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Thursday, March 15, 2018

Building Vocabulary: Words in ContextThis post is the fourth in a series on vocabulary instruction. Part 1 providedan overview, Part 2 focused on the conceptual base for vocabulary, and Part

3 described the List-Group-Label-Add Strategy.

When a mature reader encounters anunfamiliar word while reading, the firstmove is likely to be to try to determine themeaning of the word from the context.Because they are trying to communicatewith the reader, author's typically leaveclues to the meanings of the words they areusing in the text (not intentionally, but as anatural part of the communication process).Perhaps because this strategy seems sonatural to us as readers, we sometimes

assume that students will use the strategy effectively, too. So when a childencounters a word she doesn't know in a text, our advice is often, "Skip it, readon, and see if you can figure it out from the context."

This is good advice, but not good instruction. As maturing, not yet maturereaders, students need help in efficiently using the skip-and-read-on strategy.Authors leave clues in a variety of ways in texts. Knowledge about what kinds ofclues authors leave and how to identify those clues can help students determinethe meaning of unknown words in context. This is a critical skill, since it allowsthe reader to continue on in the reading without interruptions to look up words,so comprehension is enhanced. It is also critical because it means that readers arebuilding their vocabulary through the act of reading.

The chart below shows six ways that authors leave clues in text. Readers need tobe able to identify these clues in their reading. The chart is arranged from themost concrete (definition) to the most abstract (mood or tone) clues.

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Instruction in the use of these strategies follows the same gradual release ofresponsibility model that I have discussed in previous posts. Here is how I woulduse this model for context clues. What the teacher might say to the students is initalics.

Introduce the strategy to the students and tell them why it isimportant and useful for them as readers. As we have discussed,good readers use the context of what they are reading to help themfigure out the meaning of new words. This is important because itallows us to continue reading without interruption and because ithelps us build our store of words while we are reading. Today wewill continue our study of vocabulary in context, by looking at onetype of clue that authors provide for us while reading: contrastModel the strategy through a read aloud/think aloud demonstration.Let's say that we come across this sentence in our reading: "Unlikeher older brother Jerome, who stayed out all hours of the night, Kateobediently followed the curfew her parents set." In this sentence Iam unsure of the meaning of the word obediently, to try and figureout the meaning I read the full sentence again including the wordsthat come after the word I do not know. In this sentence, the contexttells me that Kate is unlike her brother. I also know that Kate'sbrother stayed out all night and broke the curfew. So if Kate is notlike her brother, is a contrast to her brother, she must be a personwho follows the rules. So obediently must mean something likefollowing the rules. Let me reread the sentence and see if that makessense. If it does make sense I can read on. This modeling can takeplace over several examples.Work collaboratively with students in using the strategy. Now that Ihave shown you several examples, let's look at this next sentence andsee if we can work together to figure out its meaning using thecontrast clue...Give the students opportunities for guided practice of the strategywith partners or in small groups, while you monitor their use of thestrategy. Let's now get into groups of three and I want you to worktogether on the next three sentences to use the contrast clues in thesesentences to determine the meaning of the word...While the studentswork, the teacher moves around listening in, redirecting andcoaching use of the strategy.Give students the opportunity to practice the strategy independently.Now it is time for independent reading. As you read today, see if youencounter any words that you do not know and see if the author hasleft a contrast clue to help you determine the meaning of the word.Checking in with students as they read, the teacher can monitor theuse of context clue strategies.

This process can be used for each of the types of clues and eventually, thestudents can practice identifying the clues that they used and the meanings of thewords they encounter in the text. Pearson and Gallagher, who developed thegradual release model, warn that teachers should not rush through thecollaborative and guided stages of this lesson - this coaching art of the lesson hasbeen shown to be critical for student success.

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Building Vocabulary: Words in ContextThis post is the fourth in a series on vocabulary instruction. Part 1 providedan overview , Part 2 focused on the conceptual base for vocabulary, and Part3 described the List-Group-Label-Add Strategy. When a mature readerencounters an unfamiliar word whi...

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The use of context clues to determine word meaning is a critical skill in readingthat not all students adopt automatically. The strategy can be taught, however,and arming students with the knowledge that clues to meaning are available andhelping them identify what those clues are, not only aids reading comprehension,but also helps students build their vocabulary while they are readingindependently.

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