Word Context Group Activities
Poindexter (1994) outlines a group activity for introducing students to the skill of predicting
word meanings based on context. The strategy is useful because it actively involves students in
learning word meanings, it enhances student interest and motivation, it fosters cooperation
among students, and it allows students to evaluate first-hand the benefits of predicting word
meaning based on context versus guessing word meanings.
The strategy is intended for use in learning general vocabulary, but it may be modified to
incorporate context-related terms that often appear, without definitions, in professional journal
articles. After being introduced and illustrated by a facilitator, the strategy may be used by
students on their own. Slightly modified directions for Poindexter's approach are given below.
1. Select the reading material.
o The facilitator selects a portion of text with which the strategy is explained and
exemplified. The text may be a book chapter or a journal article.
2. Identify vocabulary words.
o From the selected reading, identify vocabulary words that the students may have
trouble defining. The number of words chosen will depend on the amount of time
slated for the group activity, the length of the text, and the level of difficulty of
the text.
3. Design a worksheet.
o Design a worksheet that the students can complete later in class. It should have
four columns: Unknown Word, Guessed Meaning, Context Meaning, and
Dictionary Meaning. Reproduce the worksheet on the board or overhead
projector.
Unknown
Word
zephyr
Guessed
Meaning
* small animal
* universal goddess
* cow that lays eggs
Context
Meaning
* sound
* small animal
* breeze
Dictionary
Meaning
a soft, gentle breeze
4. Form groups of students.
o Break the class into teams of three to four students, depending on the size of the
group. Distribute worksheets to each student.
5. Introduce the target words.
o Introduce the selected vocabulary words by writing them in the Unknown Word
column of the worksheet on the board or overhead. Instruct the students to copy
the words on their own worksheets, skipping a few lines between each.
6. Generate guessed meanings.
o Working as a team, the students generate lists of guessed meanings for each of the
vocabulary words. Each student may record the meanings, or one student may
record for his/her entire team. This brainstorming may or may not be timed.
7. Compile the guessed meanings.
o
The facilitator compiles a complete list of the guessed meanings and records them
on the board or overhead. Each group may have a spokesperson, or all students
may be given a chance to participate. The facilitator may wish to discuss how
students arrived at their guessed meanings.
8. Read the text.
o The text from which the terms were taken is then read by all students. This may
be done silently by each student, aloud by one student volunteer in each group, or
by the facilitator for the entire class. Note the vocabulary terms as they are
encountered.
9. Generate context meanings.
o Working again as teams, the students use the reading to develop a list of meanings
based on context. These are recorded on the worksheet.
10. Compile the context meanings.
o The facilitator compiles a complete list of the context meanings and records them
on the board or overhead. The facilitator may wish to discuss how students
arrived at their context meanings and what clues were used.
11. Consult the dictionary.
o The dictionary meanings of the vocabulary words are then presented by the
facilitator. These definitions may already be recorded (but covered) on the
worksheet on the board or overhead, or they may be added as each is discussed.