This question tests CCSS.L.6.4.a: using context clues—the overall meaning of a sentence or paragraph, a word's position or function—to determine the meaning of unfamiliar words or phrases. Context clues are hints within the text that help readers figure out the meaning of unfamiliar words without using a dictionary. Types of context clues include: (1) Definition/explanation—the word is directly defined or explained ('Archaeologists excavate, or dig up, artifacts'); (2) Synonym—a similar word provides meaning ('She was famished. She was so hungry...'); (3) Antonym/contrast—opposite meaning is shown ('Unlike her gregarious sister, Maya was shy' - gregarious is opposite of shy); (4) Example—specific cases illustrate meaning ('Marsupials, such as kangaroos and koalas, carry young in pouches'); (5) Cause and effect—relationship reveals meaning ('Because of the drought with no rain, crops died'); (6) Inference from situation—actions or descriptions show meaning ('Marcus reluctantly approached and backed away' shows reluctant = hesitant, unwilling). In this passage, the target word is 'ambiguous' in the first part of the sentence. The context clues that reveal its meaning include a direct synonym or restatement immediately after: 'not clear.' Additionally, there's a cause-effect relationship showing the result: 'so Marcus wasn't sure which page to read first,' which demonstrates the confusion that results from ambiguous directions. Choice B is correct because the context clues directly define the word through the restatement 'not clear' immediately following 'ambiguous.' The cause-effect relationship reinforces this meaning—because the directions were ambiguous (not clear), Marcus was confused about which page to read first. Using these context clues, readers can determine the word's meaning without a dictionary. Choice A is incorrect because it provides the opposite meaning—'easy to understand' contradicts both the direct restatement 'not clear' and the result that Marcus was confused. If the directions were easy to understand, Marcus would have known which page to read first. Always read the entire context carefully and identify which clues are present. To help students use context clues effectively: (1) READ the entire sentence and surrounding sentences—don't stop at the unfamiliar word; the clues are usually nearby. (2) IDENTIFY what type of context clue is present—look for signal words: Definition markers (or, which means, that is, also known as, commas/dashes/parentheses setting off explanation); Synonym markers (and, also, like, similarly, or a restatement); Antonym markers (but, however, unlike, in contrast, rather than, instead of, not); Example markers (such as, for example, including, like, especially); Cause/effect markers (because, since, so, therefore, as a result); Inference clues (descriptions, actions, outcomes that show meaning). (3) USE the context clue to figure out meaning—if definition given, use it directly; if synonym, replace word with synonym; if antonym, think opposite; if examples, determine category; if cause/effect or inference, reason what must be true. (4) SUBSTITUTE your meaning into the sentence—does it make sense? If your definition fits logically, you likely found the meaning. (5) CHECK for multiple-meaning words—some words have different meanings in different contexts (bank = money place vs river edge; scale = covering vs measuring tool vs climb; current = now vs water flow). The context determines WHICH meaning applies. (6) PRACTICE with academic vocabulary—content-area words (photosynthesis, democracy, equation, analyze, demonstrate) often have context clues in textbooks explaining them.

This question tests CCSS.L.6.4.a: using context clues—the overall meaning of a sentence or paragraph, a word's position or function—to determine the meaning of unfamiliar words or phrases. Context clues are hints within the text that help readers figure out the meaning of unfamiliar words without using a dictionary. Types of context clues include: (1) Definition/explanation—the word is directly defined or explained ('Archaeologists excavate, or dig up, artifacts'); (2) Synonym—a similar word provides meaning ('She was famished. She was so hungry...'); (3) Antonym/contrast—opposite meaning is shown ('Unlike her gregarious sister, Maya was shy' - gregarious is opposite of shy); (4) Example—specific cases illustrate meaning ('Marsupials, such as kangaroos and koalas, carry young in pouches'); (5) Cause and effect—relationship reveals meaning ('Because of the drought with no rain, crops died'); (6) Inference from situation—actions or descriptions show meaning ('Marcus reluctantly approached and backed away' shows reluctant = hesitant, unwilling). In this passage, the target word is 'scarce' describing water during a drought. The context clues that reveal its meaning include a cause-effect relationship: 'During a drought' (when there's no rain) causes water to become scarce, and as a result, 'the town limited how long people could water their lawns.' The need to limit water use shows there isn't enough water available. Choice A is correct because the context clues show scarce means hard to find or in short supply. The cause (drought) and effect (town limiting water use) indicate that water is not readily available and must be conserved because there isn't enough. Using these context clues, readers can determine the word's meaning without a dictionary. Choice D is incorrect because it misinterprets the situation—'shared equally by everyone' doesn't explain why the town would need to limit water use. The context shows restriction due to shortage, not equal distribution of plentiful resources. Always read the entire context carefully and identify which clues are present. To help students use context clues effectively: (1) READ the entire sentence and surrounding sentences—don't stop at the unfamiliar word; the clues are usually nearby. (2) IDENTIFY what type of context clue is present—look for signal words: Definition markers (or, which means, that is, also known as, commas/dashes/parentheses setting off explanation); Synonym markers (and, also, like, similarly, or a restatement); Antonym markers (but, however, unlike, in contrast, rather than, instead of, not); Example markers (such as, for example, including, like, especially); Cause/effect markers (because, since, so, therefore, as a result); Inference clues (descriptions, actions, outcomes that show meaning). (3) USE the context clue to figure out meaning—if definition given, use it directly; if synonym, replace word with synonym; if antonym, think opposite; if examples, determine category; if cause/effect or inference, reason what must be true. (4) SUBSTITUTE your meaning into the sentence—does it make sense? If your definition fits logically, you likely found the meaning. (5) CHECK for multiple-meaning words—some words have different meanings in different contexts (bank = money place vs river edge; scale = covering vs measuring tool vs climb; current = now vs water flow). The context determines WHICH meaning applies. (6) PRACTICE with academic vocabulary—content-area words (photosynthesis, democracy, equation, analyze, demonstrate) often have context clues in textbooks explaining them.

This question tests CCSS.L.6.4.a: using context clues—the overall meaning of a sentence or paragraph, a word's position or function—to determine the meaning of unfamiliar words or phrases. Context clues are hints within the text that help readers figure out the meaning of unfamiliar words without using a dictionary. Types of context clues include: (1) Definition/explanation—the word is directly defined or explained ('Archaeologists excavate, or dig up, artifacts'); (2) Synonym—a similar word provides meaning ('She was famished. She was so hungry...'); (3) Antonym/contrast—opposite meaning is shown ('Unlike her gregarious sister, Maya was shy' - gregarious is opposite of shy); (4) Example—specific cases illustrate meaning ('Marsupials, such as kangaroos and koalas, carry young in pouches'); (5) Cause and effect—relationship reveals meaning ('Because of the drought with no rain, crops died'); (6) Inference from situation—actions or descriptions show meaning ('Marcus reluctantly approached and backed away' shows reluctant = hesitant, unwilling). In this passage, the target word is 'meticulous' describing Jamal's work with his model. The context clues that reveal its meaning include descriptive actions and examples that demonstrate the meaning: 'every piece was lined up, each label was neat, and he double-checked every step.' These specific examples show someone who pays extremely careful attention to details and is very precise in their work. Choice A is correct because the context clues describe actions demonstrating careful, detailed work. The examples—lining up every piece, making neat labels, and double-checking every step—all show someone who is very careful and detailed in their approach. Using these context clues, readers can determine the word's meaning without a dictionary. Choice C is incorrect because it provides the opposite meaning—'messy and disorganized' contradicts all the context clues which show organized, neat, careful work. The descriptions of lined-up pieces and neat labels specifically indicate organization and tidiness, not messiness. Always read the entire context carefully and identify which clues are present. To help students use context clues effectively: (1) READ the entire sentence and surrounding sentences—don't stop at the unfamiliar word; the clues are usually nearby. (2) IDENTIFY what type of context clue is present—look for signal words: Definition markers (or, which means, that is, also known as, commas/dashes/parentheses setting off explanation); Synonym markers (and, also, like, similarly, or a restatement); Antonym markers (but, however, unlike, in contrast, rather than, instead of, not); Example markers (such as, for example, including, like, especially); Cause/effect markers (because, since, so, therefore, as a result); Inference clues (descriptions, actions, outcomes that show meaning). (3) USE the context clue to figure out meaning—if definition given, use it directly; if synonym, replace word with synonym; if antonym, think opposite; if examples, determine category; if cause/effect or inference, reason what must be true. (4) SUBSTITUTE your meaning into the sentence—does it make sense? If your definition fits logically, you likely found the meaning. (5) CHECK for multiple-meaning words—some words have different meanings in different contexts (bank = money place vs river edge; scale = covering vs measuring tool vs climb; current = now vs water flow). The context determines WHICH meaning applies. (6) PRACTICE with academic vocabulary—content-area words (photosynthesis, democracy, equation, analyze, demonstrate) often have context clues in textbooks explaining them.

This question tests CCSS.L.6.4.a: using context clues—the overall meaning of a sentence or paragraph, a word's position or function—to determine the meaning of unfamiliar words or phrases. Context clues are hints within the text that help readers figure out the meaning of unfamiliar words without using a dictionary. Types of context clues include: (1) Definition/explanation—the word is directly defined or explained ('Archaeologists excavate, or dig up, artifacts'); (2) Synonym—a similar word provides meaning ('She was famished. She was so hungry...'); (3) Antonym/contrast—opposite meaning is shown ('Unlike her gregarious sister, Maya was shy' - gregarious is opposite of shy); (4) Example—specific cases illustrate meaning ('Marsupials, such as kangaroos and koalas, carry young in pouches'); (5) Cause and effect—relationship reveals meaning ('Because of the drought with no rain, crops died'); (6) Inference from situation—actions or descriptions show meaning ('Marcus reluctantly approached and backed away' shows reluctant = hesitant, unwilling). In this passage, the target word is 'bank' which is a multiple-meaning word. The context clues that reveal its meaning include descriptive details: 'grassy bank,' 'watched the water rush past,' 'A duck waddled near the edge of the river.' These clues all relate to a river setting, with the bank being described as grassy, near rushing water, and specifically mentioned in relation to 'the edge of the river.' Choice C is correct because the context clues all point to a river setting—the grassy area where they sat, the rushing water, the duck near the river's edge all indicate that 'bank' means the land along a river's edge. The phrase 'edge of the river' in the second sentence directly connects to where Maya and Amir are sitting on the 'bank.' Using these context clues, readers can determine the word's meaning without a dictionary. Choice A is incorrect because although 'bank' can mean a place to save money in other contexts, HERE the clues show it means the edge of a river. The descriptions of grass, rushing water, and a duck by the river make it clear this is an outdoor, natural setting, not a financial institution. Always read the entire context carefully and identify which clues are present. To help students use context clues effectively: (1) READ the entire sentence and surrounding sentences—don't stop at the unfamiliar word; the clues are usually nearby. (2) IDENTIFY what type of context clue is present—look for signal words: Definition markers (or, which means, that is, also known as, commas/dashes/parentheses setting off explanation); Synonym markers (and, also, like, similarly, or a restatement); Antonym markers (but, however, unlike, in contrast, rather than, instead of, not); Example markers (such as, for example, including, like, especially); Cause/effect markers (because, since, so, therefore, as a result); Inference clues (descriptions, actions, outcomes that show meaning). (3) USE the context clue to figure out meaning—if definition given, use it directly; if synonym, replace word with synonym; if antonym, think opposite; if examples, determine category; if cause/effect or inference, reason what must be true. (4) SUBSTITUTE your meaning into the sentence—does it make sense? If your definition fits logically, you likely found the meaning. (5) CHECK for multiple-meaning words—some words have different meanings in different contexts (bank = money place vs river edge; scale = covering vs measuring tool vs climb; current = now vs water flow). The context determines WHICH meaning applies. (6) PRACTICE with academic vocabulary—content-area words (photosynthesis, democracy, equation, analyze, demonstrate) often have context clues in textbooks explaining them.

This question tests CCSS.L.6.4.a: using context clues—the overall meaning of a sentence or paragraph, a word's position or function—to determine the meaning of unfamiliar words or phrases. Context clues are hints within the text that help readers figure out the meaning of unfamiliar words without using a dictionary. Types of context clues include: (1) Definition/explanation—the word is directly defined or explained ('Archaeologists excavate, or dig up, artifacts'); (2) Synonym—a similar word provides meaning ('She was famished. She was so hungry...'); (3) Antonym/contrast—opposite meaning is shown ('Unlike her gregarious sister, Maya was shy' - gregarious is opposite of shy); (4) Example—specific cases illustrate meaning ('Marsupials, such as kangaroos and koalas, carry young in pouches'); (5) Cause and effect—relationship reveals meaning ('Because of the drought with no rain, crops died'); (6) Inference from situation—actions or descriptions show meaning ('Marcus reluctantly approached and backed away' shows reluctant = hesitant, unwilling). In this passage, the target word is 'reserved' describing Chen. The context clues that reveal its meaning include an antonym/contrast signaled by 'Unlike': the passage contrasts Chen with 'his boisterous friends who shouted and laughed.' Additionally, there's a descriptive action that demonstrates the meaning: Chen 'spoke quietly during the meeting.' The word 'Unlike' signals that Chen is the opposite of boisterous (loud and energetic). Choice B is correct because the context clues contrast reserved with boisterous, indicating that reserved means the opposite of loud and energetic. The contrast with 'boisterous friends who shouted and laughed' tells us reserved must mean quiet and not very talkative, which is confirmed by the description that Chen 'spoke quietly.' Using these context clues, readers can determine the word's meaning without a dictionary. Choice A is incorrect because it describes the same qualities as 'boisterous'—loud and full of energy—when the context shows Chen is the opposite. The word 'Unlike' specifically indicates Chen is different from his loud, energetic friends, not similar to them. Always read the entire context carefully and identify which clues are present. To help students use context clues effectively: (1) READ the entire sentence and surrounding sentences—don't stop at the unfamiliar word; the clues are usually nearby. (2) IDENTIFY what type of context clue is present—look for signal words: Definition markers (or, which means, that is, also known as, commas/dashes/parentheses setting off explanation); Synonym markers (and, also, like, similarly, or a restatement); Antonym markers (but, however, unlike, in contrast, rather than, instead of, not); Example markers (such as, for example, including, like, especially); Cause/effect markers (because, since, so, therefore, as a result); Inference clues (descriptions, actions, outcomes that show meaning). (3) USE the context clue to figure out meaning—if definition given, use it directly; if synonym, replace word with synonym; if antonym, think opposite; if examples, determine category; if cause/effect or inference, reason what must be true. (4) SUBSTITUTE your meaning into the sentence—does it make sense? If your definition fits logically, you likely found the meaning. (5) CHECK for multiple-meaning words—some words have different meanings in different contexts (bank = money place vs river edge; scale = covering vs measuring tool vs climb; current = now vs water flow). The context determines WHICH meaning applies. (6) PRACTICE with academic vocabulary—content-area words (photosynthesis, democracy, equation, analyze, demonstrate) often have context clues in textbooks explaining them.

This question tests CCSS.L.6.4.a: using context clues—the overall meaning of a sentence or paragraph, a word's position or function—to determine the meaning of unfamiliar words or phrases. Context clues are hints within the text that help readers figure out the meaning of unfamiliar words without using a dictionary. Types of context clues include: (1) Definition/explanation—the word is directly defined or explained ('Archaeologists excavate, or dig up, artifacts'); (2) Synonym—a similar word provides meaning ('She was famished. She was so hungry...'); (3) Antonym/contrast—opposite meaning is shown ('Unlike her gregarious sister, Maya was shy' - gregarious is opposite of shy); (4) Example—specific cases illustrate meaning ('Marsupials, such as kangaroos and koalas, carry young in pouches'); (5) Cause and effect—relationship reveals meaning ('Because of the drought with no rain, crops died'); (6) Inference from situation—actions or descriptions show meaning ('Marcus reluctantly approached and backed away' shows reluctant = hesitant, unwilling). In this passage, the target word is 'import' in the context of oranges and trade. The context clues that reveal its meaning include a cause-effect relationship: 'The city decided to import oranges from another country because the fruit could not grow well in their cold climate.' The word 'from' indicates direction (from another country to the city), and the reason given (fruit can't grow locally) explains why they need to bring it in from elsewhere. Choice B is correct because the context clues show the city is bringing oranges into their location from another country. The phrase 'from another country' combined with the reason that 'the fruit could not grow well in their cold climate' indicates they must bring the oranges in from outside. Using these context clues, readers can determine the word's meaning without a dictionary. Choice A is incorrect because it provides the opposite meaning—'to send goods to other places' would be export, not import. The context clearly shows oranges coming from another country to the city, not being sent away from the city. Always read the entire context carefully and identify which clues are present. To help students use context clues effectively: (1) READ the entire sentence and surrounding sentences—don't stop at the unfamiliar word; the clues are usually nearby. (2) IDENTIFY what type of context clue is present—look for signal words: Definition markers (or, which means, that is, also known as, commas/dashes/parentheses setting off explanation); Synonym markers (and, also, like, similarly, or a restatement); Antonym markers (but, however, unlike, in contrast, rather than, instead of, not); Example markers (such as, for example, including, like, especially); Cause/effect markers (because, since, so, therefore, as a result); Inference clues (descriptions, actions, outcomes that show meaning). (3) USE the context clue to figure out meaning—if definition given, use it directly; if synonym, replace word with synonym; if antonym, think opposite; if examples, determine category; if cause/effect or inference, reason what must be true. (4) SUBSTITUTE your meaning into the sentence—does it make sense? If your definition fits logically, you likely found the meaning. (5) CHECK for multiple-meaning words—some words have different meanings in different contexts (bank = money place vs river edge; scale = covering vs measuring tool vs climb; current = now vs water flow). The context determines WHICH meaning applies. (6) PRACTICE with academic vocabulary—content-area words (photosynthesis, democracy, equation, analyze, demonstrate) often have context clues in textbooks explaining them.

This question tests CCSS.L.6.4.a: using context clues—the overall meaning of a sentence or paragraph, a word's position or function—to determine the meaning of unfamiliar words or phrases. Context clues are hints within the text that help readers figure out the meaning of unfamiliar words without using a dictionary. Types of context clues include: (1) Definition/explanation—the word is directly defined or explained ('Archaeologists excavate, or dig up, artifacts'); (2) Synonym—a similar word provides meaning ('She was famished. She was so hungry...'); (3) Antonym/contrast—opposite meaning is shown ('Unlike her gregarious sister, Maya was shy' - gregarious is opposite of shy); (4) Example—specific cases illustrate meaning ('Marsupials, such as kangaroos and koalas, carry young in pouches'); (5) Cause and effect—relationship reveals meaning ('Because of the drought with no rain, crops died'); (6) Inference from situation—actions or descriptions show meaning ('Marcus reluctantly approached and backed away' shows reluctant = hesitant, unwilling). In this passage, the target word is 'abundance' in the first part of the sentence. The context clues that reveal its meaning include an explanation using a dash: '—more than the class could eat—' and a cause-effect relationship showing the result: 'Keisha filled three baskets to take home.' The passage states that because of the abundance, there were so many apples that even after the class ate some, Keisha could still fill three baskets with extras. Choice A is correct because the context clues reveal this meaning through the explanatory phrase 'more than the class could eat' which directly indicates a large amount. The cause-effect relationship reinforces this: because there was an abundance (large amount), Keisha was able to fill three baskets to take home. Using these context clues, readers can determine the word's meaning without a dictionary. Choice B is incorrect because it provides the opposite meaning—'a small missing piece' contradicts the context which shows there were extras, not something missing. The context clearly indicates there were more apples than needed, not fewer, and Keisha took home the surplus in three baskets. Always read the entire context carefully and identify which clues are present. To help students use context clues effectively: (1) READ the entire sentence and surrounding sentences—don't stop at the unfamiliar word; the clues are usually nearby. (2) IDENTIFY what type of context clue is present—look for signal words: Definition markers (or, which means, that is, also known as, commas/dashes/parentheses setting off explanation); Synonym markers (and, also, like, similarly, or a restatement); Antonym markers (but, however, unlike, in contrast, rather than, instead of, not); Example markers (such as, for example, including, like, especially); Cause/effect markers (because, since, so, therefore, as a result); Inference clues (descriptions, actions, outcomes that show meaning). (3) USE the context clue to figure out meaning—if definition given, use it directly; if synonym, replace word with synonym; if antonym, think opposite; if examples, determine category; if cause/effect or inference, reason what must be true. (4) SUBSTITUTE your meaning into the sentence—does it make sense? If your definition fits logically, you likely found the meaning. (5) CHECK for multiple-meaning words—some words have different meanings in different contexts (bank = money place vs river edge; scale = covering vs measuring tool vs climb; current = now vs water flow). The context determines WHICH meaning applies. (6) PRACTICE with academic vocabulary—content-area words (photosynthesis, democracy, equation, analyze, demonstrate) often have context clues in textbooks explaining them.

This question tests CCSS.L.6.4.a: using context clues—the overall meaning of a sentence or paragraph, a word's position or function—to determine the meaning of unfamiliar words or phrases. Context clues are hints within the text that help readers figure out the meaning of unfamiliar words without using a dictionary. Types of context clues include: (1) Definition/explanation—the word is directly defined or explained ('Archaeologists excavate, or dig up, artifacts'); (2) Synonym—a similar word provides meaning ('She was famished. She was so hungry...'); (3) Antonym/contrast—opposite meaning is shown ('Unlike her gregarious sister, Maya was shy' - gregarious is opposite of shy); (4) Example—specific cases illustrate meaning ('Marsupials, such as kangaroos and koalas, carry young in pouches'); (5) Cause and effect—relationship reveals meaning ('Because of the drought with no rain, crops died'); (6) Inference from situation—actions or descriptions show meaning ('Marcus reluctantly approached and backed away' shows reluctant = hesitant, unwilling). In this passage, the target word is 'current' which is a multiple-meaning word. The context clues that reveal its meaning include a cause-effect relationship and descriptive actions: 'The strong current pushed the swimmer downstream' shows something in the water that has force and direction, and 'Carlos grabbed the rope to stay near shore' shows he needed help to resist this force. The water context is clear from 'swimmer,' 'downstream,' and 'shore.' Choice A is correct because the context clues show current refers to moving water with force. The cause-effect relationship 'pushed the swimmer downstream' indicates a flow of water strong enough to move a person, and Carlos's action of grabbing a rope to resist this force confirms that current means a flow of moving water. Using these context clues, readers can determine the word's meaning without a dictionary. Choice B is incorrect because it takes a different meaning of current (as in 'current events' or 'current fashion') that doesn't fit this water context. While current can mean 'popular idea' in other contexts, HERE the clues of swimmer, downstream, and shore clearly indicate this is about water movement, not trends. Always read the entire context carefully and identify which clues are present. To help students use context clues effectively: (1) READ the entire sentence and surrounding sentences—don't stop at the unfamiliar word; the clues are usually nearby. (2) IDENTIFY what type of context clue is present—look for signal words: Definition markers (or, which means, that is, also known as, commas/dashes/parentheses setting off explanation); Synonym markers (and, also, like, similarly, or a restatement); Antonym markers (but, however, unlike, in contrast, rather than, instead of, not); Example markers (such as, for example, including, like, especially); Cause/effect markers (because, since, so, therefore, as a result); Inference clues (descriptions, actions, outcomes that show meaning). (3) USE the context clue to figure out meaning—if definition given, use it directly; if synonym, replace word with synonym; if antonym, think opposite; if examples, determine category; if cause/effect or inference, reason what must be true. (4) SUBSTITUTE your meaning into the sentence—does it make sense? If your definition fits logically, you likely found the meaning. (5) CHECK for multiple-meaning words—some words have different meanings in different contexts (bank = money place vs river edge; scale = covering vs measuring tool vs climb; current = now vs water flow). The context determines WHICH meaning applies. (6) PRACTICE with academic vocabulary—content-area words (photosynthesis, democracy, equation, analyze, demonstrate) often have context clues in textbooks explaining them.