Grade 3 English Language Arts | FL B.E.S.T. Standard: ELA.3.V.1.3
Use context clues, word relationships, and reference materials to determine the meaning of unknown words.
By the end of this unit, students will be able to:
The word's meaning is directly stated in the sentence, often after words like "means," "is," or "refers to."
A word with a similar meaning appears nearby, often after "or" or set off by commas.
A word with the opposite meaning provides a contrast, often with "but," "unlike," or "however."
Examples are given to help explain the word, often with "such as," "like," or "for example."
The meaning must be figured out from the general sense of the surrounding sentences.
| Term | Definition | Student-Friendly Explanation |
|---|---|---|
| Context | The words and sentences around an unknown word | The words nearby that help you figure out the meaning |
| Context Clue | A hint in the text that helps explain an unknown word | A clue in the sentence that tells you what a word means |
| Synonym | A word with the same or similar meaning | A word that means almost the same thing |
| Antonym | A word with the opposite meaning | A word that means the opposite |
| Infer | To figure out meaning using clues | To make a smart guess using what you know |
| Day | Focus | Activities |
|---|---|---|
| 1 | Introduction to Context Clues | Introduce concept. Model "detective" thinking. Use Student Concept Worksheet pages 1-2. |
| 2 | Definition & Synonym Clues | Focus on definition and synonym clue types. Practice identifying signal words. |
| 3 | Antonym & Example Clues | Focus on antonym and example clue types. Practice Worksheet passages 1-2. |
| 4 | Inference Clues | Focus on inference clues (hardest type). Practice Worksheet passages 3-4. |
| 5 | Assessment | Administer FAST Format Quiz. Review and reteach as needed. |
Teach students the 3-step process:
Train students to read the sentence BEFORE and the sentence AFTER the unknown word. Context clues often appear in surrounding sentences, not just the same sentence.
Create a chart of signal words for each clue type:
Have students keep a journal of new words they encounter during reading. For each word, they record: the word, the sentence, the clue type, and their definition.
On the FAST assessment, vocabulary questions typically ask students to:
Key Strategy: Remind students that on the test, the CORRECT meaning is always supported by the text. They should be able to point to clues that led to their answer.