Steps to figuring out an unfamiliar word …
1. Look for CONTEXT CLUES* and
SIGNAL WORDS.
• DEFINITION
The meaning of the unfamiliar word is given right in the sentence.
Signal words: is, are, or, means, refers to
• SYNONYM
A similar word is given for the unfamiliar word.
Signal words: also, as like, same, too
• ANTONYM
A word meaning the opposite of the unfamiliar word is given.
Signal words: but, unlike, though, however, instead of
• EXAMPLE
Samples, instances, or ideas of the unfamiliar word are given.
Signal words: for example, like, such as, including
• GENERAL
General clues are given about the unfamiliar word.
No signal words
2. Use WORD PARTS.
• BASE WORD/ROOT
• PREFIX
• SUFFIX
3. Attempt to determine the meaning of the word and use
it in the sentence.
4. If necessary, use the DICTIONARY or OTHER RESOURCES.
Adapted
from
resources
on
www.
fcrr.org
*
Use
context
clues
for
Directive
Context:
Gives
clues,
hints,
and
synonyms
to
determine
an
approximate
word
meaning
List
context
clues
found
in
text
Ask
students
to
use
the
word
in
an
oral
sentence
Write
the
word
in
a
sentence
Context
clues
don't
work
for:
Non‐directive
Context:
Gives
no
clues
to
determine
word
meaning
Mis‐directive
Context:
Gives
clues
that
lead
readers
to
false
meaning
construction
Dr.
Ray
Reutzel
Using
Word
Parts
The
important
thing
is
to
have
students
understand
how
to
use
affixes
and
roots/base
words
to
determine
the
meaning
of
a
new
word.
Example:
The
students
thought
the
book
was
incomprehensible.
•
in
=
not
•
comprehens
=
to
understand
•
ible
=
able
to
do
something;
also
changes
this
word
from
verb
to
adjective
***incomprehensible
=
not
able
to
understand
Use
word
webs
with
roots
so
children
learn
many
new
words
from
a
few
target
words.
spectator
spectacle
spect
inspection
Dr.
Ray
Reutzel