Differentiated Instruction in Teaching Vocabulary Context Clues I

Transcription

Differentiated Instruction in Teaching Vocabulary Context Clues
Ping Jen Senior High School,
Ya-hui Lu
I.
Introduction
Among four skills in English instruction, listening, speaking, reading, or writing,
vocabulary instruction has always played an important part, for no matter which skill
is involved, no skill can do without vocabulary. Without good command of
vocabulary, some comprehension problems will arise. Thus, it is quite significant for
teachers to guide students to learn vocabulary.
However, for most high school
English teachers in Taiwan, including me, we have no idea about how to teach
vocabulary in an effective or systematic way. What we just know and do now is to
teach the usages, collocation, prefix, suffix, etc. Besides, when I take a look at how
students learn Vocabulary, they usually pay attention to the spelling and Chinese
translation only. As a result, students are usually met with frustration when they
take a quiz on vocabulary. In view of the problems both teachers and students face,
this lesson plan aims to explore the possibility and feasibility of teaching students
vocabulary in context.
It is hoped that this way will force students to view and learn
vocabulary in context instead of looking at the word itself only, and thus help them
improve their vocabulary ability.
To achieve the goal, I prepare to teach students four basic and common context
clues students face—definition, synonym, antonym and example.
To help students
learn more effectively, there will be four individual context clue instructions first and
then the instruction will be wrapped up with a mixed four types of context clues
instruction. So the whole complete lesson plan lasts for 5 classes. In addition, to
take care of students’ individual different needs, and to help them more in learning,
some differentiated strategies, like response cards, think-pair-share, exit cards, are
adopted during the instruction. It is expected that through the DI instruction, each
student can make some progress in learning vocabulary.
II.
Learning Goal and Objectives
Goal
Students will learn how to use four different types of context clues to help them
determine the meaning of unknown word in a sentence
Objectives
 Students will know:
￭ When one is reading, he/she can use four context clues-definition, synonym,
antonym, example-- to help determine the meaning of unknown words.
(1) Definition:
The meaning of the vocabulary word is in the sentence itself, usually
following the unfamiliar word.
(2) Synonym:
The sentence uses a similar word to help explain the meaning of the
vocabulary unfamiliar word.
(3) Antonym:
The sentence uses a word with an opposite definition to give the meaning of
the unfamiliar word.
(4) Example:
This type of context clue uses examples to help the reader infer the meaning of
the unfamiliar word
 Students will understand:
￭ The authors uses four clues—definition, synonym, antonym, example—to
help readers understand the word readers may not know
￭ Different types of context clues have their own signal words
(1) Definition:
The new term may be formally defined, or sufficient explanation may be
given within the sentence or in the following sentence.
Clues to definition
include “that is,” commas, dashes, and parentheses.
(2) Synonym:
Some words with the same meaning are used nearby to help define the
meaning of the unfamiliar word.
(3) Antonym:
An opposite meaning context clue contrasts the meaning of an unfamiliar
word with the meaning of a familiar term. Words like “although,”
“however,” “while,” “on the contrary,” “instead,” “in contrast,” “on the
other hand,” “whereas,” “yet,” and “but” may signal contrast clues.
(4) Example:
Sometimes when a reader finds a new word, an example might be found
nearby that helps to explain its meaning.
Clues to example include “such as,” “including,” “consists of,” “for
example,” “for instance,” Colons, commas, semicolons, and dashes
 Students will be able to do:
￭ Define the term “context clues”
￭ Explain four context clues—definition, synonym, antonym, example
￭ Point out the signal words of each context clue in the given sentences
￭ Recall the signal words of each context clues
￭ Label the type of context clue according to signal words
￭ Locate the context clues to the new words in the given sentences
￭ Distinguish four different types of context clues
￭ Use context clues to define unfamiliar words in the given sentences
III.
Background Information of Instruction
Time allocation: 5 classes
Resources:
Online webpages
Graphic organizers for context clues
Worksheet
Posters, Computer; overhead projector, screen, ppt
Students:
This is a project for the 11th-graders of an English class. There are 45 people in
the class.
IV.
Differentiated Instructional Strategies used in the Lesson Plan
Feature
Activity
Assessment tool
1. Response cards (formative assessment)
2. Exit cards (summative assessment)
Classroom management
3. Flexible grouping
Classroom activities
4. Think-pair-share
5. Dice-rolling
6. Anchor activity
A: Assessment tools
1. Response cards
Used as a formative assessment tool during the instruction, Response cards are
pre-printed, write-on or student made cards that are simultaneously held up by all
students to display their responses to questions or problems presented by the
teacher. In DI instruction, Response cards are usually in written forms.
However,
here in the lesson plan, to save the teacher’s time for preparation, the teacher uses
two forms of response cards, both requiring students to use their hands instead of
cards to present their answer.
The first one is to have students show “O” or “X” by
using gestures. The other one is to have students point out the number they think
from 1 to 4.1
2. Exit cards (Exit slips)
Like response cards, exit cards are one assessment tool, too.
are not a formative assessment.
Yet, exit cards
It is more like a summative assessment which is
usually carried out at the end of the instruction and collected as students exit the
1
This activity serves as a formative assessment, which aims to understand whether students can
identify which type of context clues the sentence belongs to. Thus, in this activity, the teacher shows
sentence by sentence while the students have to use their hands to point out the number from 1 to 4,
which means definition (1), synonym (2), antonym (3), and example 4) respectively, to show which
type of context clues they think this sentence belongs to.
room.
Besides, exit cards are usually designed to be brief, about 3-5 minutes for
students to finish.
B: Classroom management
3. Flexible grouping
To take care of more students’ needs, and to offer students more different
learning experiences, a flexible grouping is sometimes used in a DI classroom based
on students’ interests or readiness. The different grouping pattern includes large
groups, small groups, teams, partners and individual. In other words, students may
work with a partner, in a small cooperative team, or with the whole class.
C: Classroom activities
4. Think-pair-share
Think-pair-share is a basic differentiated strategy which allows students to
engage themselves in discussion over a certain topic.
Instead of having students
discussing in a whole class, students will think on their own first. Then, they
pair-up and discuss with their partners about what they think. At last, they present
what they discuss.
In this way, students have chances to express their individual
opinion on the topic/questions, exchange information, and learn from others.
Besides, after discussion, they will have more confidence to present their opinion or
answers in front of the whole class. If this strategy works well, through dialogue,
students can discuss information with others, clarify the concepts they don’t
understand and thus deepen their understanding toward the topic/questions.
5. Dice-rolling
In this activity, students take turns rolling the dice in the group- one person at
a time- and do the work based on the number they get.
Since not every student
receives the same number, and everyone will present or show his/her own
understanding toward the topic, this activity is one kind of differentiated
instructional strategy.
6. Anchor activities
When DI instruction is carried out, there are inevitably some students who work
fast and complete their tasks ahead of other classmates.
At this time, anchor
activities, which are related to the learning topic, are used as an ongoing activity for
students to work independently and to keep learning.
V.
The Design of the lesson Plan
5.1 Overall design
Main Topic of Instruction
Review
1.
Definition
2.
Synonym
Definition
3.
Antonym
Definition+ Synonym
4.
Example
Definition+ Synonym+ Example
5.
Mixed
all
Main topic of Instruction
The complete instruction lasts for five lessons. For the first four classes, four
types of context clues are introduced and practice respectively. Then, at the last
lesson, all four types of context clues are mixed to be reviewed and practiced.
Review
Besides, as what the table above illustrates, after one type of context clues is
introduced, when another type of context clue is presented, the previous type of
context clues will be reviewed practice. For example, in the second class, the first
type of context clue, Definition, which is taught in the first class, will be reviewed. It
is hoped that through the spiral learning, the students will have a better understanding.
5.2 Details in activities design
A: period 1-4
Period
Context Clues
Main focus
(Review)
Activities
Focus
(1) Warm up
(2) Direct instruction:
explanation on the type
of the context clues
(3) Independent practice I:
think-pair-share strategy
Concept
introduction
(GO with signal words
offered)
differentiate based on
1
Definition
interest
(4) Formative assessment –
response cards
(5) Independent practice II:
think-pair-share strategy
(GO without signal words
offered)
Concept
strengthening
differentiate based on
readiness
(6) Summative
assessment—exit cards
From period 1 to 4, the procedure of instruction in each lesson is completely the
same, except the topic. Take the first lesson for example.
Basically, we can divide the whole lesson into two parts, based on different
purposes. The focus of the first part (from activity 1 to 3 listed in the table above) is
the concept introduction. The teacher first introduces the first type of context clues
using one example sentence. Then, more example sentences with signals words as
well as explanation showed in the form of the PowerPoint follows.
Then, students
work on independent practice, using think-pair-share2 strategy.
In this activity, as the picture
illustrates, the signal words related to the
type of context clues are offered in the
graphic organizer, for students just learn
the type of context clues and are not
familiar with the signal words. So, they
need the hints of signal words to help
them work well.
In the second part of instruction, the focus shifts to Concept strengthening, so a
formative assessment is conducted to help students recall what they have learned on
the one hand and, on the other hand, to find out whether students have retained the
type of context clues learned in previous activities. After the assessment, the second
independent practice is used to help strengthen students’ understanding.
2
In this independent practice, students have freedom to choose the classmate they like as partner.
In this second independent practice,
similar GO is adopted, except for the
signal words. This is because students
have done several practices and are
supposed to be familiar with the signal
words.
While students work on the second independent practice, they use
think-pair-share strategy again, just like what they have done in the first independent
practice. However, this time, students don’t choose their partner freely.
The
teacher will divide students into two main groups based on their readiness. Then,
students have to choose one partner from the same group.3
＃ Differences between the two independent practices
Worksheet
First practice
Second practice
Signal words offered
No signal words offered
Choose partner within the
Think-pair-share
Free pairing
strategy
3
same group
The purpose of this method is to have Homogeneous grouping, which means students who have the
same readiness will be paired.
B: Period 5
Preparation work:
Before the fifth lesson, which have students practice on four types of context
clues they learn in previous lessons, to help understand students’ readiness and
learning styles, two pre-assessment tests are conducted. One is the assessment on
four types of context clues, testing students’ readiness, while the other one is multiple
intelligences, testing students’ learning styles.
＃Pre-assessment
Four types of context clues
Multiple intelligences
readiness
learning styles
Assessment propose
Instructional activities
Context Clues
Period
Main focus
(Review)
5
Mixed (four
types)
Activities
(1) Watch video-song
about four types of
context clues
(2) Review activity Idice rolling
(3) Review activity IIList-group-label
(4) Formative
assessment—response
cards
(5) Independent practice
–think-pair-share
Focus
Review
Practice and
concept
strengthening
strategy
Differentiate based on
readiness
(6) Summative
assessment—exit cards
Compared to the previous 4 periods, which focuses on leading students to learn
four types of context clues respectively, the fifth period aims to help students review
what they have learn and strengthen their ability. In view of this, before the
independent practice on the mixed four types of context clues, some activities are
used to guide students review the concept (watch video), review the signal words to
four types of context clues (dice-rolling), and review how to identify the specific type
of context clues in sentences by recognizing signal words (list-group-label)
Besides the different purposes of review, the activities are designed on purpose to
take care of students’ different learning styles in the hope of motivating students and
engaged them more in learning, which thus can enhance their learning.
＃ Multiple intelligences of each activity in the lesson
intelligence
Thro
w the
dice
List-group-lab
el
Respons
e cards
Think-pair-sha
re
Exi
t
slip
Linguistic
V
V
V
V
V
Logical-mathematic
al
V
Musical
Bodily-kinesthetic
V
Spatial
Intrapersonal
VI.
V
V
intelligence
Interpersonal
V
V
V
V
V
The Procedure of Implementing the Differentiated Unit
From period 1 to 4, the teaching procedure is nearly the same. Hence, a sample
procedure of the first period is provided as follows.
Period 1-4
1.
Activity
Teaching Steps
Time
Introduction
Today, we are going to learn
about context clues. This will help
us guess the meaning of unknown
words when we read.
1
2.
Warm-up activities
(1) On the overhead, the teacher
uses a ppt to offer a sentence
with one unknown word and
its context clues.
5
(2) Ask students to predict what
the word might mean.
3.
Direct instruction
(1) With the example offered in
warm-up, the teacher
explains to students that they
can use the context clues to
help them understand the
unknown words.
(2) Teacher defines the first type
5
of context clues, Definition,
with example sentences.
(3) Teacher introduces the signal
words in the example
sentences
4.
(1) Teacher distributes a context
clues graphic organizer to
Independent Practice
–think-pair-share
each student and displays a
ppt of the same graphic
organizer on the overhead.
(2) Teacher explains how to
work on the graphic
organizer.
15
(3) [think ] Students work on
GO on their own
(4) [pair] Students choose a
partner and discuss with
their partner.
(5) [share ] Choose some
students to share their
answers with the class.
5.
(1) Teacher offers ten example
sentences with ppt.
(2) Ask students to make a
gesture of “O” or “X” to
show if the sentence uses the
Formative
Assessment4
Definition context clues.
(3) Teacher offers ten example
sentences with ppt.
(4) Ask students to make a
5
gesture of “O” or “X” to
show if the sentence uses the
Definition context clues.
6.
(1) Ask students to recall the signal
Independent practice
words to Definition.
(2) Teacher distributes the context
clues graphic organizer5 to each
student.
(3) Ask students to work on GO on
their own.
15
(4) [Homogeneous grouping]
Students of the similar
proficiency are grouped and
seated together, so that they can
help each other when it is
necessary.
4
To check if students fully understand the type of context clues introduced previously, response
gesture are used as a formative assessment. Students need to identify the signal words to Definition
to help them judge if the sentence use Definition context clues.
5
The GO students receive is completely the same as the one they get previous except for the list of
signal words.
(5) Students discuss their answers
in their group.
(6) Choose students from each
group to present their answer in
the whole class.
7.
Anchor activity
8.
Assessment -Exit slip
(1) If students are done with their
GO before the time limit, they
can decide to take some extra
work from the teacher to work
on. Once they finish one, they
can win rewards.
(1) Teacher distributes a piece of
exit slip to each student.
(2) Ask students to work on the
3
exit slip on their own.
9.
Assignment
10.
closer
Ask students to memorize
signal words to definition
1
Today we learn the first type of
context clues to help readers
understand the unknown words.
In the future, when you are met
with some words that you don’t
know while reading, don’t panic.
You can try to search for any
context clues learned today to help
you clarify the meaning of the
words.
1
Period 5
Pre-assessment test
Before the fifth period, students take a pre-assessment test on four types of
context clues and multiple intelligence.
1.
Activity
Teaching Steps
Time
Introduction
Today, we are going to review
four context clues and practice how
to use them to help us guess the
1
meaning of unfamiliar words.
2.
1. Students watch a clip about
four types of context clues to
Watch video
3.
review the concept.
2. The teacher leads students to
review the signal words to
four types of context clues.
5
(1) Guide students to review
signal words to four types
of context clues
(2) Divide students to nine
groups of five people.
(3) Offer each group a dice
and a set of four cards with
throw a dice
(4) Ask students to take turns
drawing a card and
throwing the dice in the
5
group
(5) Students speaking out the
number of signal words
based on the type of
context clue they get on the
card.
4.
list-group-label
(1) Ask students to form a
group of five people.
(2) The teacher distributes ten
paper slips, markers and a
poster to each group.
(3) The group leader hands out
two paper slips to each
group members
(4) Students read their own
paper slips first.
(5) Students discuss with
group members over their
paper slips, and then group
the paper slip based on the
15
context clues.
(6) Students label the four
groups of paper slips.
(7) Students glue the paper
slips on the poster
according to the labels,
trying to make a graphic
organizer of their own.
(8) Students present their GO
to the whole class.
5.
Formative Assessment
--response cards
(1) The teacher hands out
response cards to each
student.
(2) The teacher shows sentences
with ppt
(3) Ask students to show which
type of context clues with
5
response cards.
6.
Independent practice
--think-pair-share
(1) Teacher distributes the
context clues graphic
organizer to each student.
(2) Students work on the GO on
their own.
(3) [Homogeneous grouping]
Students of the similar
proficiency are grouped and
seated together, so that they
can help each other when it
is necessary.
(4) Students discuss their
answers either in pair or in
groups.
(5) Students change another
partner or groups to check
their answers.
(6) Check the answers in the
whole class.
15
Anchor activity—to guess the
meaning of unknown words in a
paragraph
(1) If students are done with
their GO before the time
limit, they can decide to
take some extra work from
the teacher to work on.
Once they finish one, they
can win rewards.
7.
Anchor activity
8.
(2) If students are done with their
GO before the time limit, they
can decide to take some extra
work from the teacher to work
on. Once they finish one, they
can win rewards.
(3) Teacher distributes a piece of
Assessment -Exit slip
9.
closer
exit slip to each student.
(4) Ask students to work on the
exit slip on their own.
Today we review four types of
context clues to help readers
understand the unknown words.
Hope you it helps you gain more
understanding about how to use
context clues to define the unknown
words. Please review the context
clues.
3
1
VII. Reflection
A: Teacher:
1. It takes time to design so many worksheets, so it is suggested that the teacher
who wants to use the lesson plan had better to cooperate with other teachers.
2. In one formative assessment activity, which students are required to stand up
and use the gesture of “O” or “X” to express if the sentence they see on the
screen belongs to the type of context clue they just learn, it is found that it’s
hard for students standing in back of the classroom to see the ppt overhead
clearly. In view of this, if any teacher wants to do this activity, it’s better for
students to sit instead of standing.
3. When designing the worksheet for students to practice the context clues, the
teacher had better not use too many difficult words except the key unknown
word in the sentence. Otherwise, students will have difficulty using context
clues to figure out the meaning of the unknown word.
B: Student:
After the instruction, students give some feedbacks as follows:
Q: Which activity do you like best?
Activity
Reasons
Throw the dice
1. It is interesting to throw the dice, and we will try our best
to figure out the answer.
2. I can learn more through everyone’s answer.
3. It made me recall the context clues.
4. We can review more.
5. You can know if your concept is right or wrong, and your
group member can help you immediately.
6. You can review what you learn in class. But it takes a
lot of time if someone can’t answer the question.
List-group-label
1. Although we finished the poster in a rush, it is really
helpful for us in learning context clues.
2. We can discuss with each other and it is fun to draw what
we want.
3. We can draw the poster and conclude what we learn in
class.
4. It can help me think about the complicated usages. I can
understand it clearly and easily.
5. We can work together to help each other recognize the
group the sentence belongs to.
6. We can tell each context clue clearly.
7. We can exercise our creativity.
Response cards
1. We can use “Response cards” to review what we have
learned. It’s really a great way.
Think-pair-share 1. Sometimes when I forget the key words about the
sentence, I can ask my classmates, and I get the response
or answer soon.
2. Everyone can discuss to check his/her answers.
3. It sometimes may help me to speak with someone in
English and not just writes down the answers on the
paper.
4. We can share our ideas with others and teach someone
whose answer is not correct.
5. I can understand it clearly.
6. Teamwork, and learn how to communicate with friends.
7. We can discuss with our classmates and think about the
answer together.
8. I can ask my partner for help on the word I don’t know.
Q: Any suggestions to the instruction
1. Time control.
2. I think just only giving us a traditional lesson will be fine. Too many activity
work have brought me not learning. It seems like “talking” instead of “using
our bran.”
3. It takes time to move to a new seat for discussion.
4. Some exercises are difficult and we need more time to think.
5. I think we don’t have enough time to finish it.
6. Although there is review after each lesson, we need a table on four types of
context clues to help us have a better understanding of the concept.
7. Practicing the sentences is more helpful than only talking about the key words.
8. Maybe the teacher can give us more opportunity to speak English more often.
9. Throwing the dice has a few disadvantages. If I throw the number 1 or 2, I
just have to say one or two signal words to the type of context clues.
However, if I just know several context clues? Actually, I don’t know the
complete ones but I can still pass the game.
VIII. Data Analysis
Chart 1: Pre-assessment—multiple intelligence
17
18
15
16
14
12
10
8
8
6
4
1
2
0
0
1
0
multiple intelligence
Bodily-kinesthetic
musical-rhythmic
intrapersonal
logical-mathematic
naturalistic
interpersonal
visual-spatial
verbal-linguistic
The chart on multiple intelligences points out that many students
in the class belong to intrapersonal and interpersonal intelligences.
Chart 2: Students’ Work
Pre-assessment
DI
Summative assessment
number
type
meaning
type
meaning
type
Meaning
01
38%
63%
83%
83%
100%
40%
02
50%
63%
75%
92%
100%
20%
03
63%
50%
83%
83%
100%
40%
04
50%
38%
75%
67%
100%
60%
05
50%
50%
92%
92%
100%
60%
06
75%
50%
83%
83%
80%
60%
07
50%
50%
75%
83%
100%
80%
08
63%
63%
67%
75%
100%
60%
2
09
63%
38%
92%
83%
100%
40%
10
63%
63%
92%
83%
100%
40%
11
63%
50%
75%
67%
60%
40%
12
63%
50%
92%
75%
100%
80%
13
63%
63%
58%
67%
100%
60%
14
50%
50%
75%
75%
80%
40%
15
50%
50%
75%
67%
80%
60%
16
38%
38%
75%
83%
80%
40%
17
63%
63%
67%
67%
80%
60%
18
75%
88%
75%
83%
100%
80%
19
63%
75%
75%
83%
80%
60%
20
63%
50%
75%
83%
80%
80%
21
63%
50%
75%
67%
80%
60%
22
38%
50%
67%
83%
100%
80%
23
0%
0%
75%
83%
80%
40%
24
38%
25%
67%
67%
80%
60%
25
63%
38%
83%
83%
100%
60%
26
25%
25%
92%
83%
60%
40%
27
63%
75%
75%
83%
80%
60%
28
50%
50%
83%
83%
60%
80%
29
63%
75%
83%
83%
100%
80%
30
75%
63%
50%
50%
100%
80%
31
50%
50%
83%
83%
80%
100%
32
88%
88%
83%
83%
100%
80%
33
38%
50%
75%
75%
60%
80%
34
63%
50%
75%
75%
100%
80%
35
25%
63%
83%
83%
80%
60%
36
63%
50%
67%
92%
80%
80%
37
50%
38%
67%
75%
100%
80%
38
63%
63%
75%
67%
100%
60%
39
63%
88%
92%
83%
80%
80%
40
75%
50%
75%
58%
80%
60%
41
38%
25%
83%
58%
80%
60%
42
38%
38%
83%
92%
80%
60%
43
50%
25%
50%
50%
80%
60%
44
88%
63%
83%
75%
80%
60%
45
63%
38%
67%
83%
100%
80%
 Type: the type of context clues
 Meaning: the meaning of unknown words
 The numbers in the table means the percentage of students getting the right
answer
If we compare the figure of Type on summative assessment to that on
pre-assessment, we find that 43 out of 45 students in the class (96%) make progress.
That means, after DI instructional activities, students have come to better understand
When it comes to figuring out the Meaning of the
unknown words in the sentences, only 30 out of 45 students in the class (66%) make
progress. The statistic suggests that although the result is positive, the progress
students make is not so significant. Thus, it inspires the teacher that students still
need more practice on the context clues, so the project needs to keep going until
students get the hang of them.
Questionnaire
Chart 3-1
Do you think the activities helpful to your learning?
40
35
30
25
20
15
10
5
0
throw the dice
list-group-label
very helpful
response cards
helpful
so so
think-pair-share
not helpful
exit slip
no idea
According to the chart, among the four activities, students view
think-pair-share activity as most helpful one to their English learning on
context clues.
Chart 3-2
B: Which activity do you like best?
FAVORITE ACTIVITY
throw the dice
list-group-label
response cards
think-pair-share
exit slip
0%
30%
36%
8%
26%
Type of multiple intelligences each activity belonging to
intelligence
Linguistic
Thro
w the
dice
List-group-lab
el
Respons
e cards
Think-pair-sha
re
Exi
t
slip
V
V
V
V
V
Logical-mathematic
al
V
Musical
Bodily-kinesthetic
V
Spatial
intelligence
Interpersonal
Intrapersonal
V
V
V
V
V
V
V
When the students are asked which activity their favorite is, as the first chart
above indicates, think-pair-share activity is their favorite. After we analyze the
multiple intelligence each activity belongs to, it is found that think-pair-share
activity contains interpersonal and intrapersonal intelligences, which are just the
types of intelligences many students have. (see chart 1)
Activities in class
Formative assessment—
Response cards
List-group-label
Think
Pair
Share
Students’ Work
Appendix I
Definition Context Clues
Definition clues may be signaled by commas or dashes and words or phrases such
as or, that is, etc. In the following sentence, the comma and the word or signal the
definition of props.
 Everyone had a part in the play: some were actors, some did the lighting, and
others were in charge of the props, or scenery and objects used on the stage
 Direction:
A. Try to find and circle one of the signal words
or Punctuation listed below in the sentence.
B. Underline the context clues before or after
the signal words or punctuation.
C. Guess the meaning of the unknown
word with the context clues
D. Do the comprehension question to check if you
get the real meaning of the unknown words
 Practice
1.
Signal Words or punctuation
that is
known as
mean
is
defined as
refer to
(-…-)
is/are called
(,)
be
or
is
dashes
comma
parentheses ()
Michael anticipated—expected—that he would receive a new CD for his
birthday.
2. Before long, Jin Guan, meaning “golden light” in Mandarin, started to give
audiences a new viewing experience with the use of special visual and audio
effects.
3. Abraham Lincoln and his family moved to Indiana when he was 8. The land was
uninhabited, or empty and unsettled, and there were many wild animals and
bears in the woods.
4. Revenue refers to the income that a government or company receives regularly.
5. Novice refers to a person who is new and has little experience in a skill, job
or situation.
6. In this race, you have to sprint, that is, run as fast as you can.
7. Her mother’s spaghetti is so good that Janine devours it, eats it all up, even if
she isn’t very hungry.
8. To enter school, students must first register, or officially sign up, in the
Principal’s Office.
9. A sleuth, a person who investigates crimes, can be very helpful in solving
crimes.
10. Melancholy is defined as a deep feeling of sadness that lasts for a long time
and often cannot be explained.
 Comprehension Check
Read and check if each statement in the following is True [T] or False [F].
1. T
F
Mark anticipated that he has once been to Disney Land.
2. T
F
We can often see the use of Jin Guan in baseball game.
3. T
F
Green Island is an uninhabited place.
4. T
F
As a citizen, we need to hand in revenue every year.
5. T
F
Sally has worked in this company for 10 years. She is a novice.
6. T
F
As soon as he sprinted across the finish line, he raised both of his
hands to show that he won the race.
7. T
F
John was so hungry that he devoured all the food, leaving none for me
to eat.
8. T
F
Before we gave the performance, we registered to make sure
everything was OK.
9. T
F
Sherlock Holmes is a famous fictional sleuth.
10. T
F
Since he won the lottery, he has suffered from melancholy, feeling
very happy.
http://www.mountainviewms.org/ourpages/auto/2009/10/2/34864931/L6E004AD.PDF
Some certain words or phrases will
help you know what the unknown
word means
Appendix II
Definition Context Clues Practice
 Direction:
A. Find and circle signal words or Punctuation
clues in the sentence.
B. Underline the context clues before or after the
signal words or punctuation.
C. Guess the meaning of the unknown word with
the context clues
D. Do the comprehension question to check if
you get the real meaning of the unknown
words
 Practice
1.
2.
3.
4.
5.
6.
7.
8.
9.
Animals that have backbones are called vertebrates.
The water in some waterfalls plunges, or falls quickly, hundreds of feet to the
bottom.
They had already begun dismantle the ship, meaning taking it apart piece by
piece.
I love the aroma, which is the pleasant smell, of freshly baked cinnamon rolls.
We ate a hasty, or fast, lunch because were late for the movie.
The saplings, the baby tree, snapped in the storm, but the older trees stood
firm.
"Etymology, which is the study of the origin of words, finds many teachers
taking the bull by its horns when unraveling the mysteries of vocabulary
studies."
Psychologists have conducted research on altruism, which can be defined as
"putting the needs and welfare of others above one's own needs and
well-being."
The explorers landed in an alien environment, a place both foreign and strange
to their beloved homeland.
10. The girl was churlish. That is, she is rude, sullen and absolutely ill-mannered.
1. T
F
Octopus belongs to vertebrates.
2. T
F
The parachute makes him plunge from the sky down to the ground.
3. T
F
The engineer dismantled the engine in order to repair it.
4. T
F
Whenever I walk by the store, the aroma of the trash always makes
me sick.
5. T
F
Our dental appointment is 2 hours later, so we can take our time and
have a hasty lunch.
6. T
F
The pine tree is a sapling. It was just planted by my father one
month ago.
7. T
F
My sister is interested in the history and development of words, so she
takes a course of Etymology in the college.
8. T
F
Peter is a person who believes in altruism. He is very selfish and
always thinks about himself first.
9. T
F
The place is alien to him, for he has lived there for twenty years.
10. T
F
Whenever Maria meets people, she would greet them with a big
smile. She is really a churlish girl.
word means
Appendix III
Exit Sip--Definition Context Clues
Class:
No:
Name:
 Direction:
A. Try to find and circle one of the signal words or
Punctuation listed below in the sentence.
B. Underline the context clues before or after the signal
words or punctuation.
C. Guess the meaning of the unknown word with the
context clues
D. Do the comprehension question to check if you get the
real meaning of the unknown words
1.
2.
3.
4.
5.
Haberdashery, a store that sells men’s clothing, is becoming more common
today.”
The city holds a bazaar, or market, every other Saturday.
A pilot’s responsibility is to avoid putting passengers in jeopardy, meaning peril
or danger.
Paul is a transcriptionist, a person who makes a written copy of a recorded
message.
When people receive credit cards, it is explicit, or clearly stated, in the contracts
they sign that they will pay for any merchandise or services they receive from
using the cards.
1. T
2. T
3. T
4. T
5. T
F You can buy toys in Haberdashery.
F We can buy some food in the bazaar.
F The villagers ' lives were in jeopardy when the tsunami attacks the
village.
F As a transcriptionist, he needed to dub the movie into Chinese.
F The instruction in the manual is quite ambiguous. After reading it, I
can totally understand how to operate the machine.
Appendix IV
Synonym Context Clues
Synonym clues may be signaled by commas or dashes and words or phrases such
as or, and, etc. In the following sentence, the word “or” signals the synonym of talon.
 I watched as the eagle swooped down and grabbed his prey with his talon, or
claw.
 Direction:
also
and
or
that is
parentheses () similarly
dash --
likewise
 Practice
1.
2.
3.
4.
5.
After ricocheting, or bouncing, off the walls, the ball crashed through the
window.
(A) hit the surface of something very hard
(B) hit, moving quickly away from a surface
(C) bump into some hard object by accident
(D) jump as high as possible
It took about three months to reach land, and by then we were tired and
fatigued.
(A) energized
(B) frustrated
(C) exhausted
(D) troubled
Hurricane Katrina caused a great cataclysm - New Orleans was a disaster.
(A) magical wonder (B) session
(C) miracle
(D) violent event
When the college president left, we found a replacement for the interim, that is,
the time in between, during which a search committee was able to interview
and select a new leader.
(A) any student under the guidance of a mentor
(B) during the period of time between two events
(C) the act of starting and stopping.
(D) a doctor in the stage before his or her residency
The coach observed his team’s bizarre behavior (odd actions such as slurring
their speech, making unnecessary fumbles, and trying to run on wobbly knees)
and concluded that the players were suffering from dehydration.
(A) unusual
(B) magical
(C) appropriate
(D) ordinary
6. A large family seems to have an infinite amount of laundry to do. Similarly,
there are always an endless number of dishes to wash.
(A) without limit
(B) large size
(C) big number
(D) great
distance
7. A soft cloth will soak up a lot of water. Likewise, a sponge is very absorbent.
(A) able to take in something easily
(B) make something completely wet
(C) can be used to wipe things
(D) smooth and pleasant to touch
8. I had a knack for cooking, so they let me put my skill to use in the kitchen.
(A) failure
(B) ability
(C) interest
(D) level
9. We were detained in Lisbon, although the delay was short.
(A) be prevented from going somewhere
(B) avoid doing something you plan
(C) procrastinate things you are supposed to do
(D) be left behind due to some unknown reasons
10. The witness began to prevaricate when questioned under oath. He hesitated
instead of answering right away.
(A) give some thoughts to the question
(B) wonder about what to say
(C) avoid giving a direct answer
(D) confess the crime he committed
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DF
word means
Appendix V
Synonym Context Clues Practice
 Direction:
A. Find and circle signal words or Punctuation
clues in the sentence.
the context clues
D. Do the comprehension question to check if
you get the real meaning of the unknown
words
 Practice
1.
2.
3.
4.
5.
The Senate hearing committee demanded the corporation’s officers provide
credible—believable—documents to explain their unusual accounting
procedures.
(A) can be identified
(B) can be eaten (C) can be illustrated
(D) can be
trusted
After Anthony was insulted by a stranger, he retorted, or replied wittily, to her
and drew laughter from other customers in the mall.
(A) react in a sharp or smart way
(B) relied on intelligence
(C) ignored in order to avoid arguments
(D) consulted for advice
The book of logic contained many conundrums - mind-exercising puzzles.
(A) problems that is hard for people to solve
(B) games that you must think hard to answer
(C) exercise and pictures
(D) difficult math questions
Jackie was filled with mortification, or shame, because of her careless remark.
(A) the feeling of embarrassment
(B) the feeling of guilt
(C) the feeling of satisfaction
(D) the feeling of being lost
The man was sent to the penitentiary, or prison, for stealing cars
(A) a building where people are kept as a punishment for a crime
(B) a building where people stay for committing a crime
(C) a building where it is hard for people to come in
(D) a building where many criminals get together
6. Gaining a mentor is helpful when you are beginning a new job. A wise and
trusted advisor can greatly assist your career.
(A) experienced person who teaches others (B) experienced person who
offers help
(C) experienced person who offers advice (D) experienced person who tells the
fortune
7. My father died when I was a baby, but Mom told me so many stories about him
that I feel I knew him well. For example, one anecdote was about how he cried
with joy when I was born.
(A) a description of events about a real person
(B) a humorous joke about someone we know
(C) a story from ancient times about people
(D) a story created using in the imagination
8. After a soccer match, a brawl broke out in the parking lot. Three people were
injured in the fight and several other were arrested.
(A) a formal discussion of an issue at a public meeting
(B) a struggle against somebody using physical force
(C) a competition in which people try to win
(D) a conversation in which people disagree
9.
After the heavy rains, the stream became murky; in fact, the water was so
cloudy you couldn't see the bottom.
(A) clear
(B) faint
(C) dirty
(D) shallow
10. Marie is quite a bibliophile. Her love for books is evident by her enormous
library.
(A) money lover
(B) plant lover
(C) book lover
(D) animal lover
word means
Appendix VI
Exit Sip—Synonym Context Clues
Class:
No:
Name:
 Direction:
context clues
D. Choose the best answer from the choices
1.
2.
3.
4.
5.
Once part of an ancient sea, the Mojave Desert is known for its arid—really
dry—climate.
(A) clear
(B) not wet
(C) humid
(D) barren
The arrival of mechanical equipment meant fewer farm jobs: Likewise, the
advent of the computer has led to fewer manufacturing jobs.
(A) departure
(B) approach
(C) coming
(D)
appearance
On the other hand, the interpretations to be placed on symptoms of personality
disorders are overt (not hidden) to psychiatrists.
(A) open
(B) secret
(C) strange
(D)
common
She was admired for her impeccable manners and her faultless taste in clothing.
(A) strong
(B) fantastic
(C) without mistakes
(D) need
improvement
Talent may take years to surface. When Beethoven was a young child, his great
aptitude in music was not at all apparent to his teachers.
(A) excellent skills
(B) wisdom (C) intellectual
(D) natural ability
word means
Appendix VII
Antonym Context Clues
Antonym clues may be signaled by commas or dashes and words or phrases such
as or, that is, etc. In the following sentence, the comma and the word or signal the
definition of props.
 1. While she was indifferent to golf, he husband was an avid fan.
A. boring
B. likeable
C. eager
D. pleasant
 Direction:
D. Choose the best answer out of selections
even though
although
however
nonetheless
nevertheless
but
while; whereas instead of
instead
rather than
in contrast
yet
unlike
on the other hand
 Practice
1.
Stacey was suspicious when the clown handed them a box, but her gullible little
brother opened it anyway.
A. trusting
2.
D. careful
B. athletic
C. popular
D. hungry
The woman abhorred cleaning house, but she loved a spotless home.
A. often
4.
C. doomed
While James is very outgoing, his older brother is very reclusive.
A. withdrawn
3.
B. sad
B. demanded
C. enjoyed
D. hated
George is adept with crossword puzzles, while his sister is a failure at solving
them.
A. miserable
5.
C. close
D. bored
Instead of a grimace, Claudia had a big smile across her face.
A. grin
6.
B. skilled
B. hat
C. frown
D. mask
Brady tried to quell the rumors about his illness, but they continued.
A. spread
7.
B. stop
C. begin
D. change
The rich woman gave a paltry sum to the charity even though she was able to
give much more.
A. worthy
8.
B. large
C. large
D. equal
Although she was skeptical about our plan at first, she finally believed that it
would be a good idea.
A. Brave
9.
B. doubting
C. relieved
D. social
Because of an accident, we were forced to take a circuitous route rather than
the most direct way.
A. straight
B. shortest
C. roundabout
D. direct
10. Brad made a cursory effort to finish his homework. This was unlike him; usually
he worked hard to finish before dinner.
A. actual
B. valid
C. insincere
D. genuine
http://www.mountainviewms.org/ourpages/auto/2009/10/2/34864931/L6E004AD.PDF
word means
Appendix VIII
Antonym Context Clues Practice
 Direction:
A. Find and circle signal words in the sentence.
the context clues
 Practice
1. The good guy in the story was strong and kind, unlike the villain.
(A) kind man
2.
(C) cool man
(D) wise man
She had a smirk on her face instead of a frown.
(A) blush
3.
(B) bad man
(B) smile
(C) wrinkle
(D) mole
Although she was skeptical about our plan at first, she finally believed that it
would be a good idea.
(A) relieved
4.
(D) brave
(B) secretive
(C) talkative
(D) emotional
Using certain body language is illicit in some countries, but allowed in others.
(A) forbidden
6.
(C) social
Some people are reticent, while others talk about their feelings freely.
(A) open
5.
(B) doubting
(B) cool
(C) dumb
(D) awkward
She was an agile dancer, even though her partner was quite clumsy.
(A) quiet
(B) nimble
(C) shy
(D) stiff
7.
In contrast to his brother who was outgoing and loquacious, he is shy and silent.
(A) wise
8.
(B) shy
(C) talkative
(D) angry
He presented the image of a prudent man; however, Keith was really a reckless
and careless person who rarely thought about what would be sensible.
(A) careless
9.
(B) careful
(C) reckless
(D) foolish
Angelia was a compliant daughter; on the other hand, her brother stubbornly
challenged his parents at every opportunity.
(A)humble
(B) obedient
(C) conceited
(D) talented
10. For the project, the teacher said the design was inalterable. Yet, the color
would be changed.
(A) changeable
(B) dependable
(C) edible
(D) noticeable
word means
Appendix IX
Exit Sip –Antonym Context Clues
Class:
No:
Name:
 Direction:
context clues
1.
2.
3.
4.
5.
Mary always brought a sense of serenity home with her because of her calm
ways, while Max bought a sense of chaos with him.
(A) calmness
(B) disorder
(C) chaos
(D) confusion
The eccentric old woman lived in a house that was anything but normal.
(A) odd
(B) regular
(C) average
(D) normal
Although Mary was willing to play in the snow, Jack was reluctant because he
was so cold.
(A) ready
(B) not willing
(C) willing
(D) excited
Instead of being distraught at hearing of her husband’s accident, the mother
took the news calmly
(A) anxious
(B) disgusted
(C) angry
(D) tranquil
Henry is always amiable, not like his work colleagues, who are unfriendly and
quarrel frequently.
(A) afraid
(B) friendly
(C) unfriendly
(D) conceited
word means
Appendix X
Example Context Clues
Example clues may be signaled by phrases, “such as, like, for example, for
instance, include, involve, etc.” In the following sentence, the example of the term
is introduced with the phrase “such as”.
 Many people have phobias, such as fear of heights, a fear of water, or a
fear of confined spaces.
 Direction:
such as
involve
like
include
consist of
for example
colons
for instance
Semi-colons
dashes
 Practice
1.
2.
3.
4.
5.
6.
The evil doers had many nefarious plans, such as robbing the bank, kidnapping
the banker’s daughter, and locking the bank employees in the safe.
(A) well-designed (B) extreme
(C) innocent
(D) criminal
Sunlight can't shine through opaque objects like brick walls and wooden doors.
(A) thin
(B) transparent
(C) clear
(D) thick
Some people are gregarious: they like to go to parties, entertain and make
acquaintances in the reading/writing center.
(A) sociable
(B) outgoing
(C) withdrawn (D) intellectual
This third grade was full of precocious children. For instance, one child had
learned to read at two and another could do algebra at age 6.
(A) backward
(B) active
(C) talented
(D) educated
The debris on the stadium floor included numerous paper cups, ticket stubs,
and cigarette butts.
(A) products
(B) papers
(C) trash
(D) exhaust
His duplicity involved lowering his employee's salaries, increasing their stock
options, and then stealing the money he saved by doing so.
(A) dishonest behavior
(B) open behavior
(C) brave behavior
(D) incredible behavior
7. Many restaurants serve molluscs – for example, snails, oysters and clams.
(A) seafood
(B) soft-bodied creatures
(C) delicacy
(D) shelled creatures
8. I had several rationalizations for not studying — I had a headache, it was too
late, I wouldn't do well on the test anyway.
(A) beliefs
(B) reasons
(C) motivations
(D) illustrations
9. Cell phones have become ubiquitous; you can see and hear them everywhere.
(A) unaffordable
(B) complicated
(C) widespread
(D) innovative
10. That morning, the weather seemed propitious for our coming field trip: the sun
was out, temperatures were in the 70s, and the humidity was low.
(A) ill
(B) good
(C) bad
(D) common
word means
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http://www.montgomerycollege.edu/~steuben/practice_context_clues.htm
Appendix XI
Context Clues Practice –Example
 Direction:
A. Find and circle signal words in the sentence.
the context clues
 Practice
1.
When attending a job interview, you should practice decorum. For example,
dress well, be prepared, and thank your interviewer.
(A) manners
2.
(B) medicine
(C) skills
(D) wise man
The river was full of noxious materials such as cleaning agents from factories
and pesticides from the nearby farms.
(A) beneficial
3.
(B) innocent
(C) intellectual
(D) harmful
Every superhero needs a retreat like a secret hideout.
(A) quiet, private place (B) spectacular mansion
(C) resting place
4.
(D) working office
As they move westward, early pioneers faced many adversities, including
shortage of food, extreme weather, and disease.
(A) criminals
5.
(B) decisions
(C) hardships
(D) opponents
Raul is an indulgent father. For instance, he lets his daughter stay up as late as
she likes and he never insists that she does her homework.
(A) lazy
6.
(B) stupid
(C) strict
(D) tolerant
Ivan is a wonderful piano player. But Jerri is more versatile; she sings, acts,
paints and writes poetry, and also plays the piano.
(A) talented
7.
(B) show off
(C) superior skills
(D) many abilities
The signs of a President’s prestige involve the way people stand when he enters
the room and the way they address him as “Mr. President.”
(A) fame
8.
(C) honor
(D) power
The Big Three are designing radical new cars including vehicles that use radar
and advanced computers
(A) friendly
9.
(B) respect
(B) fashionable (C) bright
(D) innovative
Lakes occupy less than two percent of the Earth’s surface, yet they help sustain
life: Lakes give us fish to eat, irrigate crops and generate electrical power.
(A) support
10.
(B) harm
(C) destroy
(D) assist
The show is held about various ways of having beverages such as tea and
coffee.
(A) dessert
(B) food
C) drinks
(D) snacks
word means
Appendix XII
Exit Sip—Example Context Clues
Class:
No:
Name:
 Direction:
context clues
1.
2.
3.
4.
5.
The store specializes in cutlery, such as forks and knives, which has unique
designs.
(A) spices and seasonings
(B) plates, bowls, and cups
(C) silverware; eating utensils
(D) confusion
My brother is absolutely tenacious. For example, when he sets a goal for himself,
he doesn't let anything stop him from achieving it.
(A) stubborn; refusing to give up
(B) well-liked by others
(C) always seeking help from others
(D) silly and unreasonable
The aging actor is fastidious about her appearance: her clothes are beautifully
tailored, her hair and make-up are flawless, and she is always perfectly
groomed.
(A) unable to take care of
(B) having a sense of humor about
(C) careless, uncaring
(D) extremely careful about
Because she had never learned to think about the consequences of her actions,
her behavior tended to be capricious--- One moment, she was going to marry
and have a big family; the next she wanted to dedicate herself to a career and
give up on love. The constant changes in her moods and goals tended to tire out
those around her.
(A) anxious
(B) disgusted
(C) angry
(D) tranquil
There were many diminutive items in the dollhouse including tiny chairs, petite
beds, and little pictures.
(A) odd
(B) cute
(C) small
(D) attractive
http://highered.mcgraw-hill.com/sites/0073123587/student_view0/chapter3/context_clues__exercise_2.
html
Appendix XIII
Pre-assessment--Four Types of Context Clues
Class:
NO:
Name:
Instruction:
1. Read the following sentences.
2. Underline the context clues associated with the unknown word
3. Identify and tick off the type of context clue the sentence belongs to.
4. Circle the best answer to the meaning of the unknown word.
Sentences
1. Some animals have remarkable longevity.
Type
Meaning
□ definition
(A) appearances
□ synonym
(B) length of life
□ antonym
(C) living
□ example
(D) habits
□ definition
(A) informal
□ synonym
(B) not effective
designed to protect consumers from
□ antonym
(C) strict
faulty products were extremely weak.
□ example
(D) formal
3. During their training, police officers must
□ definition
(A) mild
□ synonym
(B) actual
□ antonym
(C) made-up
□ example
(D) fake
□ definition
(A) plump
□ synonym
(B) skinny
□ antonym
(C) fatty
□ example
(D) thin
□ definition
(A) complicated
about our politicians, admiring but also
□ synonym
(B) mixed
distrusting them.
□ antonym
(C) strange
□ example
(D) excited
For example, the giant land tortoise can
live several hundred years.
2. In the early days of automobile
manufacturing, stringent laws controlled
motorists’ speed. In contrast, the laws
respond to simulated emergencies in
preparation for dealing with real ones.
4. His emaciation, that is, his
skeleton-like appearance, was
frightening to see.
5. Many of us have ambivalent feelings
□ definition
(A) unlucky accident.
after another. I couldn’t find my car
□ synonym
(B) unforgettable event
keys, I dropped a bowl of soup at
□ antonym
(C) unexpected question
lunchtime, and my computer crashed
□ example
(D) sheer coincidence
□ definition
(A) ease
assuage the angry customer, there was
□ synonym
(B) comfort
no way to soothe her.
□ antonym
(C) calm
□ example
(D) alleviate
□ definition
(A) people who are against
6. Today I had to deal with one mishap
twice.
7. Although the salesperson tried to
8. Managers should beware of having
adversaries work together; opponents
□ synonym
often do not cooperate well.
□ antonym
□ example
somebody
(B) people who hate
somebody
(C) people who dislike
somebody
(D) people who argue
against somebody
Appendix XIV –List-group-label
1.
The mountain pass was a tortuous road, winding and twisting like a snake
around the trees of the mountainside.
2.
On the other hand, the interpretations to be placed on symptoms of personality
disorders are overt (not hidden) to psychiatrists.
The brothers’ reactions to having stolen the car were quite different - one was
contrite while the other was not sorry in the least.
Since my grandfather retired, he has developed several new avocations. For
instance, he now enjoys gardening and chat groups on the Internet.
Changes in such abilities as learning, reasoning, thinking, and language are
aspects of cognitive development.
When the light brightens, the pupils of the eyes contract; however, when it
grows darker, they dilate.
Being raised with conflicting values can be a detriment to boys’ and girls’
relationships with each other. In contrast, shared values can be a benefit.
The adverse effects of this drug, including dizziness, nausea, and headaches,
have caused it to be withdrawn from the market.
As soon as I made a flippant remark to my boss, I regretted sounding so
3.
4.
5.
6.
7.
8.
9.
disrespectful.
10. Speaking in front of a group disconcerts Alan. Even answering a question in
class embarrasses him.
11. One branch of linguistic inquiry is semantics - the science of meaning in
language.
12. Because of Catherine’s wealth, Matt hesitated to ask her for a date in fear that
she would think he would appear mercenary, or interested only in her money.
Appendix XV
Four Types of Context Clues
Class:
NO:
Name:
Instruction:
Sentences
1.
Type
Meaning
Many U.S. companies are
□ definition (A) more and more
downsizing -- or reducing the
□ synonym
(B) fewer and fewer
number of employees -- order to
□ antonym
(C) bigger and bigger
say money and increase the
□ example
(D) smaller and smaller
amount of profit that the
companies can make.
2.
Many people have pointed out
□ definition (A) well-known
the harmful effects that a
□ synonym
(B) beneficial
working mother may have on
□ antonym
(C) hurtful
the family, yet there are many
□ example
(D) unpleasant
salutary effects as well.
3.
4.
In America, she is an eminent
□ definition (A) excellent
scientist even though she is
□ synonym
(B) unusual
virtually unknown in England.
□ antonym
(C) famous
□ example
(D) respectful
Scientists attempt to be
□ definition (A) based on your own
objective - report what is factual
□ synonym
ideas
and real.
□ antonym
(B) connected with
□ example
emotion
(C) associated with
reason
(D) considering only
facts
5.
The Chinese government provides
□ definition (A) warnings
incentives for married couples to
□ synonym
(B) penalties
have only one child. For example,
□ antonym
(C) encouragements.
couples with one child get financial
□ example
(D) punishment
help and free medical care.
6.
Because my friends had
advised me to scrutinize the lease, I
took time to examine all the fine
print.
□ definition (A) catch a glimpse of
□ synonym
□ antonym
□ example
something
(B) look at something
closely
(C) take a test
(D) have a look
7.
When people are broke, they find
that many things
which seem indispensable are not
so necessary after all.
8.
□ definition (A) precious
□ synonym
(B) needed
□ antonym
(C) valuable
□ example
(D) important
Trying to control everything your
□ definition (A) block
teens do can impede their growth.
□ synonym
(B) predict
To advance their development,
□ antonym
(C) improve.
allow them to make some decisions
□ example
(D) quicken
on their own.
9.
Instances of common euphemisms
□ definition (A) unpleasant answers.
include “final resting place” (for
□ synonym
(B) exaggeration
grave), “intoxicated” (for drunk),
□ antonym
(C) offensive terms.
and “restroom” (for toilet).
□ example
(D) indirect words
10. Nocturnal creatures, such as bats
and owls, have highly developed
senses that enable them to function
in the dark.
11. Many politicians do not give
succinct answers. They prefer long
□ definition (A) feathered
□ synonym
(B) living
□ antonym
(C) active at night
□ example
(D) odd
□ definition (A) brief
□ synonym
(B) accurate
ones that help them avoid the point.
12. The adverse effects of this drug,
including dizziness, nausea, and
headaches, have caused it to be
withdrawn from the market.
□ antonym
(C) complete
□ example
(D) complex
□ definition (A) energetic
□ synonym
(B) harmful
□ antonym
(C) excited
□ example
(D) good
Appendix XVI
Exit Slip--Four Types of Context Clues
Class:
NO:
Name:
Instruction:
Sentences
1.
Since my grandfather retired, he has
(A) jobs
□ synonym
(B) hobbies
□ antonym
(C) vacations
□ example
(D) tasks
□ definition
(A) risky
□ synonym
(B) required
□ antonym
(C) rewarding
□ example
(D) interesting
□ definition
(A) simple
□ synonym
(B) fashionable
□ antonym
(C) washable
□ example
(D) inexpensive
□ definition
(A) discussion
□ synonym
(B) confusion
and several offices were being
□ antonym
(C) harmony
painted.
□ example
(D) ceremony
Speaking in front of a group
□ definition
(A) make him feel shy
□ synonym
(B) make him feel proud
□ antonym
(C) make him feel satisfied
□ example
(D) make him feel sad
For instance, he now enjoys gardening
and chat groups on the Internet.
Although investments in the stock
market can be lucrative, they can also
result in great financial loss.
3.
While Melba’s apartment is decorated
plainly, her clothing is very
flamboyant.
4.
Today was a day of turmoil at work.
The phones were constantly ringing,
people were running back and forth,
5.
Meaning
□ definition
developed several new avocations.
2.
Type
disconcerts Alan. Even answering a
question in class embarrasses him.
Appendix XVII –Anchor Activity
“My doctor said smoking could terminate
my life. But I told him, ‘Everybody’s life has
to end some time.’”
““I’m trying to curtail my coffee
“It’s a special hearing aid. It lowers
drinking by cutting down to just one cup
criticism and amplifies compliments.”
a day.”
Appendix XVIII
Questionnaire
Class: No: Name:
1. How do you think of the following instructional activities? Do you think them
helpful to your learning?
Very
helpful
helpful
So so
Not
helpful
No idea
(1) Throw the dice and
draw the card
(2) List-group-label
(poster)
(3) Response cards
(4) Group/pair
discussion
(5) Exit Slip
2. Which of the following activities do you like best? Why?
□ Throw the dice and draw the card
□ List-group-label (poster)
□ Response cards
□ Group/pair discussion
□ Exit Slip
Why?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. Any suggestion to the instruction?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________________________________________________________
Appendix XIX
多元智慧檢核表
◎ 填答說明：請對以下每項智慧的陳述給予 1~5 分的評量（5 表示非常同意，4 表示同意，3 表
示沒意見，2 表示不同意，
1 表示非常不同意）
，將適當的數字填入。
1.書籍對我來說非常重要。
2.對於簡單的四則運算，我習慣直接以心算完成。
3.我對色彩很敏銳。
4.我擅長一種或多種體育（肢體）運動。
5.音樂走調或出錯時我會馬上察覺到。
6.遇到挫折時（例如︰朋友不理我、成績不理想……）
，我會檢討事情發生的原因。
7.我喜歡小組討論，與同學一起工作。
8.我喜歡到動物園觀察動物的生活習性，並且喜歡飼養寵物。
9.我擅長講故事和笑話。
10.在學校，數學或科學是我最喜歡的課程。
11.我喜歡玩拼圖、走迷宮等視覺遊戲。
12.我喜歡動手做東西，例如：縫紉、編織、雕刻、木工或做模型。
13.我能彈奏一種以上的樂器或參加合唱團。
14.我很想改變現狀（例如：學業表現或其他方面的表現好一點）。
15.我喜歡與別人一起玩遊戲，而不願自己單獨玩（例如：獨自看電視）。
16.用餐時，我可以正確說出餐桌上肉類、魚類、菜類、豆類……的名稱。
17.我喜歡用順口溜、雙關語或歇後語自娛娛人。
18.我喜歡玩與邏輯有關的遊戲或智力測驗。
19.我通常能在陌生的地方找到路。
20.我擅長模仿他人的動作、言談舉止。
21.我會跟著音樂打拍子，很有節奏感。
22.我清楚了解自己的優缺點。
23.我有兩、三個好朋友。
24.我有興趣並知道身體各器官的功能及位置，並經常吸收保健的知識。
25.在學校，語文、社會對我來說比數學、生活與自然科技容易。
26.對於如何完成一件事我會問很多問題。
27.我喜歡在書本、紙張或其他東西上隨手塗鴨。
28.喜歡拆解，然後再組裝物品。
29.一首歌在聽了一、二遍之後，我就能夠隨口唱出歌曲。
30.我常獨自沈思最近幾天要做的事。
31.我在待人接物時，常尊重他人的意見或看法。
32.我對天文學、宇宙的起源和生物的進化很感興趣。
33.若我有機會投稿，我會提筆寫文章。
34.我對科學的新發展很有興趣。
35.我能很輕鬆地想像鳥瞰一個事物的景象。
36.我認為自己在手工技能（例如：木工、縫紉、機械等）或其他方面動作協調。
37.我經常不經意輕敲節拍或哼小曲。
38.我喜歡記錄個人生活的心情或想法。
39.同學遇上困難時，我會主動關懷並協助解決問題。
40.我對無生命的東西（例如：石頭）很感興趣，並常探索其中的奧秘。
多元智慧檢核答案紙
班級：
姓名：
座號：
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
作答
17
區
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
計分
欄
多元智慧檢核表計分說明
共有八項分數，請將上頁題號的分數加起來，哪一項得分最高，則該項智慧表現較為明顯。
第一項（語文智慧）
：1、9、17、25、33
第二項（邏輯—數學智慧）
：2、10、18、26、34
第三項（空間智慧）
：3、11、19、27、35
第四項（肢體—動覺智慧）
：4、12、20、28、36
第五項（音樂智慧）
：5、13、21、29、37
第六項（內省智慧）
：6、14、22、30、38
第七項（人際智慧）
：7、15、23、31、39
第八項（自然觀察智慧）：8、16、24、32、40
http://tw.search.yahoo.com/r/_ylt=A8tUwYQEsgZTUkgAENRr1gt.;_ylu=X3oDMTE
1a2l2NGEwBHNlYwNzcgRwb3MDMQRjb2xvA3R3MQR2dGlkA1RXQzA3Ml8yO
DQ-/SIG=135cu4jqd/EXP=1392976516/**http%3a//dsjh.tyc.edu.tw/~gumartin/Lesso
ns/mix_education/7_down/remind/mix_test.doc
Reference
Tomlinson, C.A. How to Differentiate Instruction in Mixed-Ability Classrooms.
(2001)
Tomlinson, C.A. Assessment and Student Success in a Differentiated Classroom.
(2013)
Retrieved November 10, 2013, from the World Wide Web:
http://www.slideshare.net/lkjordan/context-clue-overview
http://tx.english-ch.com/teacher/yvette/level-c/context-clue/
http://cwabacon.pearsoned.com/bookbind/pubbooks/seyler_ab/chapter1/multiple1/del
uxe-content.html
http://www.slideshare.net/lkjordan/context-clue-overview
http://www.mountainviewms.org/ourpages/auto/2009/10/2/34864931/L6E004AD.PD
F
http://www.manatee.k12.fl.us/sites/elementary/samoset/ccdirectcalled.htm
http://www.quia.com/cb/766917.html
http://highered.mcgraw-hill.com/sites/0073123587/student_view0/chapter3/context_cl
ues__exercise_1.html
http://printfu.org/preview/?pdfurl=1qeXpurpn6Wih-SUpOGumaWnh8Le2cbW3dHR
5OKO1dTZjajb3erK7NyFs97e0-eGpo-g36mnn5bOh6vlo6WmoJfV2eDfsJSj39znoMr
a4M_j09TN0eXa6NrK0dbS3NuU2NzSm9_ozuLcxtLezuGjyeTb2dHn6oqmmMjc587
hmZil09fR1KTV2M6Hq-8
Retrieved November, 2013, from the World Wide Web:
http://www.youtube.com/watch?v=xMw0KcEZljE
Retrieved December 15, 2013, from the World Wide Web:
http://www.flocabulary.com/context-clues/

Differentiated Instruction in Teaching Vocabulary Context Clues I

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