Ccss.Ela-Literacy.Ri.4.4. Determine The Meaning Of General

The sections are objectives, topic materials, assignments, discussion questions, and participation. There is also details, credit hours,

Under the Current view (meaning that week) the sections are objectives, topic material, assignments, discussion questions, and participation.

While familiarizing myself with context clues and connotation in this unit, I have discovered that it enriches your vocabulary immensely. Context clues give you the ability to find the definitions of words you never knew the meaning of. You can practice this skill by using word association, or by thinking of synonyms for a word or phrase. Another skill that helps with finding new definitions of words is connotation. Connotation can aid in finding new words and their definitions by letting you see how the word fits in and what the use of the word is alongside another phrase or word.

VOCABULARY: Without using the internet, write the definition for the words you know. Then if you have blanks look them up in your textbook. (middle of the book A)

Underline or highlight the key concepts, terms and instructions, by identifying these key elements it will allow you to focus on answering the question.

The essential literacy strategy goes along with the standards and learning objectives by using context clues to help the student figure out unknown or unfamiliar words. Students will build reading comprehension skills by using context clues for figuring out unknown or unfamiliar words while they are reading. Then the students will perform the strategies individually. The related skills address the use of prior knowledge of synonyms and antonyms during the hook and transition portion of the lesson. The reading and writing connections go along with the learning objectives, because the students will read their assigned book and picking out words they do not understand. The students will have to write the sentence with the unknown word in it, and use context clues to figure out the definition of the unknown word. The central focus for this unit of study is for the students to use context clues to better their comprehension of what they have read in their assigned books. The students will be able to use context clues within sentences to determine the meaning of unknown or unfamiliar words. These lessons deal with comprehending text by using context clues to help figure out unknown words. The lessons build off each other by adding more detail to learning about context clues. As the lessons progress the students will be more independent when using context clues. The first lesson is learning about what context clues are. The second lesson will focus on using context clues to figure

Use context clues (in the sentence or on the page) to determine the meaning of words in A Long Walk to Water.

T: Teach yourself about your topic-learn the basics-look up any words that you are not familiar with, next you may want to use tertiary sources, such as encyclopedias, dictionaries, there is also excellent resources that we can use in the Kaplan library to help us with our topic, such as Credo reference or CQ Researcher.

The top section shows the text, category and advice for the currently highlighted problem, and lets you select the Writing Task and Target Audience for the document.

Note any words or phrases that are unfamiliar to you or that are used in a special sense. Define them and be sure to record the page number.

When students work in groups to prepare presentations for the class and the teacher, it requires them to collaborate with each other on what information to include and how to present this information. I will require each student in a group to participate in the presentation, which would result in oral communication for every student in the class. The researching from the second part of my instructional model and the papers and exams of the third section require the students to analyze and access information. I will write prompts for the papers that will require the students to analyze the information they have learned and to also access the information from their research. I will also use some essay questions on the exams so the students can analyze the information there as well. The papers and exams would also require effective written

is basically a definition that can be broken down by the word itself. Essentially, a

2. LAFS.3.RI.2.5 Craft & Structure (Use text features and search tools to locate information relevant to a given topic efficiently.

1. What strategies do I use before I read or view a text? How do they help me understand the text?

In Order to determine which ambiguous terms or phrases are most important to identify we must first go through a step by step process. “The first step in determining which terms or phrases are ambiguous is to use the stated issue as a clue for possible key terms” (Browne and Keeley 46). Once you have located the terms you can then assume whether their meaning is ambiguous or not. Also keep in mind when you're searching for key terms by asking yourself “Why you are looking” (Browne and Keeley 46). Also the terms must first be clarified before you decided whether to agree or disagree with the author. Remember, the author wants you to accept the conclusion, so only look for the terms/ phrases that will affect whether you support the conclusion. If terms or phrases are not supportive to the conclusion, then they can be “Dumped from your pan” (Browne and Keeley 46). The next step is following a method called reverse roleplay. You must ask yourself, if you were to “Adopt a position contrary to the author’s, would you choose to define a certain terms or phrases differently” (Browne and Keeley 47). If so, then you have identified a another possible ambiguity.