Context Observation

In clip 1 - 4:18, I asked the students about context clues. During this time I ask them more questions about context clues to help them better develop an answer to the question. At 5:18, I ask the students about partner reading. During partner reading, the students circle unfamiliar words and then we discuss these unfamiliar words as a class using the passage and context clues. I was activating prior knowledge on how we have used context clues in the past. At 5:58, I showed the students a slide that explained what context clues are. When I explained the meaning, I gave examples and elaborate what they meant. At 6:40, I activate student’s prior knowledge on the story, The Swimming Sisters and asked the gist of the story. At 7:35, one of the students gave an excellent response to the …show more content…
By doing this, it may help them in defining unfamiliar words. They may be able to relate to the story to try to figure out the words meaning.
Clip two At 0:00, I modeled to the students how we use context clues to figure out the meaning of the word sprint. This word came from the story. I showed them the sentences in which the word was discovered and also showed them the worksheet on the board. We filled out this worksheet together. This allowed for explicit instruction on what was expected of them at the conclusion of the lesson. It allowed for them to use the brains to figure out the meaning. The meaning of the word was not just given to them by me. At 1:50, I used a word around the sprint, flash. I related this word to a character that some of the students are familiar with, Flash. We discussed some of the powers the Flash has such as the ability to move fast. This help for the students to understand the meaning of the