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Fourth Grade Vocabulary Mini-Lessons:

This mini-lesson focuses on teaching students how to determine the meaning of unknown words by using context clues and analyzing word parts. It also introduces the concept of multiple-meaning words.

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Fourth Grade Vocabulary Mini-Lessons:

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  1. Fourth GradeVocabulary Mini-Lessons: Context Clues & Multi-Meaning Words And Rooting Out Meaning: Morpheme Match-Up Teresa Norlander, Sandy Steele, Jennifer Tolson, and Lauren Walls RDG/420 June 1, 2015 Pinkey Dukes

  2. Lesson 1 : Context Clues and Multiple Meaning Words Learning Outcomes: • CCSS.ELA-Literacy.CCRA.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. • Lesson Focus: Students will understand what context clues and multiple meaning words are and how they relate to reading comprehension.

  3. Connect to Past: Target: I can understand the meaning of unfamiliar words by using context clues. • Turn and tell your neighbor about any words that you know that may have more than one meaning. • Give them an example of your words using sentences. • Words can be used in lots of ways in stories and books. • A word’s meaning changes depending on how it is being used in the text.

  4. Background Knowledge Today we will learn about… Context Clues

  5. Investigate

  6. Making Connections • How does glove investigation help us understand context clues? • Gloves can be used for different purposes. • The objects shown gave us clues to show different purposes for the gloves. • This is just like when we use “context clues” to help us understand words.

  7. Making Connections Assessment • Let’s play Context Connection! • On the next slides you will see two clues. • Think about the context of the pictures and what word it can be connected to. • Write a word that can fit in both contexts on your response board. • When I say “1, 2, 3, show me” put your response board in the air!

  8. What word could fit both contexts? WEB • The spider worked frantically to build its web. • The class completed their research using information from the web. Rock Igneous rock is formed from molten volcanic material. Rock is a popular type of music in the U.S.

  9. What word could fit both contexts? School Steam • The school bus rocked back and forth on the bumpy road. • The schoolof fish swam in unison together in the dark ocean. • The soup was steaming with a spicy smell. • He was steamingat the umpire after striking out.

  10. Summarize the Lesson: Gloves can be used in different contexts, just like words. A word’s meaning is dependent on what context it is used. Multiple-meaning words have more than one meaning and can usually be used in many different contexts.

  11. Lesson 2 : Rooting Out Meaning: Morpheme Match-Ups Learning Outcomes: • CCSS.ELA-Literacy.CCRA.L.4 L.4.41. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 4 reading and content, choosing flexibly from a range of strategies. [L.4.4] L.4.41.b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [L.4.4b] L.4.41.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. [L.4.4c] (readwritethink.org) • Lesson Focus: Students will use their knowledge or morphemes to define and create words.

  12. Today we will learn about… Rooting Out Meaning

  13. Matching Up Morphemes! Morphemes: • Auto • Graph • Micro • Mobile • Phone • Re • Scope • Scribe • Sub • Tele • Vision • Way All images found in a Google image search.

  14. Assessing Students’ Understanding: • Reflection: • How did students perform? • What were their strengths? Needs? • Individual Assessment of Students: • Were the students able to compile a list of words containing the given morphemes? • Were the students able to use the dictionary to confirm the meaning and spelling of words? • Were students able to use the morpheme match-up cards to build words? • Did students work effectively as a group? • Students evaluate their own performance: • Allow students access to a dictionary (book or computer) to define their groups’ words • Groups share what words are in the dictionary and which words are not (readwritethink.org)

  15. Summarize the Lesson: Some words are created with morphemes, each with their own meaning/definition. Example: Automobile (cars) is composed of 2 morphemes - auto & mobile – which means self-moving. Cars can move on their own. Knowing the definition of each morpheme in a word will help to understand the definition of the whole world (Hoffner, 2015). Example: Subway – sub & way – under-move, meaning it is something that moves under something else. Our subways move under the ground we walk on (Hoffner, 2015).

  16. References: Hoffner, H. (2015). Rooting Out Meaning: Morpheme Match-Ups in the Primary Grades. Retrieved from http://www.readwritethink.org/classroom- resources/lesson-plans/rooting-meaning- morpheme-match-880.html?tab=1#tabs

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