Georgia 6.P.EICC.3.g
The Standard
Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)
Georgia's K-12 English Language Arts Standards · Practices (P) · Engagement & Intention for Comprehension & Composition
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use nearby examples, contrasts, definitions, and cause-and-effect details to infer an unknown word or idea. They also break academic words into roots, prefixes, and suffixes, then check whether the meaning fits the passage.
What Mastery Looks Like
- Students can state a clear, passage-specific meaning and point to the clues that support it. They can explain how a familiar root or affix helped, then revise an inference that does not fit.
Common Misconceptions
- Students often choose the first dictionary meaning, use one nearby word as proof, or misread a familiar-looking word. They may trust every word part, ignore suffixes, or give a vague synonym that does not fit the sentence.
How to Assess It
- Exit ticket: Read “The subterranean tunnel ran beneath the city streets”; define subterranean, underline one context clue, and explain how sub- and terr support your answer.
Lesson moves
Ways to Teach It
Give pairs prefix, root, suffix, and definition cards to build academic words, then test each meaning in a supplied sentence.
Ask students to write which clue best reveals an unfamiliar concept in a paragraph and defend their choice with two details.
Run a context-clue relay where teams solve one word, record evidence, and pass the passage to the next team.
Use a bus schedule or product label and have students infer two unfamiliar terms from headings, symbols, and word parts.
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