I have a spreadsheet of four-letter words.
Not those words.
My words are common words that can be used as more than one part of speech and/or in different contexts thereby changing the words’ meaning.
Here’s what I’m thinking of using as an informal writing activity to arouse some interest in the boring but vital topic of the value and limits of using context in determining a word’s meaning. This activity is suitable for high school and college students.
Step 1. [Me to students] I’m going to show you five words. I want you to tell me in a sentence or two if there are any of these words whose definition you aren’t sure you know. Here is the list:
In your response, mention the words whose meanings you know and the ones whose meaning you aren’t sure about. You have 30 seconds to write.
Step 2. [Me:] Now let’s see if you really know the meanings of those words.
I’m going to read you five clues [displayed or in hard copy so students can refer to them]. On your paper, beside the clue’s number, write the word that fits. You have 90 seconds. [Read clues aloud.]
- You wouldn’t like finding one of these in your shoelace or in your shoes.
- Don’t ruffle members’ feathers by cheering.
- You take it in school, but a clam carries one everywhere.
- This moves slowly, but you could take a quick one.
- Unless you’re an iguana, if you make one, you clean it up.
Those are the clues. On your paper, beside the clue’s number, write the word that fits. You have 90 seconds.
Step 3. Give correct answers. Students grade themselves.
Step 4. In no more than three complete sentences, explain what this rather silly quiz shows that is important for you to know to be a good reader. You have two minutes to write.
Step 5. In no more than three complete sentences, explain something taking this silly quiz shows you that’s important for you to know to be a good writer. You have two minutes to write.
Next steps. This informal writing forces all students to think about the process of deciphering a “strange word” they encounter in their reading. Some students will be able to figure out at least a couple correct answers from the total quiz context, but still not know the meaning of the term.
I’d probably have students work in pairs or small groups to find the actual meanings of the terms in the contexts indicated in the clues.
One point of the activity is to show students that they can use reading context to make educated guesses about words they don’t know, but to be sure they guessed correctly, they need to check a dictionary.
The second point is to show students that as writers they often need to provide indirect definitions of words (for example, by using synonyms) to help readers who may be unfamiliar with a term they use in a restricted or technical sense.
FYI A test is the hard outer covering of certain invertebrates, such as the clam. The other four words in the quiz are group names. A group of frogs is a knot. A group of snails is a walk. A group of ducks is a team. A group of iguanas is a mess.