Grade 4, unit 1, week 1, mini lesson 10
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This document provides the objectives, instructions, and activities for a 15-20 minute Grade 4 mini-lesson on using context clues to determine the meaning of unfamiliar words. The lesson teaches students to use context clues in a text, consult reference sources to find precise definitions, and practice identifying context clues and defining words using their reading book.
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The level of clarity with which we speak varies depending on whom we talk to, the situation we’re in, and our own intentions and motives. We sometimes make a deliberate effort to speak as clearly as possible. We can indicate this concern for clarity nonverbally by slowing our rate and increasing our volume or verbally by saying, “Frankly…” or “Let me be clear…” Sometimes it can be difficult to speak clearly—for example, when we are speaking about something with which we are unfamiliar. Emotions and distractions can also interfere with our clarity. Being aware of the varying levels of abstraction within language can help us create clearer and more “whole” messages.
Level of Abstraction
The ladder of abstraction is a model used to illustrate how language can range from concrete to abstract. As we follow a concept up the ladder of abstraction, more and more of the “essence” of the original object is lost or left out, which leaves more room for interpretation, which can lead to misunderstanding. This process of abstracting, of leaving things out, allows us to communicate more effectively because it serves as a shorthand that keeps us from having a completely unmanageable language filled with millions of words—each referring to one specific thing.[1] But it requires us to use context and often other words to generate shared meaning. Some words are more directly related to a concept or idea than others. If I asked you to go take a picture of a book, you could do that. If I asked you to go and take a picture of “work,” you couldn’t because work is an abstract word that was developed to refer to any number of possibilities from the act of writing a book, to repairing an air conditioner, to fertilizing an organic garden. You could take a picture of any of those things, but you can’t take a picture of “work.”
Figure 3.2 Ladder of Abstraction
Source: Adapted from S. I. Hayakawa and Alan R. Hayakawa, Language in Thought and Action, 5th ed. (San Diego, CA: Harcourt Brace, 1990), 85.
You can see the semanticist S. I. Hayakawa’s classic example of the abstraction ladder with “B ...
A Not Bad Essay
The document provides guidance on writing essays, including introducing topics with profound statements, using evidence to support ideas, and discussing how authors convey meaning and what lessons they aim to teach audiences. It emphasizes explaining the "why" and discussing purpose over just identifying techniques. Well-written paragraphs should define concepts, use evidence to back statements, and discuss societal lessons. A high-quality essay would analyze how texts represent ideas and what human insights readers can gain.
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The document discusses how to become a better reader through thinking about what you are reading. It explains that good readers use strategies like decoding words, using context clues, word structure, visualization, prediction, summarization, making connections, activating prior knowledge, asking questions, monitoring comprehension, adjusting reading speed, and setting goals. The goal of using these strategies is to understand and enjoy reading more through deeper comprehension and thinking.
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The document provides writing instructions to students. It asks students to write independently for 10 minutes about the reasons they chose their selected book. Students are told to write in complete sentences with proper punctuation and capitalization, and cite evidence from the text. If finished early, students can draw a picture related to their book. The document concludes by asking for volunteers to share their responses and reminds students to keep their writing journal and book in an organized place.
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The document provides instructions for a teacher to lead a reading lesson with students. The teacher will read a selected book aloud, have a discussion with students about why they chose their independent reading books, and then give students 15 minutes for independent reading. The teacher will create a chart to record students' reasons for selecting their own books and use example sentence frames to help students explain their choices.
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The document outlines the skills and expectations for students during an online Reader's Workshop. Students will transition between mini-lessons and reading groups, getting to their online stations quickly. They will be expected to actively listen, discuss what they're reading in whole class and small groups, and write about their reading. Students need to take responsibility for their learning by asking questions if they don't understand and helping others in small groups. They are responsible for materials at home like reading books, binders, and texts.
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Grade 4, unit 1, week 1, mini lesson 14
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Grade 4, unit 1, week 1, mini lesson 13
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Grade 4, unit 1, week 1, mini lesson 11
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Grade 4, unit 1, week 1, mini lesson 8
This document outlines a 4th grade mini-lesson on word study. The objectives are to use long-a letter patterns to read words, sort words by vowel sound, and participate in partner discussions respectfully. Students will underline words with the long-a sound in a passage, identify letter patterns that produce long-a, and create a word sort chart with categories for different long-a and short-a letter patterns. They will then apply this knowledge to better read another passage and this week's spelling words.
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Grade 4, unit 1, week 1, mini lesson 5
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- 1. Grade 4, Unit 1, Mini-Lesson 10 (15-20 min.) Short Read 2
- 2. OBJECTIVES I will be able to: Demonstrate the meanings of words or phrases in a text. Use context as a clue to the meaning of a word or phrase. Consult reference sources to find precise definitions.
- 3. How can you figure out the meaning of a word without looking in the dictionary?
- 5. OUR DEFINITION came to the surface, or came out into the open REVISED DEFINITION USING REFERENCES rose or appeared from a hidden place
- 6. The mole emerged from the ground.
- 7. Circle the word “emerged” from the “The First Town Meeting,” highlight the sentence, then write the definition nearby. Repeat this process using the words from the Context Clues Chart.
- 8. Why is it helpful to use context clues while reading? Identifying and using context clues will increase comprehension. Context clues keep the reading process flowing because you will not have to stop and look up words in a dictionary.
- 9. Take out your reading book and find a paragraph that contains a word you do not understand. Look at the context clues to determine what the word means. We will look up the word on an online dictionary to determine if we are correct.
Editor's Notes
- Pass out Context Clues Chart. Work on Dictionary Definitions
- Pick one student’s paragraph to read to class.