Explain the primary qualities of a homograph, a word with one spelling, but two optional pronunciations, each with its own distinct definition. Emphasize the one spelling, two pronunciations and two definitions by writing this definition on the dry erase board for your students to see and copy in their notes.
Write the definition of a homonym, a word with one spelling, one pronunciation and two distinct definitions, to emphasize the difference between homonyms and homographs. Point out the difference in the number of accepted pronunciations between the two terms, as the primary difference between the two terms. Use this as a counterpoint to your homograph definition, so your students can understand the differences between the two words.
Using the dry erase board, write a few examples of common homographs, with which your class is familiar. Speak the two possible pronunciations and ask your class to define each pronunciation. For instance, write the word “Bass” on the board and provide the two pronunciations by saying “base” and “bass.” Wait for your class to define the “base” pronunciation as a musical instrument or musical component, and the “bass” pronunciation as a type of fish. Point out the two different pronunciations, emphasizing the definition of a homograph. Use this activity to demonstrate how you expect your students to understand the differences between homograph definitions.
Write a list of words on the dry erase board, which includes a number of homographs and homonyms. For each word, ask your class to first provide the two definitions for each. Once defined, instruct them to classify each word as either a homograph or a homonym. If the class seems confused, encourage them to pronounce the word associated with each definition. Use this activity to reinforce the difference between these two terms.
Prepare a worksheet, which includes a number of sentences with homographs in each. Explain that the task is to read each sentence and, based on the contextual clues in each sentence, to determine which pronunciation is correct for each homograph. Ask one student, at a time, to read a sentence and choose a pronunciation, while the rest of your class reads along with the student and thinks about the answers. Use this activity to give your students personal practice working with homographs, while they listen to the logic of other students working with them at the same time.