ESC 757

Homework #4

Name: Bernice Garcia

Due: November 5th
Please type your responses to the following questions using a 12 pt. font. Submit your assignment
on Blackboard and bring a hardcopy to class on the due date.
Topic: Semantic Concepts
1. Provide four examples of each of these semantic relationships:
a. Homonym
c. Homophone
e. Homograph
pairs
pairs
pairs
b. (with
d.
f. (with
definitions)
definitions)
i. stalk (noun, of
l. wood/would
m. bow (of a ship)
a plant) vs.
n. bow (and
j. stalk (verb, to
arrow)
follow)
k.
p. 1.Band (noun,
r. 1. eye/I
s. 1. tear (crying)
a rock band)
t.
tear (to torn
vs.
up a paper)
q. Band (noun, a
rubber band)
v. 2. Bat (verb,
x. 2. cell/sell
y. 2. Object
baseball bat)
(anything
vs.
visible,
w. Bat (noun, fly
tangible)
mammals)
z. Object (to offer
a reason or
argument)
ab. 3. Pair (noun,
ad. 3.
ae. 3. Present (a
a pair of gloves
coarse/course
birthday
vs.
present)
ac. Pear (noun,
af. Present
fruit)
(current,
something
occurring at
this time or
now
ah. 4. Principal
ai. 4. hear/here
aj. 4. Refuse (to
(adj,
decline)
constituting
ak. Refuse (waste,
principal vs.
to throw away)
Principle
(noun, head
director of a
school)
am.

g. Heteronyms
h. (with
definitions)
o. desert (to
abandon) vs.
desert (arid
region)
u. 1. Convict (to
find guilty) vs.
Convict (a
prisoner)
aa. 2. Invalid (not
valid) vs.
Invalid (an ill
person)

ag. 3. Pasty (like

glue) vs. Pasty
(a pie)

al. 4. Conflict (to

act against vs.
Conflict (to
fight or
disagreement)

an.Synonym
pairs
ar. warm/tepid

ao.Antonyms
pairs
as. hot/cold

ap.Polysemes

aq.Capitonyms

at. mouth (of a

av. polish (verb)

river)

aw.

au. mouth (of a

ax. 1. Answer/

ay. 1. on/off

reply

cave)
az. 1. dog (animal)
ba. dog (person,
whats up

bd. 2. Begin/start

be. 2. early/late

dog?)
bf. 2. pupil (eye)
bg. pupil (student)

bj. 3. Idea/thought

bk. 3. love/hate

bl. 3. poach
(cooking in
water
bm.

Polish

(adj.)
bb. 1. Turkey
(country)
bc. turkey (the
bird) (noun)
bh. 2. China
(country)
bi. china
(porcelain)
(noun)
bn. 3. March
(month)
bo. march (to
walk) (verb)

poach

(to hunt
animals on
anothers
bp. 4. Cry/sob

bq. 4. old/new

person land)
br. 4. bank (keep
secure)
bs. bank (place

bt. 4. Titanic (ship)

bu. titanic
(gigantic) (adj)

where things
are kept
secure)
bv.
bw.
2. Choose one of the semantic concepts from the top row (homonyms, homophones,
homograph, or heteronyms) and discuss one idea for teaching it to a group of ELLs. (one
paragraph).
bx.
by. One idea for teaching homophone pairs to a group of ELLs students can be by playing a
game of matching. Explain to the students that homophones are words that sound the same
but have different spellings and meanings. A teacher can choose 10 (pair) words to start off
the game. (Beginner students) The words can be written in index cards and each word
should have a picture that goes along with the word and a sentence. The index cards
should be spread on top of a desk, the teacher should model the first pair to the students.
Example: I see a picture of an EYE, my vocabulary word that matches this picture is EYE.
However there are two index card words that make the same sound when I read them,
these words are eye and I. Which word will I pick to complete the sentences? Lets see I

know the word I means myself, like if I say, I want to go to school. So that means that
eye is the correct word to complete the sentence. Then I would read the sentence, The girl
had a red EYE.
bz.
ca. 3. Design an activity for ELLs using one of the pedagogical strategies below:
1. Semantic mapping
2. Word hierarchies (ordering sets of words from least to greatest)
cb. e.g. hut > house > mansion
3. Semantic feature analysis
cc.
cd. Describe your activity briefly in about a page. 1. State for which level and age your activity is
for, 2. State the learning objective(s), 3. Have students create something visual (e.g.
drawings, diagrams, etc.) as part of the activity, and 4. Include some way for students to
interact with the words in context by reading and writing them in full sentences.
ce.
cf.
cg.
ch.
ci.
cj.
ck.
cl.
cm.
cn.
co.
cp.
cq.
cr.
cs.
ct.
cu.
cv.
cw.
cx.
cy.
cz.
da. Question # 3 Activity for ELLs/ Word Hierarchies
db.
dc.
dd. This activity is designed for third grade students ages 8, 9 and 10.
de. The learning objective for this activity is,
df. Students will be able to organize vocabulary words according to their hierarchy.
dg. Students will create sentences to describe the hierarchy process for three given words.
dh.

For this activity students will create a picture for each of the following words, muffin,

pie and cake.

di.

Students will then use an inner/outer circle for the interactive part of this activity.
The inner/outer circle is done by choosing an even amount of students, in this case I will
choose six students. Three students form a circle facing outwards, the other three students
stand in front of the three students in the inner circle. From an outside view, you should see
two circles (three students facing outwards, and three students facing inside the circle,
students should be facing face to face with one another.) The inner students should be
holding the pictures they drew, one student should have a picture of a muffin, the other one
a picture of a pie and lastly the third student should be holding a picture of a cake. The
students inside the circle should prompt the students in the outer circle to explain in words
in what stage (hierarchy) does the picture they are holding fall into. The outer students
should be able to compare the three pictures and discuss with the inner students why they
place each picture first, second and third. After the students discuss together their findings
the outer students should use their notes with the inner students to create sentences
explain the hierarchy of the words muffin, pie, and cake.

dj.
dk.
dl.
dm.
dn.
do.
dp.
dq. 4. Fieldwork: Prototype Analysis
dr.
ds. Do a prototypical analysis of the word read. Although all of the examples below are
examples with the word read, some are better examples than others of what people think of
first when they think of the work read.
dt.
du. As an example, take the word green. Close your eyes and imagine a true green. Now
imagine an bluish greenimagine a yellowish green. Although you might still call all of
these green, they are not as good examples of greenas the true green. In short, some
greens are more prototypically green than others. The same is true for other categories,
i.e., dogs. Some dogs are though of as more typical dogs than others. The retriever is
more typical than the Pekinese.

dv.
dw.
Use the worksheet below to survey 10 native speakers of English to get their ratings
of the sentences. Summarize and explain your results in 1 page (typed and double-spaced):
Which sentences received the highest rating? The lowest? Why do you think your
respondents organize the definitions in the ways that they did? Explain what features seem
to characterize the most prototypical examples.
dx.
dy.
dz. Survey worksheet on word meanings
ea.
eb. Please rate on a scale of 1 to 5 the following sentences as best examples of the category
READ. (1 is best, 5 is least good).
ec.
ed. 1=best, or closest match with the original or usual meaning of read.
ee. 2=pretty good match with the original or usual meaning of read.
ef. 3=acceptable match with the original or usual meaning of read.
eg. 4=not very good match with the original or usual meaning of read.
eh.
5=poor match with the original or usual meaning of read.
ei.
ej. Sentence
ek. Circle your
answer (1
is best
example, 5
is worst
example)
1. He read the story to his kids.
el. 1 2 3 4
5
2. Joes wife could read him like a book.
em.
1 2
3 4 5
3. He read the music on the stand.
en.
1 2
3 4 5
4. He read the newspaper while eating breakfast.
eo.
1 2
3 4 5
5. He read law at the University.
ep.
1 2
3 4 5
6. The deaf woman read the lips of her friend.
eq.
1 2
3 4 5
7. Tom had his fortune read yesterday.
er. 1 2 3 4
5
8. He read the degrees on the thermometer.
es.1 2 3 4
5
9. He read the stop sign just before it was too late.
et. 1 2 3 4
5
10. He read the novel War and Peace in four days.
eu. 1 2 3 4
5
ev.
ew.
ex.
ey.

ez.
fa.
fb.
fc. Question #4: Prototype Analysis
fd.
fe.
This survey was very interesting to complete. I received many similar
questions such as, Hey does read have a different meaning in each sentence?
Youre making me think! As I collected my data and analyzed it carefully, I
noticed that sentence 4. He read the newspaper while eating his
breakfast. was the most common sentence to receive the lowest rating.
Sentence number 10. He read the novel War and Peace in four days. was
second in lowest rating. In both of these sentences read is used as a verb. These
sentences are also very commonly used in dialogues between students and
coworkers in an educational environment. Most people identify read as a verb
because it describes a state of action and understanding and/or meaning.
ff.

The sentences with the highest ratings were 5. He read law at the
University. 6. The deaf woman read the lips of her friend. and 2. Joes
wife could read him like a book. Two of these sentences, numbers 6 and 2
the word read is considered to be an idiom. Some people consider using the
word read as an idiom is not proper use of the word. Therefore, I believe this
may have been one of the reasons why they received the highest ratings. For
sentence number 5, I believe the people I surveyed believe it did not make
sense. Did he read (verb) law? Was a common question I was asked as they
completed the survey because of this confusion most people rated it a 4 and 5
as not a very good match or poor match to the meaning of read.

fg.

Since I preformed my survey with my coworkers at school, I believe they

immediately associated the word read as a verb and choose those sentence
where read is used as a verb to rate as best sentences, closest match.

Sentences were read was used as an idiom had the highest rating because as I
stated above, most of the teachers I surveyed believe it was not the best match
to the definition read. All other sentences fell in the middle range. If I were to
conduct this survey again I will not conduct it with educators, I will like to survey
a random selection of people to see how my answers would range.
fh.
fi.
fj.
fk. HW#4 Rubric
fl.

1. Semantic relationships

fm. Able to find examples of Homonyms,

Homophones
fn. Homographs, Heteronyms, Synonym pair,
Antonyms pairs, Polysemes, and Capitonyms

fo. Exceeds
fp. 5

fq. Meets
fr. 3-4

fs. Approaches
ft. 1-2

fw. Exceeds
fx. 5

fy. Meets
fz. 3-4

ga. Approaches
gb. 1-2

ge. Exceeds
gf. 9-10

gg. Meets
gh. 7-8

gi. Approaches
gj. 1-6

gm. Exceeds
gn. 9-10

go. Meets
gp. 7-8

gq. Approaches
gr. 1-6

gu. Exceeds
gv. 9-10

gw. Meets
gx. 7-8

gy. Approaches
gz. 1-6

fu. 2. Teaching semantic concepts

fv.

Activity demonstrates thorough understanding

of the concept and how to present it to
students in a meaningful way.

gc. 3. Semantic Teaching Strategies

gd. Lesson activity demonstrates understanding of
the strategy, is appropriate for students age
and level, incorporates visuals, and
contextualized use of language.

gk. 4. Teaching about metaphors

gl.

Lesson activity demonstrates understanding of

how to teach the concept of metaphor in a way
that is appropriate for ELLs.

gs. 5. Prototype analysis

gt.

Able to gather data from 10 respondents

regarding interpretations of the word read
and provide meaningful analysis of results in 1
page.

ha. TOTAL (40)

hb.

hd.
he.
hf.
hg.
hh.
hi.
hj.
hk.
hl.
hm.
hn.
ho.
hp.
hq.
hr.
hs.
ht.
hu.
hv.

hc.

hw.
hx.
hy.
hz.
ia.
ib.
ic.
id.
ie.
if.
ig.