Grade 6 · Sentence Foundations · Sentences and Word Meaning
Context Clues and Word Parts
Work out unfamiliar words using the sentence around them, then confirm with roots, prefixes and suffixes.
Learning objectives
- Use four types of context clue
- Break a word into prefix, root and suffix
- Verify a guessed meaning with a dictionary
Common Core ELA alignment
L.6.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases using context clues, word parts and reference materials. Grade 6 emphasis: work with a single text or clear pairing, with teacher-modelled evidence and summary.
L.6.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases. Grade 6 emphasis: work with a single text or clear pairing, with teacher-modelled evidence and summary.
RI.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative and technical meanings. Grade 6 emphasis: work with a single text or clear pairing, with teacher-modelled evidence and summary.
MYP criteria
- Criterion A — Analysing
- Criterion D — Using language
ENGAGE
Guess without a dictionary
The path was impassable: fallen trees blocked every route and the mud swallowed our boots. You have probably never used the word impassable, yet the sentence has already told you what it means.
Think about it
- Which words in the sentence gave the meaning away?
- What does the prefix im- usually do to a word?
EXPLAIN
Two tools that work together
Tool 1: context clues
| Type of clue | Signal | Example |
|---|---|---|
| Definition | is, means, or | A cartographer, or map maker, drew the coast. |
| Example | such as, for instance | Legumes such as beans and lentils |
| Contrast | but, unlike, however | She was reticent, unlike her talkative brother. |
| Cause | because, so | The soup was tepid, so nobody wanted it hot or cold. |
Tool 2: word parts
| Part | Meaning | Words |
|---|---|---|
| im- / in- | not | impassable, invisible |
| pre- | before | predict, preview |
| -able | able to be | readable, passable |
| port | carry | transport, portable |
| spect | look | inspect, spectator |
Method
Guess from context, break the word into parts to test the guess, then check a dictionary and record the word with your own example sentence.
EXPLORE
Try five words
- The judge was impartial, favouring neither side.
- We took a circuitous route, twice as long as the direct road.
- His account was verifiable: three witnesses confirmed it.
- The medicine was ineffective; her fever stayed at 39 degrees.
- A retrospective exhibition showed forty years of her paintings.
Think about it
- Write your guess for each word, then name the clue type that helped.
- Which word part appears in more than one of the five words?
MYP_PRACTICE
Criterion D task
Collect five unfamiliar words from your own reading this week. For each, record the sentence, your guess, the word parts and the dictionary definition, then write a new sentence of your own.
EXIT_TICKET
Check yourself
Think about it
- Which context clue type is easiest for you to spot?
- Write one new word you will use this week.
Interactive practice · word parts
Build and break words
Combine prefixes, roots and suffixes, then predict the meaning of each word you build.
Roots
Prefixes
Suffixes
Your answer
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Key vocabulary
- Context clue
- Information in the surrounding words that reveals a word meaning.
- Prefix
- A word part added to the front that changes meaning.
- Suffix
- A word part added to the end, often changing the word class.
- Root
- The core part of a word carrying its main meaning.
Practice questions
0/2 correct
Level 1 · Criterion D
In She was reticent, unlike her talkative brother, which clue type is used?
Level 2 · Criterion D
What does verifiable most likely mean?
MYP criterion tasks
Level 3 · Criterion A
Explain how you worked out circuitous, naming both the context clue and any word part you used.
Reflect & track
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