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English lesson plan · Kindergarten (Reception and Year 1 in England) · 30 minutes

One word, two meanings (bat, duck, ring)

Vocabulary

CCSS L.K.4.AEngland: Reception Communication and LanguageEngland: Y1 Vocabulary

Objective and success criteria

Students will: One word, two meanings (bat, duck, ring).

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Sorting words into groups

Leads to: Literal or figurative? Phrases that don't mean what they say

Materials: Word cards, A thesaurus or dictionary, A short text with the target words, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Sorting words into groups). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Which word does not belong with the others? foot, diamond, arm, ear (foot / diamond / arm / ear) → diamondPrompt: What do most of the words have in common?
  2. Which group does "apple" belong to? (furniture / fruit / body parts / clothes) → fruitPrompt: What is a apple?
  3. Which word does not belong with the others? bike, truck, boat, square (bike / truck / boat / square) → squarePrompt: What do most of the words have in common?

Hook · 3 min

  • Show an interesting word in a sentence and ask what it might mean from the clues around it.
  • Share the objective: One word, two meanings (bat, duck, ring). Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: What does the word mean in THIS sentence? Birds fly south in winter.
  • Step 1: Some words have two meanings. The rest of the sentence tells us which one.
  • Step 2: So the answer is: to move through the air with wings
  • Answer: to move through the air with wings
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. What does the word mean in THIS sentence? The duck swam across the pond. (a bird that swims / to bend down quickly) → a bird that swimsPrompt: Read the whole sentence, not just the word.
  2. Which sentence uses the word with this meaning: wave (in the sea)? (Wave to your friends! / A huge wave crashed on the sand.) → A huge wave crashed on the sand.Prompt: Read both sentences carefully.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Which sentence uses the word with this meaning: light (not heavy)? (A feather is very light. / Switch on the light.) → A feather is very light.Prompt: Read both sentences carefully.
  2. What does the word mean in THIS sentence? The tree has rough bark. (the sound a dog makes / the hard outside of a tree) → the hard outside of a treePrompt: Read the whole sentence, not just the word.

Watch out for

  • Picking a "bigger" synonym that doesn't fit the meaning.
  • Ignoring the clues in the rest of the sentence.

Support and stretch

Support

  • Review first: Sorting words into groups.
  • Use concrete materials: word cards.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Literal or figurative? Phrases that don't mean what they say.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/kindergarten.

Free lesson plan from eurekami.com/lesson-plan-builder

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One word, two meanings (bat, duck, ring)

Name

Date

Score/ 6

  1. Question 1

    Which sentence uses the word with this meaning: ring (a sound)?

    • A. I lost my ring.
    • B. The bell will ring at lunchtime.

  2. Question 2

    What does the word mean in THIS sentence? I heard the dog bark.

    • A. the sound a dog makes
    • B. the hard outside of a tree

  3. Question 3

    Which sentence uses the word with this meaning: duck (bend down fast)?

    • A. The duck swam away.
    • B. Duck, or the ball will hit you!

  4. Question 4

    What does the word mean in THIS sentence? The tree has rough bark.

    • A. the hard outside of a tree
    • B. the sound a dog makes

  5. Question 5

    Which sentence uses the word with this meaning: bark (on a tree)?

    • A. Moss grows on the bark of the oak.
    • B. I heard the puppy bark.

  6. Question 6

    What does the word mean in THIS sentence? Hit the ball with the bat!

    • A. a stick to hit a ball
    • B. an animal with wings

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Answer key: One word, two meanings (bat, duck, ring)

  1. 1. B. The bell will ring at lunchtime.

  2. 2. A. the sound a dog makes

  3. 3. B. Duck, or the ball will hit you!

  4. 4. A. the hard outside of a tree

  5. 5. A. Moss grows on the bark of the oak.

  6. 6. A. a stick to hit a ball