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LEARNING VOCABULARY FROM CONTEXT
C(2)QU
Teacher can involve students in a approach to using context at the same time they present specific vocabulary. A process formulated in several middle-grade classrooms is C(2)QU is to both definitional and contextual information about new words to students in a way that allows them to hypothesize about meaning, to articulate the cues that lead to the hypothesis, and refine and use what they have learned with feedback for group and from the teacher if necessary.
Prepare for the process by composing a transparency on the word you wish to examine. The strategy has four steps:
1. C1: Present the word in a broad but meaningful context, such as a word selected from a story or chapter. Ask students to form hypotheses about the word’s meaning; to give attributes, ideas, or association; and to “think aloud” to explain to the group the sources of their hypotheses,
2. C2 : Provide more explicit context with some definitional information. Ask students to reflect on their initial ideas and to reaffirm or refine them again in a “think-aloud” mode,
3. Q : Ask a question that involves semantic interpretation of the word. At this point, you can also ask for a definition or give one if necessary. Discuss as needed with group members, using other’s cues and explanations as more data,
4. U : Ask students to use the word in a meaningful sentences. Go back into the C(2) loop as needed
Example with the word stepmother
C1: (fist example in context)
My new stepmother moved into our house after the wedding.
C2 : (second example in context)
When my father married again, his new wife became my stepmother
Q : (Question involving interpretation)
Can a person have a mother and a stepmother at the same time? (open to multiple interpretations in the discussion. It depends on whether or not Father is a widower or divorced)
U : (teacher ask students to give examples of word use or give attributes )
Words suitable for this process are any that appear in reading material in a context that provides some information for hypothesizing. Most productive are new labels for already-known concepts or partially known words for which the context adds a new twist or further rich information. C(2)QU is also good process for cooperative reading groups where one role is that of “vocabulary director.” Teachers can model the process for the vocabulary directors and let them choose words from a chapter for their group’s focus. They use process with their groups and come back together to evaluate how the process worked. C(2)QU helps students develop a context use process that involves rich discussion and self-monitoring.
From Blachowicz & Fisher, Teaching Vocabulary in All Classrooms, p.32
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