner (6L)

46 INDEPENDENT PRACTICE You will read your independent book. You will use the teacher tip for today to check if your prediction of the definition of the unfamiliar words makes sense in the sentence. Use sentences and paragraphs to help you find the meaning of more difficult concepts.

47 CONTEXT CLUE HUNT! You will each have an index card on your back with a word on it. You will walk around the room and pair up with a partner. Partners will give each other synonyms or antonyms that will help you find out the word taped to your back. At the end you will answer some reflection questions about what was easy or hard about finding out what your word was!


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