While reading aloud in front of the class, the teacher comes across the word "desirable." The teacher then points to clues in the surrounding text that help the students to understand what "desirable" means. What is the teacher modeling?

While reading aloud in front of the class, the teacher comes across the word "desirable." The teacher then points to clues in the surrounding text that help the students to understand what "desirable" means. What is the teacher modeling?

• A. phonemic awareness
• B. contextual analysis
• C. morphemic analysis
• D. structural analysis

Answer: (B)

Using context clues to figure out what a word means. The teacher is guiding students to look at the surrounding sentences and ideas to determine why something would be desired, rather than focusing on how the word sounds or how it’s built from smaller parts. This is exactly what contextual analysis is about—reading for meaning from the clues in the text around the unfamiliar word. Phonemic awareness would focus on the sounds of the word, not its meaning. Morphemic or structural analysis would involve breaking the word into parts like desire and able to guess meaning from those parts, but the teacher’s strategy here hinges on the surrounding context, not on the word’s internal parts.

Using context clues to figure out what a word means. The teacher is guiding students to look at the surrounding sentences and ideas to determine why something would be desired, rather than focusing on how the word sounds or how it’s built from smaller parts. This is exactly what contextual analysis is about—reading for meaning from the clues in the text around the unfamiliar word.

Phonemic awareness would focus on the sounds of the word, not its meaning. Morphemic or structural analysis would involve breaking the word into parts like desire and able to guess meaning from those parts, but the teacher’s strategy here hinges on the surrounding context, not on the word’s internal parts.