Lesson Plan Guide LPG Word

Name: LESSON PLAN GUIDE
TEKS: (C2) Objective: (C3)

5.2(B) use context (e.g., in-sentence restatement) Students will be able to determine the meaning of
to determine or clarify the meaning of unfamiliar words and phrases in a grade appropriate text.
or multiple meaning words
Specific Measureable Attainable Relevant _Time
Grade: 5th grade Subject: ELAR
Strategy to teach Language: (C4)

Task analysis is at the bottom of page for more space.
We will utilize word walls to refresh the
student’s memory oncontext clues.
Assessment: (C5)
Practical assessment:
 Can be marked on the spot and instant feedback provided.
 Marker subjectivity can affect fair grading. Use a marking guide/rubric for improved assessor reliability.
Strategies for Success: (C6) Element of Technology: (C6)

Making an appointment strategy for partners. Outliner app
Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Journals- The students will “collect” related words that
Visual – highlight unfamiliar
have the same root but different prefixes and suffixes and
words record words on a class chart
Auditory – Read out loud the
unfamiliar word
Kinesethic – highlight unfamiliar words
Higher Order Questions to ask: (C6)
1. Explain strategies you use when encountering unknown words.

2. Use prefixes and suffixes to understand the meaning of an unknown word.
3. Use root words to identify the meaning of an unknown word
Hook: (C7) Closure: (C7)

Have students quick search words that they are familiar Exit ticket: read three sentences to the students, utilizing
with context clues, have students jot down their answers.
Context clues are important because ____.
A new word I learned today was ____.
Something I learned about maps was ____.
1. Teacher Input / Direct Instruction / Modeling: (C6)
What are you going to do or say to make your points during this lesson?
It is often helpful to look at what comes before and after a tricky word. The words before and after a tricky
word can give readers helpful context clues about the meaning and structure of the new word, as well as how
it is used. Today, we are going to figure out tricky words by reading the sentences before and after the word
we are trying to figure out. We will be focusing on finding examples and using logic to determine what they
mean. Next, read a paragraph from the text aloud and find an academic vocabulary word that most students
probably will not know. Say the word aloud and write it on the whiteboard. Model thinking aloud by saying
I'm going to reread the sentence before and after the word to see if I can figure it out. Write down words and
phrases on the board that can help students figure out the meaning of the word. Explain that these words and
phrases are context clues. Write sentence frames on the board and model completing them using the context
clues from the text: The word ____ means ____. I know this because the text says…
2. Student Activities / Guided Practice: (C6)

What will you do WITH the students to model and facilitate learning?
Put the students in small groups and explain what we are doing. Ask students to point to the underlined word
in the first paragraph of the text: located. Give students a minute or two to do a think-pair-share with their
elbow partner, explaining what the word located means prior to reading the paragraph. Ask students to
briefly rate their understanding of the word using the following scale: 1. I'm not sure what the word means. 2.
I have heard the word before. 3. I can use the word in a sentence. Ask the students to read the paragraph in
their small groups. Rotate around the room and help as needed. Ask students to look at the sentence frames
at the bottom of the Learning About Maps worksheet. Have students point to the first sentence frame. Write
the word located in the first space. Encourage a student volunteer to come up to the whiteboard and explain
the meaning of located, using
evidence from the text. Help the student complete the second portion of the sentence frame. Ask the
students to briefly rate their understanding of the word located after reading the text and using context clues,
using the same scale above.
3. Independent Practice: (C6)

What activities will the students do independently to show learning?
Ask students to go back to their seats. Explain that they will read the remaining paragraphs and complete the
sentence frames on the bottom of the page independently.
Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)
Allow students who need extra support to work with a Definition Graphic Organizer
partner or in a small, teacher-led group during
independent work time. Review and allow students to
use the Vocabulary Partner Talk worksheet to provide
conversation. Introduce the concept of context clues to
students in a short mini-lesson and allow students to
practice figuring out tricky words prior to the lesson.
Name: Aisha Huggins

DELIVERY PLAN (C8)
OBJECTIVE:
Rigor
Students will be able to determine the meaning of words and phrases in a grade appropriate text.
5.2(B) use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple
meaning words
OPENING:
Retrieval
Have students quick search words that they are familiar with
TEACHER INPUT:
Relevance
MODEL:
Routing
It is often helpful to look at what comes before and after a tricky word. The words before and after a tricky
word can give readers helpful context clues about the meaning and structure of the new word, as well as
how it is used. Today, we are going to figure out tricky words by reading the sentences before and after the
word we are trying to figure out. We will be focusing on finding examples and using logic to determine what
they mean. Next, read a paragraph from the text aloud and find an academic vocabulary word that most
students probably will not know. Say the word aloud and write it on the whiteboard. Model thinking aloud
by saying I'm going to reread the sentence before and after the word to see if I can figure it out. Write down
words and phrases on the board that can help students figure out the meaning of the word. Explain that
these words and phrases are context clues. Write sentence frames on the board and model completing them
using the context clues from the text: The word ____ means ____. I know this because the text says…
GUIDED PRACTICE:
Retaining / Rehearsing
Put the students in small groups and explain what we are doing. Ask students to point to the underlined
word in the first paragraph of the text: located. Give students a minute or two to do a think-pair-share with
their elbow partner, explaining what the word located means prior to reading the paragraph. Ask students to
briefly rate their understanding of the word using the following scale: 1. I'm not sure what the word means.
2. I have heard the word before. 3. I can use the word in a sentence. Ask the students to read the paragraph
in their small groups. Rotate around the room and help as needed. Ask students to look at the sentence
frames at the bottom of the Learning About Maps worksheet. Have students point to the first sentence
frame. Write the word located in the first space. Encourage a student volunteer to come up to the
whiteboard and explain the meaning of located, using
evidence from the text. Help the student complete the second portion of the sentence frame. Ask the
students to briefly rate their understanding of the word located after reading the text and using context
clues, using the same scale above.
INDEPENDENT PRACTICE:
Ask students to go back to their seats. Explain that they will read the remaining paragraphs and complete the
sentence frames on the bottom of the page independently.
CHECK FOR UNDERSTANDING:

ASSESSMENT:
 Can be marked on the spot and instant feedback provided.

 Marker subjectivity can affect fair grading. Use a marking guide/rubric for improved assessor
reliability.
RESOURCES / MATERIALS:
Journals- The students will “collect” related words that have the same root but different prefixes and suffixes
and record words on a class chart
CLOSURE:
Re-exposure
Exit ticket: read three sentences to the students, utilizing context clues, have students jot down their answers.
Context clues are important because ____.
A new word I learned today was ____.
Something I learned about maps was ____.
Task analysis:
• review prefixes, suffixes, and roots as necessary
• identify new prefixes, suffixes, etc
• recognize prefixes, suffixes, derivatives, context
clues, and etymologies
• know the meaning of specific prefixes and
suffixes
• use the meaning of specific prefixes, suffixes
and root words to make words
• use the meaning of specific prefixes, suffixes,
and root words to decode and comprehend
unknown words in text
• identify strategies for using context clues:
reread, look backward, look forward, using text
features, illustrations, definitions, captions,
compare/contrast

Lesson Plan Guide LPG Word

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What strategies are discussed for determining the meaning of unknown words?

What are some examples of context clues provided?

Name: LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

Strategy to teach Language: (C4)

Strategies for Success: (C6) Element of Technology: (C6)

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Kinesethic – highlight unfamiliar words

Higher Order Questions to ask: (C6)

1. Explain strategies you use when encountering unknown words.

Hook: (C7) Closure: (C7)

2. Student Activities / Guided Practice: (C6)

3. Independent Practice: (C6)

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Name: Aisha Huggins

CHECK FOR UNDERSTANDING:

 Can be marked on the spot and instant feedback provided.

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