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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? bench, stool, coat, shelf (bench / stool / coat / shelf) → coatPrompt: What do most of the words have in common?
  2. Which group does "rain" belong to? (weather / furniture / fruit / animals) → weatherPrompt: What is a rain?
  3. Which word does not belong with the others? dog, horse, cow, truck (dog / horse / cow / truck) → truckPrompt: 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? We swam in the sea and saw a wave. (to move your hand to say hello / moving water in the sea) → moving water in the seaPrompt: 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: ring (jewellery)? (Grandma's ring is silver. / Did the bell ring?) → Grandma's ring is silver.Prompt: Read both sentences carefully.
  2. What does the word mean in THIS sentence? Please don't kick the can across the road. (to be able to / a metal tin) → a metal tinPrompt: 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: 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? Can I have a glass of milk?

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

  3. Question 3

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

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

  4. Question 4

    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

  5. Question 5

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

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

  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: light (not heavy)?

    • A. A feather is very light.
    • B. Switch on the light.

  8. Question 8

    Which sentence uses the word with this meaning: bat (a stick to hit a ball)?

    • A. A bat flew past the moon.
    • B. She swung the bat and hit the ball.

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

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

  2. 2. B. a cup made of glass

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

  4. 4. A. not heavy

  5. 5. B. A fly landed on my sandwich.

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

  7. 7. A. A feather is very light.

  8. 8. B. She swung the bat and hit the ball.