Introduce the concept of idioms with clear definitions. For instance, you could say "Idioms are a form of figurative language where a phrase comprised of a group of words combined together has a dramatically different meaning than the dictionary definitions of the individual words." Emphasize that idioms are unique because the meaning of the parts do not equal the meaning of the whole. Be sure to make it clear that idioms differ from other types of figurative expressions, such as smiles or metaphors, because they can be "translated" into conventional meanings.
On chart paper make a list of a few common idioms. Use markers to make the list because you'll want to keep the chart for future use. Draw illustrations to represent both the literal and conventional meanings of the idioms. Point out that the illustrations that represent the literal meaning of the idiom are inaccurate and explain why. Explain why the illustrations that represent the conventional meanings of the idioms are accurate. Be sure to point out how the components of the phrase taken together take on a different meaning than the individual words that comprise the phrase.
Write another commonly encountered idiom on chart paper. This time do not pair the phrase with an illustration. Use the think-aloud strategy to model translating the meaning of the idiomatic expression from its literal meaning to its conventional one. For example, you could use the common idiomatic phrase "a bird in the hand is worth two in the bush." Articulate your thought process to explain the logic behind and meaning of the phrase: It is better to have something certain ("a bird in the hand") than to rely on the possibility of something greater ("two in the bush") because while what you already have is a sure thing you can count on, the possibility of something greater is not guaranteed. Tell students to briefly confer with a partner. Call on a student to describe what you did. On chart paper write the steps of the process you followed. Have your students copy the steps for future reference.
Give your students guided practice in interpreting idioms. Arrange students into small groups of three or four. Assign each group a different common idiomatic expression that is accompanied by two illustrations: one that represents the literal meaning and one that represents the conventional meaning. Tell students to identify which illustration represents the literal meaning and which represents the conventional meaning. Have each group follow the process you modeled to interpret the idioms. After about 15 minutes, have each group share its interpretations with the class. Be prepared to help students discover and correct their misinterpretations.
Assess your students by using an independent practice assignment. Assign idioms to individual students for interpretation. Use your evaluation of the assessment results to determine the next instructional steps for each student. Be sure to provide each student with supportive written feedback and constructive verbal feedback to help him or her master understanding idioms.
Provide opportunities for additional practice. Encourage students to visit Web sites about idioms, bring in articles and cartoons that contain idioms, jot down idioms they encounter on TV, and ask relatives and friends who speak other languages or live in other areas to share idioms they know. Prepare scripts for students to role-play using idioms in speech. Create an interactive idiom word wall, using sentence strips. Invite students to use self-stick notes to write their interpretations of the idioms listed on the word wall.
Help students build on their skills. Once students have mastered interpreting idioms in isolation, have them do additional work with idioms in context. Have students start with paragraph completion activities and move on to interpreting idiomatic phrases embedded in passages and using idioms in their own original writing.