![10 unfamiliar words with meaning and sentence 10 unfamiliar words with meaning and sentence](/uploads/1/2/5/5/125557886/339436030.jpg)
![With With](/uploads/1/2/5/5/125557886/242458937.jpg)
What are some examples of unfamiliar words with their meanings? - Answers.com '@context':'are some examples of unfamiliar words with their meanings','text':'What are some examples of unfamiliar words with their meanings','answerCount':1,'dateCreated':'2011-09-13T19:','dateModified':'2019-08-16T22:','acceptedAnswer':'@type':'Answer','text':'Examples of unfamiliar words include:n1.Terricolous (adj.) Living on or in the ground: terricolousnwormsn2.Curator (noun) guardian: Some kids needs a curatorn3.Obdormio: (verb) to fall asleep: I will drink milk tonobdormion4.Inceptum (verb) beginning something: Carlo is inceptum tonlearn drivingn.
. Explain to students that today they will be reading a short nonfiction text and figuring out what tricky words mean. Write the following learning objective in student-friendly language: 'I can figure out the meaning of tricky words using sentence level context for support!'
Here are some tips to help learn these 100 words, and any other SAT vocabulary words you may come across in the future: Make flashcards with unfamiliar words; Use new vocabulary words in a sentence; Make a tape recording of yourself reading the word and the definition; List the words in groups of positive, negative and related words.
Read the learning objective aloud and ask the students to choral chant it back to you. Write context clues on the board. Say, 'It is often helpful to look at what comes before and after a tricky word. The words before and after a tricky word can give readers helpful context clues about the meaning and structure of the new word, as well as how it is used.
Today, we are going to figure out tricky words by reading the sentences before and after the word we are trying to figure out. We will be focusing on finding examples and using logic to determine what they mean!' . Find a short informational text in your classroom library or online that the students are familiar with.
Next, read a paragraph from the text aloud and find an academic vocabulary word that most students probably won't know. Make sure the vocabulary word you choose can be figured out using sentence level context, including examples and logic. Say the word aloud and write it on the whiteboard. Model thinking aloud by saying, 'Hmm.I'm not sure what means. I'm going to reread the sentence before and after the word to see if I can figure it out.' . Write down words and phrases on the board that can help students figure out the meaning of the word.
Explain that these words and phrases are context clues. Write the following sentence frames on the board and model completing them using the context clues from the text:.
The word means. I know this because the text says. Project the Learning About Maps worksheet on the whiteboard and pass out copies to each student.
Put the students in small groups and explain that today they will be reading a short informational text about maps and figuring out tricky words using context clues. Ask students to point to the underlined word in the first paragraph of the text: located. Give students a minute or two to do a think-pair-share with their elbow partner, explaining what the word located means prior to reading the paragraph. Ask students to briefly rate their understanding of the word using the following scale:. I'm not sure what the word means.
I have heard the word before. I can use the word in a sentence. Ask the students to read the paragraph in their small groups. Rotate around the room and provide assistance as needed.
Ask students to look at the sentence frames at the bottom of the Learning About Maps worksheet. Have students point to the first sentence frame. Write the word located in the first space. Encourage a student volunteer to come up to the whiteboard and explain the meaning of located, using evidence from the text.
Help the student complete the second portion of the sentence frame. Ask the students to briefly rate their understanding of the word located after reading the text and using context clues, using the same scale above. Support:. Allow students who need extra support to work with a partner or in a small, teacher-led group during independent work time. Review and allow students to use the Vocabulary Partner Talk worksheet to provide students with sentence frames to support in-depth conversation.
Introduce the concept of context clues to students in a short mini-lesson and allow students to practice figuring out tricky words prior to the lesson.Enrichment: Ask students to use their understanding of the vocabulary words to create sentences or a short paragraph. Have students read the sentences or paragraph to a peer.