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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? banana, hand, foot, leg (banana / hand / foot / leg) → bananaPrompt: What do most of the words have in common?
  2. Which group does "sheep" belong to? (animals / shapes / body parts / vehicles) → animalsPrompt: What is a sheep?
  3. Which word does not belong with the others? bus, train, desk, plane (bus / train / desk / plane) → deskPrompt: 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? I heard the phone ring. (jewellery for your finger / the sound a bell or phone makes) → the sound a bell or phone makesPrompt: Read the whole sentence, not just the word.
  2. Which sentence uses the word with this meaning: ring (jewellery)? (Grandma's ring is silver. / Did the bell ring?) → Grandma's ring is silver.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. Which sentence uses the word with this meaning: bat (an animal with wings)? (The bat hung upside down in the cave. / I hit the ball with my bat.) → The bat hung upside down in the cave.Prompt: Read both sentences carefully.
  2. What does the word mean in THIS sentence? The bat flew out of the dark cave. (an animal with wings / a stick to hit a ball) → an animal with wingsPrompt: 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/ 8

  1. Question 1

    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.

  2. Question 2

    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

  3. Question 3

    Which sentence uses the word with this meaning: duck (a bird)?

    • A. The duck quacked at the bread.
    • B. Duck under the branch!

  4. Question 4

    What does the word mean in THIS sentence? The fly buzzed around the room.

    • A. a small insect
    • B. to move through the air

  5. Question 5

    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!

  6. Question 6

    What does the word mean in THIS sentence? Turn on the light, please.

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

  7. Question 7

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

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

  8. Question 8

    What does the word mean in THIS sentence? Please don't kick the can across the road.

    • A. to be able to
    • B. a metal tin

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

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

  2. 2. A. moving water in the sea

  3. 3. A. The duck quacked at the bread.

  4. 4. A. a small insect

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

  6. 6. B. a lamp that helps us see

  7. 7. B. Moss grows on the bark of the oak.

  8. 8. B. a metal tin