GRADE LEVEL/SIX WEEKS: 3rd Grade/5th Six Weeks
ORGANIZING IDEA: Communication - The Fine Art of Sharing
TITLE / SUBJECT: Avoiding Miscommunication: Using Context Clues to
Determine Meaning in Why do Mosquitoes Buzz in People’s Ears
TIME FRAME: 30 – 40 minutes
OBJECTIVES: to use context clues to determine word meaning by
choosing the correct dictionary entry
TEKS: The student is expected to…
L.Arts 3.5.E. use knowledge of word order (syntax) and context to support
word identification and confirm word meaning (1-3);
LlArts 3.8.C use resources and references such a beginners’ dictionaries,
glossaries, available technology, and context to build word meanings and to
confirm pronunciations of words (2-3).
MATERIALS:
 Dictionaries
 Copy of released TAKS with example question that requires students
to choose the correct dictionary entry based on how a word was used
in a sentence
 Copy of Why Do Mosquitoes Buzz in People’s Ears? By Verna
Aardema (sound recording with accompanying sound effects is
recommended)
 Cassette/CD player
 Overhead or Desktop Presenter
 Paper, pencil
PROCEDURES:
1. Ask students if they have ever played the game, “Telephone” or
“Gossip” or whatever it is called now. Ask them how
miscommunication can happen. Elicit the response that it happens
because someone doesn’t understand the meaning of what is said or
they don’t hear/read the words correctly.
2. Show them an example of a story from a released Reading TAKS in
which a word has several meanings, but the reader has to determine
how it’s used in the sentence in order for it to make sense. Explain
that miscommunication can happen as we read. Show the students
how to look up the word in a dictionary and choose the correct
meaning. (May want to use overhead or desktop presenter.)
3. Tell students, “Now we will hear a great folktale (and Caldecott
Medal Winner) about a variety of jungle animals who
miscommunicate with each other. As we listen to this, I will stop
along the way and we’ll look up some words so that we don’t
misunderstand their meanings.”
4. Ask students to write the word, page number it is found in the
dictionary, and which entry number matches the word’s usage in the
sentence.
5. Some examples that can be used from the story:
 The big snake raised his head and said, “Good Morning,
Iguana.”
 It was his duty to spread the alarm in case of danger.
 When she returned to the nest, she found one of them dead.
 It was the Iguana’s fault. He wouldn’t speak to me. And I
thought he was plotting some mischief against me.
 Monkey killed one of my owlets. Because of that, I cannot
bear to wake the sun.
6. Tip: Don’t stop the story too often or the meaning of the story may
be lost.
EVALUATION: Ask the students to explain the miscommunication
problem that the animals had. Point out that good readers have to pay
attention to what is “said” in the text, too. That’s why it’s important to
understand the words we read by using context clues and dictionaries.
RESOURCES: