RST  Reading  Lesson  5:  Vocabulary  EBSR       Page  1  ©  2014  Standards  Solution,  LLC.  All  Rights  Reserved.  

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 RI.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical 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 Research Simulation Tasks. Students will be able to use context clues to help them determine the meaning of words.

Materials Model vocab EBSR worksheet Model vocab EBSR worksheet (teacher’s version) Sample Text Highlighters

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 (usually reserved for technical terms)

Write the following example on the board: “Did you know that ladybugs are carnivores? When they’re hungry, these tiny bugs eat other bugs.” Underline “carnivores.”

Ask the students to identify which words or phrases in the example provide clues to the meaning of “carnivores.” Guide them to the correct answer of “eat other bugs.”

Confirm the correct answer by defining the word. “Carnivore” is a noun that means “an animal that eats meat” (Merriam-Webster).

PARCC Research Simulation Task

Grade 8 Reading Lesson 5: Using Context Clues for the Vocabulary EBSR

RST  Reading  Lesson  5:  Vocabulary  EBSR       Page  2  ©  2014  Standards  Solution,  LLC.  All  Rights  Reserved.  

Ask: “Does everyone see why this is a context clue? The sentence following the word gives us an explanation of what the word means.” Clarify further if needed.

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 article 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.

Tuskegee Airmen National Historic Site from NPS.gov, adapted by Laura Schaefer

The Tuskegee Institute was the center for African American aviation during World War II and home to the Tuskegee Airmen. The few African Americans who learned to fly in the early 1900s were self-taught or trained oversees. In 1939, the U.S government passed the Civilian Pilot Training (CPT) Act. It authorized selected schools, including the Tuskegee Institute, to provide basic training for black pilots in case of a national emergency. The following year, Tuskegee was authorized to teach advanced CPT courses. With the outbreak of World War II the U.S. military chose the Tuskegee Institute to train pilots for the war effort. Tuskegee had the facilities, engineering instructors and a climate well suited for year round flying.

Moton Field at the Tuskegee Institute was built between 1940 and 1942. The facility included two aircraft hangars, a control tower, locker building, clubhouse, wooden offices and storage buildings, brick storage buildings, and a vehicle maintenance area. The Army Air Corps assigned officers to oversee the training at Tuskegee's Moton Field. They furnished cadets with textbooks, flying clothes, parachutes and mechanic suits. Tuskegee Institute was one of the very few American institutions to own, develop, and control facilities for military flight instruction.

On July 19, 1941, the first class, which included Capt. Benjamin O. Davis, Jr. began rigorous training in subjects such as meteorology, navigation and instruments. Successful cadets then transferred to the segregated Tuskegee Army Air Field, built five miles away by the Army Air Corps, to complete their pilot training. More than 1,000 pilots were trained at the two fields to form one of the most highly respected U.S. fighter groups of World War II. Under the command of Col. Benjamin O. Davis, Jr. the 332nd fighter group flew successful missions over Sicily, the Mediterranean and North Africa. The fight group was known to bomber crews as the "Red-Tail Angels" after the markings on their aircraft.

The Tuskegee Airmen completed 15,000 sorties in approximately 1,500 missions. They destroyed more than 260 enemy aircraft, sank one enemy destroyer and demolished numerous enemy installations. The Tuskegee Airmen were awarded many high honors, including Distinguished Flying Crosses, Legions of Merit, Silver Stars, Purple Hearts, the Croix de Guerre and the Red Star of Yugoslavia. In 1945, the 332nd Fighter Group was awarded a Distinguished Unit Citation for "outstanding performance and extraordinary heroism."

Having fought America's enemies abroad, the indefatigable Tuskegee Airmen returned home to tirelessly join the struggle for equality. The 477th Bombardment Group staged a peaceful protest for equal rights at Freeman Field, Indiana, in April 1945. The Tuskegee Airmen and the 10,000 African Americans that served as flight instructors, officers, bombardiers, navigators, radio technicians, mechanics, air traffic controllers, parachute riggers, electrical and communications specialists, laboratory assistants and cooks paved the way for full racial integration of the United States military. A portion of Moton Field was deeded to the city of Tuskegee for use as a municipal airport. It is still in use today, while the remaining portions of the field and many of the associated buildings are currently being restored by the National Park Service. Nearby Tuskegee Army Air Field was closed after the war and is now used by a private hunting club.

Read “Tuskegee Airmen National Historic Site.” 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 indefatigable as it is used in the last paragraph?

A. jubilant

B. exhausted

C. curious

D. determined

Part B: Which detail from the article best supports the answer to Part A?

A. “Having fought America's enemies abroad…”

B. “…returned home to tirelessly join the struggle for equality.”

C. “…‘outstanding performance and extraordinary heroism.’”

D. “…staged a peaceful protest for equal rights at Freeman Field, Indiana, in April 1945.”

TEACHER’S VERSION Read “Tuskegee Airmen National Historic Site.” 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: Which of the words below could be substituted for indefatigable as it is used in the last paragraph without significantly changing the sentence’s meaning? In-de-fat-i-ga-ble is an adjective that means “incapable of being fatigued; untiring.” You might begin by asking what other word they hear inside this word (fatigue). Then have students substitute the answer options into the sentence to see which one makes sense.

A. jubilant The airmen might be jubilant to be returning home, but would they be jubilant about having to fight another “battle” after just returning from one?

B. exhausted A near-antonym. Someone who is exhausted is experiencing fatigue.

C. curious This would not make sense in the sentence. The airmen aren’t described as wanting to find out about something when they return home. It is a given that there is extreme inequality that they must face.

D. determined* Correct answer. Like someone who can’t be worn down, a determined person will pursue their goals tirelessly.

Part B: Which detail from the article best supports the answer to Part A?

A. “Having fought America’s enemies abroad…”

This contributes to our understanding of who the Tuskegee Airmen were, but it is not the best support. It suggests that they fought hard during the war.

B. “…returned home to tirelessly join the struggle for equality.”*

Correct answer. The key word is “tirelessly.” Someone who pursues their goals tirelessly is indefatigable and determined.

C. “…‘outstanding performance and extraordinary heroism.’”

Another piece of evidence that shows the bravery of the Airmen, but does not describe their tirelessness.

D. “…staged a peaceful protest for equal rights at Freeman Field, Indiana, in April 1945.”

This quotation provides an example of what the Tuskegee Airmen did to fight inequality, but it doesn’t provide the clue that option B does. It’s not the best answer.