1. Contextual RedefinitionAspects of Literacy 2. Rationale for ContextualRedefinition Strategy To assist my ELL student with comprehending the textselection from Animal Farm, I will employ the strategy ofcontextual redefinition. This strategy is intended to removebarriers to understanding of the text by focusing oncontextual clues to comprehend unfamiliar vocabulary words. This strategy is designed to assist ELL students with wordrecognition by providing new and rich contexts for words tofacilitate student's memory of the word and to provide strongand meaningful associations. 3. Select Unfamiliar Words I present six unfamiliar words to be introduced ahead ofmy student's reading of the selected passage. Lurched Scullery Fluttering Ensconced Stout Benevolent 4. Show in a Sentence I present my ELL student with an example of how these words canbe used in authentic sentences. We lurched forward, and then up a steep grade, the tractors tiresstraining to grip the muddy terrain (Slate, 2014). Perhaps this helps explain the rising popularity of the butlerspantry, sometimes called a scullery, or secondary kitchen such asthe one Klar has (Forbes, 2014). Many have small yellow flags fluttering out front, a sign that theresidents inside many of whom are elderly are doing okay(Washington Post, 2014). 5. Show in a Sentence Yet although he was now firmly ensconced in the technologyestablishment, there was still something of a revolutionary inhim (Forbes, 2014) He was growing very stout, and his voice was hoarse with thefat that pressed on his throat (The Pearl, 1993). The true sage-king was so benevolent that laws and jailswould become unnecessary the people would willinglyfollow his lead (Time, 2014). 6. Show Words in Isolation Lurched Scullery Fluttering Ensconced Stout Benevolent I provide these vocabulary words to my student and ask them to providedefinitions for the words based on their exposure to them in the previouscontext-rich sentences. My student will explain their thinking while they write out a definition for eachword. 7. Predict Based on our discussion of these words, I ask my studentto predict what kind of passage has been selected for themto read. What do they expect the passage to be about? 8. Read My student reads the selected passage and takes notesabout their comprehension of the story with special noteto the words we have discussed. Most importantly, my student writes down any identifiabledifferences between the definition they came up with forthe vocabulary words and the meaning of the word in theselected passage. 9. Define My student looks up the definition of the words from anavailable dictionary, and we discuss differences betweentheir definition and the book definition along with otherpossible usages of the words.