Homophones, Idioms, and Figurative Language

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Homophones, Idioms, and Figurative Language
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Methods of Vocabulary Instruction

• Generative Methods
• Additive Methods

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Homonyms

• Instruction that focuses on homonyms allows
  students to interpret print precisely, transfer
  spoken meaning effectively to print, and to
  understand the polysemous nature of words.
• Homonyms are words that are pronounced or spelled
  alike but have different meanings. wait/weight, /
  eye, eye
• Homophones can be learned through repetitive
  drill, research and practice have demonstrated
  that rote memorizations of definitions is
  ineffective. There are more than 200 homophone
  sets in the English language can be confusing,
  more so for the writer than the reader.
• Homographs are spelled alike but have different
  meanings and sometimes have different
  pronunciations. read/read

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Homonym Instruction

• Introducing Homophones
• Homophone Win, Lose, or Draw
• Resources for Homophone Instruction

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Idioms

• An idiom is a phrase that has a meaning different
  from the literal meaning of its words. Knowing an
  idioms origin is important because it provides
  students with the information they need to make
  about its meaning.
• Laid an Egg describes a bad performance. However
  in Shakesperes time if the audience did not like
  the performance they threw eggs.
• Instruction that focuses on idioms is important
  especially for ESL students.

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Idiom Instruction

• Introducing Idioms
• Idiom Four Square
• Resources for Idiom Instruction

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Figurative Language

• Students often encounter figurative language in
  their reading.
• Two forms of figurative language are simile and
  metaphor.
• A simile compares people, places, things, or
  ideas using the comparison words like or as a
  metaphor compares two people, places, things, or
  ideas without using the comparison words.

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Figurative Language Instruction

• Introducing Figurative Language
• Discover the Authors Connection
• Resources for Figurative Language Instruction

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• The Feel of a Pencil
• The computer is calling me.
• Ive a story to write.
• Ill use the computer-of course
• Its faster.
• Its better.
• It spells and edits and prints out what I do
• The computer is nagging me.
• Ive a story to write.
• Blank documents up cursors set to go.
• Cant get started.
• Cant begin.
• The story is close to my heart and I cant hear
  the song.
• The computer is harassing me.
• Ive a story to write.
• Empty words fill a page hollow paragraphs
  emerge.
• Tapping the keys.
• Scrolling through the text.

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Bibliography

• Beck, I, McKeown, M.G. Kucan, L.(2002).
  Bringing Words to Life. The Guilford Press, New
  York.
• Block, C., Mangieri, J.N.(2006).The Vocabulary
  Enriched Classroom. Scholastic, New York.

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Presented by Cynthia KennedyLiteracy Resource
Specialist