This question tests CCSS.L.4.4.a: using context (definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Students must use information around an unfamiliar word to figure out what it means. Context clues are hints in the text that help you figure out what unfamiliar words mean. Types of context clues: (1) DEFINITION - word is explained directly ('habitat, or natural home'), (2) EXAMPLE - examples are given ('like owls, bats, and raccoons'), (3) SYNONYM/RESTATEMENT - word restated differently ('ancient, or very old'), (4) ANTONYM/CONTRAST - opposite is given ('unlike messy, it was immaculate' - immaculate means opposite of messy), (5) GENERAL CONTEXT - surrounding sentences give clues about meaning. Signal words help identify clues: 'or' and 'which means' signal definitions, 'such as' and 'like' signal examples, 'but' and 'unlike' signal contrasts. In this passage, the target word is 'famished'. The passage contains a definition clue. The text says 'famished, which means extremely hungry' which directly defines the word. Choice A is correct because the passage directly states 'which means extremely hungry' defining famished as very hungry. The context clue is definition, and following this clue leads to the correct meaning. Choice B represents ignoring context, which occurs when students don't use the direct definition given after 'which means.' The passage directly defines the word after 'which means,' so we should use that definition. To help students: Teach the 'Context Clues Strategy' - (1) Read sentence with unknown word, (2) Look for signal words (or, such as, like, but, unlike, which means), (3) Read sentences before and after for more clues, (4) Identify clue type: Definition? Example? Restatement? Contrast? General context?, (5) Make an educated guess based on clues, (6) Test guess by rereading with your meaning - does it make sense?, (7) Check dictionary if unsure. Practice identifying clue types with examples: DEFINITION ('carnivore, an animal that eats meat' - 'or' and 'which means' are signals), EXAMPLE ('citrus fruits, such as oranges, lemons, and limes' - 'such as' signals examples; what do examples have in common?), RESTATEMENT ('elated, or extremely happy' - same meaning in different words), CONTRAST ('Unlike the arid desert, the rainforest is wet' - 'unlike' signals opposite; arid is opposite of wet = dry), GENERAL CONTEXT (read surrounding sentences for situation clues). Watch for: taking examples as the definition instead of the general category (thinks 'citrus = orange' when citrus includes oranges, lemons, limes), missing contrast signals ('unlike' means opposite, so word means opposite of what's stated), ignoring direct definitions given after 'or' or 'which means,' using only partial information (takes one word but misses full meaning), confusing target word with other words in passage.

This question tests CCSS.L.4.4.a: using context (definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Students must use information around an unfamiliar word to figure out what it means. Context clues are hints in the text that help you figure out what unfamiliar words mean. Types of context clues: (1) DEFINITION - word is explained directly ('habitat, or natural home'), (2) EXAMPLE - examples are given ('like owls, bats, and raccoons'), (3) SYNONYM/RESTATEMENT - word restated differently ('ancient, or very old'), (4) ANTONYM/CONTRAST - opposite is given ('unlike messy, it was immaculate' - immaculate means opposite of messy), (5) GENERAL CONTEXT - surrounding sentences give clues about meaning. Signal words help identify clues: 'or' and 'which means' signal definitions, 'such as' and 'like' signal examples, 'but' and 'unlike' signal contrasts. In this passage, the target word is 'elated.' The passage contains a restatement clue. The text says 'Keisha was elated, or extremely happy, when she won,' which restates the meaning with 'or.' Choice A is correct because the word is restated as 'extremely happy,' so elated means extremely happy. The context clue is restatement, and following this clue leads to the correct meaning. Choice B represents confusing words, which occurs when students confuse the target word with another word in the passage. The passage directly restates the word after 'or,' so we should use that restatement. To help students: Teach the 'Context Clues Strategy' - (1) Read sentence with unknown word, (2) Look for signal words (or, such as, like, but, unlike, which means), (3) Read sentences before and after for more clues, (4) Identify clue type: Definition? Example? Restatement? Contrast? General context?, (5) Make an educated guess based on clues, (6) Test guess by rereading with your meaning - does it make sense?, (7) Check dictionary if unsure. Practice identifying clue types with examples: DEFINITION ('carnivore, an animal that eats meat' - 'or' and 'which means' are signals), EXAMPLE ('citrus fruits, such as oranges, lemons, and limes' - 'such as' signals examples; what do examples have in common?), RESTATEMENT ('elated, or extremely happy' - same meaning in different words), CONTRAST ('Unlike the arid desert, the rainforest is wet' - 'unlike' signals opposite; arid is opposite of wet = dry), GENERAL CONTEXT (read surrounding sentences for situation clues). Watch for: taking examples as the definition instead of the general category (thinks 'citrus = orange' when citrus includes oranges, lemons, limes), missing contrast signals ('unlike' means opposite, so word means opposite of what's stated), ignoring direct definitions given after 'or' or 'which means,' using only partial information (takes one word but misses full meaning), confusing target word with other words in passage. Teach students to always test their guess by rereading the sentence with their meaning to see if it makes sense.

This question tests CCSS.L.4.4.a: using context (definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Students must use information around an unfamiliar word to figure out what it means. Context clues are hints in the text that help you figure out what unfamiliar words mean. Types of context clues: (1) DEFINITION - word is explained directly ('habitat, or natural home'), (2) EXAMPLE - examples are given ('like owls, bats, and raccoons'), (3) SYNONYM/RESTATEMENT - word restated differently ('ancient, or very old'), (4) ANTONYM/CONTRAST - opposite is given ('unlike messy, it was immaculate' - immaculate means opposite of messy), (5) GENERAL CONTEXT - surrounding sentences give clues about meaning. Signal words help identify clues: 'or' and 'which means' signal definitions, 'such as' and 'like' signal examples, 'but' and 'unlike' signal contrasts. In this passage, the target word is 'faint.' The passage contains a restatement clue. The text says 'Amir’s voice was faint, so soft we could barely hear him,' which restates the meaning with 'so.' Choice B is correct because the passage restates 'faint' as 'so soft we could barely hear him,' so faint means very soft. The context clue is restatement, and following this clue leads to the correct meaning. Choice A represents using opposite, which occurs when students ignore the restatement and pick the opposite meaning. The passage restates the word as soft, not loud. To help students: Teach the 'Context Clues Strategy' - (1) Read sentence with unknown word, (2) Look for signal words (or, such as, like, but, unlike, which means), (3) Read sentences before and after for more clues, (4) Identify clue type: Definition? Example? Restatement? Contrast? General context?, (5) Make an educated guess based on clues, (6) Test guess by rereading with your meaning - does it make sense?, (7) Check dictionary if unsure. Practice identifying clue types with examples: DEFINITION ('carnivore, an animal that eats meat' - 'or' and 'which means' are signals), EXAMPLE ('citrus fruits, such as oranges, lemons, and limes' - 'such as' signals examples; what do examples have in common?), RESTATEMENT ('elated, or extremely happy' - same meaning in different words), CONTRAST ('Unlike the arid desert, the rainforest is wet' - 'unlike' signals opposite; arid is opposite of wet = dry), GENERAL CONTEXT (read surrounding sentences for situation clues). Watch for: taking examples as the definition instead of the general category (thinks 'citrus = orange' when citrus includes oranges, lemons, limes), missing contrast signals ('unlike' means opposite, so word means opposite of what's stated), ignoring direct definitions given after 'or' or 'which means,' using only partial information (takes one word but misses full meaning), confusing target word with other words in passage. Teach students to always test their guess by rereading the sentence with their meaning to see if it makes sense.

This question tests CCSS.L.4.4.a: using context (definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Students must use information around an unfamiliar word to figure out what it means. Context clues are hints in the text that help you figure out what unfamiliar words mean. Types of context clues: (1) DEFINITION - word is explained directly ('habitat, or natural home'), (2) EXAMPLE - examples are given ('like owls, bats, and raccoons'), (3) SYNONYM/RESTATEMENT - word restated differently ('ancient, or very old'), (4) ANTONYM/CONTRAST - opposite is given ('unlike messy, it was immaculate' - immaculate means opposite of messy), (5) GENERAL CONTEXT - surrounding sentences give clues about meaning. Signal words help identify clues: 'or' and 'which means' signal definitions, 'such as' and 'like' signal examples, 'but' and 'unlike' signal contrasts. In this passage, the target word is 'enormous'. The passage contains a synonym/restatement clue. The text says "so huge it took two kids to lift" which directly restates what enormous means. Choice C is correct because the passage directly states the pumpkin was "so huge" and gives the example that "it took two kids to lift," explaining that enormous means very big. The context clue is restatement, and following this clue leads to the correct meaning. Choice A represents using opposite meaning, which occurs when students confuse big with small or don't pay attention to the context describing size. The passage clearly states "huge" and that it took two kids to lift, indicating large size not small. To help students: Teach the 'Context Clues Strategy' - (1) Read sentence with unknown word, (2) Look for signal words (or, such as, like, but, unlike, which means), (3) Read sentences before and after for more clues, (4) Identify clue type: Definition? Example? Restatement? Contrast? General context?, (5) Make an educated guess based on clues, (6) Test guess by rereading with your meaning - does it make sense?, (7) Check dictionary if unsure. Practice identifying clue types with examples: DEFINITION ('carnivore, an animal that eats meat' - 'or' and 'which means' are signals), EXAMPLE ('citrus fruits, such as oranges, lemons, and limes' - 'such as' signals examples; what do examples have in common?), RESTATEMENT ('elated, or extremely happy' - same meaning in different words), CONTRAST ('Unlike the arid desert, the rainforest is wet' - 'unlike' signals opposite; arid is opposite of wet = dry), GENERAL CONTEXT (read surrounding sentences for situation clues). Watch for: taking examples as the definition instead of the general category (thinks 'citrus = orange' when citrus includes oranges, lemons, limes), missing contrast signals ('unlike' means opposite, so word means opposite of what's stated), ignoring direct definitions given after 'or' or 'which means,' using only partial information (takes one word but misses full meaning), confusing target word with other words in passage.

This question tests CCSS.L.4.4.a: using context (definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Students must use information around an unfamiliar word to figure out what it means. Context clues are hints in the text that help you figure out what unfamiliar words mean. Types of context clues: (1) DEFINITION - word is explained directly ('habitat, or natural home'), (2) EXAMPLE - examples are given ('like owls, bats, and raccoons'), (3) SYNONYM/RESTATEMENT - word restated differently ('ancient, or very old'), (4) ANTONYM/CONTRAST - opposite is given ('unlike messy, it was immaculate' - immaculate means opposite of messy), (5) GENERAL CONTEXT - surrounding sentences give clues about meaning. Signal words help identify clues: 'or' and 'which means' signal definitions, 'such as' and 'like' signal examples, 'but' and 'unlike' signal contrasts. In this passage, the target word is 'timid'. The passage contains a synonym/restatement clue. The text says "hid, shy and scared" which directly restates what timid means. Choice B is correct because the passage directly states "shy and scared" right after describing the timid kitten hiding, so timid means shy or scared. The context clue is restatement, and following this clue leads to the correct meaning. Choice A represents using opposite meaning, which occurs when students don't pay attention to the actual context describing the kitten's behavior. The passage shows the kitten hiding and being scared, not brave, so this is the opposite of the correct meaning. To help students: Teach the 'Context Clues Strategy' - (1) Read sentence with unknown word, (2) Look for signal words (or, such as, like, but, unlike, which means), (3) Read sentences before and after for more clues, (4) Identify clue type: Definition? Example? Restatement? Contrast? General context?, (5) Make an educated guess based on clues, (6) Test guess by rereading with your meaning - does it make sense?, (7) Check dictionary if unsure. Practice identifying clue types with examples: DEFINITION ('carnivore, an animal that eats meat' - 'or' and 'which means' are signals), EXAMPLE ('citrus fruits, such as oranges, lemons, and limes' - 'such as' signals examples; what do examples have in common?), RESTATEMENT ('elated, or extremely happy' - same meaning in different words), CONTRAST ('Unlike the arid desert, the rainforest is wet' - 'unlike' signals opposite; arid is opposite of wet = dry), GENERAL CONTEXT (read surrounding sentences for situation clues). Watch for: taking examples as the definition instead of the general category (thinks 'citrus = orange' when citrus includes oranges, lemons, limes), missing contrast signals ('unlike' means opposite, so word means opposite of what's stated), ignoring direct definitions given after 'or' or 'which means,' using only partial information (takes one word but misses full meaning), confusing target word with other words in passage.

This question tests CCSS.L.4.4.a: using context (definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Students must use information around an unfamiliar word to figure out what it means. Context clues are hints in the text that help you figure out what unfamiliar words mean. Types of context clues: (1) DEFINITION - word is explained directly ('habitat, or natural home'), (2) EXAMPLE - examples are given ('like owls, bats, and raccoons'), (3) SYNONYM/RESTATEMENT - word restated differently ('ancient, or very old'), (4) ANTONYM/CONTRAST - opposite is given ('unlike messy, it was immaculate' - immaculate means opposite of messy), (5) GENERAL CONTEXT - surrounding sentences give clues about meaning. Signal words help identify clues: 'or' and 'which means' signal definitions, 'such as' and 'like' signal examples, 'but' and 'unlike' signal contrasts. In this passage, the target word is 'reluctant'. The passage contains a synonym/restatement clue. The text says "he did not want to dive into the cold pool" which restates the meaning of reluctant. Choice A is correct because the passage directly restates reluctant as "he did not want to," so reluctant means not wanting to. The context clue is restatement, and following this clue leads to the correct meaning. Choice B represents using opposite, which occurs when students confuse the meaning with its opposite. The passage clearly states "did not want to" which is the opposite of ready to start. To help students: Teach the 'Context Clues Strategy' - (1) Read sentence with unknown word, (2) Look for signal words (or, such as, like, but, unlike, which means), (3) Read sentences before and after for more clues, (4) Identify clue type: Definition? Example? Restatement? Contrast? General context?, (5) Make an educated guess based on clues, (6) Test guess by rereading with your meaning - does it make sense?, (7) Check dictionary if unsure. Practice identifying clue types with examples: DEFINITION ('carnivore, an animal that eats meat' - 'or' and 'which means' are signals), EXAMPLE ('citrus fruits, such as oranges, lemons, and limes' - 'such as' signals examples; what do examples have in common?), RESTATEMENT ('elated, or extremely happy' - same meaning in different words), CONTRAST ('Unlike the arid desert, the rainforest is wet' - 'unlike' signals opposite; arid is opposite of wet = dry), GENERAL CONTEXT (read surrounding sentences for situation clues). Watch for: taking examples as the definition instead of the general category (thinks 'citrus = orange' when citrus includes oranges, lemons, limes), missing contrast signals ('unlike' means opposite, so word means opposite of what's stated), ignoring direct definitions given after 'or' or 'which means,' using only partial information (takes one word but misses full meaning), confusing target word with other words in passage.

This question tests CCSS.L.4.4.a: using context (definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Students must use information around an unfamiliar word to figure out what it means. Context clues are hints in the text that help you figure out what unfamiliar words mean. Types of context clues: (1) DEFINITION - word is explained directly ('habitat, or natural home'), (2) EXAMPLE - examples are given ('like owls, bats, and raccoons'), (3) SYNONYM/RESTATEMENT - word restated differently ('ancient, or very old'), (4) ANTONYM/CONTRAST - opposite is given ('unlike messy, it was immaculate' - immaculate means opposite of messy), (5) GENERAL CONTEXT - surrounding sentences give clues about meaning. Signal words help identify clues: 'or' and 'which means' signal definitions, 'such as' and 'like' signal examples, 'but' and 'unlike' signal contrasts. In this passage, the target word is 'immaculate'. The passage contains a contrast clue. The passage says 'Unlike his messy locker, Marcus's desk was immaculate' showing immaculate contrasts with messy. Choice C is correct because the passage shows immaculate is the opposite of messy (using 'unlike'), so immaculate means perfectly clean. The context clue is contrast, and following this clue leads to the correct meaning. Choice B represents partial meaning, which occurs when students take only part of the clue without full meaning. This is the opposite meaning - the contrast clue 'unlike' signals opposites. To help students: Teach the 'Context Clues Strategy' - (1) Read sentence with unknown word, (2) Look for signal words (or, such as, like, but, unlike, which means), (3) Read sentences before and after for more clues, (4) Identify clue type: Definition? Example? Restatement? Contrast? General context?, (5) Make an educated guess based on clues, (6) Test guess by rereading with your meaning - does it make sense?, (7) Check dictionary if unsure. Practice identifying clue types with examples: DEFINITION ('carnivore, an animal that eats meat' - 'or' and 'which means' are signals), EXAMPLE ('citrus fruits, such as oranges, lemons, and limes' - 'such as' signals examples; what do examples have in common?), RESTATEMENT ('elated, or extremely happy' - same meaning in different words), CONTRAST ('Unlike the arid desert, the rainforest is wet' - 'unlike' signals opposite; arid is opposite of wet = dry), GENERAL CONTEXT (read surrounding sentences for situation clues). Watch for: taking examples as the definition instead of the general category (thinks 'citrus = orange' when citrus includes oranges, lemons, limes), missing contrast signals ('unlike' means opposite, so word means opposite of what's stated), ignoring direct definitions given after 'or' or 'which means,' using only partial information (takes one word but misses full meaning), confusing target word with other words in passage.

This question tests CCSS.L.4.4.a: using context (definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Students must use information around an unfamiliar word to figure out what it means. Context clues are hints in the text that help you figure out what unfamiliar words mean. Types of context clues: (1) DEFINITION - word is explained directly ('habitat, or natural home'), (2) EXAMPLE - examples are given ('like owls, bats, and raccoons'), (3) SYNONYM/RESTATEMENT - word restated differently ('ancient, or very old'), (4) ANTONYM/CONTRAST - opposite is given ('unlike messy, it was immaculate' - immaculate means opposite of messy), (5) GENERAL CONTEXT - surrounding sentences give clues about meaning. Signal words help identify clues: 'or' and 'which means' signal definitions, 'such as' and 'like' signal examples, 'but' and 'unlike' signal contrasts. In this passage, the target word is 'relieved'. The passage contains a synonym/restatement. The text says 'in other words, he felt less worried' restating the meaning. Choice B is correct because the passage directly states 'in other words, he felt less worried' defining relieved as less worried. The context clue is restatement, and following this clue leads to the correct meaning. Choice A represents using opposite, which occurs when students don't recognize the restatement signal 'in other words' means same meaning. The passage directly defines the word after 'in other words,' so we should use that definition. To help students: Teach the 'Context Clues Strategy' - (1) Read sentence with unknown word, (2) Look for signal words (or, such as, like, but, unlike, which means), (3) Read sentences before and after for more clues, (4) Identify clue type: Definition? Example? Restatement? Contrast? General context?, (5) Make an educated guess based on clues, (6) Test guess by rereading with your meaning - does it make sense?, (7) Check dictionary if unsure. Practice identifying clue types with examples: DEFINITION ('carnivore, an animal that eats meat' - 'or' and 'which means' are signals), EXAMPLE ('citrus fruits, such as oranges, lemons, and limes' - 'such as' signals examples; what do examples have in common?), RESTATEMENT ('elated, or extremely happy' - same meaning in different words), CONTRAST ('Unlike the arid desert, the rainforest is wet' - 'unlike' signals opposite; arid is opposite of wet = dry), GENERAL CONTEXT (read surrounding sentences for situation clues). Watch for: taking examples as the definition instead of the general category (thinks 'citrus = orange' when citrus includes oranges, lemons, limes), missing contrast signals ('unlike' means opposite, so word means opposite of what's stated), ignoring direct definitions given after 'or' or 'which means,' using only partial information (takes one word but misses full meaning), confusing target word with other words in passage.

This question tests CCSS.L.4.4.a: using context (definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Students must use information around an unfamiliar word to figure out what it means. Context clues are hints in the text that help you figure out what unfamiliar words mean. Types of context clues: (1) DEFINITION - word is explained directly ('habitat, or natural home'), (2) EXAMPLE - examples are given ('like owls, bats, and raccoons'), (3) SYNONYM/RESTATEMENT - word restated differently ('ancient, or very old'), (4) ANTONYM/CONTRAST - opposite is given ('unlike messy, it was immaculate' - immaculate means opposite of messy), (5) GENERAL CONTEXT - surrounding sentences give clues about meaning. Signal words help identify clues: 'or' and 'which means' signal definitions, 'such as' and 'like' signal examples, 'but' and 'unlike' signal contrasts. In this passage, the target word is habitat. The passage contains a definition clue. The text says "habitat, or natural home" which directly defines the word. Choice A is correct because the passage directly states "habitat, or natural home" defining habitat as natural home. The context clue is definition, and following this clue leads to the correct meaning. Choice B represents taking example as definition, which occurs when students confuse an example with the definition. While frog is mentioned as an example of something with a habitat, the definition given is "natural home," which is the general meaning. To help students: Teach the 'Context Clues Strategy' - (1) Read sentence with unknown word, (2) Look for signal words (or, such as, like, but, unlike, which means), (3) Read sentences before and after for more clues, (4) Identify clue type: Definition? Example? Restatement? Contrast? General context?, (5) Make an educated guess based on clues, (6) Test guess by rereading with your meaning - does it make sense?, (7) Check dictionary if unsure. Practice identifying clue types with examples: DEFINITION ('carnivore, an animal that eats meat' - 'or' and 'which means' are signals), EXAMPLE ('citrus fruits, such as oranges, lemons, and limes' - 'such as' signals examples; what do examples have in common?), RESTATEMENT ('elated, or extremely happy' - same meaning in different words), CONTRAST ('Unlike the arid desert, the rainforest is wet' - 'unlike' signals opposite; arid is opposite of wet = dry), GENERAL CONTEXT (read surrounding sentences for situation clues). Watch for: taking examples as the definition instead of the general category (thinks 'citrus = orange' when citrus includes oranges, lemons, limes), missing contrast signals ('unlike' means opposite, so word means opposite of what's stated), ignoring direct definitions given after 'or' or 'which means,' using only partial information (takes one word but misses full meaning), confusing target word with other words in passage. Teach students to always test their guess by rereading the sentence with their meaning to see if it makes sense.

This question tests CCSS.L.4.4.a: using context (definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Students must use information around an unfamiliar word to figure out what it means. Context clues are hints in the text that help you figure out what unfamiliar words mean. Types of context clues: (1) DEFINITION - word is explained directly ('habitat, or natural home'), (2) EXAMPLE - examples are given ('like owls, bats, and raccoons'), (3) SYNONYM/RESTATEMENT - word restated differently ('ancient, or very old'), (4) ANTONYM/CONTRAST - opposite is given ('unlike messy, it was immaculate' - immaculate means opposite of messy), (5) GENERAL CONTEXT - surrounding sentences give clues about meaning. Signal words help identify clues: 'or' and 'which means' signal definitions, 'such as' and 'like' signal examples, 'but' and 'unlike' signal contrasts. In this passage, the target word is famished. The passage contains a definition clue. The text says "famished, which means extremely hungry" which directly defines the word. Choice B is correct because the passage directly states "which means extremely hungry" defining famished as extremely hungry. The context clue is definition, and following this clue leads to the correct meaning. Choice A represents ignoring context, which occurs when students ignore the direct definition given after "which means". The passage directly defines the word, so we should use that definition. To help students: Teach the 'Context Clues Strategy' - (1) Read sentence with unknown word, (2) Look for signal words (or, such as, like, but, unlike, which means), (3) Read sentences before and after for more clues, (4) Identify clue type: Definition? Example? Restatement? Contrast? General context?, (5) Make an educated guess based on clues, (6) Test guess by rereading with your meaning - does it make sense?, (7) Check dictionary if unsure. Practice identifying clue types with examples: DEFINITION ('carnivore, an animal that eats meat' - 'or' and 'which means' are signals), EXAMPLE ('citrus fruits, such as oranges, lemons, and limes' - 'such as' signals examples; what do examples have in common?), RESTATEMENT ('elated, or extremely happy' - same meaning in different words), CONTRAST ('Unlike the arid desert, the rainforest is wet' - 'unlike' signals opposite; arid is opposite of wet = dry), GENERAL CONTEXT (read surrounding sentences for situation clues). Watch for: taking examples as the definition instead of the general category (thinks 'citrus = orange' when citrus includes oranges, lemons, limes), missing contrast signals ('unlike' means opposite, so word means opposite of what's stated), ignoring direct definitions given after 'or' or 'which means,' using only partial information (takes one word but misses full meaning), confusing target word with other words in passage. Teach students to always test their guess by rereading the sentence with their meaning to see if it makes sense.