LITERACY DEPARTMENT GAIL-ANN NEILSON 2024

Subject: Literacy
Grade: 8 Resource
Theme: Traditional Forms of Education
Dates: January 8 - 26, 2024
Duration: 3 Weeks
Topic: Question and Answer Relationships
Sub-Topics:

● Revision of Exam Paper

● Types of Questions

Reading Groups: Primer to Grade 4

Specific Objectives:

With the aid of PowerPoint presentations, Graphic Organizers, games, and videos:
1. As a whole class, discuss answers to exam questions using at least two
attempts.
2. Explain the “Question and Answer Relationship” with at least two attempts.
3. Identify the four types of questions with at least two attempts.
4. With the aid of the teacher, categorize the four types of questions with at least
75% accuracy..
5. In groups or in pairs answer questions using text evidence with at least two
attempts..
6. In pairs or groups, create at least four (4) QAR question types given at least
two attempts.
7. In groups, answer questions created by their peers using at least two
attempts.
8. In groups, orally present what they have learned, using a rubric as a guide..
9. In groups, create a chart about the different types using two attempts.
10. As a whole class, provide peer feedback using SJE.

Previous Knowledge:

Students were familiar with question-and-answer relationships and the four types of
questions in the previous year.
Instructional Materials: Videos, Graphic Organizers, highlighters, worksheets, passages,
handouts
Skills: identifying, questioning, analyzing, evaluating, collaborating, applying
LITERACY DEPARTMENT GAIL-ANN NEILSON 2024

Key Vocabulary/ Terms: question and answer relationship, literal, inferential, clues,
schema,
Teaching Methods: Directed Questioning, Discussion, Cooperative Groups, Guided
Discovery
Literacy Strategies: D.R.T.A., D. T. V.A., Listening, Think Aloud, Directed Thinking,
Collaborative Grouping, Think-Pair-Share

Content:

In the Text
The answers are right there in the text. These types of questions are literal.
Right There The answer is in one sentence of the text; the question and answer usually have the
same wording. Answers usually are one-word or short-phrase responses. There is usually only one
right answer to Right There questions.
Think and Search The answer is found in several parts of the text. The question and answer have
different wordings. Answers are usually short answers.
In My Head
Students must use their prior knowledge to answer these types of questions.
Author and Me The answer to the question comes from both clues in the text and students' prior
knowledge. Students must synthesize the text to fully understand the question.
On My Own The answer comes entirely from students' prior knowledge. These questions require
inferential and evaluative thinking. Answers do not require information from the text, but do
require that
WEEK 1 students make some type of judgment about or relate to the topic of the text.

Engage :

● Students will review and discuss answers to exam paper.

● Students will be divided into pairs. Cards with riddles written on them will be
distributed. Each pair will work together to solve their riddle and then find and
match with another pair who has the answer. They will discuss how they used
clues in the riddle to find the answer.
● Students will be asked what kinds of questions we ask when we read. Their
responses will be listed on the board/chart paper. Students will be told that in this
lesson, they will learn the special types of reading questions.

Explore:

● The concept of QAR will be explained using an analogy of a treasure map and
searching for clues.
LITERACY DEPARTMENT GAIL-ANN NEILSON 2024

○ Right There: The answer is right there in the text, like a gold coin sticking out
of the ground.
○ Think and Search: You need to look in different parts of the map/text and put
the clues together.
○ Author and You: The answer comes from your own thinking and what you
already know, like using a compass on the map.
○ On My Own: You need to use your imagination and go beyond the map/text
to solve the puzzle.
● To model and practice, a short paragraph will be read aloud from a familiar
storybook. Students will be asked different types of QAR questions, emphasizing
how the answer location changes. Students will raise their hands and explain why
the answer is "Right There," "Think and Search," etc.

Explain:

● Students will focus on "Right There" questions. They will review how their answers
are explicitly stated in the text. Students will demonstrate using text highlighting or
sticky notes to mark evidence. They will be divided into small groups and each
group given a section of the storybook. They will find and mark "Right There"
answers to pre-prepared questions.
● To check for understanding, students will briefly present a few more "Right There"
questions (whole class) to see if they can locate the answers independently. They
will be provided with support as needed.

Elaborate:

● Students will be introduced to "Think and Search" questions, explaining how they
require combining information from different parts of the text. They will be provided
with graphic organizers or Venn diagrams to help students visualize this process.
They will be given a longer, more complex text and some "Think and Search"
questions. They will work in pairs or small groups to find the answers, using the
graphic organizers to track their findings.
● Share and Explain: Students will share their answers and reasoning for a chosen
"Think and Search" question. Discussion and peer questioning will be encouraged
to solidify understanding.

Evaluate (Day 3):

● Students will be presented with a short, new text (different from the previous
ones) without revealing its title or source. Students will be asked to read it silently
and then answer a mix of QAR questions, including "Right There" and "Think and
Search." Observations will be made of their ability to identify and answer different
question types based on the text evidence required.
● Exit Ticket: Students will be provided with a final quick question with two answer
choices. One answer will be directly stated in the text ("Right There"), and the
LITERACY DEPARTMENT GAIL-ANN NEILSON 2024

other will require some inference or connection to prior knowledge ("Author and
You"). Students will raise their hands for the answer they think is correct and briefly
explain their reasoning. This will help gauge individual understanding and potential
areas for further clarification.
WEEK 2

Engage:

● Students will be divided into teams. Different types of QAR questions related to
familiar stories or topics will be projected on the screen. Teams will buzz in to
identify the question type and briefly explain their reasoning. Points will be
awarded for correct answers and explanations. This playful review activates prior
knowledge and reinforces differentiation.
● Several boxes with clues hidden inside will be prepared. Each clue will be linked to
a different text (e.g., a character description, a setting excerpt, a key vocabulary
word). Students will work in small groups, taking turns opening boxes and using
QAR skills to determine which text each clue belongs to. This hands-on activity
encourages collaborative inference and application of question types.

Explore:

● Worksheets containing a mix of QAR questions across different texts will be

distributed.Students will work individually or in pairs to answer the questions,
identifying the type for each and providing evidence from the text to support their
answers. (Encourage discussion and peer help if needed).
● Differentiated worksheets will be provided based on student needs, including a
variety of texts (fiction, non-fiction, short excerpts, longer passages) and ensuring
the question types are appropriate for the chosen complexity.

Explain:

● "Author and You" question type will be introduced by reading aloud a text related to
emotions or social situations. Students will be provided with "Author and You"
questions that encourage them to connect the text to their own experiences and
perspectives. Using a "Think-Pair-Share" strategy: students will think individually
about the question, then discuss their ideas in pairs before sharing with the whole
class.
● It will be explained to students that "Author and You" questions often require
reasoning and personal connections, while "Think and Search" questions rely on
finding evidence within the text. Clear examples will be provided to differentiate
between the two types and encourage students to ask clarifying questions if
needed.

Elaborate:
LITERACY DEPARTMENT GAIL-ANN NEILSON 2024

● Students will be provided with a selection of texts representing different genres and
subjects (e.g., a news article, a poem, a science experiment write-up).They will be
challenged to work in pairs, choosing one text each. Their task is to create five
QAR questions for their chosen text, including examples of all four types. They will
be encouraged to be creative and think about the specific features and content of
their chosen genre.
● Once students have developed their questions, they will arrange the texts and
question sets around the classroom. Students will rotate through the stations,
reading each text and answering the QAR questions prepared by their peers. This
activity will promote critical thinking, deeper text analysis, and cross-genre
comparison.

Evaluate:

● Students will given a simple reflection prompt: "How confident do I feel identifying
and answering different types of QAR questions?" Students will be allowed to
respond using emojis, scoring scales, or written comments. This allows them to
reflect on their learning and identify areas for further development.
● They will be presented with a "hybrid" question that combines elements of two
different QAR types (e.g., a "Think and Search" question with an additional "Author
and You" component). Students will answer the question and explain which QAR
skills they used to arrive at their answer. This assesses their ability to apply
multiple question types in a single task.

WEEK 3

Engage:

● Students will be divided into small groups based on chosen reading materials
(fiction, non-fiction, different levels). In their groups, students will take turns asking
and answering QAR questions about their chosen texts, focusing on applying all
four types. (Encourage discussion and support across groups)
● Students will be provided with sticky notes and challenged to become "Text
Detectives" exploring their independent reading materials. Each student will
identify and mark different types of QAR questions within their text using different
colored sticky notes (e.g., yellow for "Right There," blue for "Think and Search,"
etc.). (This independent activity reinforces identification and application)

Explore:
LITERACY DEPARTMENT GAIL-ANN NEILSON 2024

● After exploring their texts, students will choose one of their QAR questions (any
type) and write it on a blank index card. They will collect the cards and shuffle them
to create a class quiz. Each student will then anonymously answer the other
students' questions, showcasing the diversity of texts and QAR applications.
● A discussion about the student-generated quiz will be facilitated. Students will ask
what they learned from answering each other's questions and how QAR helped
them understand different texts. (Encourage reflection on individual strengths and
areas for improvement).

Explain:

● Students will be introduced to the concept of applying QAR to other subjects. They
will learn how understanding different types of questions can enhance learning in
subjects like science, history, or even math. They will be provided examples of
relevant texts and potential QAR questions for each subject.
● Students will be divided into groups. Each group will be given a cross-curricular
text related to a specific subject (e.g., science experiment data, historical
document excerpt). They will be challenged to analyze the text collaboratively
using QAR. They should identify different types of questions, discuss textual
evidence, and draw conclusions based on their findings.

Elaborate:

● Each group will present their analysis of the cross-curricular text to the class,
highlighting their QAR findings and conclusions. They will be encouraged to use
visuals, diagrams, or other creative methods to present their understanding. This
promotes communication and peer learning.

Evaluate:

● Students will be provided with art supplies and blank paper. They will be
challenged to create a visual representation of their QAR learning journey
throughout the lessons. This could be a drawing, chart, or any other creative
format that showcases their understanding of the four question types and their
applications.
● The student-created visuals will be displayed around the classroom and allow time
for a "Gallery Walk." Students will be encouraged to observe and discuss each
other's work, sharing their interpretations and insights. This interactive reflection
activity allows for peer feedback and consolidation of learning.
LITERACY DEPARTMENT GAIL-ANN NEILSON
Handout 1: QAR Question Types
In The Book Questions
Right There
+
The answer is in the text. The words used to make up
the question and words used to answer the question
are found in the same sentence. These are sometimes
called literal questions because the correct answer
can be found somewhere in the passage.
“Right There” questions sometimes include the
words, “According to the passage…” “How
many…” “Who is…” “Where is…” “What is…”
In My Head Questions
Author and Me
The answer is not in the story. You need to think
about what you already know, what the author tells
you, and how it fits together. These type questions
require you to use ideas and information not stated
directly in the passage to answer; so, you must think
about what you have read and formulate your own
ideas or opinions.
“Author and Me” questions sometimes include the
words, “The author implies…”, “The passage
suggests…”, “The speaker’s attitude..,”
2024
Think & Search
The answer is in the selection, but you need to put
together different pieces of information to find it.
The answer comes from different places in the
selection. You will need to look back at the passage,
find the information that the question refers to, and
then think about how the information or ideas fit
together.
“Think and Search” questions sometimes include the
words, “The main idea of the passage…” “What
caused…” “Compare/contrast…” "Summarize…”
On My Own
The answer is not in the text. You can answer the
question without even reading the text. The answer is
based solely on your own experiences and
knowledge. You can answer the question without
even reading the text. The answer is based solely on
your own experiences and background knowledge on
a topic.
“On My Own” questions sometimes include the
words, “In your opinion…” Based on your
experience…” “Think about someone/something you
know…”
LITERACY DEPARTMENT GAIL-ANN NEILSON 2024

Handout 2: QAR passage for modeling

Once upon a time there was a piece of wood. It was not an expensive piece of wood. Far
from it. Just a common block of firewood, one of those thick, solid logs that are put on the fire in
winter to make cold rooms cozy and warm.
I do not know how this really happened, yet the fact remains that one day this piece of wood
found itself in the shop of an old carpenter. His real name was Mister Antonio, but everyone called
him Mister Cherry, for the tip of his nose was so round and red and shiny that it looked like a ripe
cherry.
As soon as he saw the piece of wood, Mister Cherry was filled with joy. Rubbing his hands
together happily, he mumbled to himself:
"This has come in the nick of time. I shall use it to make the leg of a table."
He grasped the hatchet quickly to peel off the bark and shape the wood. But as he was about
to give it the first blow, he stood still with arm uplifted, for he had heard a wee, little voice say in a
pleading tone: "Please be careful! Do not hit me so hard!"

---------------------------------------------------------------------------------------------------------------------

QAR questions for modeling

• Question 1 “Why was the carpenter called Mister Cherry?”

This is a Right There (RT) question because the words used in the question and answer are found
in the same sentence in the text.

• Question 2 “Describe the piece of wood found in the carpenter's shop.”

This is a Think and Search (TS) question because the information for the answer comes from
different places in the text.

• Question 3 “How could a block of wood make a cold room warm?”

This is an Author and Me (AM) question because clues in the text must be combined with
background knowledge in order to answer the question.

• Question 4 “Do you think being a carpenter is an important job? Why or why not?”
This is an On My Own (MO) question because the description of the carpenter is not found in
the text. You must draw on your own experience and knowledge to answer the question.
 LITERACY DEPARTMENT GAIL-ANN NEILSON 2024

Handout 3: Passage for Practice

Tom has lived in Marysville his entire life. However, tomorrow, Tom and his family would be
moving 200 miles away to Grand Rapids. Tom hated the idea of having to move. He would be
leaving behind his best friend Ron, the baseball team he had played on for the last two years, and
the big swing in his backyard where he liked to sit and think. And to make matters worse, he was
moving on his birthday! Tom would be thirteen tomorrow. He was going to be a teenager! He
wanted to spend the day with his friends, not watching his house being packed up and put on a
truck. He thought that moving was a horrible way to spend his birthday. What about a party? What
about spending the day with his friends? What about what he wanted? That was just the problem.
No one ever asked Tom what he wanted.

Question Question Type (RT, TS, AM, Rationale

MO)

1. How long has Tom lived in

Marysville?

2. What is the name of the town

where Tom and his family are
moving?

3. What might Tom do to make

moving to a new town easier for
him?

4. What are two reasons why

Tom did not want to move?

5. In what ways can moving to a

new house and to a new city be
exciting?

6. Why did Tom feel that his

family
 LITERACY DEPARTMENT GAIL-ANN NEILSON 2024

was ignoring him?

Adapted from McMillian

McGraw Hill

Subject: Literacy
LITERACY DEPARTMENT GAIL-ANN NEILSON 2024

Grade: 10 Navigator
Dates: January 8 - 26, 2024
Duration: 3 Weeks
Topic: Question and Answer Relationships
Sub-Topics:

● Revision of Exam Paper

● Syllabication Rules

Reading Groups:
Specific Objectives:

With the aid of PowerPoint presentations, games, and videos, students will:
1. As a whole class, discuss answers to exam questions using at least two
attempts.
2. Define “synonyms” and “antonyms” accurately using SJE.
3. In pairs, groups or individually, using thesaurus or dictionaries, identify
“synonyms” and “antonyms” in given word pairs and sentences with at least 75% accuracy.
4. Individually create a Synonym and Antonym Dictionary with at least two
attempts using a rubric as a guide.
4. With the aid of the teacher, analyze and apply various context clues
(synonyms, antonyms) to unlock the meaning of unknown words in complex texts. with at
least 75% accuracy.
5. Apply synonyms and antonyms to enhance their writing and descriptions in a
creative story-writing activity with at least two attempts.
6. Collaborate effectively with peers in games and activities to identify synonyms
and antonyms.
7. Independently apply synonyms and antonyms to complete written
assignments with appropriate usage.

Previous Knowledge:

Students were familiar with the use of dictionaries and thesaurus to locate meanings of
words.
Instructional Materials: Videos, word cards, computers, charts, papers, markers, short
reading passages, highlighters/ coloured pencils
Skills: brainstorming, defining, identifying, distinguishing, collaborating, analyzing,
applying
LITERACY DEPARTMENT GAIL-ANN NEILSON 2024

Key Vocabulary/ Terms: synonyms, antonyms, word pairs, word detective, context, clue,
inference, dictionary, thesaurus, synonym clue, antonym clue
Teaching Methods: Directed Questioning, Discussion, Cooperative Groups, Guided
Discovery
Literacy Strategies: D.R.T.A., D. T. V.A., Listening, Think Aloud, Directed Thinking,
Collaborative Grouping, Think-Pair-Share
Week One

Engage:

● Students will discuss answers for End of Term Exam paper.

● They will play a quick synonym/antonym matching game using flashcards or the
online resource. Students can compete individually or in pairs.
● Students will be introduced to the theme of "Word Detectives" and the mission to
uncover the secrets of synonyms and antonyms. They will be shown a picture of a
detective to capture their interest.
● Students will be asked what they already know about synonyms and antonyms.
They will be encouraged to brainstorm and share their understanding (e.g.,
"synonyms are words that mean the same thing," "antonyms are words that
mean the opposite").

Explore:

● Students will act as Word Pair Detectives. They will be divided into pairs or small
groups. Each pair or group will be given a list of words and will be challenged to
identify synonyms and antonyms for each word using dictionaries or online
thesauruses. "Detective Badges" will be awarded to groups who quickly and
accurately complete the task.
● Students will return to their groups and share their findings. On a class chart paper
or
● whiteboard, they will create a collaborative list of the identified synonyms and
antonyms for each word. Discuss any discrepancies or interesting discoveries as a
class.

Explain:

● Students will briefly review the concepts of synonyms and antonyms from the
previous day.
● Using Direct Instruction, they will be introduced to the concept of using context
clues to identify the meaning of unknown words in reading materials. It will be
explained how synonyms and antonyms can be used as context clues. Modeling the
process by reading aloud a short passage with an underlined word, students will be
LITERACY DEPARTMENT GAIL-ANN NEILSON 2024

shown how to use surrounding clues (synonyms, antonyms, descriptions) to infer its
meaning.
● For guided practice, students will be provided with another passage with an
underlined word. They will be guided through the process of identifying context
clues and using them to infer the word's meaning. (They will be asked questions to
reinforce understanding and offered support as needed.)

Elaborate:

● For independent practice, different reading passages will be distributed to students

based on their reading levels. Each passage will contain underlined or bolded
vocabulary words. They will individually identify and underline unknown words, then
use context clues (including synonyms and antonyms) to infer their meaning and
write their definitions in the margin.
● They will engage in sharing and feedback. In pairs, students will share their findings
with each other. They will be encouraged to discuss how they used context clues to
understand the underlined words and provide constructive feedback on their
reasoning and definitions.

Evaluate (Ongoing):

● Observation: Monitor student participation and engagement throughout the activities

and discussions. Note students who grasp the concepts easily and those who may
need additional support.
● Students write a short reflection on what they learned about synonyms and
antonyms during the lesson. They will be encouraged to share their insights and any
remaining questions they might have.
● Students’ reading passages with their' annotations and definitions will be collected to
assess their understanding of context clues and ability to infer word meaning based
on their accuracy and explanation.

Differentiation:

● Struggling readers will be provided with pre-identified context clues within the
reading passages. Graphic organizers or sentence starters will be provided to help
them structure their reasoning and definitions.
● Advanced learners will be challenged to identify multiple synonyms and antonyms
for each underlined word and explain the subtle differences in meaning. They will be
encouraged to research additional vocabulary words related to the themes of the
reading materials.

Graded Activity:
LITERACY DEPARTMENT GAIL-ANN NEILSON 2024

● Students will create their own synonym and antonym dictionaries using drawings,
illustrations, or online tools.
○ 10 words with a synonym and antonym paired correctly (word selection and
accuracy = 20 marks
○ Illustration for each synonym and antonym (creativity and originality
= 20 marks
○ Organization and Presentation = 10 marks
■ TOTAL = 50 marks

WEEK TWO:

Engage:

● Students will review the concept of synonyms and antonyms through a quick game.
They can call out synonyms or antonyms for given words, or play a matching game
using flashcards. https://jeopardylabs.com/play/synonym-antonym-jeopardy
● Students will be introduced to the mission for the week: to become master word
detectives and use context clues, especially synonyms, and antonyms, to crack the
code of unknown words in various reading materials. They will be shown a picture of
a superhero or detective to capture their imagination.
● Students will be asked to share any challenges they faced in Week 1 when
encountering unknown words. They will discuss different strategies they used to
infer meaning.

Explore:

● Students will be divided into pairs or small groups. Different reading passages will be
distributed to each group, ensuring appropriate difficulty levels. Students will
highlight unknown words and, using context clues (including synonyms and
antonyms), write their inferred definitions on sticky notes. "Word Detective Badges"
will be awarded (optional) to groups who identify the most clues and accurately infer
meanings.
● Students will come together as a class and share their findings on a chart paper.
Each group will present their unknown word, the context clues they identified, and
their inferred definition. They will discuss as a class, encouraging peer feedback and
alternative interpretations.

Explain:

● Students will briefly review the concept of context clues and the different types,
focusing on synonyms and antonyms. Students will be reminded that these
"detective tools" can help them unlock the meaning of unknown words.
LITERACY DEPARTMENT GAIL-ANN NEILSON 2024

● With guided practice, a short passage containing an unknown word with clear
context clues (synonyms and antonyms) will be read aloud. The teacher will model
the thought process of identifying the clues, analyzing how they relate to the
unknown word, and inferring its meaning. Pointing out synonyms and antonyms as
helpful clues will be demonstrated.
● Students will be provided with another reading passage containing an unknown word
with less obvious context clues. They will be guided through the process of
identifying clues, but this time, they will be encouraged to work independently and
discuss their reasoning with a partner before sharing with the class.

Elaborate:

● Students will be presented with a longer, more challenging reading passage with
multiple unknown words. They will be divided into small groups for them to work
collaboratively to identify unknown words, analyze context clues (including
synonyms and antonyms), and infer the meaning of each word. They will be
encouraged to discuss and debate their interpretations before arriving at a
consensus.
● As a creative extension, students will choose or invent a sentence with an unknown
word. They will be challenged to rewrite the sentence, replacing the unknown word
with a synonym or antonym, while maintaining the original meaning. (This activity
reinforces their understanding of synonyms and antonyms and their role in context
clues.)

Evaluate:

● Students will complete a Group graded assessment with the following instruction-
differentiated reading passages.

Mission: Work together as a team of crack word detectives to solve the mystery of
unknown words in a thrilling narrative! Analyze context clues, decipher hidden meanings,
and unlock the secrets of vocabulary within a captivating story.

Materials:

● Pencils, paper, or laptops

● Assigned reading passage with several unknown words (chosen by teacher based
on appropriate difficulty level)
● Dictionaries and thesauruses (optional)
● Creativity and teamwork!

Instructions:
LITERACY DEPARTMENT GAIL-ANN NEILSON 2024

1. Gather Your Gear: Read the assigned passage together as a team and highlight all
the unknown words that challenge you.
2. Clue Hunt: Individually, analyze each unknown word and surrounding sentences.
Search for context clues, including:
○ Synonyms: Words with similar meanings found nearby.
○ Antonyms: Words with opposite meanings that provide contrast.
○ Definitions: Direct explanations of the word within the text.
○ Examples: Illustrations or instances that showcase the word's usage.
3. Detective Debrief: Share your findings and discuss the clues for each unknown
word. Be open to different interpretations and collaborate to arrive at the most fitting
meaning.

Your group's performance will be assessed based on the following criteria:

● Collaboration: Effective teamwork, communication, and sharing of ideas during the

investigation. (20%)
● Clue Identification: Accurately recognizing and analyzing various context clues for
each unknown word. (25%)
● Meaning Inference: Correctly defining each unknown word based on the collected
clues and demonstrating comprehension through sentence usage. (30%)
● Creativity: Presenting your findings in an engaging and organized way (using charts,
diagrams, or summaries). (10%)

Time Limit: 60 minutes

Extension Activities:

● Word Swap" Challenge: Challenge students to replace commonly used

words in their everyday vocabulary with synonyms or antonyms to add variety
and enrich their spoken and written language.

WEEK 3:

Engage:

● Students will review the different types of context clues previously learned
(synonyms, antonyms, definitions, examples). They will play a quick game where
students identify the type of clue used in a given sentence containing an unknown
word.
● Students will expand their skillset by focusing on various context clues to tackle
more complex vocabulary.
● A sentence with a challenging and unfamiliar word and no obvious clues will be
shared. Students will be asked to brainstorm possible strategies they could use to
LITERACY DEPARTMENT GAIL-ANN NEILSON 2024

infer its meaning (e.g., looking for synonyms in surrounding sentences, checking the
sentence structure, looking for clues in the title or first paragraph).

Explore:

● Students will be divided into pairs or small groups. Different reading passages with
varying levels of difficulty will be distributed, ensuring each contains multiple
unknown words. Students will identify and color-code different types of clues (e.g.,
green for synonyms, blue for antonyms, yellow for definitions, pink for examples)
using sticky notes or directly on the text. They will be encouraged to discuss their
findings and reasoning within their groups.
● Each group will present their annotated passage to the class, explaining the clues
they found and how they helped them infer the meaning of each unknown word.
(Facilitated class discussion, encouraging peer feedback and alternative
interpretations.) Students can use chart paper to document the different word
meanings and supporting clues collaboratively.

Explain:

● Students will briefly revisit the importance of using context clues and the different
types available. It will be emphasized that the more clues they consider, the more
accurate their inferences will be.
● A reading passage with high vocabulary density and multiple unknown words will be
read aloud with the class, pausing at strategic points to guide students through the
process of identifying and analyzing various context clues, including more subtle
synonyms and antonyms. (The teacher will model thought process and reasoning,
and demonstrate different strategies for unlocking word meaning.
● Individual students will be provided with a differentiated reading passage with
unknown words. This time, students use graphic organizers (e.g., T-charts, semantic
maps) to chart their identified context clues and inferred meanings for each unknown
word. They will be encouraged to consult dictionaries or thesauruses to verify their
understanding.

Elaborate:

● Students will be presented with a longer, more challenging reading passage with a
mix of known and unknown vocabulary. They will be divided into small groups and
challenged to work collaboratively using context clue strategies to unlock the
meaning of all unknown words. They will be encouraged to record their findings and
rationale on chart paper.
LITERACY DEPARTMENT GAIL-ANN NEILSON 2024

● As a fun extension, students will choose an unknown word from the day's reading or
their own reading materials. They will be challenged to create a sentence using the
word that incorporates at least two different types of context clues to support its
meaning. This activity will reinforce their understanding of applying various clues
effectively.

Evaluate:

● Students will complete a written quiz on Context Clues- Synonyms and Antonyms.

Master Word Detective Quiz (Weeks 1-3)

Part 1: Word Relationships (Multiple Choice - 2 points each)

What is the synonym of "jubilant"?

(a) sad

(b) joyous

(c) angry
(d) calm

Which word is the antonym of "timid"?

(a) brave

(b) quiet

(c) cautious
(d) obedient

Choose the pair of words that are NOT synonyms:

(a) gloomy - dreary

(b) whisper - shout

LITERACY DEPARTMENT GAIL-ANN NEILSON 2024

(c) vast - small

(d) gentle - kind

Which word most likely means "hidden"?

(a) conspicuous

(b) obscure

(c) intricate
(d) luminous

Part 2: Matching Synonyms and Antonyms (Match each word with its synonym or antonym
- 1 point each)

Word Synonym/Antonym

cautious (a) fearless

gloomy (b) vibrant

gigantic (c) miniature

whisper (d) roar

mysterious (e) transparent

drive_spreadsheetExport to Sheets
LITERACY DEPARTMENT GAIL-ANN NEILSON 2024

Part 3: Open-Ended Vocabulary Application (4 marks each)

1. Define “Context Clues”.

2. Write a sentence using "synonym" and "antonym" in the same sentence to

demonstrate their contrasting meanings.

Part 4: Context Clues Challenge (Read the passage below and answer the questions - 2
points each)

The ancient map, parched and brittle with age, unfolded in Maya's trembling hands. Its
cryptic symbols, a labyrinth of faded ink, promised untold treasures hidden deep within the
verdant jungle. A thrill of trepidation danced along her spine as she traced the winding path
with a calloused finger, her heart an eager drum against her ribs.

1. What clues in the passage help you understand the meaning of "parched"?
(synonyms, antonyms, description)
2. Explain how the context clues help you determine the meaning of "verdant" in this
sentence.
3. Based on the context, what do you think the "treasures" might be? What evidence
supports your answer?