Reading Strategy

Title of Strategy
TEKS

New Word Journals & Context Clues

110.31(b)
(1) Reading/Vocabulary Development. Students understand new vocabulary and
use it when reading and writing. Students are expected to:
(A) determine the meaning of grade-level technical academic English words in
multiple content areas (e.g., science, mathematics, social studies, the arts)
derived from Latin, Greek, or other linguistic roots and affixes;
(B) analyze textual context (within a sentence and in larger sections of text) to
distinguish between the denotative and connotative meanings of words;

College and Career

Readiness
Standards

Detailed
Description of the
Reading Strategy

Before, during,
and/or after
reading? Use(s)?
Other variations
and/or
modifications?
Considerations for
special populations
(ELL, ESOL,
struggling readers,
etc)

II.B. Understand new vocabulary and concepts and use them accurately in
reading, speaking, and writing.
(1) Identify new words and concepts acquired through study of their
relationships to other words and concepts.
(2) Apply knowledge of roots and affixes to infer the meanings of new
words
(3) Use reference guides to confirm the meanings of new words or
concepts.
The students will read a passage and highlight unknown words as they
read. They will also stop and use the context clue guide to see if they can
determine the meaning of the word before moving on. Then, the students
will write those highlighted words in their New Words journal and look
up the definitions for those words (either in a traditional dictionary or
electronic resources). When they find the definitions, they will copy them
down into the journal.
During-highlight as they read
After-look up the definitions
N/A

This strategy works well for any type of learner because the student is able
to identify words that they do and do not understand (at their own pace
and levels).

References:

Contributors: Krista Sifers