Answer:
(1) Use of context
(2) Use of word parts
(3) Use of reference materials
Step-by-step explanation:
1. 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.
2. 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.
The power of using the meanings of prefixes, roots, and suffixes (especially common Greek and Latin roots) to figure out the meanings of words.
3. The third word-learning strategy 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.