Answer:
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Strategy 1: Use of Context
One strategy is that of using sentence or passage-level context to infer the meaning of a word or phrase. Although some researchers feel that use of context, which is an “around-the-word” strategy, is not always reliable (that is, the context may not be rich enough to help students actually understand the meaning of a word or may lead them to a wrong conclusion), others have found that most new words are learned from context. Also, increasingly, standardized assessments require students to read a passage with an underlined word, answer a multiple choice question with four possible definitions of the word, and then answer a second related multiple choice question where the object is to provide evidence from the passage that supports the chosen definition.
Strategy 2: Use of Word Parts
Imagine a fifth grade class where a teacher can hold up a card with a word like abolitionist written on it, and within a minute small groups of students have figured out the meaning of the word—without the teacher uttering one sound.
This is not an imaginary classroom. Leslie Montgomery, who teaches in a high poverty public elementary school, regularly witnesses this phenomenon. Her students have learned the power of using the meanings of prefixes, roots, and suffixes (especially common Greek and Latin roots) to figure out the meanings of words.
As they talk through their reasoning, it is clear her students are developing “morphological awareness,” or understanding about the structure and origin of words. This skill can often seem like magic to kids, but is really sophisticated vocabulary knowledge that they need in order to learn at higher levels.
Strategy 3: Use of Reference Materials
The third word-learning strategy I want to suggest is that of using reference materials, which is a “beyond-the-word” technique.
Of course we need to teach students to use dictionaries, glossaries, and thesauruses to verify an inference and check the meaning of a word. But we can also teach students how to expand vocabulary into semantic networks by finding synonyms and antonyms in these reference materials as part of their word exploration.
For example, Susan invited her eighth graders to use a variety of digital sources to explore selected words. Students were astounded to find numerous definitions, synonyms, and antonyms for these words in different sources, leading to a natural discussion of multiple meanings and the context in which the word was introduced.
Because middle school students often just choose the shortest definition for a word, this type of investigation emphasized the importance of using multiple sources and considering the most accurate meaning in the context of the text.
