Recommendations to Teach Context Clues (page 2)

By — Pearson Allyn Bacon Prentice Hall
Updated on Jul 20, 2010

B.  Encourage practice in the act of reading. Such practice is essential for students to learn to read for meaning. Provide time, appropriate (easy!) materials, the proper setting, and encouragement for sustained silent reading.

C.  Show (demonstrate to) the student that it is possible to derive the meaning of words from their context. Provide specific examples.

  1. The careless boy did his work in a haphazard manner.
  2. He felt that although his work was imperfect, it was still good.
  3. When he tried to insert the letter into the mailbox, the mailbox was too full.
  4. They called in a mediator to help settle the problems between labor and management.

D.  Have students preread material silently before reading orally. Discuss troublesome vocabulary.

E.  Set purposes for reading. Stress accuracy in reading, not speed.

F.  Use short, easy selections. Have students stop frequently to explain what they have read in their own words.

G.  Use high-interest material, including student-authored language-experience stories.

H.  Have students scan for important words. Have them guess the content and then read to see if the guess was accurate.

I.  Construct sentences or short paragraphs, omitting selected words that students should be able to determine by their context. In place of each key word, insert an initial consonant and then xs for the rest of the letters in the words. See the following example:

When Jack ix in a hurry, he always rxxx home from school.

When students have become proficient at this, advance to the next step, which is to replace key words with xs for each letter.

When Jack xx in a hurry, he always xxxx home from school.

After students are able to get mos tof the omitted words by replacing the xs with letters, leave blank lines to replace entire omitted words.

When Jack ______ in a hurry, he always _____ home from school.

J.  Use multiple-choice questions in which the student fills in blanks: “Jack _____ a black pony (rock, rode, rod).” Using words that look alike also will give the student practice in phonic and structural analysis.

K.  Make tape recordings in which key words are omitted. Give the student a copy of the script and have him fill in the blank spaces as the tape is played.

L.  Create a series of sentences using words that are spelled alike but may have different pronunciations or meanings, such as read and lead. Have the student read sentences using these words in proper context.

He read the book.
He will read the story.
It was made out of lead.
He had the lead in the play.

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