L.3.4

Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
(a). Use sentence-level context as a clue to the meaning of a word or phrase.
(b). Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
(c). Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
(d). Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

 


VOCABULARY
  • root word
  • affix
  • prefix
  • suffix
  • context
  • word structure
  • morpheme
  • glossary
  • dictionary
UNDERSTANDING THE STANDARD what's this

    • The context of a sentence is one way that a third grade student can determine the meaning of an unknown word, as well as the intended meaning of a word with multiple meanings. 
    • The ability to identify the root of a word is the first step in using known root words to determine the meaning of an unknown word with the same root. 
    • A knowledge and familiarity of commonly used affixes is also important when students are trying to determine the meaning of an unknown word with a known root word. 
    • Students will need practice using glossaries or beginning dictionaries to determine (or confirm) the meaning of a word or phrase. 
    • The ability to determine or clarify the meaning of an unknown word will help third grade students as they strengthen their ability to write and speak in a variety of contexts and for a variety of purposes.


QUESTIONS TO FOCUS INSTRUCTION what's this
  • How does knowledge of word parts (e.g. root words, affixes) support vocabulary development?
  • How does the ability to hear the parts of a word (clap syllables) facilitate students’ skills in identifying root words and affixes?
  • What do teachers need to know about the structure of the English language in order to best support students in their language development?
  • What strategies support students in making connections from known words to new words?
  • What strategies support students in using context to determine word meanings?


LEARNING PROGRESSION

Go to L.2.4 to see skills mastered prior to this.