Focus Question: How do we figure out the meaning of unknown words in text?
To introduce the lesson, show students a box (or bag) with a secret object inside. Ask students to try to figure out what the object is by asking questions about it that can be answered yes or no. For example, “Is it big?” “Is it small?” “Is it a toy?” “Is it something we use in school?”
After students determine the object in the box, show them the object. Ask, “How did you figure out what was in the box?” (used the answers as clues) Explain to students that when we read we should ask questions about words we don’t know. Say, “In this lesson we are going to learn different strategies to help us figure out the meaning of words we don’t know. Why is it important to do that?” (If we don’t know what a word means then we won’t be able to fully understand the story or text.)
Part 1
Show students the book Two Little Monkeys by Mem Fox. Have students make predictions of what the book might be about. Say, “We are going to read this book a few times. The first time will be to enjoy the story. Then, we will reread the story and ask questions about some words in the story. We will use different strategies to figure out what these words mean. Why do we want to figure out what these words mean?” (so we understand the story)
Gather students around you and read the story aloud. After reading the story, ask students what they noticed. (Examples: It is about two monkeys. It rhymes. It is short. Some of the words are repeated.)
Post a piece of chart paper so you can document words as you go through the text a second time. Explain to students that you will read the story again, this time stopping to write down words that are difficult or that they don’t understand. Say, “For each word we write down, we will use these strategies to see if we can figure out what it means:
- ask questions
- stop to look at the illustrations (pictures)
- look at the other words around the word we don’t know”
As you read the text aloud again, stop and discuss unfamiliar words, such as the following:
- page 5: Write the word prowlingon the chart paper. Model the strategies for students. Say
- “First, I ask myself the question ‘What does prowling mean?’
- I can tell from the illustration that something is scaring the monkeys. I look in the grass and see a clue. There is something hiding in the grass.
- Then I read the words, ‘Look out, Cheeky! Look out, Chee!’ These words tell me that what is hiding could scare the monkeys or hurt them. The text also says, ‘Something’s prowling.’ These words tell me that prowling is an action that an animal or person does.
- By looking at those clues in the text and the illustration, I think prowling means hiding or watching secretly.”
- page 9: Write the word scramble on the chart paper. Ask students, “Does the illustration help us understand the meaning of scramble?” Discuss with students their observations of the meaning of scramble based on the illustration. Also discuss how the context can support the meaning. For example, the word up helps us to understand it is an action of moving up something.
- page 11: Write the word tremble on the chart paper. Ask, “What does the word tremble mean? What strategy can we use to figure out the meaning of this word?” (look at the picture/illustration). Ask, “What do you see in the illustration?”(The monkeys are holding each other tight!) Say, “I think tremble has something to do with being afraid. What do you think the word means?” (Allow students to contribute their thoughts and lead them to the conclusion that tremble means to shake with fear.)
- page 16: Write the word peep on the chart paper. Ask students, “What does the word peep mean? What strategy can we use to figure out the meaning of this word?” (look at the illustration, look at the other words for clues) Allow students to share their thoughts. Lead them to the idea that the words in the text indicate the monkeys are in a tree, which means they might be hiding. The illustration shows the two monkeys looking through leaves on the tree. They look like they are peeking at something. Provide confirmation that peek and peep might mean the same thing.
- page 24: Write the word leap on the chart paper. Allow students to contribute their thoughts about what strategies they can use to determine the meaning of the word. Then have them use the strategies to figure out the meaning.
- page 29: Write the word clever on the chart paper. Have students determine what the word clever means. Then have them explain how they figured it out.
After the discussion, have students articulate two strategies they can use to determine the meaning of unknown words. You might use kinesthetic or visual techniques to help reinforce the meanings of the new words. For example, have students act out words such as prowling, scramble, peep, tremble, or leap. Use picture cards or illustrations for the story and ask, “Which picture shows leaping (trembling, scrambling, etc.)?”
Part 2
Prior to this part of the lesson, display a new book or poem to engage students’ interest. Choose a book or poem that has rich vocabulary.
Review the procedure for determining the meaning of unknown words used with Two Little Monkeys. Explain to students that they are going to use the same strategies to determine the meaning of unknown words in a new text. Have students identify why they need to figure out the meaning of unknown words in a text and share their answers with each other. Then have them share with the whole group. (to understand the text)
Read aloud the book or poem you have chosen and display it on an overhead or whiteboard. Choose several words for students to focus on and prompt them to ask questions about words they don’t know. Have students work with a partner or small group to apply the strategies of using context clues and illustrations to determine the meaning of those unknown words. This activity consists mainly of group discussion so you can observe participation and assess student understanding of the strategies. As students participate, determine if reteaching needs to occur.
Extension:
- Work with students who need more support in small groups using texts that have strong picture/word relationships (e.g., Dr. Seuss books). Identify words students may not know. Guide students to utilize the illustrations and context clues to assist in determining the meanings of the words. Have students articulate to each other how they determined the meaning of an unknown word.
- Students who are ready to move beyond the standard can write a story and draw illustrations to explain the meaning of or support the words in their text.
- Have students use the strategies of context clues and illustrations to read other stories with rich vocabulary.
