Students will learn how to decipher strange terms in a text in this session. At the end of the lesson, pupils are able to:
- Determine any unknown terms in the text.
- Help to understand words that students are unsure of in a text throughout using visuals.
- Employ context clues to assist in figuring out what words in a text mean.

- How can literary and factual texts become meaningful to strategic readers?
- How does interaction with text provoke thinking and response?
- What is the true purpose of this text?
- What methods and tools do I employ to decipher unfamiliar vocabulary?
- What methods and tools does the student employ to decipher unfamiliar vocabulary?
- Why pick up new vocabulary?

- Illustrations: Pictures or drawings.
- Context Clues: Information from the text that helps a reader identify a word and understand its meaning.

- Box or bag with an object inside (can be an object from the classroom or a toy)
- Chart paper
- Fox, M. (2012). Two little monkeys. Beach Lane Books. This book was chosen because of its rich vocabulary but limited text. Having students read to determine what is hiding in the book is a nice way to connect the strategy of context clues, illustrations, and questions to figure out the meaning of unknown words. Alternative books should be literary or informational texts with vocabulary that support the skill of using context clues.
Teachers may substitute other books to provide a range of reading and level of text complexity.
- A book or poem of your choice that has some rich vocabulary and illustrations to support the text.

The main goal of this lesson is to increase vocabulary by finding unfamiliar terms in written material. Ask each student the following questions to gauge their understanding:
- "What motivates us to inquire about words in texts?" (because we have to understand the meaning of the words)
- "Why is understanding the meaning of the words necessary?" (because without understanding the meaning of the words, we cannot comprehend the text or tale.)
- "What methods can we employ to determine the meaning of words that are unclear in text?" (using visuals and context cues)

Explicit instruction, modeling, scaffolding, and active engagement
W: Provide methods for figuring out the meaning of words that are unclear in a text. 
H: Ask children questions to find out what kind of object is inside a box. Link this tactic to challenging the meaning of words you don't understand in a text. 
E: Read aloud the fable Two Little Monkeys and progressively abdicate your obligation to deduce the meaning of terms that are unclear in the text based on pictures and context clues. 
R: Provide examples of effective solutions, then progressively give students more freedom to apply them and share their ideas with their classmates. 
E: Encourage students to share their ideas and use tactics in small- or large-group discussions. 
T: Provide students of all levels access to the methods for figuring out the meanings of words they are unsure of by using text, conversation, and peer interactions. 
O: Students can gradually provide more information and explanations for the learning activities in this lesson, which mirror the use of strategies. Through the introduction of a fresh text, the lesson enables students to independently demonstrate their knowledge and strategy usage. 

Main topic: How can we determine the meaning of unknown words in text?

Display a box (or bag) containing a mystery object to the class as you begin the session. Give pupils a list of yes-or-no questions regarding the object and instruct them to try to identify what it is. For instance, "Is it big?" "Is it little?" or "Is this a toy?" Does it have a purpose in education?

Once the pupils have identified the item within the box, present it to them. Inquire, "How did you determine what was inside the box?" (Use the responses as hints.) Instruct students to inquire about words they are unfamiliar with when reading. Say, "We're going to learn a variety of strategies in this lesson to help us understand words we don't know." "What is the significance of this?" (We can't comprehend the text or story in its entirety if we don't grasp the meaning of certain words.)

Part 1

Present Mem Fox's book "Two Little Monkeys" to the class. Ask them to guess what they think the book will be about. You give several instructions to students that they're going to read this book a couple of times. The first time will be spent simply enjoying the story. After that, they'll read the narrative again and discuss certain words in it with questions. To understand what these phrases mean, they'll employ a variety of techniques. Why is it important to interpret these words? (So the story makes sense to them.)

As you read the narrative aloud to the class, gather them around you. Ask students what they observed after they've finished reading the narrative. Examples: There are two monkeys involved. It sounds good. It is not long. A few terms are used more than once.

As you read the material aloud a second time, post a piece of chart paper so you can record words. Inform the children that you will retell the story, pausing each time to underline any difficult or unclear terms. Declare, "We will use the following tactics to see if we can determine the meaning of each word we write down:

Pose inquiries
Take a moment to observe the illustrations.
Examine the terms that surround the unknown word.

Talk about any new words you come across when you read the text aloud once more. Examples of these words are:

Page 5: On the chart paper, write the word "prowling". Demonstrate the tactics to the pupils and say:

"To begin with, I ask myself, 'What does prowling mean?'
The drawing indicates to me that the monkeys are afraid of something. I detect a clue as I look in the grass. Something lurks beneath the grass.
After that, I read, "Look out, Cheeky! Look out, Chee! I can infer from these terms that the monkeys could be harmed or scared by what is being hidden. "Something's prowling," the text adds. According to these assertions, prowling is a behavior that both humans and animals engage in. I believe that prowling refers to concealing or surreptitiously observing based on the hints found in both the text and the image."
On page 9, write the word "scramble" on the chart paper. "Is the graphic helpful in helping us comprehend what scrambling is all about?" you ask students. Based on the artwork, discuss with the pupils what they think the word "scramble" means. Furthermore, talk about how the meaning can be supported by the circumstances. For instance, the term "up" makes it clear that we are moving anything upward.
Page 11: On the chart paper, write the word "tremble." Find out what the word "tremble" means. What method may we employ to ascertain this word's meaning? (Observe the image or example.) "What do you perceive in the illustration?" you could ask. (The monkeys are tightly embracing one another!) "I believe that trembling is related to fear," you could explain. How would you interpret the word? (Lead students to the conclusion that to tremble is to shake with terror; allow them to share their opinions.)

On page 16, inscribe the term "peep" into the chart paper. Find out from the students what the word "peep" means. What method may we employ to ascertain this word's meaning? (Check the picture and the other words for hints.) Permit students to express their ideas. Encourage them to consider the possibility that the text's indications that the monkeys are in a tree suggest that they may be hiding. The two monkeys are depicted in the artwork poring over the leaves on the tree. It appears as though they are glancing at something. Verify if peek and peep have the same meaning.
On page 24, inscribe the term "leap" into the chart paper. Permit pupils to share their ideas regarding the methods they can employ to ascertain the word's meaning. After that, ask them to deduce the meaning using the tactics.
Page 29: On the chart paper, write the word "clever". Ask pupils to define the term "clever." Have them then describe how they came to their conclusion.

Give students two methods to explain how they can interpret words they don't understand after the conversation. To assist in reinforcing the meanings of the new terms, you could employ kinesthetic or visual methods. Encourage kids to act out words like "leap," "scramble," "peep," "tremble," and "prowl." Which picture best depicts leaping (trembling, scrambling, etc.)? Use picture cards or graphics to tell the story.

Part 2

To grab students' attention before this section of the class, read aloud from a recent book or poem. A book or poem with a large vocabulary is your choice.

Go over how to interpret terms that you're not sure what to mean when using Two Little Monkeys. Inform pupils that when they decipher unknown words in a fresh text, they will apply the same techniques. As they discuss their solutions with one another, have students explain why they must decipher unknown words in a book. After that, invite everyone to share. (to comprehend what is written)

Read aloud from the selected book or poem, then project it onto a whiteboard or overhead projector. Assign pupils to focus on a few terms and encourage them to inquire about words they are unsure of. Students should use the techniques of applying pictures and context clues to deduce the meaning of those unknown words in pairs or small groups. The primary focus of this activity is group conversation, which allows you to monitor engagement and gauge how well students comprehend the techniques. Assess whether reteaching is necessary while the students participate.

Extension:

Collaborate in small groups with kids who want further assistance by utilizing texts that possess strong picture or word links, such as Dr. Seuss's books. List terms that students might not be familiar with. Encourage children to use the pictures and context cues to help them understand the words' meanings. Ask pupils to explain to one another how they came up with the definition of a word they didn't know.
When they are prepared to go above and beyond the requirements, students can compose a narrative and create pictures to support or clarify the meaning of the text's contents.
Encourage pupils to read additional stories with rich vocabulary by using the techniques of visuals and context clues.