eSpark Learning: Unknown Words Instructional Video (3.RL.4, 3.RI.4) - By eSparkLearningVideos
| 00:02 | Hello , readers , this is Miss Erin . Today | |
| 00:05 | we're learning how you can use clues in the text | |
| 00:07 | to gain meaning of unknown words . So here's the | |
| 00:12 | passage we're going to read today , and our job | |
| 00:14 | is to figure out what these two underlined words might | |
| 00:17 | mean . Alarmed and scattered . I'll read this passage | |
| 00:21 | out loud . You read along and listen and see | |
| 00:24 | if you can come up with any clues that we | |
| 00:27 | can use to figure out what these two words mean | |
| 00:32 | . Are you ready ? Here we go . One | |
| 00:34 | fine day in Trinidad and Island in the West Indies | |
| 00:37 | , a woman walked along the road from high in | |
| 00:40 | his tree . Top monkey watched her . He saw | |
| 00:42 | the large clay pot she was carrying , how alarmed | |
| 00:45 | he was when she tripped over a stone and dropped | |
| 00:47 | the pot . It broke into many pieces . It | |
| 00:50 | had been full of fluffy white cakes that scattered on | |
| 00:53 | the road . So our first job is to try | |
| 00:56 | and figure out what the word alarmed means , and | |
| 00:59 | we're going to highlight some of the words that will | |
| 01:01 | help us figure that out . So the first thing | |
| 01:06 | I want to highlight is large clay pot . We | |
| 01:09 | know she was carrying that . We know she dropped | |
| 01:12 | it and we know that it broke and it broke | |
| 01:16 | into many pieces . Something else that I see is | |
| 01:20 | this exclamation point . And that exclamation point is a | |
| 01:23 | visual cue to readers to us that we have to | |
| 01:27 | read with expression so that we know that something happened | |
| 01:31 | in that sentence or in this part of the story | |
| 01:35 | . So if you were sitting some place and a | |
| 01:38 | large clay pot got dropped and broke , do you | |
| 01:41 | think that would make a loud sound ? I do | |
| 01:44 | , too . Do you think you would feel surprised | |
| 01:47 | or frightened by a noise like that that you weren't | |
| 01:50 | expecting ? So do I . Let's see what the | |
| 01:54 | dictionary says . I looked this up . Alarmed , | |
| 01:57 | caused someone to feel frightened , disturbed or in danger | |
| 02:01 | . So we said , frightened . So we were | |
| 02:03 | right . So one of the strategies you can use | |
| 02:06 | is to make a gas based on the words in | |
| 02:09 | the text and look it up in the dictionary . | |
| 02:11 | The other thing that we can do is take a | |
| 02:13 | word that we know , like frightened and substitute it | |
| 02:17 | to see if the story still makes sense . So | |
| 02:19 | let's I'll read this sentence with the word frightened instead | |
| 02:22 | of alarmed how frightened he was when she tripped over | |
| 02:26 | a stone and dropped the pot . Does our stories | |
| 02:29 | still make sense ? It sure does . So those | |
| 02:33 | are two strategies you can use to check to see | |
| 02:37 | if you've made a correct guess or an accurate guess | |
| 02:40 | about unknown word . Let's take a look at the | |
| 02:42 | next word scattered . So I think some of our | |
| 02:47 | clues are actually going to be the same . So | |
| 02:56 | we know it was a large clay pot . We | |
| 03:01 | know that the pot got dropped . We know that | |
| 03:06 | it broke into many pieces , and another piece that's | |
| 03:11 | important for this word is full , because if that | |
| 03:15 | pot that we know that pot is large and if | |
| 03:18 | a large pot is full , we know that there | |
| 03:20 | were many of these fluffy white cakes inside . And | |
| 03:24 | so when that pot dropped and broke , do you | |
| 03:28 | think the fluffy white cakes to stayed in one pile | |
| 03:31 | right next to the pot ? Or do you think | |
| 03:32 | they may have fallen out and gone in all directions | |
| 03:38 | ? I think so , too . Let's see what | |
| 03:40 | the dictionary says . Throw and random various directions so | |
| 03:45 | we were right again . We used the clues . | |
| 03:48 | We used what we know about how things happen . | |
| 03:52 | And we made some guesses about what are unknown words | |
| 03:55 | mean . Let's answer some questions . Good readers use | |
| 04:02 | other words in a passage to help them figure out | |
| 04:04 | what an unknown word means . Is that true or | |
| 04:07 | false ? That's true . We just did that exact | |
| 04:10 | thing . How about this one ? What are some | |
| 04:16 | strategies good readers can use to check and see if | |
| 04:18 | their guesses about the meaning of a nhan known word | |
| 04:21 | are accurate ? Good readers can look up a word | |
| 04:24 | in the dictionary . Good readers can substitute a known | |
| 04:28 | word for the unknown word to see if this story | |
| 04:30 | still makes sense . Both A and B or neither | |
| 04:34 | A and B . If you said , see both | |
| 04:39 | A and B , then you were right . Good | |
| 04:43 | readers can use both of those strategies . Good job | |
| 04:46 | readers . Now you can use all of the words | |
| 04:49 | that you read US clues to help you figure out | |
| 04:51 | what an unknown word means |
DESCRIPTION:
This video introduces the strategy of finding clues to discover the meaning of unknown words in a text. An example is both read aloud and highlighted to demonstrate strategies: to guess based on other known words in the text or to substitute a word with a likely similar word to see if it makes sense.
OVERVIEW:
ESpark Learning: Unknown Words Instructional Video (3.RL.4, 3.RI.4) is a free educational video by eSparkLearningVideos.It helps students in grades 4 practice the following standards L.4.4,L.4.4.A,L.4.5.C.
This page not only allows students and teachers view ESpark Learning: Unknown Words Instructional Video (3.RL.4, 3.RI.4) but also find engaging Sample Questions, Apps, Pins, Worksheets, Books related to the following topics.
1. L.4.4 : Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies..
2. L.4.4.A : Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase..
3. L.4.5.C : Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms)..
