What do students typically do with a word they do not know, according to the 5-step procedure?

In the context of the 5-step procedure, when students encounter a word they do not know, they commonly choose to skip it and continue reading first. This approach allows them to maintain the flow of comprehension within the text, as they can often infer the meaning of the unknown word from the surrounding context and the overall message. Skipping initially encourages students to be active readers, engaging with the material without getting bogged down by individual word meanings.

Continuing to read can also promote a more holistic understanding of the text, allowing students to gather information from subsequent sentences that may clarify the role of the unknown word. Once they have a broader understanding, they may return to the word later with more context, which aids in deeper learning and retention. Thus, this strategy emphasizes a balance between understanding the text as a whole and addressing vocabulary challenges more effectively.