WHY DO PEOPLE HAVE DIFFERENT POINTS OF VIEW? ACADEMIC VOCABULARY.

WHY DO PEOPLE HAVE DIFFERENT POINTS OF

VIEW?ACADEMIC VOCABULARY

DO NOW

• TAKE OUT YOUR HOMEWORK FROM OVER THE BREAK. IF YOU WERE ABSENT, YOU WERE RESPONSIBLE TO LOOK AT THE VERITAS WEBSITE FOR WHAT WAS DUE. ALL WORK WAS POSTED.

• PLEASE COPY DOWN TONIGHT’S HW:• PUT VOCABULARY WORDS ON FLASH CARDS• IF POSSIBLE, BRING IN A NONFICTION ARTICLE FOR TOMORROW

• TAKE OUT YOUR ELA BINDER AND OPEN TO A NEW SHEET OF PAPER. WE WILL BE TAKING NOTES TODAY.

CONTEXT CLUES:

1. DEFINITION2. SYNONYM 3. ANTONYM4. INFERENCE

ACADEMIC VOCABULARY:

1. NONFICTION:2. FACT:3. OPINION:4. PURPOSE5. CONFLICTING:6. INFLUENCE7. INFERENCE8. CLAIM9. CENTRAL IDEA10. SUPPORT11. EVIDENCE

WHAT ARE CONTEXT CLUES?

• OTHER WORDS OR SENTENCES THAT ARE AROUND THE NEW WORD• CLUES THAT HELP YOU TO MAKE A GUESS ABOUT THE MEANING OF THE NEW

WORD

TYPES OF CONTEXT CLUES

• DEFINITION – THE WORD IS DEFINED DIRECTLY IN THE SENTENCE IN WHICH IT APPEARS• “THE ARBITRATOR, THE NEUTRAL PERSON CHOSEN TO SETTLE THE DISPUTE,

ARRIVED AT HER DECISION.”• SYNONYM – OTHER WORDS ARE USED IN THE SENTENCE WITH SIMILAR

MEANINGS• “THE SLENDER WOMAN WAS SO THIN HER CLOTHES WERE TOO BIG ON HER.”

TYPES OF CONTEXT CLUES

• ANTONYM (OR CONTRAST) – OFTEN SIGNALED BY THE WORDS WHEREAS, UNLIKE, OR AS OPPOSED TO• “UNLIKE JAMAAL’S ROOM, WHICH WAS IMMACULATE, JEFFERY’S ROOM WAS VERY

MESSY.”• INFERENCE – WORD MEANINGS ARE NOT DIRECTLY DESCRIBED, BUT NEED

TO BE INFERRED FROM THE CONTEXT• “EMMIT’S PUGNACIOUS BEHAVIOR MADE HIS OPPONENT BACK DOWN.”

ACADEMIC VOCABULARY

NONFICTION• PROSE WRITING THAT PRESENTS

AND EXPLAINS IDEAS OR TELLS ABOUT REAL PEOPLE, PLACES, OBJECTS OR EVENTS.

• THE NONFICTION TEXT TOLD THE TRUE STORY OF ABRAHAM LINCOLN.

FACT• BASED ON REAL OR TRUE

INFORMATION

• UNLIKE HIS MADE UP STORY, MINE IS BASED ON FACTS.

ACADEMIC VOCABULARY, CONT’D

OPINION• A PERSONAL VIEW OR ATTITUDE

• I THINK THAT CHOCOLATE IS BETTER THAN VANILLA, BUT THAT IS JUST MY OPINION.

INFLUENCE• SWAY OR AFFECT IN SOME OTHER

WAY; THE POWER TO DIRECT THE THINKING OR BEHAVIOR OF OTHERS USUALLY INDIRECTLY.

• THE INFLUENCE OF TELEVISION IS VIOLENCE.

ACADEMIC VOCABULARY, CONT’D

CONFLICTING• DISAGREEING PERSONS OR IDEAS;

CLASHING

• THE KIDS WHO FOUGHT HAD CONFLICTING ACCOUNTS OF WHAT HAPPENED.

PURPOSE• WHY SOMETHING IS TAKING PLACE

• THE PURPOSE OF THIS CLASS IS TO LEARN READING, WRITING, AND SPEAKING SKILLS.

ACADEMIC VOCABULARY, CONT’D

INFERENCE• THE ACT OR PROCESS OF DERIVING

LOGICAL CONCLUSIONS FROM PREMISES ASSUMED TO BE TRUE

• THE INFERENCE WAS A CONCLUSION REACHED ON THE BASIS OF EVIDENCE AND REASONING.

CLAIM• WHAT THE WRITER IS TRYING TO

PROVE

• HE CLAIMED THAT THE ESSAY WAS HIS, WHEN THE TEACHER KNEW HIS MOTHER HAD WRITTEN IT.

ACADEMIC VOCABULARY, CONT’D

CENTRAL IDEA• A KEY POINT THE AUTHOR WANTS

TO MAKE

• THE CENTRAL IDEA IS THE MOST IMPORTANT, OR DOMINANT, THOUGHT OF A TEXT.

SUPPORT• DETAILS IN THE TEXT THAT HELP

PROVE, EXPLAIN, ILLUSTRATE OR GIVE FURTHER DETAILS ABOUT THE CENTRAL IDEA.

• SINCE HE WAS UNABLE TO SUPPORT HIS ARGUMENT, NO ONE BELIEVED HIM.

ACADEMIC VOCABULARY, CONT’D

EVIDENCE• SOMETHING THAT GIVES PROOF OR

A REASON TO BELIEVE IN SOMETHING.

• THE DETECTIVE GATHERED ENOUGH EVIDENCE TO CONVICT THE CRIMINAL.