WHY DO PEOPLE HAVE
DIFFERENT POINTS OF VIEW?
ACADEMIC VOCABULARY
DO NOW
• TAKE OUT YOUR HOMEWORK FROM OVER THE BREAK. IF YOU WERE ABSENT, YOU WERE
RESPONSIBLE TO LOOK AT THE VERITAS WEBSITE FOR WHAT WAS DUE. ALL WORK WAS
POSTED.
• PLEASE COPY DOWN TONIGHT’S HW:
• PUT VOCABULARY WORDS ON FLASH CARDS
• IF POSSIBLE, BRING IN A NONFICTION ARTICLE FOR TOMORROW
• TAKE OUT YOUR ELA BINDER AND OPEN TO A NEW SHEET OF PAPER. WE WILL BE TAKING NOTES TODAY.
CONTEXT CLUES:
1. DEFINITION
2. SYNONYM
3. ANTONYM
4. INFERENCE
ACADEMIC VOCABULARY:
1. NONFICTION:
2. FACT:
3. OPINION:
4. PURPOSE
5. CONFLICTING:
6. INFLUENCE
7. INFERENCE
8. CLAIM
9. CENTRAL IDEA
10. SUPPORT
11. EVIDENCE
WHAT ARE CONTEXT CLUES?
• OTHER WORDS OR SENTENCES THAT ARE AROUND THE NEW WORD
• CLUES THAT HELP YOU TO MAKE A GUESS ABOUT THE MEANING OF THE NEW WORD
TYPES OF CONTEXT CLUES
• DEFINITION – THE WORD IS DEFINED DIRECTLY IN THE SENTENCE IN WHICH IT APPEARS
• “THE ARBITRATOR, THE NEUTRAL PERSON CHOSEN TO SETTLE THE DISPUTE, ARRIVED AT HER
DECISION.”
• SYNONYM – OTHER WORDS ARE USED IN THE SENTENCE WITH SIMILAR MEANINGS
• “THE SLENDER WOMAN WAS SO THIN HER CLOTHES WERE TOO BIG ON HER.”
TYPES OF CONTEXT CLUES
• ANTONYM (OR CONTRAST) – OFTEN SIGNALED BY THE WORDS WHEREAS, UNLIKE, OR AS
OPPOSED TO
• “UNLIKE JAMAAL’S ROOM, WHICH WAS IMMACULATE, JEFFERY’S ROOM WAS VERY MESSY.”
• INFERENCE – WORD MEANINGS ARE NOT DIRECTLY DESCRIBED, BUT NEED TO BE INFERRED
FROM THE CONTEXT
• “EMMIT’S PUGNACIOUS BEHAVIOR MADE HIS OPPONENT BACK DOWN.”
ACADEMIC VOCABULARY
NONFICTION
• PROSE WRITING THAT PRESENTS AND
EXPLAINS IDEAS OR TELLS ABOUT REAL
PEOPLE, PLACES, OBJECTS OR EVENTS.
• THE NONFICTION TEXT TOLD THE TRUE
STORY OF ABRAHAM LINCOLN.
FACT
• BASED ON REAL OR TRUE INFORMATION
• UNLIKE HIS MADE UP STORY, MINE IS BASED
ON FACTS.
ACADEMIC VOCABULARY, CONT’D
OPINION
• A PERSONAL VIEW OR ATTITUDE
• I THINK THAT CHOCOLATE IS BETTER THAN
VANILLA, BUT THAT IS JUST MY OPINION.
INFLUENCE
• SWAY OR AFFECT IN SOME OTHER WAY; THE
POWER TO DIRECT THE THINKING OR
BEHAVIOR OF OTHERS USUALLY INDIRECTLY.
• THE INFLUENCE OF TELEVISION IS
VIOLENCE.
ACADEMIC VOCABULARY, CONT’D
CONFLICTING
• DISAGREEING PERSONS OR IDEAS;
CLASHING
• THE KIDS WHO FOUGHT HAD CONFLICTING
ACCOUNTS OF WHAT HAPPENED.
PURPOSE
• WHY SOMETHING IS TAKING PLACE
• THE PURPOSE OF THIS CLASS IS TO LEARN
READING, WRITING, AND SPEAKING SKILLS.
ACADEMIC VOCABULARY, CONT’D
INFERENCE
• THE ACT OR PROCESS OF DERIVING
LOGICAL CONCLUSIONS FROM PREMISES
ASSUMED TO BE TRUE
• THE INFERENCE WAS A CONCLUSION
REACHED ON THE BASIS OF EVIDENCE AND
REASONING.
CLAIM
• WHAT THE WRITER IS TRYING TO PROVE
• HE CLAIMED THAT THE ESSAY WAS HIS,
WHEN THE TEACHER KNEW HIS MOTHER
HAD WRITTEN IT.
ACADEMIC VOCABULARY, CONT’D
CENTRAL IDEA
• A KEY POINT THE AUTHOR WANTS TO MAKE
• THE CENTRAL IDEA IS THE MOST
IMPORTANT, OR DOMINANT, THOUGHT OF
A TEXT.
SUPPORT
• DETAILS IN THE TEXT THAT HELP PROVE,
EXPLAIN, ILLUSTRATE OR GIVE FURTHER
DETAILS ABOUT THE CENTRAL IDEA.
• SINCE HE WAS UNABLE TO SUPPORT HIS
ARGUMENT, NO ONE BELIEVED HIM.
ACADEMIC VOCABULARY, CONT’D
EVIDENCE
• SOMETHING THAT GIVES PROOF OR A
REASON TO BELIEVE IN SOMETHING.
• THE DETECTIVE GATHERED ENOUGH
EVIDENCE TO CONVICT THE CRIMINAL.