Homophones, Idioms, and Figurative Language

1. Homophones, Idioms, and Figurative Language

2. Methods of Vocabulary Instruction • Generative Methods • Additive Methods

3. 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

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

5. 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 Shakespere’s time if the audience did not like the performance they threw eggs. • Instruction that focuses on idioms is important especially for ESL students.

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

7. 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.

8. Figurative Language Instruction • Introducing Figurative Language • Discover the Author’s Connection • Resources for Figurative Language Instruction

9. The Feel of a Pencil The computer is calling me. I’ve a story to write. I’ll use the computer-of course… It’s faster. It’s better. It spells and edits and prints out what I do The computer is nagging me. I’ve a story to write. Blank document’s up; cursor’s set to go. Can’t get started. Can’t begin. The story is close to my heart and I can’t hear the song. The computer is harassing me. I’ve a story to write. Empty words fill a page; hollow paragraphs emerge. Tapping the keys. Scrolling through the text. I’m losing the very soul of what I want to say. A pencil is whispering. I’ve a story to write. A point of lead beacons from where I sit. It’s old. It’s worn. But I love the sound of graphite dancing over paper. The computer is mute. I’ve a story to write. I hit Delete and embrace a trusted friend. It glides. It hums. It pulls the hidden phrases from my heart. A pencil is reassuring me. I’ve a tale to write. Smell of lead awakens all of my senses. I breathe. I feel. Words adorn each cherished page. The computer is calling- No doubt, will again. But when I struggle with what my heart is saying- Ah, the feel of lead over vellum! I reach for a pencil, And then I begin to sing. Karen Morrow Durcia

10. 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.

11. Presented by Cynthia KennedyLiteracy Resource Specialist