PARCC Literary Analysis Task
Grade 3 Reading
Lesson 5: Using Context Clues for the Vocabulary EBSR
Rationale
The vocabulary evidence-based selected response will test students not only on their word
knowledge, but also on how they use context clues to determine the meaning of a word.
Therefore, practicing finding context clues will best prepare students to answer these
questions on the assessments.
Goal
To familiarize students with the vocabulary evidence-based selected response
To prepare students for answering these questions by teaching them strategies for deciphering
word meaning through context
Task Foci
CCSS RL.3.4: Determine the meaning of words and phrases as they are used in a text,
distinguishing literal from nonliteral language.
CCSS L.3.4.A: Use sentence-level context as a clue to the meaning of a word or phrase.
Objectives
Students will be familiar with the format of the vocabulary EBSR for Literary Analysis Tasks.
Students will be able to use context clues to help them determine the meaning of words.
Materials
Sample text
Model vocab EBSR worksheet
Model vocab EBSR worksheet (teacher’s version)
Procedures
Begin the lesson by asking the class what they do when they encounter a word they don’t know
the meaning of. Students might mention, for example, looking the word up in a dictionary or
ignoring the word and reading on.
Explain that on the assessments, students won’t have these options available, so if they don’t
know the meaning of the word being asked, they should use context clues. Context clues are hints
in the text that help the reader understand the word. These clues might be found in the same
sentence as the word, or they might be part of a sentence that comes before or after the unknown
word.
Explain that these clues often take the following forms:
o Synonyms or antonyms
o An example that demonstrates the meaning of the word
o Explanations (rare in literary texts)
Write the following example on the board: “At his birthday party, Steven was perplexed. He
couldn’t comprehend how his little sister could eat four huge slices of cake in one sitting.”
Ask the students to identify which words or phrases in the example provide clues to the meaning
of “perplexed.” Guide them to the correct answer of “couldn’t comprehend.”
Confirm the correct answer by defining the word. “Perplexed” is an adjective that means “unable
to understand something clearly or think clearly” (Merriam-Webster).
Activity 1
Distribute the model vocab EBSR worksheet.
Explain the format and instructions: “Now let’s look at the format of the question on the
assessment. These are always going to be two-part questions.” You can use Part B to help
you answer Part A. Part B stems are often structured as, ‘Which detail from the story
provides the best clue to help you understand the meaning of…’—so it is asking the test
taker to identify context clues.”
Give students approximately 5 minutes to answer the worksheet.
When students are finished, go over the worksheet.
Activity 2
Distribute sample text. Give students time to read it independently.
Ask them to circle any unknown words.
When finished, ask students to call out the words they don’t know. Create a list on the board.
Break students into groups of 2-4 students.
Divide the list of words among the groups.
Tell students that they are going to try to figure out these unknown words using context clues.
Elect a group scribe.
Remind students how to find and use context clues:
o Look at the rest of the sentence. Do you understand the rest of the sentence? What’s the
subject? What’s the action?
o Look at the rest of the paragraph. Determine what it is mostly about.
o Does the author use any synonyms or antonyms?
o Does the author give an explanation or example to show the word’s meaning?
o Guess. Replace the word with a possible synonym. Does it seem right?
Give groups enough time to work towards figuring out each word. (A group member might know
the meaning of a word. If so, tell them to define the word to the group and then try to locate
context clues to support their definition.)
When finished, have each group share their finding with the class. You can write their working
definitions on the board, so everyone can see as well as hear them.
Assessment
On the vocab EBSR worksheet, explanations will vary. Explanations should indicate that
students are using their reasoning skills to find the correct answer and eliminate wrong
answers.
On finding context clues in the sample texts, groups should be able to give you the correct
definition of a word and be able to tell you what clues they used to find their answer.
Extension Activities
Have students keep an ongoing list of new words. They could do this individually or as a class.
Have them log the word along with its definition, part of speech, and a citation of where they
found it (Author, title, page).
Hide and Seek
Laura Schaefer
1.
Kaley and Melinda were twins, but they were very different people. Kaley liked to try new foods
and talk to everyone she met as if they were already friends. She acted wild, always had her hair
in crazy knots, and asked a million questions. Melinda was a bit quiet. Melinda’s hair stayed in
neat braids and she preferred not to talk to people she didn’t already know. Despite these
differences, however, the sisters both loved amusement parks and both were thrilled with their
mother for agreeing to take them.
2.
On a bright cool day in October, the family went to Funland. First, they rode the bumper cars.
Next, they rode the train. The amusement park had once been a local botanical garden, and it still
had beds of lovely flowers and exotic trees everywhere. Kaley wanted to play hide and seek—it
was the perfect place for such a game. Melinda wanted to methodically try each and every single
ride in order.
3.
“You’re so boring!” Kaley said, as she ran off to hide. Within two minutes, neither Melinda nor
the twins’ mother knew where she’d gone. They looked for Kaley frantically.
4.
“I wish Kaley wouldn’t do this!” Mom said. “Hide and seek is one thing in the house, but this
place is too big for games like that.”
5.
Melinda watched her mother get increasingly worried. Where did Kaley go?
6.
Kaley had chosen too good of hiding place. She’d noticed a door that said EMPLOYEES ONLY
and went inside. It was just an office, but Kaley was quite pleased she was seeing a part of the
amusement park that most kids never did.
7.
She started to feel less pleased as time went on. Sitting in an office when she could be riding a
roller coaster with Melinda? What was she thinking? It was time to give up on the game and find
her family. Kaley abandoned her hiding place and couldn’t see anyone who looked like Melinda
or Mom. She walked in circles, doubling back every five minutes to make sure she hadn’t just
missed them.
8.
Then, to her embarrassment, she heard her own name over a loudspeaker: “KALEY JONES,
PLEASE MEET YOUR FAMILY AT THE CONCESSION STAND. REPEAT, KALEY
JONES.” Kaley rushed to the stand and found her mother and Melinda waiting for her. Mom was
crying. Kaley immediately felt awful.
9.
“I’m sorry, Mom. My hiding spot was too good,” she said feebly. To Melinda she said, “I hid in
an EMPLOYEES ONLY area of the park.” To herself, she thought, I wish I could be more like
Melinda. She never makes Mom cry.
10.
Melinda hugged her sister, even though she was annoyed with her. They’d lost almost an hour of
valuable ride time! She said, “I’m just glad you’re okay.” To herself, she thought, I wish I could
see the EMPLOYEES ONLY area of the park. Kaley is a troublemaker, but she sure gets to see
cool stuff.
11.
“Let’s get some ice cream,” suggested Mom.
Read the following passage. Then use context clues to answer Part A and Part B. For each part, circle
the correct answer in the left column. In the right column, explain why each option is either right or
wrong. There is only one right answer for each part.
from “Hide and Seek” by Laura Schaefer
On a bright cool day in October, the family went to Funland. First, they rode the bumper cars.
Next, they rode the train. The amusement park had once been a local botanical garden, and it still
had beds of lovely flowers and exotic trees everywhere. Kaley wanted to play hide and seek—it
was the perfect place for such a game. Melinda wanted to methodically try each and every single
ride in order.
Part A: What is the meaning of the word methodically as it is used in the passage?
A. loudly
B. easily
C. logically
D. randomly
Part B: Which phrase from the passage best supports the answer to Part A?
A. “hide and seek”
B. “such a game”
C. “the perfect place”
D. “in order”
TEACHER’S VERSION
Read the following passage. Then use context clues to answer Part A and Part B. For each part,
circle the correct answer in the left column. In the right column, explain why each option is either
right or wrong. There is only one right answer for each part.
from “Hide and Seek” by Laura Schaefer
On a bright cool day in October, the family went to Funland. First, they rode the bumper cars.
Next, they rode the train. The amusement park had once been a local botanical garden, and it still
had beds of lovely flowers and exotic trees everywhere. Kaley wanted to play hide and seek—it
was the perfect place for such a game. Melinda wanted to methodically try each and every single
ride in order.
Part A: What is a synonym for the word methodically as it is used in the passage? “Methodically” is
an adverb modifying the verb “try.” Because this question asks for a synonym, students should
substitute each option into the sentence to see if it makes sense.
A. loudly
A person can’t try something loudly, so this would not
make sense in the sentence.
B. easily
There is no implication that it would be hard for Melinda to
try all the rides. It’s not the ease of the task that concerns
her.
Correct answer. Melinda wants to consider each and every
ride and deliberately choose the order in which she will
ride them.
(Antonym) If a person is going to “try each and every…in
order” the choices they make aren’t random.
C. logically*
D. randomly
Part B: Which phrase from the passage best supports the answer to Part A?
A. “hide and seek”
B. “such a game”
C. “the perfect place”
D. “in order”*
Kaley, not Melinda, wants to play hide and seek. This
game doesn’t affect Melinda’s ride selection.
This phrase modifies “hide and seek,” not what Melinda
wanted to do.
This phrase is describing the theme park, not Melinda’s
action.
Correct answer. To do something “methodically,” is to do
something in order, or using logic.
Answer Key
1A. C
1B. D
2A. A
2B. B
3.
Kaley:
liked to try new foods
talk to everyone she met as if they were already friends
She acted wild
always had her hair in crazy knots
asked a million questions