Let's consider the first part of  Idaho Core (CCSS) .ELA-Literacy.CCRA.L.4:

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

So what do we know about vocabulary instruction and strategies that can make the difference for all of our kids when it comes to using context?  In their book, Teaching Vocabulary in All Classrooms (I LOVE this book!), Camille Blachowicz and Peter J. Fisher give us a few key pointers.

Nagy & Anderson, 1984

First, at best we can formally introduce kids to approximately 400 new words a year, but they gain 4000.  How does this happen?  Through context!

1. Experience new words in new and engaging situations.
You learn at new hobby and tons of new words come with it as you whip, saute, braise, caramelize, roast and poach.  Sometimes you find out there is more than one way to beat something.

2. Learn through "vicarious experiences."
Think of all the new words you'd gain just by watching a tennis match (By the way....I still don't understand LOVE and all the other weird scoring.  Plus, I'm apparently not supposed to talk during the match so I can't ask either!)

3.  Pick up new words through listening.
We also learn by hearing words others speak or by being read to.  My neice Addie, at 2 1/2, when asked over the phone, "What's your mama doing?", would answer, "She's helping a tustumer (customer) at the tounter (counter)."  Addie learned that lanuage from being around it.

4.  Gain words through our own personal reading.
You might be surprised if you saw my copy of Pride and Prejudice.  When my book club read this book a few years ago, I added a page and a half of new vocabulary to the front of the book.  I didn't want to stop the story to find a dictionary, and I could use enough context clues to keep going, but there were a few that got looked up later.

All of these are important ways to get repeated exposure to new vocabulary.  But the reason that L.4 is a standard is because our kids also need specific modeling of thinking processes and other strategies so that they know how the context can help them when they are on their own.

Below is a quick checklist of easy strategies for starting to support this standard and making your room a place where kids are marinated in words.

Angie and Jayna