MTEL Foundations of Reading

Category - Foundations of Reading

A sixth-grade student encounters the following sentence in a short story.

She experienced a sense of déjà vu as she walked down the street of the strange new city.

The student asks the teacher about the meaning of déjà vu in the sentence. The teacher could best respond by advising the student to take which of the following steps?
  1. Making note of the word in a vocabulary log, and then studying the word after finishing the story.
  2. Using context clues in the sentence to guess the meaning of the word, and then trying out that meaning in the sentence.
  3. Looking up the word in the dictionary, and then paraphrasing the sentence using the dictionary definition.
  4. Breaking the word into its component parts, and then comparing the parts to the meanings of similar known words.
Explanation
Correct Response: C. Stopping to consult a dictionary is generally disruptive to the reading process; however, in some situations, as with the sentence shown in the box, consulting a dictionary is the only effective method for determining the meaning of an unfamiliar term encountered in a text. Also, paraphrasing the sentence by substituting the dictionary definition for the unfamiliar term is a good method for both reinforcing understanding of the new term and returning the reader to the flow of the story. The other strategies given would not be effective in this particular situation. Option B is incorrect because contextual analysis would not be a useful strategy here, since the sentence around the term déjà vu provides little or no clues as to the term's meaning. Using structural analysis (D) would also not be helpful, since the term is made up of two words and they are borrowed from the French language. Finally, simply noting the term in a vocabulary log and coming back to it after finishing reading the story (A) would cause the student to miss the significance of the sentence and could diminish the student's comprehension of the story.
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