Multiple-Meaning Words

Building academic language

Word

• Present the Vocabulary Cards to the students and read through the student-friendly definitions.
• Put the students into six small groups and pass out one vocabulary card to each group. Give each group two blank sheets of white paper and various coloring materials.
• Draw an example of the blank vocabulary card on the board. Write the word nail on the top of your example vocabulary card on the whiteboard. Next, write the following student-friendly definitions on the bottom of the example vocabulary card on the whiteboard:
  • (noun) A nail is the hard part of your finger.
  • (verb) To nail something means to pound a nail with a tool.
• Sketch two illustrations to connect with each definition.
• Explain to students that they will decide what pictures to draw as a group, depending on their word's definitions. Tell the students that first they will draw small sketches on their vocabulary card and then draw two larger pictures that illustrate their definitions. Reiterate that they do not have to write the definitions on their larger pictures.
• Allow students time to create their illustrations and rotate around the room, providing assistance as needed.

Sentence

• Allow students to share their illustrations and definitions with the class.
• Tell students that next they will be creating two sentences to illustrate each definition on their vocabulary card. Write two sentences for the word nail on the whiteboard. Refer to the definitions on the example vocabulary card as you write your sentence to clarify accuracy.
• Provide each small group of students with whiteboards and whiteboard markers. Allow the students time to create their sentences.
• Have each group share their sentences aloud.

Discourse

• Tape all of the student illustrations on the whiteboard in no particular order.
• Explain that now each group will briefly come up with a short skit, acting out one of the meanings of their multiple-meaning word. Walk students through the activity, using the word nail. For example, pretend to paint your nails.
• Remind the students to write their vocabulary word on the board before they act out their skit.
• Allow students a few minutes to create their skits. Next, have the groups (or a few groups) take turns sharing their skits. After each group shares their skit, call on a student volunteer to come up to the board to find the illustration that matches the skit that the students performed.
• Have the students share what they think the word's meaning is, using the following sentence frames:
  • Based on the skit, I think the word ____ means ____. I think this because ____.