Finally, students need to develop the strategy of using context clues.
Often times, books will provide deeper clues to words that may be less than
familiar within the text. Students must be taught to find these clues in their
specific book. Context provides the following types of information: synonyms,
what a word is not like, something about location or setting, something about
what the word is used for, what kind of thing or action it is, how something is
done, or a general topic or related ideas to the word (Blachowicz & Fisher,
- Select a passage and make one copy of it
visible to the class. (This can be done with an interactive
white-board, a transparency, or even PowerPoint.) Omit a contextually
- Direct students to:
- Look: Before, at, and after the
- Reason. Connect what they
know with what the author has written.
- Predict a possible meaning.
- Resolve or redo. Decide if
they know enough or should stop.
- Discuss--discussion is critical.
- Reveal the author's word choice.
- Discuss further the types of information
provided by context clues.
& Fisher, 2006, p.32)
After students have discussed the information
that context clues may provide, create a wall chart with the different
categories of information. As students complete their own reading, they
can post examples of different types of context clues in action.
Culture provides perceptions or world views.
What a word is or is not like-
Although culture is
learned, it is not taught like geography in school.
Something about location or
cultural traditions are learned at home.
Something about what a word is
used for- Culture
represents a set of beliefs and values held by a group of people.
- What kind of thing or
action it is-
Cultural norms define roles and make people’s behavior predictable within a
group of people.
- How something is done-
The immigrants began to acculturate when they began to adapt to the
communities values and traditions.
general topic or ideas related to the words-
Culture involves values, traditions, beliefs, language, and food.
Fisher, 2006, p.29)