e qu e nc in g and

S
Co nte xt Clues
by LeAnn Nickelsen
with Sarah Glasscock

NEW YORK TORONTO LONDON AUCKLAND SYDNEY

MEXICO CITY NEW DELHI HONG K ONG BUENOS AIRES

Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
I would like to thank the f ollowing people for this book:

my husband, Joel, and my twin children, Keaton and Aubrey, for encouraging
and supporting me with the goal of wr iting this book.

my parents, Jim and Dolores Heim, for helping me with ideas and f or all
their support. Thanks Mom and Dad f or creating the Who Am I? activity.

Virginia Dooley, my senior editor, for helping me become a more concise

writer and for all of the wr iting opportunities she has given me .

Sarah Glasscock, my cowriter, and Sarah Longhi, my editor, who spent

numerous hours checking over this book to make sure it was perfect.

Katie Lucarelle for her work on student samples .

my sister, Sherry DeVilbiss, for being a great, supportive friend. I know you
really wanted your name to be in a book, so here it is (hahaha).

my education friends who have taught with me through the y ears.

You know so much and have contr ibuted so much time and eff ort.
You know who you are!

Grapevine-Colleyville ISD in Texas for supplying me with resources and

advice. Anne Simpson, your knowledge is valued by many. Thanks for the
help with summarization and main idea.
LeAnn Nickelsen

Scholastic Inc. grants teachers permission to photocopy the reproducibles from this book for classroom use.
No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system,
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise,
without permission of the publisher. For information regarding permission, write to
Scholastic Teaching Resources, 557 Broadway, New York, NY 10012-3999.

Cover design by Norma Ortiz

Cover art by Jason Robinson
Interior design by Sydney Wright
Interior illustrations by Teresa Southwell
Stationery illustration page 26 by Kristen Kest

Copyright 2004 by LeAnn Nickelsen. All rights reserved.

ISBN 0-439-43833-0
Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10 40 09 08 07 06 05 04

Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Sequencing

Mini-Lesson 1:Sequencing Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Use sequencing guidelines to ar range items in the cor rect order.

Mini-Lesson 2:Sequencing Visuals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Work with visual or ganizers to sequence information from a book.

Mini-Lesson 3:How-to Expository Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Learn transition words and apply guidelines to wr ite how-to expository essays.

Mini-Lesson 4:Create-a-Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Write a play that demonstrates through dialogue and action ho w to do something in sequential order.

Mini-Lesson 5:Test-Taking Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

Apply sequencing rules to answer sample multiple-choice test items.

oject:Putting
Sequencing Final Pr It All Together: Filmstrip Project . . . . . . . . . . . .34
Use sequencing skills to wr ite and illustrate a filmstrip that explains how to do something.

Context Clues
Mini-Lesson 1:Why Use Context Clues? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Define context clues, figure out the meaning of unfamiliar w ords using context clues, and solve word riddles.

Mini-Lesson 2:Context Clues Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

Apply context clues guidelines to help def ine unfamiliar words.

Mini-Lesson 3:Figuring It Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Document steps used to figure out the meanings of unfamiliar w ords in a passage .

Mini-Lesson 4:Affixes and Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51

Complete a web for affixes or roots used to help def ine unfamiliar words.

Mini-Lesson 5:Test-Taking Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

Using context clues, choose the correct meaning for unfamiliar words in standardized test passages.

oject:Putting
Context Clues Final Pr It All Together: No-Nonsense Book . . . . . . .62
Create a nonsense-word book that uses context clues to help def ine made-up words.

Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64

Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Introduction
The Comprehension Mini-Lessons Series

National and state standards, and schools across the country require all
students to master a set of reading objectives, with an emphasis on these key
comprehension areas: main idea, summarizing, inference, cause and effect,
point of view, fact and opinion, sequencing, and context clues. For me and
the teachers I work with, teaching students to deepen their comprehension
has always required several creative lessons for each reading objective to
ensure that everyone achieves success. Customizing each lesson plan is a
lot of work, and thats where this series of high-interest mini-lessonsthe
product of years of classroom lesson successescomes to the rescue.
Each book in this series provides you with several different mini-lessons for
each objective, which appeal to different learning styles and help you reach
each and every learner. The mini-lessons include activities and real-world
examples, so that students have fun learning the reading objective and find the
skills they learn useful in their everyday reading and pertinent to their lives.

About This Book

This book presents lessons that teach students skills and strategies for
understanding sequencing and context clues.
Sequencing
The brain seeks meaning from what it already knows. This is why knowing
the order of events in a text is crucial to understanding the whole story and
predicting what will happen next. Time-order words such as first, second,
next, and so on, lead a reader to visualize the order of and relationship among
events and serve as clues to understanding the events within a time frame.
Readers who build skills in sequencing can visualize what is happening, make
sense of the story line, predict what may happen based on the time and order
of events in a story, and better understand the causes and effects of events.
Context Clues
Writers often suggest the meanings of words that may be unfamiliar to their
readers through words or hints that surround the word. Understanding how
to seek out clues in the context of the passage to determine the meaning of
unknown words allows readers to continue without having to stop and dis-
rupt the flow of reading, helps readers gain a deeper understanding of the
whole passage, and increases accuracy in predicting word meanings.

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
How to Use This Book
Youll find five mini-lessons on sequencing and five on context clues with
activities that stimulate different learning styles. I recommend teaching the
lessons sequentially. The first lesson introduces the objective in simple
terms. The subsequent lessons elaborate on the objective and offer students
different skills to better understand it. The last lesson features the objective
in a standardized test format, which helps familiarize students with the test
language and structure.
A final project pulls the whole concept together and offers students an
opportunity to demonstrate creatively what they learned in the mini-lessons.
Students also get to share their learning with other classmates when they
complete a project. Whenever students teach other students what they have
learned, the learning becomes more cemented in their brains.
Notice that each lesson contains anticipatory sets, which enable you to grab
students attention when you open the lesson, and special closures to end the
lesson so that students brains can have another opportunity to absorb the
learning. Also included are activities that you can send home to extend the
learning in another real-world setting.
LeAnn Nickelsen

Young Adult Fiction Resources

Here are some suggestions for young adult titles that support the objectives
in this book:
Books That Support Sequencing
Carrick, Carol. Aladdin and the Wonderful Lamp. New York: Scholastic, 1989.
Christian, Mary B. Nothing Much Happened Today. Reading, MA: Addison-
Wesley, 1973.
Dahl, Roald. James and the Giant Peach. New York: Puffin Books, 1961.
Goble, Paul. The Girl Who Loved Wild Horses. New York: Bradbury Press, 1978.

Books With Rich Vocabulary Supported by Context Clues

Avi. Poppy. London: Watts Publishing/Orchard Books, 1995.
Creech, Sharon. Walk Two Moons. New York: Scholastic, 1994.
Curtis, Christopher Paul. Bud, Not Buddy. Random House, 1999.
Gross, Virginia T. The Day It Rained Forever. New York: Viking Penguin, 1991.

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Sequencing

6
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Sequencing Mini-Lesson

Sequencing Guidelines Objective

Opening the Lesson Students use
sequencing guidelines
w In preparation for this activity, I cut apart a comic strip for each to arrange items in
the correct order.
pair of students. I write a number on the back of each panel that
corresponds to its order in the strip so that my students can check
their work. Then I place each cut-up comic strip in an envelope. Materials
1 comic strip and
Idea 3 envelopes for each
Before cutting apar t the panels, turn over the comic str ip and write pair of students,
scissors, markers,
a word on the back of it. One letter should appear on the back of
The Polar Express by
each panel. When the panels have been placed in order, tell students Chris Van Allsburg
to turn them over to make sure the letter s form a word. (Houghton Mifflin,
1985)
w After pairing my students, I challenge them to put their comic strip
panels in sequential order. Reproducibles
w Then the partners present their sequenced comic strips to the rest of (Make 1 copy for
the class, and we discuss what kinds of strategies they used to place each pair of students.)
the panels in the correct order. Story Strips for The
Polar Express, page 9
Sequencing Guidelines
Teaching the Lesson Sheet, page 10
How-to Sequence
1. Begin by giving a definition of sequencing. Heres what I tell my
Strips, page 11
class: Sequencing is bringing order to a group of ideas, items, or processes.
It involves looking closely at the steps or events and finding a logical and
meaningful order in which to place them. Give the comic-strip activity
theyve completed as a concrete example of sequencing. Ask students
to shorten the definition and rephrase it in their own words.
2. Then write these guidelines on the chalkboard, and discuss them:
Read through all the steps (or events) so that you can identify
the end result for the sequencing.
Decide which steps (or events) are first and last.
Arrange the remaining steps (or events) in the correct order.
Check to see if any steps (or events) are missing or left out.
Evaluate the final arrangement of steps (or events) to see if it
makes sense.
7
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 3. Give students a chance to practice using the guidelines. (NOTE: For this
activity, you will need to make enough copies of the Story Strips for The Polar
Express for each pair of students.) Cut apart the story strips, and place the sets
into envelopes. Read aloud The Polar Express. Then pass out the Sequencing
Guidelines Sheet and envelopes to partners. Tell students to place the story
strips in chronological order. As they complete each step on the guidelines
sheet, they should check it off. Set a timer for five minutes, and set partners
to work. Go over the correct sequence of the story strips. Ask students how
the guidelines helped them.
4. For the next activity,
enlarge and make enough
copies of the How-to
Sequence Strips repro-
ducible so that each pair
will have a set for one of
the four activities. Cut
apart the strips, and place
the sets in envelopes.
Again, partners will put
the strips in order and
check off the steps on the guidelines sheet. Have a complete set of How-to
Sequence Strips at your desk to use as answer keys. As they finish the task,
partners can check their work against the answer key.
NOTE: There are two sets of checklists for the How-to activities on the
guidelines sheet. The extra checklist can be used for pairs to practice
sequencing a second activity from the How-to Sequence Strips
reproducible, or students can use it when they order classmates how-to
strips in the Opening the Lesson activity on page 12.

Closing the Lesson

Use one or more of these activities to wrap up the mini-lesson.

w Journal: Have students write their own definitions of sequencing.
Ask how they use sequencing in their everyday lives and why it is an impor-
tant strategy to know.
w Assessment: Instruct students to write out their own How-to sequence
strips for a familiar activitiy. Encourage them to include as many as eight steps.
They should cut apart the strips and place them in an envelope labeled with
How-to Activity and their names. Remind students to make an answer key.
They will use these strips in Mini-Lesson 2.

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
Name ______________________________________________ Date ______________________

Story Strips for

To the teacher: Make a copy for each pair of students. Cut up the stor y strips and place them
in an envelope. Give an envelope to each pair.This sheet is the ans wer key; the strips are written
in chronological order.

The boy heard the sounds of hissing steam and squeaking metal late on
Christmas Eve.

A train was going to the Nor th Pole, and the conductor invited the boy aboard, even
though the boy was in his pajamas.

The children on the tr ain sang Christmas carols, ate candy, and drank hot cocoa.

The Polar Express took the children though cold, dark forests where wolves roamed.

The train even climbed high along mountaintops and then took the children across
a barren deser t of ice.

The conductor pointed to the Nor th Pole, which was a huge city f illed with factories,
at the top of the w orld.

The conductor told the children that one of them w ould receive the first gift
of Christmas.

After the children saw thousands of elves, the train stopped and unloaded everyone.

Santa asked the boy what he wanted f or Christmas, and the boy said a bell from
Santas sleigh.

The boy received the first gift of Chr istmas, but the bell fell out of a hole in his pants.

Santa found the bell, placed it in a small bo x, and set it under the bo ys Christmas
tree. He left a note telling the bo y to fix his pants.

After many years, only the boy could hear the bell r ing.

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Name ______________________________________________ Date ______________________

Sequencing Guidelines Sheet

Use these guidelines to help y ou sequence. Check off each step as y ou complete it.

The Polar Expr

ess
____ 1. Read through all the steps (or ev ents) so that you can identify the end
result for the sequencing.
____ 2. Decide which steps are first and last.
____ 3. Arrange the remaining steps in the cor rect order.
____ 4. Check to see if any steps are missing or left out.
____ 5. Evaluate the final arrangement of steps to see if it mak es sense.
____ 6. Did you place the str ips in the cor rect order? (Check with the answ er key.)

How-to Activity:
______________________________
____ 1. Read through all the steps (or ev ents) so that you can identify the end
result for the sequencing.
____ 2. Decide which steps are first and last.
____ 3. Arrange the remaining steps in the cor rect order.
____ 4. Check to see if any steps are missing or left out.
____ 5. Evaluate the final arrangement of steps to see if it mak es sense.
____ 6. Did you place the str ips in the cor rect order? (Check with the answ er key.)

How-to Activity:
______________________________
____ 1. Read through all the steps (or ev ents) so that you can identify the end
result for the sequencing.
____ 2. Decide which steps are first and last.
____ 3. Arrange the remaining steps in the cor rect order.
____ 4. Check to see if any steps are missing or left out.
____ 5. Evaluate the final arrangement of steps to see if it mak es sense.
____ 6. Did you place the str ips in the cor rect order? (Check with the answ er key.)

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Name __________________________________________________________________ Date ______________________________________

How-to Sequence Strips

To the teacher: Enlarge this page to 150% to mak e it easy to cut a part the strips. Cut along the dotted lines, and place each set of strips in
a separate envelope.This sheet is the ans wer key; the strips are written in chronological order.
Activity 1:How toWash aVehicle Activity 3:How to Ride a Bicycle
Set out the supplies youre going to use . Remove the training wheels from your bicycle.
Vacuum the inside of the car to remo ve dir t. Put on your helmet.
Spray the outside of the v ehicle with a hose . Make sure you know where the br akes are and how to use them.
Dip a sponge into soapy water and scr ub the vehicle. Straddle the bike and hold on to the handle bar s.
Rinse the soapy water off the vehicle with a hose . Have someone hold the bicycle from behind while y ou sit on the seat.
Wipe the windows dry with a special, no-streak towel. Start pedaling and steer ing the bike.
Do spot cleaning on any areas you missed. Ring your bell if anything gets in your way.
Admire your beautifully clean vehicle. Feel proud because you just took the first steps in riding a bike by yourself.

Activity 2:How to Grow a Garden Activity 4:How to Build a Sand Castle

Till the ground until the soil is loose . Gather buckets and shovels, put on your swimsuit, and go to the beach.
Add more soil if you need it, and fertilizer. Find an area of sand that is damp .
Smooth and level the ground with a r ake. Carve out a circular trench in the sand. This is the moat.
Use a string line to make straight rows. Shovel wet sand into the b uckets and pack it firmly.
Dig a small trench, plant seeds, and cover them with soil. Turn the sand-filled buckets upside down to form the castle.

Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
Carefully water the new plants. Add details to the outside and top of y our castle.
Hoe or pull weeds around plants. Admire your completed castle.Take a picture of it, because it wont last
Enjoy your flowers or vegetables! long if youre near the ocean or another child!

11
 Sequencing Mini-Lesson

Objective
Sequencing Visuals
Students select and work with
a visual organizer to sequence Opening the Lesson
information from a book.
w To open this lesson, I review with my students the five sequencing
Materials guideline steps that were introduced in Mini-Lesson 1.
a variety of shor t stories, folk w Then I ask students to exchange their How-to Activity
tales, and non-fiction ar ticles;
envelopes (see Assessment activity, page 8) and put the activities
passages from social studies
textbooks that contain dates;
in the correct sequence. As they work, they complete the last
paper and pens section of the Sequencing Guidelines Sheet. Then I ask partners
to use their answer keys to check each others work. I encourage
them to give each other feedback about which clues were helpful
Reproducibles
and which were confusing.
Sequencing Guidelines Sheet,
page 10
Sequencing Visuals: (Make Teaching the Lesson
1 transparency of each.
Make copies as requested 1. Introduce each sequencing visual reproducible (pages 14 19),
by your students.) and discuss it. Point out to students that one sequencing
Box-to-Box Sequencing visual may work better than another, depending upon the type of
Visual, page 14 information they are sequencing. For instance, when sequencing
Ladder Sequencing Visual, dates and events, they should use either of the time-line visuals.
page 15
Heres how I present the horizontal time-line visual to my
Stair Step Sequencing Visual, students: I used the horizontal time line to sequence the events
page 16
presented in chapter 14 of our social studies book. If you remember,
S Sequencing Visual, that chapter was about the American frontier. I went through the
page 17 chapter and wrote down the most important events and their dates.
Vertical Time Line Then I wrote them in order on the visual. The first entry is 1859,
Sequencing Visual, page 18 when the Comstock lode was discovered. The next event occurred in
Horizontal Time Line 1862, when the Homestead Act was passed. In 1869, the first
Sequencing Visual, page 19 transcontinental railroad was completed. Seven years later, in 1876,
the Battle of Little Big Horn was fought. The Dawes Act was passed
in 1887. Finally, in 1890, the Director of the U.S. Census declared
that the American frontier was closed. If I wanted to write more
information about each event, I would use the vertical time-line
visual because it offers a little more space.

12
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 While all of the reproducible pages are suitable for use with
Tip
any sequencing activity, each offers a slightly different
organizing focus that you can use to support specific types To help my students
of assignments. Here are some ideas for using the other visualize how to use
visuals: each sequencing visual
most effectively, I create
Box-to-Box presents a descending column of boxes that is
examples for them by
ideal for plotting a story line or listing a series of past events
sequencing events from
that lead to a current event.
books weve recently
Ladder provides a frame for a sequence of cumulative read on the sequencing
events that build toward a single, final event. visual transparencies.
Stair Step introduces the concept of growth or decline, The material is still fresh
as in the events that propelled the Civil Rights movement in their minds, and they
forward. Using arrows or numbers in the steps shows can see how the major
whether the event sequence is moving forward or backward events fit in the visuals.
in time.
S shows how events might alternate between positive
and negative or suggests cause-and-effect relationships
between events.
2. Have students choose one of the sequencing visuals to
graph the events in a short story, a folk tale, or a non-fiction
article. Suggest that first they write down the
Name ______________________________________________ Date ______________________
main events from their reading and then write
the events in order on the visual. You may Box-to-Box Title: ______________________________
How to Make and See
make copies of the visuals or have students Sequencing Visual ______________________________
Flowing Currents

draw them. Find a small glass jar (such as a baby food jar) with a metal screw-on lid.
Have an adult make small holes in the lid.

Tie a piece of string tightly around the neck of the jar. Hold the jar up by the
Closing the Lesson string to make sure the string can support the jar.

Place a few drops of food coloring in the jar and fill it with hot water.
Screw the lid on tightly.
Use one or more of these activities to wrap up the
mini-lesson.
Fill a large glass jug with cold water.

w Assessment: Have students select and then

graph passages from their social studies text- Holding the string, gently lower the jar into the jug.
Scholastic Teaching Resources

books on sequencing visuals. Let pairs exchange

visuals and check each others work.
Comprehension Mini-Lessons: Sequencing & Context Clues

What happens? The colored water rises and swirls around in the cold water.

w Journal: Challenge students to show how they Why? The warm water in the jar is less dense than the cold water in the jug,
so it escapes from the cooling jar and rises to the surface, moving faster
could use a sequencing visual to write an outline than the cold water around it. The warm water swirls upward, moving in a
circular pattern, which is the way water currents flow.

of a short story they wanted to write. To extend 14

the activity, ask them to use the visual to write

their stories.

13
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Name ______________________________________________ Date ______________________

Box-to-Box Title: ______________________________

Sequencing Visual ______________________________

14
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
Name ______________________________________________ Date ______________________

Ladder Title: ______________________________

______________________________
Sequencing Visual

15
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Name __________________________________________________________________ Date ______________________________________

16
Title: ______________________________ Stair Step
______________________________ Sequencing Visual

Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Name __________________________________________________________________ Date ______________________________________

S Title: ______________________________
Sequencing Visual ______________________________
Start here

Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
17
 Name ______________________________________________ Date ______________________

Vertical Time Line Title: ______________________________

______________________________
Sequencing Visual
DATE EVENT DESCRIPTION

18
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Name __________________________________________________________________ Date ______________________________________

Horizontal Time Line Title: ______________________________

______________________________
Sequencing Visual
DATE

EVENT

Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
19
 Sequencing Mini-Lesson

Objective
How-to Expository
Students learn
transition words and
Writing
apply guidelines to
Opening the Lesson
write how-to
expository essays.
w To give my students a taste of sequence in expository writing, I
read aloud one or more humorous how-to books such as How to
Materials Eat Fried Worms or How to Dig a Hole to the Other Side of the World.
how-to books such
as How to Dig a Hole w Then we discuss what makes these books good examples of
to the Other Side of sequence: 1) the writers use key words such as next, finally, first;
the World by Faith 2) they include a series of steps or directions to follow; and
McNulty (Scott 3) a goal is reached only by successfully following the steps or
Foresman, 1990) or
directions in chronological order.
How to Eat Fr ied Worms
by Thomas Rockwell
(Yearling Books, 1953) Teaching the Lesson

Reproducibles 1. Now students will have the opportunity to try their hands at
List of Transition how-to expository writing. Begin the activity by introducing the
Words, page 22 following information about this type of expository writing:
(Make 1 copy for each
student.)
The introduction should introduce the topic and immediately grab
the readers attention. These grabbers may include a quotation,
Brainstorming Sheet
a startling comment, or a brief narrative.
for How-to Writing,
page 23 (Make 1 copy The body of the writing should include the steps in the how-to
for each student.) process. Elaborate each step so that the reader can visualize it.
How-to Writing Rubric, Its also vital that the steps be accurate. Writers must be sure to
page 24 (Make 1 copy carefully research their topics before they begin writing.
for each student.)
The steps should be in sequential order. The reader should not
have to double back.
All of the steps should be included and described fully. The reader
should not have to make inferences about what he or she should
do next.
Key words that signal a new step are important. These key words
are called transition words. They tell the reader the order in
which steps should occur or how one idea is related to another.

20
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 The conclusion refers back to the introduction and presents Idea
the goal. Write and share with the class
2. Distribute the reproducibles to students before they begin your own humorous how-to
writing. They should keep the List of Transition Words essay for an activity you enjoy
reproducible in their writing portfolios so they can easily and to which students will
refer to it. The Brainstorming Sheet helps students begin also relate (e.g., how to tell
the writing process by reminding them to think about a good joke or how to get
how they will grab their audiences attention, how they ready for school in the
will order the steps or directions, which transition words morning). After reading it
they plan to use, and how they will conclude their aloud, go through the work
writing. The Evaluation Rubric reminds students what and point out how it conforms
is required of them while they are writing. Encourage to the guidelines.
students to keep these reproducibles on their desks and
to refer to them frequently to stay on track.

Closing the Lesson

Use one or more of these activities to

wrap up the mini-lesson.
w Verbal/Auditory: Allow class
time for students to read aloud
their work. This is a good time
for you to use the rubrics to assess
their writing.
w Spatial/Visual: Have students write
a how-to expository piece on giving
directions. They should select a
starting point and ending point.
Remind them to write the correct
names of the streets and use the
appropriate spatial and positioning
words such as right, left, north, south,
east, and west. Encourage them to
draw maps to accompany their text.
This will also provide a way of
checking their text.

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Name ______________________________________________ Date ______________________

List of Transition Words

Words ThatShow Time
about during until yesterday
finally after first meanwhile
next then at second
today soon as soon as before
third tomorrow later when
earlier slowly eventually suddenly
quickly all at once

Words That Move to the Next Idea

also finally in addition in conclusion
another then to sum up furthermore
to begin with first, second, etc. moreover besides

Words That Show Results or Conclusions

as a result finally consequently in conclusion
therefore last in summary to summarize

Words That Show Contrast (Diff

erences)
however in spite of instead nevertheless
on the other hand although but yet
otherwise even though

Words That Show Comparison (Similarities)

likewise as similarly like
in the same way also

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
Name ______________________________________________ Date ______________________

Brainstorming Sheet for How-to Writing

w Topic (anything that interests you):
__________________________________________________________________

w Introduction: What will you show someone how to do? Who is your audience?
How will you grab their attention (e.g., you might use a quote or song related
to your topic)?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

w Steps or directions (in chronological order):

1. ______________________________ 4. ______________________________
______________________________ ______________________________
2. ______________________________ 5. ______________________________
______________________________ ______________________________
3. ______________________________ 6. ______________________________
______________________________ ______________________________

w Transition words that I plan to use:

_____________________ _____________________ _____________________
_____________________ _____________________ _____________________
_____________________ _____________________ _____________________
_____________________ _____________________ _____________________

w Conclusion: What can your reader no w do or accomplish with this inf ormation?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 How-to Writing Rubric
Students Name _____________________________________________________

CRITERIA Incomplete Oka y Good Outstanding

0 1 2 3

Style and Structur e

1. The introduction states the pur pose of the wr iting and grabs the
readers attention.

2. The conclusion refers back to the introduction and states the goal of the
how-to topic.

3. Each step is in the cor rect sequential order.

4. Each step is fully elaborated so that its clear to the reader.

5. None of the steps is missing.

6. Transition words are used often and appropr iately.

7. Detail words and new vocabulary are used throughout the wr iting.

Presentation
8. The essay is edited. (Spelling, punctuation, capitalization, and grammar
have been checked and corrected.)

Things you did well:

Opportunities for growth:

TOTAL SCORE: ______ /24

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Sequencing Mini-Lesson

Create-a-Play Objective
Opening the Lesson Groups write plays
that show how to
do something in
w Writing dialogue and acting out steps for an activity can really sequential order.
bring an activity to life for students. Moreover, communicating
how to do something through dialogue and gesture can under-
score for students the importance of communicating clearly to an Materials
audience how to sequence steps in a process and describe those magnifying glass,
resources such as
steps adequately. To prepare my students for writing their own
How Come? by Kathy
how-to plays, I ask for eight volunteers to put on a production Wollard (Workman,
of the play, How to Make Coins. After assigning parts, I allow 1993), miscellaneous
the cast time to read through and rehearse the play once. I also props, costumes, and
supply the magnifying glasses and any other reasonable props other materials
my students suggest.
w Then I set aside class time for the actual performance. Afterward, Reproducibles
I ask the audience to write reviews of the play, including what How to Make Coins
they learned, what they liked about the play, and what they would play, pp. 2728 (Make
9 copies8 for the
improve. I collect their reviews in a binder and keep it available
cast, 1 for you.)
so that everyone can have the chance to study the comments. Its
also helpful to place a copy of the play in the binder, too. Writing a
review helps students think critically about how the how-to activity
was presentedchronology, transition, detail of executionall of
which they can apply to their expository writing.

Teaching the Lesson

1. Select five play topics for groups of 35 students to write about.

Choose educational topics that are interesting to your class and
fit your curriculum. For my fifth-grade class I suggested How
Paper Is Made, How Coca-Cola Is Made, How Rocks Are Formed,
How a Muscle Works, and How Water Is Cleaned and Recycled.
Provide resource material so that students can direct their energy
to writing and performing their plays.
2. Write the following guidelines for the plays on the chalkboard:
Each student in the group must contribute at least two lines

25
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 to the play. Write
your initials next to
your lines. You may
have one group
member write out
the play.
Each student must
have a role in the play.
This means that some
of you may have more
than one role.
Be creative! Be humor-
ous! You can bring
inanimate objects
to life!
You must FULLY
describe the process
in your play. 1

You must SHOW and

SAY how the process worksin sequential order.
The play should be two to three pages long. If possible, type your
play. Ill make duplicates so that each student in the group has a
copy of the play. (Try to memorize your lines!)
Make a list of your props and costumes. Ill help you obtain
these things.

Closing the Lesson

Use one or more of these activities to wrap up the mini-lesson.
w Verbal/Auditory: Hold performances of the plays in your classroom.
Consider putting the shows on the roadlet your playwrights/actors
perform for other classes.
w Journal: Ask students to reflect on their experiences as writers and
performers. Could they write a how-to expository piece on how to
write or put on a play?

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
Name ______________________________________________ Date ______________________

How to Make Coins: A Play

Cast of Characters (in or
der of appearance):

Narrator Riddler Inspector

Blanking Press Upsetter Count&Bag
Heatwashdry Minter

Narrator: I wanted to share with y ou the best field trip I have ever taken. Mrs.
Riney took us, the coolest fifth-grade class, to the Money Machine in
Denver, Colorado. We also did some snow skiing in our spare time .
Anyway, you wont believe it, but this Money Machine came aliv e and
told us how it worked. The funniest par t of the machine was the
Riddler. He kept laughing the whole time . Youll see. I videotaped it all
for you to see. Ready? Here goeshere is how the spare change in
your pocket is made.

Narrator pantomimes using a video camer a. He films the characters throughout the play.

Blanking Press: (acts ver y strong and tough) Hi! Im the Blanking Press. Im so strong
see my muscles? (flexes muscles) I take in long sheets of metal and
punch out round discs called b lanks.You see, I star t the whole coining
process. I love punching things out. I send these blanks to be heated,
washed, and dried.

Heatwashdry: (acts ver y motherly) Ill take it over from here, Blanking Press. Just
leave it to me to tak e care of all the little ones. I heat the blanks until
theyre soft. Then, in order to make sure theyre squeaky clean, I wash
and dry them. I have to make sure they dont get dir ty again. Next,
I send the shiny blanks to the Riddler. He will crack you up.

Riddler: (acts ver y energetic) Its about time! Youd think that they were the
most impor tant machines around. But, I am! My name is Mr. Riddler,
but you can call me Riddler.
(He dances up and do wn and sings this song .)
I feel goodnah-nah-nah-nah-nah-nah-nah
Like I knew that I w ould now nah-nah-nah-nah-nah-nah-nah
I feel good nah-nah-nah-nah-nah-nah-nah
From my head to my shoes now nah-nah-nah-nah-nah-nah-nah
So good, so good, Ive got it goodda-da-da-da-da

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Name ______________________________________________ Date ______________________

How to Make Coins: A Play (Cont.)

Riddler: You see, I do a lot of shakin! I sor t the blanks to screen out any
disks that are the wrong siz e or shape. I pick out the best ones. The
rejects fall away. Theyre chopped up and reused.

Upsetter: Hey, Riddler, youre star ting to upset meyou dont want to do that.

Riddler: Oh, youre always upset, so who cares? Youre just jealous because I
have such an impor tant role.

Upsetter: (acts like a goody two-shoes) Im really not upset all the time , but my
name is Upsetter. I set all the coins UP. I think this is a v ery impor-
tant role. I raise a rim around the edges of the b lanks. Go ahead and
look at a coin. I make the edges smooth! I do such a good job!
Dont you think I do?

Minter: (stamps feet) Some people call me the b ug killer, but my real name
is the Minter. No, I dont smell like mint, although I wouldnt mind.
After the Upsetter puts edges on the b lanks, I receive the blanks and
stamp coin designs on each side of them at the same time . Arent I
talented? I am the most ar tistic one around here . I get to create the
artwork on stamps, too. I can tell you every logo on every coin.

Inspector: (holds up magnifying glass) Oh, Minter, stop bragging. You make some
mistakes now and then. In fact, its my job to find those mistakes.
Some coins are totally discarded because the Minter messed up so
badly.The decent ones move on to the next step .

Count&Bag: One, two, three, four, five, six, seven, eight, nine, tenoh, hello! As
you can tell, its my job to count the coins and then drop them into
large canvas bags. I seal the bags shut and send them to the Feder al
Reserve Banks. If I count wrong, I could lose my job, so I am very
carefulespecially with the quar ters.

Narrator: Well, I hope you enjoyed the video. As you can tell, they all have
to work well together to accomplish the job of creating our
coin currency.

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Sequencing Mini-Lesson

Test-Taking Format Objective

Students apply sequencing
Opening the Lesson
rules to answer sample
multiple-choice test items.
w To review sequencing, I write the following sentences on the
board or on a transparency and display it (correct order is
indicated in parentheses): Materials
blank transparency
___ Dig a two-inch hole in the loose ground for each tomato (optional)
plant. (3)
___ Gather all the materials youll need to plant the tomatoes. (1) Reproducibles
___ Water the plants daily and pick any weeds that grow Sequencing Rules,
around them. (7) page 31 (Make 1 copy
for each student. Make
___ Use your fingers to press the soil firmly around the base
1 transparency. )
of each plant. (6)
Sequencing Practice
___ Place a tomato plant into each hole. (4) Paragraphs, page 32 (Make
___ Hoe topsoil and fertilizer into the soil until the ground is 1 copy for each student.)
loose enough to plant the tomato plants. (2) Sequencing Practice
___ Fill the hole around the plant with topsoil. (5) Passage, page 33 (Make
1 copy for each student.)
___ Pick the delicious tomatoes when they are red. (8)

w Then I tell my students that the sentences tell how to plant

tomatoes, but the steps are out of order. After giving them a few
moments to read the steps, I ask for help in putting the steps in
the correct order. As my students order the steps, I place the
numbers 1 8 in each blank to indicate the sequence.
w Finally I call on volunteers to read aloud the steps using transi-
tion words; for instance, First, gather all the materials youll
need to plant the tomatoes.

Teaching the Lesson

1. Remind students about the power of transition words, and

review the words. As they read, these words will help them
determine the order in which events happened. Knowing this
will enable them to understand other elements in the text.
2. Display the Sequencing Rules transparency on the overhead.
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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Also distribute copies of the page to
your students. Begin by reading aloud
each rule. Then go over the example to
show how the rules were put into prac-
tice. Ask students to follow your steps
as you think aloud: The question asks
what Mary did after she dropped her treat.
I know that the word after is the important
word in the question, so Ill circle it. Then
Ill underline the phrase she dropped her
treat because I want to find out what
happened after that event. I see the phrase
in the passage, so Ill underline that, too.
Since Im looking for events after that, Ill
draw an arrow down from that point. Now
Ill compare the answer choices to the text
next to the arrow. Only answer choice C
happened after Mary dropped her treat.
3. You may want to highlight the key
phrase immediately after in the first
example on page 32. Students should be able to tell you that of the three answer
choices showing events after Grace went upstairs (B, C, and D), only C gives the
event that happened directly after the event in question. Encourage students to act
like sleuths in picking out key words in the question.
4. Let pairs of students practice the sequencing rules by working together to com-
plete the Sequencing Practice Paragraphs reproducible. Its very important that
each partner understand and practice the rules. Set aside time to go over and
discuss the correct answers. How did the sequencing rules help them determine
the best answers?

Closing the Lesson

Use one or more of these activities to wrap up the mini-lesson.

w Assessment: Have students complete the Sequencing Practice Passage: Baking
Bread reproducible independently.
w Students Working Together: Challenge students to write half- to one-page short
stories and at least two sequencing questions. Let them exchange stories with
partners and use the sequencing rules to answer the questions.
Answers
Sequencing Practice Paragraphs, page 32: D; B
Sequencing Practice Passage: Baking Bread, page 33: 1. D; 2. C; 3. D; 4. B

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
Name ______________________________________________ Date ______________________

Sequencing Rules
1. Circle the transition word in the question.
2. Underline the event in the question AND in the par agraph or passage.
3. Draw vertical arrows, either up or down, starting at the under lined event in the
paragraph or passage. Draw an up ar row if the tr ansition word you circled is
before. Draw a down arrow if the tr ansition word is after.
4. Find the event in the par agraph or passage that the question asks f or.
5. Read the answer choices. Cross out incorrect answers. Select the answer that is
closest to the event in the par agraph or passage.The wording may not be exactly
the same, but the event should be the same .

Example
Maya waved her hand so that the ice-cream tr uck would stop. When
the truck stopped, she counted her money to see ho w much she had. Maya
counted it twice to mak e sure she had enough. Then she purchased the red,
white, and blue ice-cream treat. She gave the driver sixty-five cents.
As Maya took her first bite, the red par t of the treat fell to the ground.
She couldnt believe it! When Maya bent over to pick it up, she saw that the
ice cream was covered in dir t. She had to throw it away.
The driver saw how upset Maya was, and he gave her another treat.
She gave him a big smileand v ery carefully ate her treat.

Choose the best answer.

What did Maya do after she dropped her treat?
A She counted her money. C She bent to pick it up .

B She waved her hand. D She took her first bite.

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Name ______________________________________________ Date ______________________

Sequencing Practice Paragraphs

Use the sequencing rules to ans wer the question. Mark the paragraph to show
your work.
Grace loved playing in the sand box after school. Every day when she got
home, she ran into the kitchen and gr abbed a snack. Then she hurried
upstairs to her bedroom to change into pla y clothes and sandals. After chang-
ing clothes, Grace headed for the sand box. She practically dove into the
sand. Usually, Grace played with the big Tonka truck first. Next shed shovel
sand into a lar ge bucket. Grace always played in the sand f or about an hour.

Choose the best answer.

What did Grace do immediately after she went upstairs?
A She shoveled sand into a lar ge bucket. C She grabbed a snack.

B She dove into the sand. D She changed her clothes.

This is the same paragra ph. Use the sequencing rules to ans wer the question.
Mark this paragraph to show your work.

Grace loved playing in the sand box after school. Every day when she got
home, she ran into the kitchen and gr abbed a snack. Then she hurried
upstairs to her bedroom to change into pla y clothes and sandals. After chang-
ing clothes, Grace headed for the sand box. She practically dove into the
sand. Usually, Grace played with the big Tonka truck first. Next shed shovel
sand into a lar ge bucket. Grace always played in the sand f or about an hour.

Choose the best answer.

What did Grace do before she grabbed a snack?
A She played in the sand f or an hour. C She headed for the sand box.

B She ran into the kitchen. D She hurried upstairs.

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
Name ______________________________________________ Date ______________________

Sequencing Practice Passage: Baking Bread

Read the passage.Then choose the best ans wers.

Almost everyone likes to eat bread, but not everyone knows how easy it
is to make. All you need is yeast, flour, and water.
First, mix a package of yeast with two cups of war m water. Let the mixture
stand until bubbles form on the surface . Then add four cups of flour, one-half
cup at a time . When the dough gets too thick to stir, scrape it onto a floured
board and knead it. To knead the bread, turn the dough in a circle and f old and
punch it as you turn. Knead for ten minutes as you add one more cup of flour.
The dough is ready when it is no longer sticky . It should feel soft and smooth.
Put the dough in a b uttered bowl and cover it with a damp dish to wel. Let
the dough rise for an hour or more until it doub les in size. Then knead it for
another minute or so and shape it into a loaf. Let the dough r ise again for forty-
five minutes. Pop it into a 375-degree o ven and bake for forty-five minutes.
After the bread has cooled f or ten minutes, slice it.

1. After the dough has doubled in size,

A knead it for ten minutes C add the flour, one-half cup at a time
B mix the yeast with two cups of water D knead it and shape it into a loaf

2. Just before you knead the dough f or ten minutes

A put it in a b uttered bowl and cover with a dish towel
B mix a package of yeast with two cups of war m water
C scrape it onto a floured board
D bake it for forty-five minutes at 375 degrees

3. After forming the dough into a loaf,

A add more flour and water C cool it for ten minutes
B knead it one more time D let it rise again for forty-five minutes

4. What is the last step in the bread baking process descr ibed above?
A eating it C letting it cool
B slicing it D taking it out of the o ven

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Sequencing Final Project

Objective
Students use
Putting It All Together:
sequencing skills to
write and illustrate
a filmstrip that
Filmstrip Project
explains how to do Preparing for the Project
something.
w Use the instructions on the Student Project Sheet to make a sample
Duration filmstrip for students to examine as they work on their projects. You
one week may also choose to assemble the projector while your class watches.
w Hang a calendar in your classroom that shows the project due dates.
Materials w Make several film frames out of transparencies. Select a topic thats relat-
shoebox, 2 pencils ed to your curriculum, such as how a tepee is built. Draw a picture and
(unsharpened) or
caption on each transparency to show the process chronologically.
2 cardboard tubes
from coat hangers w Use the overhead as your film projector. Present your frames in order.
for each student,
tape or glue, markers,
poster board, blank Introducing the Project
transparencies
1. Explain to students that theyll be making their own filmstrips. They
Reproducibles
can choose any how-to topic that interests them as long as it has
Student Project
several chronological steps. Here are some ideas Ive introduced in my
Sheet, page 35
(Make 1 copy for classroom: how to make glue, how a washing machine works, how
each student.) the water cycle works, how hurricanes are born, how to bake a cake,
Filmstrip paper,
how batteries work, how coal is formed, and so on.
page 36 (Make 4 or 2. Encourage students to discuss topics with their families. Emphasize
more copies for again that the topic should be interesting to them.
each student.)
3. After you approve their topics, help students find library, Internet, and
other types of resources for their research.
4. Distribute and discuss the Student Project Sheet. Make sure everyone
understands the instructions.

Assessing the Project

w Verbal/Auditory/Kinesthetic: Have students present their final

projects to the class. Allow time for a short discussion after each
presentation. This will give you the opportunity to assess their work.

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
Name ______________________________________________ Date ______________________

Filmstrip Project
Student Project Sheet
1. Choose a how-to topic that interests you. It should have several steps in sequence .
2. When you research your topic, write down 710 steps that are related to it. The
steps should fully explain the process and they should be in the cor rect order.
Dont leave out any steps.
3. Ask your teacher for enough copies of Filmstr ip Paper to record each step in a
frame of the filmstrip. Write and illustrate the steps in order on the f ilmstrip.
4. The text should be wr itten clearly and neatly. Elaborate as much as possible to
fully describe each step.
5. The illustrations should be colorful and neat, and help explain the text accur ately.

6. Attach the Filmstrip Paper pages to each

other with tape or glue in order to create
a continuous filmstrip.
7. Leave about 1 inch of b lank space at the
top and bottom of the f ilmstrip. Tape the
top to a pencil or cardboard tube from a
coat hanger. Do the same for the bottom.
Make sure that your filmstrip moves as you
turn the pencils or cardboard tubes.
8. Cut out a 3- by 5-inch square from
the back of a shoebox so that only one
filmstrip frame is displayed at a time .
9. Punch 2 pairs of holes in the sides of the
shoebox1 on each side above and 1 on
each side below the cutout window. Slide the
pencils or cardboard tubes into these holes.
10.Turn the pencils or cardboard tubes to
show your filmstrip!

35
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Name __________________________________________________________________ Date ______________________________________

36
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Context Clues

37
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Context Clues Mini-Lesson

Objective
Why Use Context Clues?
Students define context Opening the Lesson
clues, figure out the
meaning of words using w I begin this mini-lesson by displaying the Context Clues #1
context clues, and solve
transparency. After reading each section aloud, I ask my students
word riddles.
to guess the meaning of the word in italics.
Materials
w As we discuss their responses, I like to pose the following
dictionary
questions: How did you come to your conclusions about the definition?
Which clues led you to the words meaning? How important were
Reproducibles these clues?
Context Clues #1,
page 40 (Make
w At the end of the discussion, I ask my students if they think
1 transparency.) they should stop to look up every word they dont know. They
usually reason that looking up every unfamiliar word can be
Steps for Identifying
Unfamiliar Words, time-consuming and unnecessary. I point out that even if they
page 41 (Make had stopped to look up the unknown words on the transparency
1 transparency and they wouldnt have found them in a dictionaryI made them up!
1 copy for each student.) The clues in the sentences helped them figure out the meanings
Context Clues #2, of the words.
page 42 (Make
1 transparency and
1 copy for each student.)
Teaching the Lesson

1. Reiterate to students that they can figure out the meaning of

an unfamiliar word by looking at its contextthe words and
sentences around itfor synonyms, antonyms, definitions, or
by getting the general sense of the passage.
2. Then display the Steps for Identifying Unfamiliar Words
transparency and distribute copies to your students. After reading
aloud and discussing the steps, guide students in using them
with Context Clues #2.
Here is how I usually think aloud about the word mariner in the
first sentence: Ill begin by drawing a box around the word mariner
and writing the word below the passage. Lets see, I know the mariner
is a man. Hes dirty, has a beard, chews on a cigar, wears a sailors
cap, and has an anchor tattoo. Based on the sailors hat and the tattoo
of the anchor, Im going to guess that the word mariner means sailor
or seaman.

38
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Then ask students to look up the word mariner
in the dictionary to check your guess.
3. Let students work in pairs to figure out the
meanings of the rest of the italicized words in
the passage. Remind them to use the four steps.
Discuss their responses and how the steps helped
them determine the words meanings.
Explain again how helpful context clues are.
Although students wont be able to box words
in books that they read, going over the steps
mentally will enable them to see the context
clues around unfamiliar words.

Closing the Lesson

Use one or more of these activities to wrap up the

mini-lesson.
w Writing: Challenge students to write two short
paragraphs of one to three sentences about any
topic. Have them replace one of the words in each
paragraph with a nonsense word. Caution them to
make sure to surround the nonsense word with
enough context clues so that another student can
figure out its meaning. Theyll also use these
passages with Mini-Lesson 2.
w Assessment: Ask students to write sentences using the
words mariner, sauntered, and musculature.
Answers
Context Clues #1, page 40: werbertsandwich; locloeycomputer;
pytusulapples; packrockelephant
Context Clues #2, page 42: marinera sailor (he wore a sailors cap,
had an anchor tattoo); saunteredswaying walk (he walked as if it was
difficult for him to walk on solid ground; rolling walk); musculature
build/muscular structure (he looked as if he was used to hard, physical
work; bulging arm muscles; ancient Popeye)

39
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Name ______________________________________________ Date ______________________

Context Clues #1
What does each nonsense word mean?

The werbert Sam brought for lunch looked delicious. It contained layers of
roast beef, cheese, lettuce, and tomato piled in between two slices of bread.
Sam couldnt wait to eat it.
Werbert means: ________________________________________________________
Clues: _______________________________________________________________
_____________________________________________________________________

The locloey is a very expensive but useful tool in the classroom. Students
actually fight over whose turn it is to use it. Research, typing, games, and
other activities can be done on it.
Locloey means: _________________________________________________________
Clues: _______________________________________________________________
_____________________________________________________________________

Tanya loved to pick pytusul in the fall. She would fill bushel baskets with the
green or red fr uit and use them to mak e pies, muffins, sauce, and other sweets.
Pytusul means: _________________________________________________________
Clues: _______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

The packrock lives in both Asia and Africa. These enormous animals feast on
foliage and use their long, prehensile trunks to drink water and pick up f ood.
In par ts of Asia and India, they are trained to work for humans. They carry
loads and lift and move objects.
Packrock means: ________________________________________________________
Clues: _______________________________________________________________

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
Name ______________________________________________ Date ______________________

Steps for Identifying

Unfamiliar Words

1. Draw a box around the unfamiliar word in the passage .

Write the word below the passage.
Unfamiliar Word: ________________________

2. List words and phrases that are clues to the possible

meaning of the word.
_______________________ _______________________
_______________________ _______________________

3. Do this step in your head, not on paper: Think about what

the word might mean.
w Does it look like any other words you know?
w Does it sound familiar?
w What par t of speech is it?
w Is it a positive or a negative word?

4. Guess what the unfamiliar word means and write the

definition. Use a dictionary to check your guess.
_________________________________________________
_________________________________________________
_________________________________________________

41
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Name ______________________________________________ Date ______________________

Context Clues #2
Use the four-step plan to figure out the meaning of the italicized w ords in the
paragraph.Write the meaning and the clues that helped y ou.

The hunchbacked mariner had a long white beard lik e a goats, a dir ty, white
sailors cap on his head, a cigar stump in the cor ner of his mouth, and the
tattoo of a ships anchor on his ar m. When he walked, he sauntered from
side to side as if it was diff icult for him to walk on solid ground. He had the
musculature of someone who was used to hard, physical work. With his rolling
walk and bulging arm muscles, the old man looked like an ancient Popeye.

1. mariner means: ______________________________________________________

Clues: _______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. sauntered means: ____________________________________________________

Clues: _______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. musculature means: ___________________________________________________

Clues: _______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Context Clues Mini-Lesson

Context Clues Objective

Guidelines Students apply context
clues guidelines to
help them define
unfamiliar words.
Opening the Lesson

w I ask students to exchange the passages they wrote for Mini- Materials
Lesson 1 and figure out the meaning of the nonsense words student passages
using context clues. from Mini-Lesson 1,
vocabulary words
w Then I have partners confirm each others definitions.
w I set aside class time for my students to read aloud their Reproducibles
passageswithout revealing the nonsense words definitions Context Clues
so the student audience has more opportunities to use Guidelines, page 45
context clues. (Make 1 copy for
each student. Make
1 transparency.)
Teaching the Lesson Context Clues
Guideline Hunt, page
1. Hand out copies of the Context Clues Guidelines, and 46 (Make 1 copy for
then display the transparency. Go over the guidelines and each student.)
examples, making sure everyone understands them.
2. Create a pool of familiar vocabulary words that students can
use in example sentences in the guidelines.

Idea
You can write the familiar vocabulary words on the chalkboard,
create a transparency, or make a reproducible. Ive found that
giving my students a reproducible with the pool of v ocabulary
words is the most effective.

3. After pairing or grouping your students, ask them to use a

vocabulary word in a sentence to exemplify each guideline.

43
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Closing the Lesson

Use one or more of these activities to wrap up the

mini-lesson.
w Assessment: Assign passages from textbooks
for students to read. Ask them to fill out the
Context Clues Guideline Hunt as they read. This
reproducible gives students the opportunity to
see examples within actual text.
w Journal: Ask students to write about which
guidelines have been the most effective in
helping them use context clues.

44
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
Name ______________________________________________ Date ______________________

Context Clues Guidelines

Look for clues to the meanings of w ords
1. after the word or that directly follow the unfamiliar word.
Example: The trek, or journey, became more challenging as we approached the
top of the mountain.
2. after a comma that directly follows the word.
Example: In order to keep the dogs inside our y ard, we built a parapet, a o
lw
wall or railing.
3. before the word called.
Example:The worm ate the middle layer of the peach, which is called the mesocar p.
4. in the previous sentence.
Example: Everyone at the dinner table cleaned their plates and ask ed for seconds.
As the guests left, they said the dinner was delectab le.
5. in the next sentence .
Example: Jake left the waitress a paltr y tip. She forgot to give them glasses of water,
brought out cold food, and never checked on them, so she deser ved a small tip.
6. by replacing the unfamiliar word with a prediction word to see if it fits or
makes sense.
Example: He acted like a buffoon at the par ty by telling jokes and laughing too
loudly and too often.
(prediction word: fool)
7. by studying the unfamiliar words prefix, suffix, or root word and writing the
meanings to figure out the meaning of the w ord.
Example:The only par t of the city recognizable to Ian was the Sear s Tower.
(-able = capable of being/recognizable = capable of being recognized)
8. by asking yourself if the word sounds positive or negative.
Example:The evil queen cast a sinister glare at the elf when he ask ed her a
question. (evil = negative)
9. by figuring out the words part of speech, such as a noun, verb, adjective,
or adverb.
Example: He guzzled water rapidly after the r ace.
(Guzzled is a verb. He did something to the water.)

45
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Name ______________________________________________ Date ______________________

Context Clues Guideline Hunt

As you read, write down unfamiliar words.Try to guess the meaning of the
word by looking at the context clues. Which clue revealed the meaning? Which
guideline number did you use to find the meaning? (If none of the guidelines
helped you, put a question mark (?) in the bo x under Clue/Guideline Number
to show that you had a hunch about the meaning.) Look up the w ords in the
dictionary to check your guesses. Write the definitions in the last column.
Title of book or passage: _______________________________________________

Unfamiliar W
ord Guess Clue/ Actual Meaning
Guideline Number

46
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Context Clues Mini-Lesson

Figuring It Out Objective

Opening the Lesson
Students document
the steps they use
w I use this activity to show the power of context clues to my to figure out the
students. I display one section from the Add On transparency meanings of unfamiliar
and follow these guidelines as I read each line in order: words in a passage .

Reveal the first line (the unfamiliar word). Cover the rest
of the lines with blank paper. Materials
Ask students to identify the meaning of the word. If a student a variety of on-level
books or classroom
knows the meaning at this point, I ask him or her to whisper
magazines, dictionary
it to me instead of telling the whole class.
Reveal the next line (two words).
Reproducibles
Ask students again to identify the meaning of the word.
Add On, page 49
If they cant, I ask if they now have a small clue (perhaps the (Make 1 transparency
part of speech). for each section of
Continue to reveal each line, and ask students the meaning the page or cut the
transparency into
of the unfamiliar word. They must justify their predictions.
three par ts.)
When the whole sentence has been revealed and students
Figuring It Out, page
have made their guesses, show them the answer (final line).
50 (Make 1 copy for
each student.)
Tip
I sometimes ask my students to wr ite their guesses after each line
is revealed and read. In this way, students who quickly figure out
the meaning of the word can take satisfaction in recording their
answer, but will not r uin it for the rest of the class.

We talk about how each clue helped them guess the meaning.
I emphasize that when they come across an unfamiliar word
in their reading they may have to look for several context
clues and not just one.

Teaching the Lesson

1. Let your students practice using context clues in an authentic

situation. Have a variety of books or magazines on hand for them
to choose from.

47

Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 2. As they read, theyll be filling out the Figuring It Out reproducible. Pass out
the reproducible and discuss it. Any unfamiliar words go in the first column.
Then they should look for context clues around the word. Remind students
that these clues could be a whole paragraph before or after the unknown
word. Whatever clues they find (prefix, suffix, root, part of speech, and so on)
go in the second column. Based on these clues, your students should guess
the meaning of the word and write it in the third column. Finally, have them
look up the definition in the dictionary to confirm their guesses. They should
write this definition in the fourth column. If their guess was correct, tell them
to write a plus sign in the last column. If their guess was incorrect, they
should write a minus sign. Emphasize that it doesnt matter if their guesses
were incorrect; the aim is for you to see how close they came to guessing the
correct definition.
3. Allow plenty of silent reading time for this activity.

Closing the Lesson Keith

Name ______________________________________________ 5/3
Date ______________________

Use one or more of these activities Figuring It Out

Write the unfamiliar words from your reading in the first column, any clues you can find

to wrap up the mini-lesson. about their meaning in the second column, and your guess in the third column. Look up
the word in the dictionar y to check your guess and record the actual meaning in the fifth
column. Give yourself a + if your guess was close and a if it was not.
Lowell Mills
Title of book or passage: _____________________________________________________
w Journal: Encourage students to Unfamiliar Clues to Guess Actual
+/
Word/Page # Meaning Meaning Meaning
write a paragraph about their Textile p. 13 1. Textile mills
got their
Cloth or
fabric
Fabric, woven
or knitted +
cotton . . .
feelings during the Figuring It 2. Mills made
cloth
Out activity. Did they ever get unstable p. 13 1. care of her not stromg emotionally

unstable maladjusted
frustrated? Why did they feel that mother
2. un=not

way? Did they ever feel successful abandons p. 14 1. leaves leaves for to withdraw
good +
or surprised? Discuss these ones support
despite a duty,
allegiance, or
feelings in class. Share the fact responsibility

inequities p. 14 1. struggling struggles or injustices,

that you and other adults still 2. in=not problems with unfairness +
3. equi=equal equal rights

encounter unfamiliar words

and sometimes there arent any
context clues. Ask students what
they could do in that situation. 50

w Assessment: Challenge your

students to create their own Add-
On section for an unfamiliar
word. Then let them play the role
of the teacher and reveal the lines
one by one until another student
guesses the correct meaning.

48
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
Figuring It Out/ transparency template

Add On
The norpul ____________________
The little norpul ____________________
The little norpul crawled ____________________
The little norpul crawled across ____________________
The little norpul crawled across the limb ____________________
The little norpul crawled across the limb with the n ut. ____________________
ANSWER: squirrel

edifice
The tall edifice ____________________
The tall edifice added ____________________
The tall edifice added beauty ____________________
The tall edifice added beauty to the city ____________________
The tall edifice added beauty to the city after thr ee years ____________________
The tall edifice added beauty to the city after thr ee years
of construction. ____________________
ANSWER: building or skyscra
per

callow
The callow ____________________
The callow baby-sitter ____________________
The callow baby-sitter jumped ____________________
The callow baby-sitter jumped on the couch ____________________
The callow baby-sitter jumped on the couch and stuck
out her tongue ____________________
The callow baby-sitter jumped on the couch and stuck
out her tongue at the cr ying child. ____________________
ANSWER: immature or inexperienced

49
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Name ______________________________________________ Date ______________________

Figuring It Out
Write the unfamiliar words from your reading in the first column, any clues you can find
about their meaning in the second column, and your guess in the third column. Look up
the word in the dictionar y to check your guess and record the actual meaning in the fifth
column. Give yourself a + if your guess was close and a if it was not.
Title of book or passage: _____________________________________________________
Unfamiliar Clues to Guess Actual
Word/Page # Meaning Meaning Meaning +/

50
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Context Clues Mini-Lesson

Affixes and Roots Objective

Opening the Lesson Students complete
a web for affixes
or roots.
w I write the words benediction and geothermal on the chalkboard and
ask my students to write down guesses about their meanings. Since
there are no context clues around the words, they must study the Materials
words to try to figure out their meanings. 50 three- by five-inch
index cards for each
w During our discussion of the words, I explain that by looking at the student
parts of words, we can figure out their meanings. Words are often
formed by placing affixesprefixes and suffixesand root words Reproducibles
together. Then I share the following examples:
Common Affixes and
Benediction means a speech of well being. Roots, pages 5355
clues within word: bene = well; diction = speech (Make 1 copy.)

Geothermal means heat of the earth. My Research Web,

clues within word: geo = earth; thermal = heat page 56 (Make 2 or
3 copies for each
student.)
Teaching the Lesson

1. Knowing the meanings of common affixes and roots can help students
quickly figure out the meanings of unfamiliar wordsespecially when
the words dont have a context. It takes time and effort to learn and
remember these affixes and roots, but your class should be able to
learn about 50 of them within two weeks.
2. Look through the list of Common Affixes and Roots, and choose the
ones that you feel are the most important for students to know. This
activity calls for two or three affixes or roots per student, so if you have
a class of 20 students, choose a total of 40 to 60 affixes and roots.
3. Make a copy of the Common Affixes and Roots reproducible. Cut out
the affixes and roots you want to use. Fold the strips and place them
in a container so each student may draw two or three strips.
4. Then distribute two or three copies of the My Research Web repro-
ducible to each student. Explain that they will use this web to research
their affixes or roots so they will become experts on these word parts.
Make sure everyone understands how to fill in the reproducible.

51
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 5. When students have turned in their webs, assign the role of teacher to two or
three students each day. Their job will be to use their research webs to teach
their affix or root to the class. Emphasize how important it is for each student
to see the Picture Memory Clue on the web. While a student is teaching, the
other students will take notes on index cards. These cards will become their
flashcards for learning the affixes or roots. A sample card appears below.

Meaning of aff
ix or root: sou
2 examples of nd
words with aff
phone or root: ix
telephone, phon
ics
Memory Clue:
Front Back

Closing the Lesson

Use one or more of these activities to wrap up the mini-lesson.

w Review: In order to make sure students remember these affixes or roots, set
aside time each day so that partners can review them. Make a large chart of
the affixes and roots youve studied. Leave plenty of room for students to fill
in new words they find that contain these affixes or roots from their class or
independent reading. Encourage them to write a short definition that shows
how the word is related to the affix or root.
w Homework: Have students take their flashcards home to learn the terms.
w Assessment: Students will remember the information better if you give them
several quizzes rather than one comprehensive test. To reinforce my students
learning, I quiz them daily about the affixes and roots theyve learned up to
that point.

52
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
Name ______________________________________________ Date ______________________

Common Affixes and Roots

ab = away capit = head
abduct = carry away (verb) capital = head city (n.)
abnormal = away from normal (adj.) decapitate = cut off the head (v .)

an = without cide = kill

anarchy = without a chief (n.) suicide = killing of oneself (n.)
anaerobic = without oxygen (adj.) insecticide = killing of insects (n.)

ante = before circum = together

antebellum = before the Civil War (adj.) circumference = measure around a circle (n.)
antedate = come before in time (v.) circumvent = surround (v.)

anti = against col = together

antiseptic = against decay (adj.) collect = gather together (v.)
antislavery = against slavery (adj.) colony = group living together (n.)

anthrop = human being com = together

anthropology = study of humans (n.) combine = put together (v.)
philanthropist = lover of humans (n.) compact = squeezed together (adj.)

aqua = water con = together

aquarium = container that holds water and f ish (n.) congregate = group together (v.)
aquatic = relating to water (adj.) converge = come together (v.)

auto = self contra = against

autobiography = self-written life story (n.) contradict = speak against something (v.)
automatic = operating by itself (adj.) contrary = against something (adj.)

arch = chief cosmo = world

archenemy = chief enemy (n.) cosmography = description of world (n.)
architect = chief builder (n.) cosmopolitan = relating to the whole w orld (adj.)

astron = star crat = rule

astronomy = study of star s (n.) democrat = one who believes that people r ule (n.)
astronaut = traveler around stars (n.) autocrat = one who believes in self-rule (n.)

bene = well de = from

benefit = do well for (v.) degrade = take worth from (v.)
benevolent = treating well (adj.) defile = take purity from (v.)

bi = two dict = say

bicycle = two-wheel cycle (n.) diction = the way something is said (n.)
bigamy = practice of having two spouses (n.) dictator = leader who has onl y say (n.)

bio = life dynam = power

biology = study of life (n.) dynamite = powerful destroyer (n.)
biography = written life story (n.) dynasty = powerful family (n.)

53
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Name ______________________________________________ Date ______________________

Common Affixes and Roots

extra = beyond iso = equal
extravagant = beyond the budget (adj.) isogonic = having equal angles (adj.)
extraordinary = beyond ordinary (adj.) isothermal = having equal temperatures (adj.)

ex = out ject = throw

expire = breathe out (v.) reject = throw away (v.)
extinguish = put out (v.) projectile = something that is thro wn (n.)

frater = brother macro = large

fraternize = act as brother s (v.) macrocosm = the universe (n.)
fraternity = brotherhood (n.) macrobiotic = promoting long life through diet (adj.)

ge or geo = ear th manu = hand

geography = study of places on ear th (n.) manuscript = handwriting (n.)
geology = study of ear ths elements (n.) manually = by hand (adj.)

graph = write mand = order

graphology = study of handwr iting (n.) mandate = an order (n.)
autograph = self-written name (n.) mandatory = commanded (adj.)

greg = group mater = mother

congregate = group together (v.) maternity = motherhood (n.)
gregarious = taking pleasure in being in a group (adj.) matriarch = woman who rules family (n.)

gress = move med = middle

progress = move forward (v.) medium = in the middle (adj.)
aggressive = moving toward (adj.) mediator = person who acts in the middle (n.)

hemi = half meter = measure

hemisphere = half of the w orld (n.) thermometer = measure of heat (n.)
hemiplegic = half-paralyzed (adj.) speedometer = measure of speed (n.)

homo = same micro = small

homogenized = the same throughout (adj.) microcosm = small world (n.)
homographs = words written the same (n.) microsecond = one-millionth of a second (n.)

hydra = water mis = wrong

hydrant = discharge pipe for water (n.) misbehave = use wrong behavior (v.)
dehydrate = remove water from (v.) misprint = wrong pr inting (n.)

inter = between mono = one

intervene = come between (v.) monogamy = practice of having one spouse (n.)
intercity = between cities (adj.) monologue = speech by one person (n.)

inter = within onym = name

interior = within the inside (adj.) homonym = same name (n.)
internal = on the inside (adj.) autonym = opposite name (n.)

54

Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
Name ______________________________________________ Date ______________________

Common Affixes and Roots

ob = against psych = mind
object = speak against (v.) psychiatry = healing of the mind (n.)
obstacle = something going against progress (n.) psyche = mind or soul (n.)

pan = all pre = before

panacea = cure-all (n.) preview = see before (v.)
pandemic = affecting all things (adj.) prediction = something said bef ore (n.)

pater = father re = again

paternity = fatherhood (n.) return = go back again (v.)
paternal = fatherly (adj.) reunite = unite again (v.)

peri = around scope = see

perimeter = measurement around (n.) telescope = device used to see far off (n.)
periphery = the edge around (n.) periscope = device used to see around (n.)

per = through se = apar t

permeate = soak through (v.) secluded = set apar t (adj.)
perforate = put holes through (v.) secede = move apar t from something (v.)

philo = love sed = remain

philosophy = love of wisdom (n.) sedentary = remaining in one place (adj.)
audiophile = lover of sound (n.) sedative = drug which causes a per son to remain calm (n.)

phone = sound semi = half

phonics = system of lear ning by sound (n.) semi-retired = half-retired (adj.)
microphone = instrument that enlarges sound (n.) semi-circle = half-circle (n.)

poly = many oph = wise

polytheism = belief in many gods (n.) sophisticated = worldly wise (adj.)
monopoly = many owned by one (n.) philosophy = love of wisdom (n.)

port = carry tele = far off

transport = carry across (v.) television = device that tr ansmits pictures from far off (n.)
portable = able to be car ried (adj.) telephone = device that tr ansmits sound from far off (n.)

post = after theo = God

postpone = change date to later time (v .) theology = study of God (n.)
posthumous = after death (adj.) theism = belief in God (n.)

pro = before thermo = heat

prophecy = knowledge before of what will happen (n.) thermodynamics = power of heat (n.)
propose = to set bef ore (v.) thermos = container that k eeps in liquid heat (n.)

pseudo = false vid = see

pseudonym = false name (n.) video = visual aspect of TV (n.)
pseudoscience = false science (n.) visual = able to be seen (adj.)

55

Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Name __________________________________________________________________ Date ______________________________________

56
MY RESEARCH WEB: Affixes and Roots
MEANING: PICTUREMEMORY CLUE:

AFFIX or ROOT:

EXAMPLES:
1.Word: __________________________________________________________
Definition:_________________________________________________________________________________________________
Sentence:__________________________________________________________________________________________________
2.Word: __________________________________________________________
Definition:_________________________________________________________________________________________________
Sentence:__________________________________________________________________________________________________

Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
3.Word: __________________________________________________________
Definition:_________________________________________________________________________________________________
Sentence:__________________________________________________________________________________________________
 Context Clues Mini-Lesson

Test-Taking Format
Opening the Lesson Objective
Students choose the
w To help my students review context clues, I create a quiz
correct meaning for
with six or seven vocabulary words theyve recently unfamiliar words in
learned. Ideally, the quiz should be tied to a unit the standardized test passages.
class has just studied.
w The American Revolution Summary Quiz shows a quiz Materials
I created for my fifth-grade students. Notice the Word teacher-created quiz; cloze
Bank at the bottom of the page. If this quiz fits your set passage from content-
curriculum, feel free to use it. If not, you can use it as a area reading book
template to create your own curriculum-appropriate quiz.
Reproducibles
Teaching the Lesson Context Clues Guidelines
Sheet, page 45

1. Tell students that on standardized tests they will have to American Revolution
Summary Quiz (or other
figure out the meaning of words in passages. They will
curriculum-appropriate
need to read the entire passage in order to determine the quiz), page 59 (Make
meaning of the word. In other words, theyll be looking 1 copy for each student.)
for clues within the context of the passage.
Mosquitoes and West
2. To familiarize students with context-clue work in a Nile Virus, page 60 (Make
test-taking format, distribute copies of the Mosquitoes 1 copy for each student.
Make 1 transparency.)
and West Nile Virus passage. Place the transparency on
the overhead projector, and read it aloud as a class. Then Tetras Role in Science ,
pair students, and have them use their copies of the page 61 (Make 1 copy for
each student.)
Context Clues Guidelines Sheet from Mini-Lesson 2 to
help them figure out the answers to the questions about
the words in the passage. Assure them that there are
several clues within the text that will help them out.
Discuss your students responses and how the Context
Clues Guidelines helped them determine the words
meanings.
3. Let students work independently to complete the Tetras
Role in Science passage. Check these answers in class,
and discuss the clues within the text.

57
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Closing the Lesson

Use one or more of these activities to

wrap up the mini-lesson.
w Assessment: Choose a passage
from a content-area reading book
for students to read. Create multiple-
choice questions for unfamiliar or
difficult words in the passage, and
have students answer them. These
passages usually contain great
examples of context clues.
w Journal: Challenge students to record
unfamiliar words they encounter in
their reading and also how they fig-
ured out their meanings. Encourage
them to make this an ongoing activity.
Writing down the words and the
strategies used to uncover meaning is
a great way to reinforce learning.
Answers
Mosquitoes and West Nile Virus, page 60: 1. A; 2. A; 3. C
Tetras Role in Science , page 61: 1. D; 2. D; 3. D

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
Name ______________________________________________ Date ______________________

American Revolution Summary Quiz

After the ______________________ War, King George III taxed the colonists heavily.
He said that England needed more money because of the cost of the war .The colonists
were forced to pay _________________ to England although they had no representation in
________________ , the English governing body that makes the laws.They refused to pay a
tea tax, and fur ther expressed their anger over this tax by par ticipating in the ____________
_______________.The colonists especially hated the tax law called the Stamp Act, which
caused them to ____________________ stamped goods.
As anger grew, both the colonists and the _____________________ prepared f or war.
On March 5, 1770, a crowd gathered around several British soldiers and shouted insults
and threw rocks and snowballs at them. The soldiers opened fire, and three colonists were
killed. This event became known as the ____________________. Some people became
____________________, or people who suppor ted England. Some people became
____________________ , or people who wanted freedom from England. The people who
didnt suppor t England were accused of committing _____________________ . And there
were some people who didnt suppor t the war at all and remained ___________________ .
The first major battle of the war was at Concord and ______________________.
British soldiers marched on the colonists dur ing the night, but ____________________
received a warning that the Br itish were coming. He galloped across the countr yside,
warning the colonists. They were ready on a minutes notice, and therefore, got the nickname,
______________________. This was the first battle of the _________________________ .
On July 4, 1776, the _____________________________ was approved by members of
the Continental Congress. The war went on for years, and soldiers in the _______________
Army faced many hardships because they had f ew supplies, food, or clothing during the
winters. But they continued to receive suppor t from the colonists.
The American victory at ___________________________ in 1781 f orced the British
to surrender. In 1783, the ______________________________ was signed, and it named
the United States as a new nation with a ___________________________ go vernment.
It finally became ___________________________, free from England.

Word Bank
independent neutral Lexington Redcoats
democratic Treaty of Paris Patriots French and Indian
taxes Boston Tea Party Continental Boston Massacre
Paul Revere treason Loyalists Revolutionary War
boycott Minutemen Parliament Declaration of Independence
Yorktown

59
Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Name ______________________________________________ Date ______________________

Mosquitoes and West Nile Virus

Mosquito bites are not just itch y irritations anymore. Now theyre
causing severe illness and, in some cases, death.
Experts believe some mosquitoes car ry a strain of the West Nile
virus, which causes encephalitis, or swelling of the br ain. Encephalitis
symptoms include fever and a headache . In the most severe cases, victims
fall into a coma.
The mosquitoes become infected by feeding on birds that have the
virus.The mosquitoes then tr ansmit, or pass, the virus to humans and animals.
Scientists had never before found the West Nile strain of the vir us in
the United States, and the search continues to find out how the virus got to
this country. It could have been in the blood of a foreign visitor or of a bird
that had flown here from another countr y.
In an effort to kill vir us-carrying mosquitoes, areas of the countr y
such as New York, Connecticut, and New Jersey have been sprayed with
pesticides. But exper ts worry that the vir us will spread as migr ating birds
continue to carry the virus around the countr y.
So far, there is no cure or vaccine f or the virus. Experts say that very
young children and the elder ly are at the greatest r isk. Whats the best way
to protect yourself from mosquitoes? Wear long-sleeved shir ts and long
pants, and spray yourself with insect repellent.

Choose the best answer.

1. What is the meaning of the w ord severe?

A serious C heavy
B slight loud D

2. In this passage, the word transmit means

A to pass C to search
B to travel D to receive

3. An insect repellent is something that

A encourages insects to breed C keeps away insects
B causes people to get sick D spreads disease

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
Name ______________________________________________ Date ______________________

Tetras Role in Science

Tetra, a rhesus monkey, would never be mistaken for a doctor. But
scientists in Beaverton, Oregon, hope he can help them f ind the cure for
human illnesses such as cancer, diabetes, and hear t disease.
The one-month-old Tetra is a clone, a living thing ar tificially created by
scientists to have the same genes as another animal. Genes are the par ts of
living cells that are passed from parents to children. Genes determine how
people, animals, and plants look and grow.
Scientists created Tetra by re-creating the way identical twins are bor n.
Although human identical twins are bor n often, monkeys rarely give bir th to
identical twins. Scientists divided one embryo, or a living thing at its ear liest
stage of growth, into two embryos.They implanted each embr yo into a
different monkey mommy.
Studying identical monkeyswhose genes resemble human genes
could give researchers clues about how to stop human diseases.

Choose the best answer.

1. What is a clone?
A It determines how living things look and gro w.
B It causes human diseases such as cancer.
C It is passed from parents to children.
D It is an ar tificially created living thing.

2. What does the word embryo mean?

A living cells that are passed from parents to children
B an animal that has been ar tificially created
C a human disease
D a living thing at its ear liest stage of growth

3. In this passage, what does the word identical mean?

A different C earliest
B living D same

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Context Clues Final Project

Objective
Students create a
Putting It All Together:
No-Nonsense Book
that uses context
No-Nonsense Books
clues to help define
made-up words.
Preparing for the Project

w Make a list of 10 vocabulary words from a chapter or unit you have just
Duration completed in a curriculum area such as social studies or science. Duplicate
12 weeks (Plan to copies for your students. Then create a nonsense word example page to
do this project after write on the board or a blank transparency. This is one I created for a science
you teach a unit.)
unit. The answer is biome. Be sure to include some strong context clues.

Materials #1
There are six major jolotties in the world. Each one of these
list of 10 vocabulary
jolotties received its name because of its climate and w eather.
words, social studies In Ohio, we live in the deciduous f orest jolottie.
or science textbook,
Answer: __________________________________________
13 sheets of white
or light-colored
construction paper
(for each student),
Introducing the Project
markers, stapler and
staples, blank trans- 1. Display your nonsense word example page, and explain that you have
parency (optional) substituted a nonsense word for a real word. Remind students that the
real word is one they just studied. When they have guessed what the
real word is, discuss the context clues you used in the example.
Reproducibles
Student Project 2. Tell students that theyre going to make their own No-Nonsense books
Sheet, page 63 based on vocabulary words theyve learned recently. Pass out the Student
(Make 1 copy for Project Sheet. Go over the steps, and make sure everyone understands
each student. Make how to do the project.
1 transparency.)
3. Let students work on their booklets until theyve used all the vocabulary
words.

Assessing the Project

w Students Working Together: Have students exchange completed
No-Nonsense Books and guess the real words. They should check the
answer key to verify their answers and give feedback to the author on
how well the clues were written.
w Verbal: Ask students to share the process they used to create one of their
nonsense words.

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
Name ______________________________________________ Date ______________________

No-Nonsense Book
Student Project Sheet
Follow the steps below to create a No-Nonsense Book.

1. Staple the pages of your No-Nonsense Book together. Heres what the pages
should contain.
w Cover page: Write the title, No-Nonsense Book, and the title of the chapter
or unit the vocabulary words are from. Also write your name and the date .
w Pages 110: Write one or more sentences full of context clues f or each
vocabulary word on the list. Then make up a silly nonsense word like zeemee
or clonclon to replace the vocabulary word. Underline the word. Put one word
on each page.

1.
Because supplies were limited during World War II, sugar and meat were
zambidoes to American households.

Answer: ______________________________________________________

w Answer Key, page 11: Write the Answer Key for No-Nonsense Book
answers on this page . 1. zambidoesrationed

w Reader Feedback,page 12: Youll

exchange No-Nonsense Books with a
partner. After guessing the meaning of Reader Feedback
each nonsense word and checking the Compliments:
answer key, theyll give you feedback 1. _______________________________________
about how easy or difficult your clues _______________________________________
_______________________________________
were. Leave space for two compliments
and one suggestion. 2. _______________________________________
_______________________________________
_______________________________________

Suggestion for change:

_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources
 Teacher Resources
Beech, Linda Ward. Ready-to-Go Reproducibles: Short Reading Passages and
Graphic Organizers to Build Comprehension (Grades 45 and Grades 68).
New York: Scholastic, Inc. 2001.

Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content
Areas: If Not Me, Then Who? Aurora, CO: McREL, 1998.

Bixby, M. Prove It: Whole Language Strategies for Secondary Students. Katonah,
NY: Richard Owen Publishing Co., 1988.

Howard, Mary. Helping Your Struggling Students Be More Successful Readers

(Grades 46) Tulsa, OK: Reading Connections, 2003.*

Robb, Laura. Reading Strategies That Work. New York: Scholastic, Inc. 1995.

Wilhelm, Jeffrey D. Action Strategies for Deepening Comprehension. New York:

Scholastic, Inc. 2002.

Wilhelm, Jeffrey D. Improving Comprehension With Think-Aloud Strategies.

New York: Scholastic, Inc. 2001.

* This book is available at http://wwwdrmaryhoward.com.

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Comprehension Mini-Lessons: Sequencing and Context Clues LeAnn Nickelsen, Scholastic Teaching Resources