PARCC Literary Analysis Task
Grade 8 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.8.4: Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of specific word choices on meaning and
tone, including analogies or allusions to other texts.
CCSS L.8.4.A: Use context (e.g., the overall meaning of a sentence or paragraph; a word's
position or function in a sentence) 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.”
LAT Reading Lesson 5: Vocabulary EBSR
© 2014 Standards Solution, LLC. All Rights Reserved.
Page 1
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).
LAT Reading Lesson 5: Vocabulary EBSR
© 2014 Standards Solution, LLC. All Rights Reserved.
Page 2
from Welsh Fairy Tales
William Elliot Griffis
1. Long, long ago, there was a good saint named David, who taught the early Cymric or Welsh people
better manners and many good things to eat and ways of enjoying themselves.
2. Now up to this time, the rabbits and hares had been so hunted with the aid of dogs, that there was
hardly a chance of any of them surviving the cruel slaughter.
3. In the year 604, the Prince of Powys was out hunting. The dogs started a hare, and pursued it into a
dense thicket. When the hunter with the horn came up, a strange sight met his eyes. There he saw a
lovely maiden. She was kneeling on the ground and devoutly praying. Though surprised at this, the
prince was anxious to secure his game. He hissed on the hounds and ordered the horn to be blown, for
the dogs to charge on their prey, expecting them to bring him the game at once. Instead of this,
though they were trained dogs and would fight even a wolf, they slunk away howling, and frightened,
as if in pain, while the horn stuck fast to the lips of the blower and he was silent. Meanwhile, the hare
nestled under the maiden's dress and seemed not in the least disturbed.
4. Amazed at this, the prince turned to the fair lady and asked:
5. "Who are you?"
6. She answered, "My mother named me Monacella. I have fled from Ireland, where my father wished
to marry me to one of his chief men, whom I did not love. Under God's guidance, I came to this secret
desert place, where I have lived for fifteen years, without seeing the face of man."
7. To this, the prince in admiration replied: "O most worthy Melangell [which is the way the Welsh
pronounce Monacella], because, on account of thy merits, it has pleased God to shelter and save this
little, wild hare, I, on my part, herewith present thee with this land, to be for the service of God and an
asylum for all men and women, who seek thy protection. So long as they do not pollute this
sanctuary, let none, not even prince or chieftain, drag them forth."
8. The beautiful saint passed the rest of her life in this place. At night, she slept on the bare rock. Many
were the wonders wrought for those who with pure hearts sought her refuge. The little wild hares
were under her special protection, and they are still called "Melangell's Lambs."
Read the excerpt from Welsh Fairy Tales. 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.
Part A: What is the meaning of the word devoutly in Paragraph 3?
A. loudly
B. fearfully
C. reverently
D. bravely
Part B: What phrase from the excerpt best helps clarify the meaning of devoutly?
A. “Surprised at this”
(Paragraph 3)
B. “Amazed at this”
(Paragraph 4)
C. “I have fled” (Paragraph 6)
D. “Under God's guidance”
(Paragraph 6)
TEACHER’S VERSION
Read the excerpt from Welsh Fairy Tales. 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.
Part A: What is the meaning of the word devoutly in paragraph 3? Students should
substitute these options to see which fits best. They may not know the meaning of
“reverently,”
E. loudly
F. fearfully
There is nothing that indicates that Monacella is yelling her
prayer. The prince happens upon her, and doesn’t hear her
from afar.
Monacella does not seem afraid of the prince, or even
startled by the horn blower.
G. reverently*
Correct Answer. She is praying with deep respect.
H. bravely
Monacella appears to be a brave person. For example, she
isn’t the least bit startled by the approaching hunters. But
does it make sense for one to be praying “bravely”?
Part B: What phrase from the excerpt best helps clarify the meaning of devoutly?
E. “Surprised at this”
(Paragraph 3)
This is the prince’s reaction to Moncella. It does not
qualify or modify Moncella’s action.
F. “Amazed at this”
(Paragraph 4)
This is also the prince’s reaction.
G. “I have fled” (Paragraph 6)
A distractor tied to “fearfully” above.
H. “Under God's guidance”
(Paragraph 6)*
Correct Answer. This phrase emphasizes Monacella’s
devotion to her faith.