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It is amazing that this textbook covers all strategies discussed in the Mikulecky textbook.

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Thanks Cassidi and Natalia--these examples are great. Dawn

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This part of the textbook teaches students how to use dictionary entries in order to receive the most knowledge out of it. Specifically, it focuses on recognition of parts of speech.

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For this collocations exercise, the author focuses on phrasal verbs. Not only are the students instructed to understand the verbs and discuss them with a partner and fill in the sentences, but they must also create their own sentences. All of this ensures the student reall understands the use of the phrasal verb. The author also warns the students that their may be multiple meanings in the dictionary which is useful.

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Use a dictionary for more than a definition

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This books provides many activities on the break-up of words. The author provides not only activities but also good explanations for why words are broken up the way they are - as you can see in this introductory activity explaining that the roots come from Latin.

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Learn collocations as part of vocabulary building

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Break a word into parts: base word, prefix, and suffix

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The author does a very good job of explaining how to understand the context in order to decipher the meaning of a new word. Giving the students "guidelines for guessing meaning" is very helpful for the following activities and gives the students clear criteria for trying to understand context.

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Table of contents for vocabulary building

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Table of contents for vocabulary building

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Textbook has a separate section for the purposes of vocabulary building.

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This book encourages students to make word cards to help them memorize new vocabulary words they acquire. This activity instructs them on how to successfully write up vocabulary cards.

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Students are encouraged to keep a vocabulary notebook. This page instructs them on how to organize it and keep track of new words they learn throughout the course.

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We happened to have a textbook that was written by Linda Jeffries and Beatrice Mikulecky. All of the strategies that are presented in our reading were used in the textbook. Also, this textbook focuses on reading skills only. Therefore, it was easier to incorporate all the strategies in it.

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For this activity, students must implement both strategy 1 and 3.  They must first read through the article and skip over unknown words.  Then they are asked to read again, underline words they do not know and then look them up in the provided list of frequently used words to decide whether they are important enough to look up and write in their vocabulary notebook.

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Figure out the meaning from the context

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Make word cards to review and study

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Keep a vocabulary notebook

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Choose the most useful words to learn

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Skip over an unknown word