Using Definition Context
Clues to Find Meaning
Susan Ernst
Susan Ernst
Introduction
Rationale for Lesson
I have chosen to structure my lesson using the Lucy Calkin’s Reading/Writing Workshop format for a
variety of reasons. First of all, this format enables me to plan the precise language that will be used in
my lesson. Consciously choosing precise language that is student-friendly allows abstract concepts to
become concrete and accessible to students. Second of all, this structure follows the Gradual Release of
Responsibility format where I model a skill and think aloud, the students practice the skill together with
some guidance from me, and the students are able to independently practice the skill using their justright books. Finally, I have chosen the Lucy Calkin’s format because it allows me to have multiple
opportunities throughout the lesson for formative assessment. I am able to observe student
conversations as they turn and talk or read student writing as they stop and jot with a partner, and
conference with students individually or in small groups as they are independently reading.
A major driver in my lesson is student self-assessment and reflection. Students need to have a clear
picture of the learning targets in order to be successful. By creating a learning target that is written in
student-friendly language and making each learning activity directly relate back to that learning target,
students are able to assess and verbalize what they know and what they still need to learn. Providing
students with a structure for metacognitive thinking will enable them to advocate for themselves in the
future.
Developing rapport and getting to know my students is essential to my teaching. I have devised a few
quick ways of getting to know them as learners. I am giving them a choice in selecting their biography
which will give me insight into their interests. I am allowing them to select one, two, or three post-its to
complete which will give me insight into how much they are willing to push themselves academically
and/or give me an idea about their self-concept. I am also going to observe their page goal to see how
well they know themselves as readers and how well they can set achievable goals. I will also observe
their learning target tracking sheet before the lesson to see who might need an immediate remedial
conference or who might need an extended challenge conference.
Context of the Lesson
First of all, I would develop a pre-assessment to determine which students are using which context clue
strategies to determine the meaning of unknown words and phrases they encounter. I would find a
selection of three to four mentor texts at different levels which include a variety of context clue
strategies. Using the results of this pre-assessment, I would plan my mini-lessons and begin to form
small groups based on student needs. I have chosen informational text (biographies) for this lesson to
give my students exposure to this type of reading as well as to build their general background
knowledge.
Throughout a series of mini-lessons, we would discuss multiple strategies for using context clues –
looking for a definition, finding examples from the author, finding synonyms or antonyms, and finding
word parts: prefixes, suffixes, and root words. Some of these mini-lessons would take place in a wholeclass setting and others would be presented to just a small group based on their needs. In this way,
students will develop a repertoire of context clue strategies that they can draw upon as they read
independently. For a summative assessment, I would use the same mentor texts from my preassessment to measure student growth. Students would also reflect on their learning as it is correlated
to the Common Core Standards. The lesson that you will see today is just one piece of a student datadriven unit that would provide my students with a variety of tools to use when they encounter unknown
words and phrases.
Susan Ernst
Using Definition Context Clues to Find Meaning
Common Core Standard
L.6.4.a Use context as a clue to the meaning of a word or phrase.
Learning Target
I can figure out the meaning of expert words by finding a definition context clue.
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Connection
A few weeks ago, I went to my first Brewer’s game at Miller Park. Two of my friends, who are huge
Brewer’s fans and experts about baseball, took me to the game. As we were sitting in the stands, my
friend Diana leaned over and said, “Ryan Braun has hit a single, a double, and a homerun in this game.
All he needs now is a triple to hit for the cycle.” I was trying really hard to fit in so I acted like I knew
what she meant when she said, “hit for the cycle.” But I didn’t understand the expert words she was
using. However, by paying attention to the details around the expert words, I was able to figure out that
the definition for “hit for the cycle” is that a player hits a single, a double, a triple, and a homerun all in
one game.
Teaching Point with Learning Target
Today, I’m going to teach you how to use the same strategy that I used at Miller Park to figure out
expert words you might come across while you’re reading. You can figure out the meaning of expert
words by finding a definition context clue. This means that an author gives you the definition in the
same sentence or in the same paragraph as the expert word.
Our learning target for today is “I can figure out the meaning of expert words by finding a definition
context clue.” I know that smart readers always assess themselves to see what they know and what
they still need to learn. Look at your learning target tracking sheet and find the learning target at the
top. Rate yourself according to the 4-3-2-1 scale. At the end of today’s lesson, you are going to fill out
the “after the lesson” portion to see how your thinking has changed.
Teacher Modeling
There are four steps that smart readers use to understand expert words by using definition context
clues.
Using Definitions to Figure Out Expert Words
1. Stop when you find an expert word and write it down on your post-it.
2. Read the paragraph surrounding the expert word, looking for a definition.
3. Write down your best definition for the expert word on your post-it.
4. Reread and substitute your best definition in place of the expert word, checking to see if it
makes sense.
I am going to model for you how to use these steps using one of my favorite biographies, Who Was
Harry Houdini? Harry Houdini was a world-famous escape artist who lived in the 1800s. I want you to
pay attention to how I find an expert word, look for a definition, write down my best definition, and
reread to make sure it makes sense. Model the four steps using the passage containing the word,
“illusion.”
Susan Ernst
Active Engagement/Guided Practice
Now it is your turn to practice using these four steps with your partner. I am going to read the next
section, and I want you to be on the look-out for the expert phrase, “vaudeville houses.” After I’m done
reading the passage, I’m going to have you turn and talk to your partner and use the four steps to find a
definition for “vaudeville houses.” Give students time to talk in pairs and then review the definitions
they found with the whole class.
Link to Independent Practice
Today, while you are reading your biography book, you are going to be on the look-out for expert words
or phrases the author uses. You are going to follow the four steps we discussed, and create a few postits just like the ones we did together. You write the expert word and then write your best definition of
it. Keeping in mind that you will have about 8 minutes to read today, put a star by the number of expert
word post-its you would like to complete today – you may choose one, two, or three. I also want you to
set a page goal for yourself. Put a post-it on the page in your book where you want to read to today.
My expectations during independent reading are that it is silent and everyone is focused on meeting
their page goal as well as their post-it goal. I will be conferencing with some of you as you are reading as
well. Let’s get started!
Independent Practice with Conferencing
Possible conferencing ideas: habits of smart readers (stamina, attention), recognizing expert words,
monitoring comprehension, looking around the expert word to find a definition, re-reading while
thinking of definition, visualizing and changing image after learning the expert word, other context clue
strategies (finding examples from the author, finding synonyms or antonyms, and finding word parts)
Mid-Workshop Reminder
Make sure you are working hard to meet your page goal and your post-it goal. It is ok to revise your
goal as you are reading to push yourself harder.
Sharing/Closure
Ok, readers, finish up the sentence you are reading. Take a moment to finish writing any post-its you
had started, and then rate yourself on the 4-3-2-1 scale for the “end of the lesson” part of your learning
target tracking sheet. I hope that as you continue reading over the summer, that you remember the skill
you learned today – how to find a definition context clue to help you figure out unknown words. I’m
sure that at the next Brewer game I go to, I will hear more expert language being used, but this time I
will feel confident that if I listen to the details, I will be able to figure out what those expert words mean.
Please make sure your name is on your learning target tracking sheet, and pass that in along with your
book. Thank you!
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Student-Friendly Rubric for Post-its
Minimal
Basic
Proficient
Advanced
I did not attempt to find
expert words in my
reading.
I wrote an expert word
on my post-it.
I wrote an expert word
and wrote my best
definition on my post-it.
I wrote an expert word,
wrote my best
definition, and told how
this expert word was
important to my book.