- Upper elementary and above
- Narrative and expository text
- Vocabulary development
- Use context clues
- Monitor reading comprehension
- Apply repair strategies
- Make inferences
- Apply metacognitive skills
- Teacher explains to students why they will be learning this strategy.
- They will learn how to recognize clues to help add meanings to words they don't understand in the text.
- The clues will help them comprehend.
- Teacher demonstrates contextual analysis from examples in their text.
- Teacher reads aloud/signs a sentences containing an unfamiliar word. (Example:
Wilma had dieted for the last two weeks. She stepped on the scale and was disappointed. She had not lost any weight.)
- Teacher tells class: "I'm not sure what the word
dieted means. I'll reread the sentences and see if I can find any clues. It says that Wilma was disappointed because she had not lost any weight. That tells me that she wanted to lose weight. I think
dieted means that you don't eat very much--and you don't eat fatty foods--so you can lose weight and become thin."
- Tell the students that as you read on in the text, you usually find out if you are right. If not, rethink the information and possibly try another repair strategy.
- Model two or three more examples.
- Provide guided practice to students as they work with two or three more examples. (Teacher and students work together to locate clue words/phrases in the sentences that will provide clues to the meanings of unfamiliar words.)
- Provide independent practice for the students.
- Students can work individually or in pairs.
- They read a passage and write the clue words and approximate meanings for unfamiliar words.
- The unfamiliar words can be words the teacher has highlighted or words they find as they read.
- Students share their work with the class.
- Provide students with two or three sentences one of which contains the new vocabulary word.
- Students work individually or in pairs to determine the meaning of the new word.
- Students write the clue words and what they think the new vocabulary word means.
- Students share their work, discuss their ideas, reach a consensus on what the clues are and what the new vocabulary word means.