Created by Valerie Mulé. ESL Teacher, Surry County Schools, NC

I can take the same word and use it in a different context (place) and it may change the meaning of the word.

Let’s look at some examples: Sugar

http://topnews.ae/images/sugar-7.jpg

To some people sugar means a sweet granular substance.

http://img4.cookinglight.com/i/2007/06/cc-sugar-0706p160-m.jpg?300:300

Sugar could also mean a kiss.

http://cityroom.blogs.nytimes.com/2007/08/06/that-times-square-smooch-right-to-the-kisser/

In small groups work together complete a bubble map with all of meanings for the word trunk.

For each meaning please write a sentence with the word on the back of your map.

EX: He put his trunk on the glass. In this sentence what do you think the word

trunk means? For now DO NOT USE a dictionary – we will

use one later.

Bub b le M a p fo r De sc rib ing

Trunk

Bub b le M a p fo r De sc rib ing

Trunk

car

elephant nose

tree

suitcase

your nose

Main line

1. Read the Internet publications on NC Labor Laws Notice to Employees – read these on your own.

2. Make a vocabulary card for at least 6 words you do not understand.

3. Reread the selection.4. In small groups discuss the reading5. Each person must discuss their new vocabulary words with the

group. The group will help decide if you choose the correct meaning of the word.

6. Revise/correct your vocabulary cards.7. Write a sentence for each new word that you learned.8. Assess your vocabulary cards/group work using rubrics.9. Have one person from each group turn in your vocabulary cards

or send them to your teacher’s computer. 10. Create a multimedia presentation using Zooburst with your

vocabulary words.11. List strategies used to understand words in context. Post. 12. Class discussion on NC child labor laws – getting a work permit,

etc EQ: Why is it important to understand vocabulary in context?

Please open the link and read one of the following documents.

Quick Reference to the North Carolina Wage & Hour Acthttp://digital.ncdcr.gov/cdm4/item_viewer.php?CISOROOT=/p249901coll22&CISOPTR=11631&CISOBOX=1&REC=10

North Carolina Department of Labor Notice to Employees

http://digital.ncdcr.gov/cdm4/item_viewer.php?CISOROOT=/p249901coll22&CISOPTR=100647&CISOBOX=1&REC=1

While you are reading please make a vocabulary card for each word you are not sure about. You must have at least 6 cards.

Definition

(in own words)

Characteristics

Examples

(from own life)

Non-examples

(from own life)

Frayer Model

Note. From Frayer, D.A., Fredrick, W.C., & Klausmeier, H.J. (1969). A schema for testing the level of concept mastery (Working Paper No. 16). Madison, WI: Wisconsin Research and Development Center for Cognitive Learning. Adapted with permission.

http://digital.ncdcr.gov/cdm4/item_viewer.php?CISOROOT=/p249901coll22&CISOPTR=11631&CISOBOX=1&REC=10

http://digital.ncdcr.gov/cdm4/item_viewer.php?CISOROOT=/p249901coll22&CISOPTR=100647&CISOBOX=1&REC=1

http://digital.ncdcr.gov/cdm4/item_viewer.php?CISOROOT=/p15012coll5&CISOPTR=1589&CISOBOX=1&REC=2