Shown are the steps a third-grade teacher follows when presenting a literacy lesson to the class. Providing direct instruction in which of the following word-learning strategies best describes the teacher's objective in engaging students in the activity?

Cognate analysis focuses on the relationship between words in different languages that share a common origin, which can help multilingual students recognize similarities in vocabulary. However, this approach is less relevant to a third-grade literacy lesson, which typically emphasizes skills directly related to the English language rather than cross-linguistic connections.

Phonemic awareness pertains to the recognition and manipulation of the individual sounds in spoken words. While crucial for early literacy development, this strategy primarily addresses auditory skills and does not directly engage with the structural components of words, which is the focus of the lesson in question.

Context clues involve using surrounding text to infer the meaning of unfamiliar words. Although this strategy is valuable for comprehension, it does not specifically target the analysis of word structures or components. The teacher's objective in this activity is to empower students to deconstruct and understand words, aligning more closely with morphological analysis.