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We often ask students to use context clues to understand the meaning of the word. This makes it our job as teachers to explicitly learn how the authors use them.
In this way, students acquire an inventory of strategies (such as using questions to answer reading) to unlock the meaning of unfamiliar words and to deepen their overall understanding. Without awareness of the types of context clues, students are in a disadvantageous position when trying to determine meaning independently.
See also 25 reading strategies that work in any area of content
Teaching this skill supports self -condissions, which allows students to determine unfamiliar words on their own. The following are devices that the authors use to include context clues in their writing. The goal is not to remember every type, but to help students understand that the authors provide advice in many ways – and readers should be alert to these models.
Although the list below looks clean and categorized, remind the students to read the entire passage where an unfamiliar word appears. This broader view helps them make sense and better understand the surrounding text.
According to research by Beck, McKecun and Cukan (2002), the growth of the dictionary depends to a large extent on students who learn to extract meanings of words from context – not only remember definitions.
7 strategies for using context clues
1. Parts of words
The idea: Break the word into parts – a word base, prefix and suffix.
Example: Discrimination
- After-: No, opposite, the opposite
- Crime: sentence, decision
- -ion: Shows a noun
This breakdown gives an idea of the overall meaning of the word.
2. Definition or explanation
The idea: The sentence may contain a direct explanation or definition.
Examples:
- DiscriminationOr unfairly targeting a group, may cause suffering.
- Vulnerable People are often protected under laws that prevent operation.
3. Synonymous
The idea: Words near the unfamiliar term can offer synonym.
Examples:
- Discrimination or biases It can cause distress.
- People who are vulnerable or defenseless It can avoid harm by staying alert.
4. Example
The idea: Specific examples help to clarify the meaning.
Examples:
- As forcing smokers outside, discrimination He is directed to a perceived unwanted group.
- Vulnerable People, like children or the elderly, are often protected by law.
5. Antonym or contrast
The idea: Opposite meanings are often introduced with contrast words such as Unlike or unlikeS
Examples:
- DiscriminationUnlike justice, there can be harmful effects.
- Vulnerable People, unlike those who can protect themselves, are often targeted by harm.
6. Analogy
The idea: Comparisons offer clues for the meaning of the word.
Examples:
- Discrimination is like hateful vines wrapped around the heart.
- Vulnerable People are like a delicate glass – easily broken, in need of care.
7. Apinative
The idea: Apivative renaming or defines a noun directly.
Examples:
- DiscriminationThe act of displaying bias can cause harm.
- Adults and damaged, a vulnerable groupare protected by law.
Figure A: graphic organizer with 4 square square
Tracking: Strengthening a new dictionary
After identifying the clue, direct students to internalize the new word through practice and creative use.
Practice sentences
Figure B: Options for a short writing task
Use pairs of dictionary in context:
- Impatient/compromise: The situation between the twins became so impatiently that their parents insist on reaching a compromiseS
- Demonstration/cautious: Mr. Smith’s banker was cautious to showy Shoes, knowing that his client cannot afford such luxury.
Bastry writes
Invite students to think on the word with the stems of the sentence:
- ___ It reminds me of time when …
- ___ Makes me think about the color ___ because …
- If I had to draw a picture of ___I would paint …
Examples and non-examples
For the word: Variety
Examples:
- School with students from multiple cultures
- A team of workplace of diverse origin
- A food vessel involving global kitchens
Invaluations:
- School for all women
- A leader team of one race or gender
- Segregated schools before reform of civil rights
Conclusion: Helping students to help themselves
The authors do not always provide context clues – sometimes they accept that the reader already knows the word. But when clues are The present, students’ equipment to recognize them and use them improve understanding and supports independent reading growth.
Learning students how to “read around the word” enables them to think critically, to read deeply and to study constantly.
Adapted by complex text, decoded: How to design lessons and use strategies that are aimed at authentic texts by Kathy T. Glass (ASCD, 2015).
Katie Glass is consulted on a national scale with schools and areas, conference gifts and teaching seminars for university and district programs providing personalized professional development. A former teacher, she has been in education for over 25 years and works with administrators and teachers in groups of different sizes from kindergarten through high school. She is the author of complex text, decoded: how to design lessons and use strategies aimed at authentic texts. Contact Katie through her website, www.kathyglassconsulting.com.
