Question

A fifth-grade student applies metacognitive strategies learned during instruction while reading a novel of choice during free-reading time. While conferencing with the teacher about the novel, the student mentions that there are many unfamiliar vocabulary words in the text. Which of the following metacognitive strategies is best for the teacher to suggest when helping the student decipher unknown vocabulary?

A. Making notes in the margins of the novel.
B. Using context clues and knowledge of affixes.
C. Completing a self-created graphic organizer while reading.
D. Going back to reread text for clarification.

Answer 1

The best metacognitive strategy for a student dealing with unknown vocabulary in a novel is using context clues and knowledge of affixes to infer meanings, complemented by strategies like annotating the text and maintaining a reading journal.

Step-by-step explanation:

When a fifth-grade student encounters many unfamiliar vocabulary words in a novel, the best metacognitive strategy to suggest would be B. Using context clues and knowledge of affixes. This technique involves looking at the words around the unfamiliar term, as well as prefixes, suffixes, and root words, to infer the meaning.

Other strategies mentioned, such as making notes in the margins, completing a self-created graphic organizer, or rereading the text, can all support this primary method and improve comprehension of the novel overall.

Additionally, annotating the text and keeping a reading journal are valuable practices that encourage students to engage actively with the material they are reading and reflect on it, thus improving their metacognitive skills and comprehension.