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English lesson plan · Kindergarten (Reception and Year 1 in England) · 60 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 · 6 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? dog, circle, cube, triangle (dog / circle / cube / triangle) → dogPrompt: What do most of the words have in common?
  2. Which group does "cow" belong to? (weather / shapes / furniture / animals) → animalsPrompt: What is a cow?
  3. Which word does not belong with the others? sofa, chair, stool, dress (sofa / chair / stool / dress) → dressPrompt: What do most of the words have in common?

Hook · 6 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 · 12 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 · 12 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? Turn on the light, please. (a lamp that helps us see / not heavy) → a lamp that helps us seePrompt: Read the whole sentence, not just the word.
  2. 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.

You do: independent practice · 17 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. What does the word mean in THIS sentence? We swam in the sea and saw a wave. (moving water in the sea / to move your hand to say hello) → moving water in the seaPrompt: Read the whole sentence, not just the word.
  2. Which sentence uses the word with this meaning: light (not heavy)? (Switch on the light. / A feather is very light.) → A feather is very light.Prompt: Read both sentences carefully.

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/ 8

  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? The box is light. I can lift it easily.

    • A. not heavy
    • B. a lamp that helps us see

  3. Question 3

    Which sentence uses the word with this meaning: fly (an insect)?

    • A. A fly landed on my sandwich.
    • B. Planes fly very high.

  4. Question 4

    What does the word mean in THIS sentence? We swam in the sea and saw a wave.

    • A. moving water in the sea
    • B. to move your hand to say hello

  5. Question 5

    Which sentence uses the word with this meaning: bat (an animal with wings)?

    • A. I hit the ball with my bat.
    • B. The bat hung upside down in the cave.

  6. Question 6

    What does the word mean in THIS sentence? Mum wears a gold ring.

    • A. the sound a bell makes
    • B. jewellery for your finger

  7. Question 7

    Which sentence uses the word with this meaning: bark (a dog's sound)?

    • A. The bark of the tree is rough.
    • B. Dogs bark at the postman.

  8. Question 8

    What does the word mean in THIS sentence? Can I have a glass of milk?

    • A. a cup made of glass
    • B. a window pane

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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. not heavy

  3. 3. A. A fly landed on my sandwich.

  4. 4. A. moving water in the sea

  5. 5. B. The bat hung upside down in the cave.

  6. 6. B. jewellery for your finger

  7. 7. B. Dogs bark at the postman.

  8. 8. A. a cup made of glass