Which practice should be avoided when introducing new reading material?

When introducing new reading material, it is essential to ensure that students are only exposed to words that they have previously learned or have a solid understanding of. Asking students to read words they have not been taught yet can lead to confusion and frustration, as they may struggle to decode or understand the text. This approach can hinder their confidence and motivation, as they won't have the necessary foundational skills to engage with the new content effectively.

The other practices mentioned, such as asking students to derive meaning from known context, building concepts on previously learned material, and using a variety of teaching methods, are beneficial strategies. These approaches allow students to make connections, reinforce learning, and engage in a more enriched learning environment, ultimately supporting their literacy development. By fostering a learning experience that builds on existing knowledge and encourages exploration within their zone of proximal development, educators can help students gain mastery and confidence in their reading skills.