Contributed by Kathy glass
Or we ask students to use context clues to discover the meaning of a word. That makes our work as teachers explicitly teaching how the authors use them.
In doing so, students get an inventory of strategies (such as using reading response questions) to unlock the meaning of unknown words and deepen their general understanding. Without awareness of the types of context tracks, students are at a disadvantage when they try to determine the meaning independently.
See too 25 Reading strategies that work in each content area
Teaching this ability supports self -agency, which allows students to define unknown words on their own. The following are devices that the authors use to incorporate context clues into their writing. The objective is not to memorize each type, but to help students understand that the authors provide clues in many ways, and readers must be alert to patterns.
The Althehet list then seems ordered and categorized, reminds students to read all the passage where an unknown word appears. This broader view helps them infer meaning and better understand the surrounding text.
According to Beck, McKeown and Kucan’s research (2002), vocabulary growth depends largely on students who learn to obtain meanings of context words, not only memorizing definitions.
7 Strategies to use context clues
1. parts of words
The idea: Draw the word in parts: Base word, prefix and suffix.
Example: Discrimination
- Disi-: No, opposite or reverse
- Criminal: Verdict, trial
- of -lation: Indicates a noun
This breakdown provides information on the general meaning of the word.
2. Definition or explanation
The idea: Prayer may contain a direct explanation or definition.
Examples:
- DiscriminationOr unfairly attack a group, it can cause anguish.
- Vulnerable People are or protected by prevention exploitation laws.
3. Synonym
The idea: Words near the unknown term can sacrifice synonym.
Examples:
- Discrimination ORPÍN inclination It can cause anguish.
- People who are vulnerable ORPÍN Helpless It can avoid damage when remaining alert.
4. Example
The idea: Specific examples help clarify the meaning.
Examples:
- How to force smokers outside, discrimination It points to an undesirable group perceived.
- Vulnerable People, such as children or the elderly, are or protected by law.
5th Antonym or contrast
The idea: Opposite meanings are often introduced with contrast words such as unlike ORPÍN Rather.
Examples:
- DiscriminationUnlike justice, it can have Damag effects.
- Vulnerable People, unlike those who can protect themselves, are often objectives or damage.
6. Analogy
The idea: Comparisons sacrifice clues to the meaning of the word.
Examples:
- Discrimination It is like odious vineyards that wrap around the heart.
- Vulnerable People are like delicate glass, broken and need care.
7. Apostitive
The idea: An apostitive renown or defines a substantive directly.
Examples:
- DiscriminationThe act of showing bias, can cause damage.
- The elderly and disabled, a Vulnerable groupThey are protected by law.
Figure A: 4 block graphic organizer
Monitoring: reinforcing the new vocabulary
After identifying the track, guide students to internalize the new word through practice and creative use.
Practice sentences
Figure B: Short writing task options
Use vocabulary pairs in context:
- Intolerable/Commitment: The situation among the twins became so intolerable That their parents insisted that they reach a commitment.
- Ostentatious/vary: Mr. Smith’s banker was vary or the Ostentatious Shoes, knowing that your client could not afford so much luxury.
Fast writing
Invite students to reflect on the word with prayer stems:
- ___ It reminds me of a time when …
- ___ It makes me think of the color ___ because …
- If I had to paint an image of ___I would paint …
Examples and do not show
For the word: Diversity
Examples:
- A school with students from multiple cultures
- A work team of different environments
- A food court with global kitchens
Do not test:
- A women’s school for all
- A leadership team of a breed or gender
- Segregated schools before civil rights reform
Conclusion: Help students help themselves
The authors do not always provide context clues: sometimes they assume that the reader already knows the word. But when clues are Present, equip students to recognize them and use them improves understanding and supports the growth of independent reading.
Teaching students how to “read around the word” allows them to think critically, read deeply and learn continuously.
Adapted from complex text decoded: How to design lessons and use strategies that are directed to authentic texts by Kathy T. Glass (ASCD, 2015).
Kathy Glass consults National with schools and districts, presents seminars for university and county programs that offer personalized professional development. Former master teacher, she has been in education for more than 25 years and works with administrators and teachers in groups of different sizes from the kindergarten to high school. She is the author of Text Complex Decoded: How to design lessons and use strategies that are directed to authentic texts. Connect with Kathy through your website, www.kathyglassconsulting.com.
