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Context (language): the text in which a word or passage appears and which affects its meaning; also the words and social setting which surrounds a spoken word or passage.
'Text' refers to the paragraph displayed whereas 'context' means 'the parts of a written or spoken statement that precede or follow a specific word or passage, usually influencing its meaning or effect',
or the 2nd definition; 'the set of circumstances or facts that surround a particular event, situation, etc.'
In simpler terms,context refers to the situation in which something happens and that helps you to understand it. Without it, the sentence would not be understood. Other than that, context is a sort of 'background'
For example, if someone asks 'Guess the meaning of the word "bad" from the text' when the 'text' states
"The war was a bad time for the people"
'Bad' could mean bad of a person (evil etc), bad of a situation (horrible, terrible etc), or bad as in rotten stuff (turned bad). In this context, it means bad of a situation.
To sum it up, you can read text but you get meaning from 'context'.
The answer to your question as in what you're supposed to write, is simply the meaning of the text or what message it is trying to get across.
If you have a whole paragraph to read, I suggest thinking and reading carefully and make your own interpretations.
If this is regarding a literature-related subject, let me tell you, you can never go wrong as long as you prove that you understand the text, as there are many different interpretations from different people. Before you can get meaning a word you need to read the content or passage carefully.
Effective Strategies for Teaching Vocabulary
written by: Trent Lorcher • edited by: SForsyth • updated: 12/29/2011
Building vocabulary takes more than jotting down a list of words, copying the definitions, and throwing the paper in the garbage can after failing a quiz.
*
slide 1 of 3
I handed out the vocabulary tests. I felt good. I had reviewed. I had instructed. I had given it my all. I knew my students would do well.
They all failed.
I sat, bewildered, head in hands, wondering where it all went wrong. My principal walked in. I was sure he was going to fire me. Instead he gave me a brochure on effective vocabulary instruction. I set it on my desk, forgot about it, found it three years later, and read it.
It was pretty good.
*
slide 2 of 3
Understanding Etymology
Etymology is the study of the history of a word, from its origin to its current meaning. Encourage students to use dictionaries to analyze word origins. As you might imagine they find it incredibly boring and would rather slice their tongue with paper and drink mouth wash than analyze word origins by searching in a dictionary. Here are some suggestions for helping students appreciate etymology:
o The threat of a failing grade often motivates.
o Reducing the number of words and requiring an etymological breakdown tricks students into thinking you're nice. Before they realize you're a jerk, they'll be finished.
o While reading in class, show how understanding word origins adds meaning to a word. For example, while reading "The Devil and Tom Walker," we examine the word "mortgage" and trace its historical roots.
o Explain word origins in context of the lesson. For example, while studying Spanish explorers, explain that Balboa, after sailing the choppy waters of the Atlantic, crossed the Isthmus of Panama. Delighted by the calm and peaceful waters on the other side, he named it the Pacific Ocean. Other words with the same root include pacifist and pacifier, two items associated with peace and calm.
*
slide 3 of 3
Analyzing Word Parts
Many words originated here Remind students that analyzing the parts of an unfamiliar word--prefix, base, and suffix, provides clues to its meaning. A key component of word analysis involves Greek and Latin Root knowledge. Students who can apply this knowledge learn thousands and thousands of words in the time it takes most to learn a dozen words. As you might imagine, students get as excited about analyzing word parts as I do about a prostate exam. Here are some suggestions to make it fun (the analyzing word parts, not the prostate exam).
o Analyze words like "hyperbole" with this absolute amazing, best ever created Greek and Latin Root Lesson Plan (linked at the bottom of this article).
o Engage your class in an analyzing word parts challenge based on the greatest lesson plan ever written in the entire history of education, the Context Clues Challenge Lesson Plan.
o Teaching is most effective when we model the desired behavior. As you read break down difficult words by analyzing word parts. For example, you read the word "anachronism." Since it's not a text-message friendly word and has never been spoken on MTV, your students don't understand it. Explain that chrono means time, ism makes it a noun, and an means "without or out of." Hence, "anachronism" means not in the right time. Give a few examples: George Washington on a cell phone or Babe Ruth doing a TV interview.
Determining A Word's Meaning From Context: Different Types of Context Clues
written by: Trent Lorcher • edited by: SForsyth • updated: 6/8/2010
My legions of fans (my three year old son, my dog, and my goldfish) have been asking for a follow up article on using context clues to determine word meanings. The day has finally arrived.
*
slide 1 of 4
After teaching different types of context clues to my classes, I felt good. They were able to identify examples of definition and restatement, example, and comparison. But it wasn't enough. They still lacked skills with three different types of context clues: contrast, cause and effect, and inference from general context.
*
slide 2 of 4
Contrast
Context may reveal the meaning of a word through contrast as in this example:
o Unlike the apoplectic parent shouting imprecations at the administrator, Mr. Wallaby stood still, enjoying the unexpected entertainment.
In this sentence, the word unlike signals a contrast between stood still and apoplectic. Even if the reader does not know what apoplectic means, he or she can figure out the parent was moving wildly, uncontrollably.
Other signal words for contrast include:
o but
o although
o on the contrary
o on the other hand
o dissimilar
o on the other hand
o in contrast to
o however
*
slide 3 of 4
Cause and Effect
The cause of an action may be stated using an unfamiliar word. However, if the effect is stated in familiar words, the reader can infer its meaning.
o His lack of sagacity caused him to make one stupid decision after another.
o The intrepid warrior led the assault on the well guarded fortress.
The word sagacity may be unfamiliar to many readers. Understanding that the lack of it causes one to make stupid decisions, a discerning reader quickly infers that sagacity means wisdom. Knowing the intrepid warrior led an assault most would not dare helps the sagacious reader infer that intrepid means fearless.
Words signaling cause and effect include:
o because
o since
o consequently
o therefore
o when
o as a result.
*
slide 4 of 4
Lesson Ideas
o Make identifying the type of context clue part of the context clues challenge.
o Instruct students to write new vocabulary words with different types of context clues.
o Have students identify types of context clues on standardized tests.
Not all clues are as obvious as the ones we've discussed, nor can they be tested with simple questions. Often, readers must read more than just the sentence or two surrounding the word. Sometimes a group of words several sentences away may unlock the meaning. Sometimes the supporting details in a paragraph must be examined together to help the reader infer the meaning of a particular word. This is called inference from general context.
For teaching how to infer meaning from general context, I recommend modeling.
Find a standards based language arts curriculum map with links to a semester's worth of lesson plans, handouts, and powerpoints on Brighthub.com.
Context is what surrounds a word or piece of text. Context can be used to understand words which people do not know the meaning of.
In print, a word, phrase or sentence has other text around it. This helps the reader to understand the piece in question. In speech, the social setting as well as the language help the listener to understand what is said.
Something like: "You can take it whenever you need to" might refer to almost anything. However, if it is said by a doctor to a patient, then the context is clear, and the listener can guess it refers to some kind of medication. So the context is what goes with a text (written or spoken) which helps the reader (or listener) understand the communication.
Monday, January 14, 2013
life
Context (language): the text in which a word or passage appears and which affects its meaning; also the words and social setting which surrounds a spoken word or passage.
'Text' refers to the paragraph displayed whereas 'context' means 'the parts of a written or spoken statement that precede or follow a specific word or passage, usually influencing its meaning or effect',
or the 2nd definition; 'the set of circumstances or facts that surround a particular event, situation, etc.'
In simpler terms,context refers to the situation in which something happens and that helps you to understand it. Without it, the sentence would not be understood. Other than that, context is a sort of 'background'
For example, if someone asks 'Guess the meaning of the word "bad" from the text' when the 'text' states
"The war was a bad time for the people"
'Bad' could mean bad of a person (evil etc), bad of a situation (horrible, terrible etc), or bad as in rotten stuff (turned bad). In this context, it means bad of a situation.
To sum it up, you can read text but you get meaning from 'context'.
The answer to your question as in what you're supposed to write, is simply the meaning of the text or what message it is trying to get across.
If you have a whole paragraph to read, I suggest thinking and reading carefully and make your own interpretations.
If this is regarding a literature-related subject, let me tell you, you can never go wrong as long as you prove that you understand the text, as there are many different interpretations from different people. Before you can get meaning a word you need to read the content or passage carefully.
Effective Strategies for Teaching Vocabulary
written by: Trent Lorcher • edited by: SForsyth • updated: 12/29/2011
Building vocabulary takes more than jotting down a list of words, copying the definitions, and throwing the paper in the garbage can after failing a quiz.
*
slide 1 of 3
I handed out the vocabulary tests. I felt good. I had reviewed. I had instructed. I had given it my all. I knew my students would do well.
They all failed.
I sat, bewildered, head in hands, wondering where it all went wrong. My principal walked in. I was sure he was going to fire me. Instead he gave me a brochure on effective vocabulary instruction. I set it on my desk, forgot about it, found it three years later, and read it.
It was pretty good.
*
slide 2 of 3
Understanding Etymology
Etymology is the study of the history of a word, from its origin to its current meaning. Encourage students to use dictionaries to analyze word origins. As you might imagine they find it incredibly boring and would rather slice their tongue with paper and drink mouth wash than analyze word origins by searching in a dictionary. Here are some suggestions for helping students appreciate etymology:
o The threat of a failing grade often motivates.
o Reducing the number of words and requiring an etymological breakdown tricks students into thinking you're nice. Before they realize you're a jerk, they'll be finished.
o While reading in class, show how understanding word origins adds meaning to a word. For example, while reading "The Devil and Tom Walker," we examine the word "mortgage" and trace its historical roots.
o Explain word origins in context of the lesson. For example, while studying Spanish explorers, explain that Balboa, after sailing the choppy waters of the Atlantic, crossed the Isthmus of Panama. Delighted by the calm and peaceful waters on the other side, he named it the Pacific Ocean. Other words with the same root include pacifist and pacifier, two items associated with peace and calm.
*
slide 3 of 3
Analyzing Word Parts
Many words originated here Remind students that analyzing the parts of an unfamiliar word--prefix, base, and suffix, provides clues to its meaning. A key component of word analysis involves Greek and Latin Root knowledge. Students who can apply this knowledge learn thousands and thousands of words in the time it takes most to learn a dozen words. As you might imagine, students get as excited about analyzing word parts as I do about a prostate exam. Here are some suggestions to make it fun (the analyzing word parts, not the prostate exam).
o Analyze words like "hyperbole" with this absolute amazing, best ever created Greek and Latin Root Lesson Plan (linked at the bottom of this article).
o Engage your class in an analyzing word parts challenge based on the greatest lesson plan ever written in the entire history of education, the Context Clues Challenge Lesson Plan.
o Teaching is most effective when we model the desired behavior. As you read break down difficult words by analyzing word parts. For example, you read the word "anachronism." Since it's not a text-message friendly word and has never been spoken on MTV, your students don't understand it. Explain that chrono means time, ism makes it a noun, and an means "without or out of." Hence, "anachronism" means not in the right time. Give a few examples: George Washington on a cell phone or Babe Ruth doing a TV interview.
Determining A Word's Meaning From Context: Different Types of Context Clues
written by: Trent Lorcher • edited by: SForsyth • updated: 6/8/2010
My legions of fans (my three year old son, my dog, and my goldfish) have been asking for a follow up article on using context clues to determine word meanings. The day has finally arrived.
*
slide 1 of 4
After teaching different types of context clues to my classes, I felt good. They were able to identify examples of definition and restatement, example, and comparison. But it wasn't enough. They still lacked skills with three different types of context clues: contrast, cause and effect, and inference from general context.
*
slide 2 of 4
Contrast
Context may reveal the meaning of a word through contrast as in this example:
o Unlike the apoplectic parent shouting imprecations at the administrator, Mr. Wallaby stood still, enjoying the unexpected entertainment.
In this sentence, the word unlike signals a contrast between stood still and apoplectic. Even if the reader does not know what apoplectic means, he or she can figure out the parent was moving wildly, uncontrollably.
Other signal words for contrast include:
o but
o although
o on the contrary
o on the other hand
o dissimilar
o on the other hand
o in contrast to
o however
*
slide 3 of 4
Cause and Effect
The cause of an action may be stated using an unfamiliar word. However, if the effect is stated in familiar words, the reader can infer its meaning.
o His lack of sagacity caused him to make one stupid decision after another.
o The intrepid warrior led the assault on the well guarded fortress.
The word sagacity may be unfamiliar to many readers. Understanding that the lack of it causes one to make stupid decisions, a discerning reader quickly infers that sagacity means wisdom. Knowing the intrepid warrior led an assault most would not dare helps the sagacious reader infer that intrepid means fearless.
Words signaling cause and effect include:
o because
o since
o consequently
o therefore
o when
o as a result.
*
slide 4 of 4
Lesson Ideas
o Make identifying the type of context clue part of the context clues challenge.
o Instruct students to write new vocabulary words with different types of context clues.
o Have students identify types of context clues on standardized tests.
Not all clues are as obvious as the ones we've discussed, nor can they be tested with simple questions. Often, readers must read more than just the sentence or two surrounding the word. Sometimes a group of words several sentences away may unlock the meaning. Sometimes the supporting details in a paragraph must be examined together to help the reader infer the meaning of a particular word. This is called inference from general context.
For teaching how to infer meaning from general context, I recommend modeling.
Find a standards based language arts curriculum map with links to a semester's worth of lesson plans, handouts, and powerpoints on Brighthub.com.
Context is what surrounds a word or piece of text. Context can be used to understand words which people do not know the meaning of.
In print, a word, phrase or sentence has other text around it. This helps the reader to understand the piece in question. In speech, the social setting as well as the language help the listener to understand what is said.
Something like: "You can take it whenever you need to" might refer to almost anything. However, if it is said by a doctor to a patient, then the context is clear, and the listener can guess it refers to some kind of medication. So the context is what goes with a text (written or spoken) which helps the reader (or listener) understand the communication.
'Text' refers to the paragraph displayed whereas 'context' means 'the parts of a written or spoken statement that precede or follow a specific word or passage, usually influencing its meaning or effect',
or the 2nd definition; 'the set of circumstances or facts that surround a particular event, situation, etc.'
In simpler terms,context refers to the situation in which something happens and that helps you to understand it. Without it, the sentence would not be understood. Other than that, context is a sort of 'background'
For example, if someone asks 'Guess the meaning of the word "bad" from the text' when the 'text' states
"The war was a bad time for the people"
'Bad' could mean bad of a person (evil etc), bad of a situation (horrible, terrible etc), or bad as in rotten stuff (turned bad). In this context, it means bad of a situation.
To sum it up, you can read text but you get meaning from 'context'.
The answer to your question as in what you're supposed to write, is simply the meaning of the text or what message it is trying to get across.
If you have a whole paragraph to read, I suggest thinking and reading carefully and make your own interpretations.
If this is regarding a literature-related subject, let me tell you, you can never go wrong as long as you prove that you understand the text, as there are many different interpretations from different people. Before you can get meaning a word you need to read the content or passage carefully.
Effective Strategies for Teaching Vocabulary
written by: Trent Lorcher • edited by: SForsyth • updated: 12/29/2011
Building vocabulary takes more than jotting down a list of words, copying the definitions, and throwing the paper in the garbage can after failing a quiz.
*
slide 1 of 3
I handed out the vocabulary tests. I felt good. I had reviewed. I had instructed. I had given it my all. I knew my students would do well.
They all failed.
I sat, bewildered, head in hands, wondering where it all went wrong. My principal walked in. I was sure he was going to fire me. Instead he gave me a brochure on effective vocabulary instruction. I set it on my desk, forgot about it, found it three years later, and read it.
It was pretty good.
*
slide 2 of 3
Understanding Etymology
Etymology is the study of the history of a word, from its origin to its current meaning. Encourage students to use dictionaries to analyze word origins. As you might imagine they find it incredibly boring and would rather slice their tongue with paper and drink mouth wash than analyze word origins by searching in a dictionary. Here are some suggestions for helping students appreciate etymology:
o The threat of a failing grade often motivates.
o Reducing the number of words and requiring an etymological breakdown tricks students into thinking you're nice. Before they realize you're a jerk, they'll be finished.
o While reading in class, show how understanding word origins adds meaning to a word. For example, while reading "The Devil and Tom Walker," we examine the word "mortgage" and trace its historical roots.
o Explain word origins in context of the lesson. For example, while studying Spanish explorers, explain that Balboa, after sailing the choppy waters of the Atlantic, crossed the Isthmus of Panama. Delighted by the calm and peaceful waters on the other side, he named it the Pacific Ocean. Other words with the same root include pacifist and pacifier, two items associated with peace and calm.
*
slide 3 of 3
Analyzing Word Parts
Many words originated here Remind students that analyzing the parts of an unfamiliar word--prefix, base, and suffix, provides clues to its meaning. A key component of word analysis involves Greek and Latin Root knowledge. Students who can apply this knowledge learn thousands and thousands of words in the time it takes most to learn a dozen words. As you might imagine, students get as excited about analyzing word parts as I do about a prostate exam. Here are some suggestions to make it fun (the analyzing word parts, not the prostate exam).
o Analyze words like "hyperbole" with this absolute amazing, best ever created Greek and Latin Root Lesson Plan (linked at the bottom of this article).
o Engage your class in an analyzing word parts challenge based on the greatest lesson plan ever written in the entire history of education, the Context Clues Challenge Lesson Plan.
o Teaching is most effective when we model the desired behavior. As you read break down difficult words by analyzing word parts. For example, you read the word "anachronism." Since it's not a text-message friendly word and has never been spoken on MTV, your students don't understand it. Explain that chrono means time, ism makes it a noun, and an means "without or out of." Hence, "anachronism" means not in the right time. Give a few examples: George Washington on a cell phone or Babe Ruth doing a TV interview.
Determining A Word's Meaning From Context: Different Types of Context Clues
written by: Trent Lorcher • edited by: SForsyth • updated: 6/8/2010
My legions of fans (my three year old son, my dog, and my goldfish) have been asking for a follow up article on using context clues to determine word meanings. The day has finally arrived.
*
slide 1 of 4
After teaching different types of context clues to my classes, I felt good. They were able to identify examples of definition and restatement, example, and comparison. But it wasn't enough. They still lacked skills with three different types of context clues: contrast, cause and effect, and inference from general context.
*
slide 2 of 4
Contrast
Context may reveal the meaning of a word through contrast as in this example:
o Unlike the apoplectic parent shouting imprecations at the administrator, Mr. Wallaby stood still, enjoying the unexpected entertainment.
In this sentence, the word unlike signals a contrast between stood still and apoplectic. Even if the reader does not know what apoplectic means, he or she can figure out the parent was moving wildly, uncontrollably.
Other signal words for contrast include:
o but
o although
o on the contrary
o on the other hand
o dissimilar
o on the other hand
o in contrast to
o however
*
slide 3 of 4
Cause and Effect
The cause of an action may be stated using an unfamiliar word. However, if the effect is stated in familiar words, the reader can infer its meaning.
o His lack of sagacity caused him to make one stupid decision after another.
o The intrepid warrior led the assault on the well guarded fortress.
The word sagacity may be unfamiliar to many readers. Understanding that the lack of it causes one to make stupid decisions, a discerning reader quickly infers that sagacity means wisdom. Knowing the intrepid warrior led an assault most would not dare helps the sagacious reader infer that intrepid means fearless.
Words signaling cause and effect include:
o because
o since
o consequently
o therefore
o when
o as a result.
*
slide 4 of 4
Lesson Ideas
o Make identifying the type of context clue part of the context clues challenge.
o Instruct students to write new vocabulary words with different types of context clues.
o Have students identify types of context clues on standardized tests.
Not all clues are as obvious as the ones we've discussed, nor can they be tested with simple questions. Often, readers must read more than just the sentence or two surrounding the word. Sometimes a group of words several sentences away may unlock the meaning. Sometimes the supporting details in a paragraph must be examined together to help the reader infer the meaning of a particular word. This is called inference from general context.
For teaching how to infer meaning from general context, I recommend modeling.
Find a standards based language arts curriculum map with links to a semester's worth of lesson plans, handouts, and powerpoints on Brighthub.com.
Context is what surrounds a word or piece of text. Context can be used to understand words which people do not know the meaning of.
In print, a word, phrase or sentence has other text around it. This helps the reader to understand the piece in question. In speech, the social setting as well as the language help the listener to understand what is said.
Something like: "You can take it whenever you need to" might refer to almost anything. However, if it is said by a doctor to a patient, then the context is clear, and the listener can guess it refers to some kind of medication. So the context is what goes with a text (written or spoken) which helps the reader (or listener) understand the communication.
language
Context (language): the text in which a word or passage appears and which affects its meaning; also the words and social setting which surrounds a spoken word or passage.
'Text' refers to the paragraph displayed whereas 'context' means 'the parts of a written or spoken statement that precede or follow a specific word or passage, usually influencing its meaning or effect',
or the 2nd definition; 'the set of circumstances or facts that surround a particular event, situation, etc.'
In simpler terms,context refers to the situation in which something happens and that helps y
ou to understand it. Without it, the sentence would not be understood. Other than that, context is a sort of 'background'
For example, if someone asks 'Guess the meaning of the word "bad" from the text' when the 'text' states
"The war was a bad time for the people"
'Bad' could mean bad of a person (evil etc), bad of a situation (horrible, terrible etc), or bad as in rotten stuff (turned bad). In this context, it means bad of a situation.
To sum it up, you can read text but you get meaning from 'context'.
The answer to your question as in what you're supposed to write, is simply the meaning of the text or what message it is trying to get across.
If you have a whole paragraph to read, I suggest thinking and reading carefully and make your own interpretations.
If this is regarding a literature-related subject, let me tell you, you can never go wrong as long as you prove that you understand the text, as there are many different interpretations from different people. Before you can get meaning a word you need to read the content or passage carefully.
Effective Strategies for Teaching Vocabulary
written by: Trent Lorcher • edited by: SForsyth • updated: 12/29/2011
Building vocabulary takes more than jotting down a list of words, copying the definitions, and throwing the paper in the garbage can after failing a quiz.
*
slide 1 of 3
I handed out the vocabulary tests. I felt good. I had reviewed. I had instructed. I had given it my all. I knew my students would do well.
They all failed.
I sat, bewildered, head in hands, wondering where it all went wrong. My principal walked in. I was sure he was going to fire me. Instead he gave me a brochure on effective vocabulary instruction. I set it on my desk, forgot about it, found it three years later, and read it.
It was pretty good.
*
slide 2 of 3
Understanding Etymology
Etymology is the study of the history of a word, from its origin to its current meaning. Encourage students to use dictionaries to analyze word origins. As you might imagine they find it incredibly boring and would rather slice their tongue with paper and drink mouth wash than analyze word origins by searching in a dictionary. Here are some suggestions for helping students appreciate etymology:
o The threat of a failing grade often motivates.
o Reducing the number of words and requiring an etymological breakdown tricks students into thinking you're nice. Before they realize you're a jerk, they'll be finished.
o While reading in class, show how understanding word origins adds meaning to a word. For example, while reading "The Devil and Tom Walker," we examine the word "mortgage" and trace its historical roots.
o Explain word origins in context of the lesson. For example, while studying Spanish explorers, explain that Balboa, after sailing the choppy waters of the Atlantic, crossed the Isthmus of Panama. Delighted by the calm and peaceful waters on the other side, he named it the Pacific Ocean. Other words with the same root include pacifist and pacifier, two items associated with peace and calm.
*
slide 3 of 3
Analyzing Word Parts
Many words originated here Remind students that analyzing the parts of an unfamiliar word--prefix, base, and suffix, provides clues to its meaning. A key component of word analysis involves Greek and Latin Root knowledge. Students who can apply this knowledge learn thousands and thousands of words in the time it takes most to learn a dozen words. As you might imagine, students get as excited about analyzing word parts as I do about a prostate exam. Here are some suggestions to make it fun (the analyzing word parts, not the prostate exam).
o Analyze words like "hyperbole" with this absolute amazing, best ever created Greek and Latin Root Lesson Plan (linked at the bottom of this article).
o Engage your class in an analyzing word parts challenge based on the greatest lesson plan ever written in the entire history of education, the Context Clues Challenge Lesson Plan.
o Teaching is most effective when we model the desired behavior. As you read break down difficult words by analyzing word parts. For example, you read the word "anachronism." Since it's not a text-message friendly word and has never been spoken on MTV, your students don't understand it. Explain that chrono means time, ism makes it a noun, and an means "without or out of." Hence, "anachronism" means not in the right time. Give a few examples: George Washington on a cell phone or Babe Ruth doing a TV interview.
Determining A Word's Meaning From Context: Different Types of Context Clues
written by: Trent Lorcher • edited by: SForsyth • updated: 6/8/2010
My legions of fans (my three year old son, my dog, and my goldfish) have been asking for a follow up article on using context clues to determine word meanings. The day has finally arrived.
*
slide 1 of 4
After teaching different types of context clues to my classes, I felt good. They were able to identify examples of definition and restatement, example, and comparison. But it wasn't enough. They still lacked skills with three different types of context clues: contrast, cause and effect, and inference from general context.
*
slide 2 of 4
Contrast
Context may reveal the meaning of a word through contrast as in this example:
o Unlike the apoplectic parent shouting imprecations at the administrator, Mr. Wallaby stood still, enjoying the unexpected entertainment.
In this sentence, the word unlike signals a contrast between stood still and apoplectic. Even if the reader does not know what apoplectic means, he or she can figure out the parent was moving wildly, uncontrollably.
Other signal words for contrast include:
o but
o although
o on the contrary
o on the other hand
o dissimilar
o on the other hand
o in contrast to
o however
*
slide 3 of 4
Cause and Effect
The cause of an action may be stated using an unfamiliar word. However, if the effect is stated in familiar words, the reader can infer its meaning.
o His lack of sagacity caused him to make one stupid decision after another.
o The intrepid warrior led the assault on the well guarded fortress.
The word sagacity may be unfamiliar to many readers. Understanding that the lack of it causes one to make stupid decisions, a discerning reader quickly infers that sagacity means wisdom. Knowing the intrepid warrior led an assault most would not dare helps the sagacious reader infer that intrepid means fearless.
Words signaling cause and effect include:
o because
o since
o consequently
o therefore
o when
o as a result.
*
slide 4 of 4
Lesson Ideas
o Make identifying the type of context clue part of the context clues challenge.
o Instruct students to write new vocabulary words with different types of context clues.
o Have students identify types of context clues on standardized tests.
Not all clues are as obvious as the ones we've discussed, nor can they be tested with simple questions. Often, readers must read more than just the sentence or two surrounding the word. Sometimes a group of words several sentences away may unlock the meaning. Sometimes the supporting details in a paragraph must be examined together to help the reader infer the meaning of a particular word. This is called inference from general context.
For teaching how to infer meaning from general context, I recommend modeling.
Find a standards based language arts curriculum map with links to a semester's worth of lesson plans, handouts, and powerpoints on Brighthub.com.
Context is what surrounds a word or piece of text. Context can be used to understand words which people do not know the meaning of.
In print, a word, phrase or sentence has other text around it. This helps the reader to understand the piece in question. In speech, the social setting as well as the language help the listener to understand what is said.
Something like: "You can take it whenever you need to" might refer to almost anything. However, if it is said by a doctor to a patient, then the context is clear, and the listener can guess it refers to some kind of medication. So the context is what goes with a text (written or spoken) which helps the reader (or listener) understand the communication.
'Text' refers to the paragraph displayed whereas 'context' means 'the parts of a written or spoken statement that precede or follow a specific word or passage, usually influencing its meaning or effect',
or the 2nd definition; 'the set of circumstances or facts that surround a particular event, situation, etc.'
In simpler terms,context refers to the situation in which something happens and that helps y
For example, if someone asks 'Guess the meaning of the word "bad" from the text' when the 'text' states
"The war was a bad time for the people"
'Bad' could mean bad of a person (evil etc), bad of a situation (horrible, terrible etc), or bad as in rotten stuff (turned bad). In this context, it means bad of a situation.
To sum it up, you can read text but you get meaning from 'context'.
The answer to your question as in what you're supposed to write, is simply the meaning of the text or what message it is trying to get across.
If you have a whole paragraph to read, I suggest thinking and reading carefully and make your own interpretations.
If this is regarding a literature-related subject, let me tell you, you can never go wrong as long as you prove that you understand the text, as there are many different interpretations from different people. Before you can get meaning a word you need to read the content or passage carefully.
Effective Strategies for Teaching Vocabulary
written by: Trent Lorcher • edited by: SForsyth • updated: 12/29/2011
Building vocabulary takes more than jotting down a list of words, copying the definitions, and throwing the paper in the garbage can after failing a quiz.
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slide 1 of 3
I handed out the vocabulary tests. I felt good. I had reviewed. I had instructed. I had given it my all. I knew my students would do well.
They all failed.
I sat, bewildered, head in hands, wondering where it all went wrong. My principal walked in. I was sure he was going to fire me. Instead he gave me a brochure on effective vocabulary instruction. I set it on my desk, forgot about it, found it three years later, and read it.
It was pretty good.
*
slide 2 of 3
Understanding Etymology
Etymology is the study of the history of a word, from its origin to its current meaning. Encourage students to use dictionaries to analyze word origins. As you might imagine they find it incredibly boring and would rather slice their tongue with paper and drink mouth wash than analyze word origins by searching in a dictionary. Here are some suggestions for helping students appreciate etymology:
o The threat of a failing grade often motivates.
o Reducing the number of words and requiring an etymological breakdown tricks students into thinking you're nice. Before they realize you're a jerk, they'll be finished.
o While reading in class, show how understanding word origins adds meaning to a word. For example, while reading "The Devil and Tom Walker," we examine the word "mortgage" and trace its historical roots.
o Explain word origins in context of the lesson. For example, while studying Spanish explorers, explain that Balboa, after sailing the choppy waters of the Atlantic, crossed the Isthmus of Panama. Delighted by the calm and peaceful waters on the other side, he named it the Pacific Ocean. Other words with the same root include pacifist and pacifier, two items associated with peace and calm.
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slide 3 of 3
Analyzing Word Parts
Many words originated here Remind students that analyzing the parts of an unfamiliar word--prefix, base, and suffix, provides clues to its meaning. A key component of word analysis involves Greek and Latin Root knowledge. Students who can apply this knowledge learn thousands and thousands of words in the time it takes most to learn a dozen words. As you might imagine, students get as excited about analyzing word parts as I do about a prostate exam. Here are some suggestions to make it fun (the analyzing word parts, not the prostate exam).
o Analyze words like "hyperbole" with this absolute amazing, best ever created Greek and Latin Root Lesson Plan (linked at the bottom of this article).
o Engage your class in an analyzing word parts challenge based on the greatest lesson plan ever written in the entire history of education, the Context Clues Challenge Lesson Plan.
o Teaching is most effective when we model the desired behavior. As you read break down difficult words by analyzing word parts. For example, you read the word "anachronism." Since it's not a text-message friendly word and has never been spoken on MTV, your students don't understand it. Explain that chrono means time, ism makes it a noun, and an means "without or out of." Hence, "anachronism" means not in the right time. Give a few examples: George Washington on a cell phone or Babe Ruth doing a TV interview.
Determining A Word's Meaning From Context: Different Types of Context Clues
written by: Trent Lorcher • edited by: SForsyth • updated: 6/8/2010
My legions of fans (my three year old son, my dog, and my goldfish) have been asking for a follow up article on using context clues to determine word meanings. The day has finally arrived.
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slide 1 of 4
After teaching different types of context clues to my classes, I felt good. They were able to identify examples of definition and restatement, example, and comparison. But it wasn't enough. They still lacked skills with three different types of context clues: contrast, cause and effect, and inference from general context.
*
slide 2 of 4
Contrast
Context may reveal the meaning of a word through contrast as in this example:
o Unlike the apoplectic parent shouting imprecations at the administrator, Mr. Wallaby stood still, enjoying the unexpected entertainment.
In this sentence, the word unlike signals a contrast between stood still and apoplectic. Even if the reader does not know what apoplectic means, he or she can figure out the parent was moving wildly, uncontrollably.
Other signal words for contrast include:
o but
o although
o on the contrary
o on the other hand
o dissimilar
o on the other hand
o in contrast to
o however
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slide 3 of 4
Cause and Effect
The cause of an action may be stated using an unfamiliar word. However, if the effect is stated in familiar words, the reader can infer its meaning.
o His lack of sagacity caused him to make one stupid decision after another.
o The intrepid warrior led the assault on the well guarded fortress.
The word sagacity may be unfamiliar to many readers. Understanding that the lack of it causes one to make stupid decisions, a discerning reader quickly infers that sagacity means wisdom. Knowing the intrepid warrior led an assault most would not dare helps the sagacious reader infer that intrepid means fearless.
Words signaling cause and effect include:
o because
o since
o consequently
o therefore
o when
o as a result.
*
slide 4 of 4
Lesson Ideas
o Make identifying the type of context clue part of the context clues challenge.
o Instruct students to write new vocabulary words with different types of context clues.
o Have students identify types of context clues on standardized tests.
Not all clues are as obvious as the ones we've discussed, nor can they be tested with simple questions. Often, readers must read more than just the sentence or two surrounding the word. Sometimes a group of words several sentences away may unlock the meaning. Sometimes the supporting details in a paragraph must be examined together to help the reader infer the meaning of a particular word. This is called inference from general context.
For teaching how to infer meaning from general context, I recommend modeling.
Find a standards based language arts curriculum map with links to a semester's worth of lesson plans, handouts, and powerpoints on Brighthub.com.
Context is what surrounds a word or piece of text. Context can be used to understand words which people do not know the meaning of.
In print, a word, phrase or sentence has other text around it. This helps the reader to understand the piece in question. In speech, the social setting as well as the language help the listener to understand what is said.
Something like: "You can take it whenever you need to" might refer to almost anything. However, if it is said by a doctor to a patient, then the context is clear, and the listener can guess it refers to some kind of medication. So the context is what goes with a text (written or spoken) which helps the reader (or listener) understand the communication.
Thursday, January 10, 2013
Context
Why we should seek context at all times
“Seek first to understand, then to be understood” - Stephen R Covey
The above quote is Habit 5 of Covey’s 7 Habits of Highly Effective People. I’ve read the book a couple of times, and I’ve read other content around the topic of gaining context, but it’s something which has only just “clicked” for me as to why it’s so important. Also, after now understanding the importance of context, I’ve found it to be very difficult to actually practice.
The premise is quite clear as to how vital context is: without context, we immediately jump in our heads to what we want to say next, based on the very first few words we hear from the other person. This is something I find myself doing far too frequently.
Most of us listen to someone with the intention of replying, and therefore as soon as we have a “reply” in mind, we stop listening and wait our turn to reply. No matter what remarkable new insights are uncovered in the subsequent words from the other person, it is likely that we now have a strong desire to share that initial thought we have about what to say back.
With context, on the other hand, we can achieve so much more. If we truly understand the background of the other person, we can tailor the approach for each occasion. I believe gaining or having context can be useful in so many scenarios:
* giving advice
* receiving advice
* meeting a stranger
* making friends
* getting press
* raising funding
The conversation that shocked me
I was recently in a Skype call with someone to try and help them with their current startup challenges. This is something I do several times a week, and it seems to be very useful for many.
In this particular Skype call, as normal I asked about the founder’s startup and what stage he was at. After uncovering a tiny amount of context about his previous experiences and where he was now at, I unfortunately slipped and switched to my own thinking about what the best next steps were for him.
I proceeded to advise him based on my previous experience. The experience I based my advice on was the following:
* I had worked on an idea for a year and a half which I never charged for
* I therefore generated no revenue, and consistently had to work on the side
* Whilst I had a few thousand users of traction, I failed to raise funding
I advised him to charge for his product from day one, since that worked for me the after the first failure. I also advised him to aim for revenue and not worry so much about user numbers, since that’s what truly freed me from working on the side.
Luckily for me, he was very receptive of my advice even thought it was the wrong advice for the situation he was in. Even luckier, he went on to share extra information about his context which changed everything:
* He had a previous startup for which he had hundreds of paying customers and good revenues
* He was still making money from the idea and had runway to last almost indefinitely working on a new idea
* He got into an incubator with the idea
* He went to the valley to raise funding, but since he had low user numbers (even though they were all paying) he struggled to raise funding
I could now completely understand why, in fact, he shouldn’t just follow the advice I gave him. He had almost entirely the opposite previous experience to me, yet equally valuable and foundation building. He was perfectly poised to try an idea which could gain massive visibility rather than simply making money. Making some money was not his biggest challenge, as it was for me when I started.
Our opposite contexts meant that in fact opposite choices for next steps made complete sense. I was genuinely taken aback when I realised this.
Some techniques to uncover context
Practicing “searching for context” is something I’ve found to be very exciting. When you approach a conversation without any need to have the intent of replying, without any need to have a “smart” response, it changes the entire flow of the discussion.
Here are some of the things I’ve found very useful in trying to be focused on understanding the other person:
Give the other person your full attention
Whenever I have a Skype call, or whenever I get dinner with someone, or when we have a team standup, I turn my phone over and try to adjust my posture to lean forward, into the conversation, and focus on hearing every single word. It can be a challenge, and sometimes my mind drifts, but with conscious effort to do this, I have found I can “train the muscle” and focus for longer.
Remember that you don’t need to respond
I used to feel that I always had to respond if there was the slightest moment of silence between myself and someone I was speaking with. This assumption led me to prepare a response in my mind. As soon as the thought entered my mind, I would stop listening and wait for the other person to finish talking. I literally wouldn’t hear any more words, and sometimes I would even jump in before they had finished.
I’ve since realised that there is great pleasure in simply listening with the knowledge that I don’t need to respond. If I pause to think, and I say “hmm, that’s interesting” after the other person has spoken, that is something that is respected. Also, often if I pause for a little while, the other person will pick up again and if it’s a challenge we’re working on they might come to the solution by themselves. It’s much more powerful if they find the solution, than if I come up with it.
Ask lots of thoughtful questions
If it is indeed my turn to talk, I try to avoid “giving advice” or “stating my opinion” for as long as I possibly can. Instead, I ask questions based on the previous thing the other person just said. I listen very carefully and then once it is my turn, I simply respond with a genuine question of something I’m interested in based on the topic, but which he didn’t quite cover or for which I’d love to hear more detail.
If I have an idea to help the other person, I try to always present it as a question. I aim to guide them to my idea through questions. This means that if they reach the same idea and it’s the right thing for them, it will be much more ingrained and they will be much more likely to have determination to follow through.
Be open to whatever path the conversation takes
This final point is the one which I think has been the most powerful recent discovery for me. I’ve realised that if I simply sit, feel no need to respond, and focus on hearing every word and learning quickly about the other person’s context, then very often the conversation will go down a whole new path than the “initial thought” I had which I used to respond with or jump in and cut the conversation off with.
This is amazing, because I often learn so much. I get to walk down a whole new area of understanding, which I haven’t experienced, rather than just responding based on my experience, which I’ve already gained. The biggest bonus I find is when I can help the other person come up with a better solution suited to their context, by listening and asking questions. This is often a solution I never would have thought of based on my own context.
“Seek first to understand, then to be understood” - Stephen R Covey
The above quote is Habit 5 of Covey’s 7 Habits of Highly Effective People. I’ve read the book a couple of times, and I’ve read other content around the topic of gaining context, but it’s something which has only just “clicked” for me as to why it’s so important. Also, after now understanding the importance of context, I’ve found it to be very difficult to actually practice.
Most of us listen to someone with the intention of replying, and therefore as soon as we have a “reply” in mind, we stop listening and wait our turn to reply. No matter what remarkable new insights are uncovered in the subsequent words from the other person, it is likely that we now have a strong desire to share that initial thought we have about what to say back.
With context, on the other hand, we can achieve so much more. If we truly understand the background of the other person, we can tailor the approach for each occasion. I believe gaining or having context can be useful in so many scenarios:
* giving advice
* receiving advice
* meeting a stranger
* making friends
* getting press
* raising funding
The conversation that shocked me
I was recently in a Skype call with someone to try and help them with their current startup challenges. This is something I do several times a week, and it seems to be very useful for many.
In this particular Skype call, as normal I asked about the founder’s startup and what stage he was at. After uncovering a tiny amount of context about his previous experiences and where he was now at, I unfortunately slipped and switched to my own thinking about what the best next steps were for him.
I proceeded to advise him based on my previous experience. The experience I based my advice on was the following:
* I had worked on an idea for a year and a half which I never charged for
* I therefore generated no revenue, and consistently had to work on the side
* Whilst I had a few thousand users of traction, I failed to raise funding
I advised him to charge for his product from day one, since that worked for me the after the first failure. I also advised him to aim for revenue and not worry so much about user numbers, since that’s what truly freed me from working on the side.
Luckily for me, he was very receptive of my advice even thought it was the wrong advice for the situation he was in. Even luckier, he went on to share extra information about his context which changed everything:
* He had a previous startup for which he had hundreds of paying customers and good revenues
* He was still making money from the idea and had runway to last almost indefinitely working on a new idea
* He got into an incubator with the idea
* He went to the valley to raise funding, but since he had low user numbers (even though they were all paying) he struggled to raise funding
I could now completely understand why, in fact, he shouldn’t just follow the advice I gave him. He had almost entirely the opposite previous experience to me, yet equally valuable and foundation building. He was perfectly poised to try an idea which could gain massive visibility rather than simply making money. Making some money was not his biggest challenge, as it was for me when I started.
Our opposite contexts meant that in fact opposite choices for next steps made complete sense. I was genuinely taken aback when I realised this.
Some techniques to uncover context
Practicing “searching for context” is something I’ve found to be very exciting. When you approach a conversation without any need to have the intent of replying, without any need to have a “smart” response, it changes the entire flow of the discussion.
Here are some of the things I’ve found very useful in trying to be focused on understanding the other person:
Give the other person your full attention
Whenever I have a Skype call, or whenever I get dinner with someone, or when we have a team standup, I turn my phone over and try to adjust my posture to lean forward, into the conversation, and focus on hearing every single word. It can be a challenge, and sometimes my mind drifts, but with conscious effort to do this, I have found I can “train the muscle” and focus for longer.
Remember that you don’t need to respond
I used to feel that I always had to respond if there was the slightest moment of silence between myself and someone I was speaking with. This assumption led me to prepare a response in my mind. As soon as the thought entered my mind, I would stop listening and wait for the other person to finish talking. I literally wouldn’t hear any more words, and sometimes I would even jump in before they had finished.
I’ve since realised that there is great pleasure in simply listening with the knowledge that I don’t need to respond. If I pause to think, and I say “hmm, that’s interesting” after the other person has spoken, that is something that is respected. Also, often if I pause for a little while, the other person will pick up again and if it’s a challenge we’re working on they might come to the solution by themselves. It’s much more powerful if they find the solution, than if I come up with it.
Ask lots of thoughtful questions
If it is indeed my turn to talk, I try to avoid “giving advice” or “stating my opinion” for as long as I possibly can. Instead, I ask questions based on the previous thing the other person just said. I listen very carefully and then once it is my turn, I simply respond with a genuine question of something I’m interested in based on the topic, but which he didn’t quite cover or for which I’d love to hear more detail.
If I have an idea to help the other person, I try to always present it as a question. I aim to guide them to my idea through questions. This means that if they reach the same idea and it’s the right thing for them, it will be much more ingrained and they will be much more likely to have determination to follow through.
Be open to whatever path the conversation takes
This final point is the one which I think has been the most powerful recent discovery for me. I’ve realised that if I simply sit, feel no need to respond, and focus on hearing every word and learning quickly about the other person’s context, then very often the conversation will go down a whole new path than the “initial thought” I had which I used to respond with or jump in and cut the conversation off with.
This is amazing, because I often learn so much. I get to walk down a whole new area of understanding, which I haven’t experienced, rather than just responding based on my experience, which I’ve already gained. The biggest bonus I find is when I can help the other person come up with a better solution suited to their context, by listening and asking questions. This is often a solution I never would have thought of based on my own context.
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