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Key Word Approach
Click to:
  • Upper elementary and above

  • Narrative and expository texts

  • Vocabulary development

  • Assess/develop/activate prior knowledge

  • Writing

  • Use context clues

  • Provide repeated exposure to vocabulary word

  • Link new concept to prior knowledge

  • Write the new word on the board.

    • Ex: If the new word is 'blushing', write 'blushing' on the board.)

  • Read aloud/sign two sentences containing the new word. Sentences should provide good context clues to the meaning of the word.

    • Example: The teenager was blushing after his aunt hugged and kissed him in front of his friends. His aunt was surprised because his face was so red.

    • Ask the students to write the word and what they think it means.

    • Students share what they have written and discuss the differences in their interpretations of the concept.

  • Give a third sentence that contains the word and its definition.

    • Example: Blushing means getting warm and red in the face because of embarrassment or shame.

    • Students determine if they “guessed” correctly.

  • Students answer a question in which they must relate the concept to their own experiences.

    • Example: When Tony stood up in front of the class to give his report, he started blushing. Why do you think he was blushing?

  • Students write about an experience they have had that caused them to blush and then share their stories.

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