reading.
• Think aloud while reading to the class to show how you puzzle out a word or phrase using syntactic, semantic, typographic, etymological, and other types of information to decipher words. Invite students to try a word.
• Teach students to look all around the words phrase as though they’re hunting for something on their closet floor! Is there a word part they know? What about the other words in the sentence — is the challenging word part of a series of like things (e.g., Lions eat deer, zebras, mice, and ____________ )? What clues are on the page (captions, diagrams, images)? Does the author define it a sentence or two later?
• Point out the way authors use explanations, synonyms, restatement (e.g., in other words …), contrast, or antonyms, which can help you know a challenging word.
• Encourage students to mark unknown words in their texts with sticky notes as they are reading independently and then to go back and determine meaning. Check in with students in small group or in conferences on how they are using this strategy.
• Use a shared text to have students highlight unknown words and annotate in the margins.
• When working with the whole class or small groups or conferring one-on-one with students, encourage them to acknowledge when they don’t know a word or phrase.
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