1st Grade for ME - Unit 3: Resources in Our Communities - WEEK 5 Day 4 - Vocabulary & Language - Words with Multiple Meanings

Sep 28, 2026

Uploaded by lilac

Vocabulary & Language lesson plan for first grade Unit 3, Week 5, Day 4, centered on “Words with Multiple Meanings.” Students define vocabulary using parts of speech and sentence-level context clues. Key targets include mold, special, and produce, with discussion prompts that compare alternate meanings (container vs. fungus; important/unique adjective vs. dish noun; verb make vs. noun fruits and vegetables). Ongoing assessment checks accurate definitions, recognition of alternate meanings, and the ability to determine meaning from how words are used in sentences.

LanguageEnglish

CategoryExam

FormatPDF

Pages4

Reading Time10 min

AccessFree to download

Unit 3: Resources in Our Communities

WEEK 5 Day 4: Vocabulary & Language - Words with Multiple Meanings

Language Objective

Vocabulary

Discussion (page 10)

Discussion (page 28)

Discussion (page 29)

Closing

Standard (Boston)

Ongoing assessment

Unit 3: Resources in Our Communities WEEK 5 Day 4 Vocabulary & Language Words with Multiple Meanings | Weekly
Question | How do resources get from where they come from to the people who use them? | | --- | --- | | Language
Objective | I can use sentence context to determine the meaning of a word. (L.1.4a) | | Vocabulary | mold: a container used to give shape to something
noun: a person, place, thing, or idea
verb: a word that expresses a physical action, mental action, or state of being
adjective: a word that describes a person, place, thing or idea
produce: to make | | Materials and Preparation | ● Words with Multiple Meanings cards, from Day 3
● On the Farm, At the Market, G. Brian Karas
Flag pages 10, 28, and 29. | | Opening | Yesterday we explored words with multiple meanings and determined what the words meant by using the context of the sentences. | | Discussion
page 10 | Let’s read this word together.
Show the “mold” card. Tap and blend the word together.
What does the word “mold” mean?
What is another meaning of the word?
“Mold” can be a noun naming a container used to give shape to something, or it can be a noun naming a type of fungus.
Let’s read a sentence from On the Farm, At the Market to see which meaning of “mold” G. Brian Karas uses. | Vocabulary & Language U3 W5 D4 Focus on First/ 1st Grade for ME | Boston Public Schools Department of Early Childhood P-2/ Maine Department of Education | | Read the second sentence on the page.
What does “mold” mean in this sentence? How do you know? | | --- | --- | | page 28 | Here is another word we find in this book. Let’s read it together. Show the “special” card. Read the word together.
What does the word “special” mean?
What is another meaning of the word?
“Special” can be an adjective that describes something as important or unique, or it can be a noun naming a dish that is not usually on the menu.
Let’s read another sentence from On the Farm, At the Market to see which meaning of “special” G. Brian Karas uses.
Read the second to last sentence.
What does “special” mean in this sentence? How do you know? | | page 29 | This is a word we looked at last week. Let’s read it together. Show the “produce” card.
What does the word “produce” mean?
What is another meaning of the word?
“Produce” can be a verb that expresses the action of making something, or “produce” can be a noun naming fruits and vegetables. Like “combine” and “combine,” the meaning changes depending on how the word is pronounced.
Let’s read a sentence from On the Farm, At the Market to see which meaning of this word G. Brian Karas uses.
Read the second sentence.
What does “produce” mean in this sentence? How do you know? | | Closing | Today we used context clues to figure out which meanings of words G. Brian Karas uses in On the Farm, At the Market. | | Standard
(Boston) | L.1.4a. Use sentence-level context as a clue to the meaning of a word or phrase. | | Ongoing assessment | Do children accurately define vocabulary words?
Do they know the alternate meanings of the words? | Vocabulary & Language U3 W5 D4 Focus on First/ 1st Grade for ME | Boston Public Schools Department of Early Childhood P-2/ Maine Department of Education | | Are they able to use sentence context to determine the meaning of the word?
Notice how children participate in turn taking. Consider using Equity Sticks or another talk protocol to ensure that all children have opportunities to volunteer ideas. | | --- | --- | Notes Vocabulary & Language U3 W5 D4 Focus on First/ 1st Grade for ME | Boston Public Schools Department of Early Childhood P-2/ Maine Department of Education Vocabulary & Language U3 W5 D4 Focus on First/ 1st Grade for ME | Boston Public Schools Department of Early Childhood P-2/ Maine Department of Education

FAQs

What is the main goal of this Vocabulary & Language lesson?

Students use sentence context to determine the meaning of a word with multiple meanings.

Which vocabulary words are practiced in this lesson?

The lesson focuses on mold, special, and produce, including how each word’s meaning changes by context.

How are students assessed during the lesson?

Ongoing assessment checks whether children accurately define vocabulary words, identify alternate meanings, and use sentence context to determine meaning.

Sep 28, 2026

Uploaded by lilac