Riddles, work in a similar way to puns but also encourage problem solving and lateral thinking, as demonstrated by this popular riddle: What has a face and two hands but no arms or legs? (a clock). By doing this they’ll not only be learning to spell homophones but also what the words mean within the correct contexts. Whilst learning these aspects of spelling, why not encourage children to use homophones to create puns? You could even have a class ‘groanometer’ to award points for the scale of groans created by each joke. In grammatical terms they are homophones, which are part of the spelling element of the curriculum from Year 2-6. The words have entirely different meanings, are spelled differently, but sound the same. It plays on ‘foul’ meaning an unpleasant smell and ‘fowl’ the domesticated birds bred for food and eggs. Like many jokes it’s a ‘play on words’ in this case a pun. But just pause for a moment and think about how it works. I know, it’s a dreadful joke: the kind that makes you groan rather than laugh. Puntasticĭid you hear about the farmer who sprayed his chickens with perfume? He couldn’t stand the fowl smell. Wordplay is a brilliant way to explore vocabulary with children, and here are just some of the ways you can do it. Teaching vocabulary is obviously important, as recognised by the 2014 national curriculum, but it takes creative thinking to ensure that lessons aren’t just list-learning exercise of rich and academic words.
#Ultimate vocabulary 2014 full
Vocabulary is like this – it needs to be full of useful words for everyday situations, but to be really effective it must also contain less common words that enable clear communication in very specific situations.
Others that I love are unfortunately seldom relevant – rich words that sound pleasing to my ear like ‘rambunctious’, ‘filibuster’ and ‘pearlescent’. Some of my favourites I get to use frequently, such as ‘fabulous’, ‘certainly’ and ‘education’.
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