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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). 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(L.1.4a) |\n| Vocabulary | mold: a container used to give shape to something\u003Cbr>noun: a person, place, thing, or idea\u003Cbr>verb: a word that expresses a physical action, mental action, or state of being\u003Cbr>adjective: a word that describes a person, place, thing or idea\u003Cbr>produce: to make |\n| Materials and Preparation | ● Words with Multiple Meanings cards, from Day 3\u003Cbr>● On the Farm, At the Market, G. Brian Karas\u003Cbr>Flag pages 10, 28, and 29. |\n| Opening | Yesterday we explored words with multiple meanings and determined what the words meant by using the context of the sentences. |\n| Discussion\u003Cbr>page 10 | Let’s read this word together.\u003Cbr>Show the “mold” card. Tap and blend the word together.\u003Cbr>What does the word “mold” mean?\u003Cbr>What is another meaning of the word?\u003Cbr>“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.\u003Cbr>Let’s read a sentence from On the Farm, At the Market to see which meaning of “mold” G. Brian Karas uses. |\n\nVocabulary & Language U3 W5 D4  \nFocus on First/ 1st Grade for ME | Boston Public Schools Department of Early Childhood P-2/ Maine Department of Education  \n\n|  | Read the second sentence on the page.\u003Cbr>What does “mold” mean in this sentence? How do you know? |\n| --- | --- |\n| page 28 | Here is another word we find in this book. Let’s read it together. Show the “special” card. Read the word together.\u003Cbr>What does the word “special” mean?\u003Cbr>What is another meaning of the word?\u003Cbr>“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.\u003Cbr>Let’s read another sentence from On the Farm, At the Market to see which meaning of “special” G. Brian Karas uses.\u003Cbr>Read the second to last sentence.\u003Cbr>What does “special” mean in this sentence? How do you know? |\n| page 29 | This is a word we looked at last week. Let’s read it together. Show the “produce” card.\u003Cbr>What does the word “produce” mean?\u003Cbr>What is another meaning of the word?\u003Cbr>“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.\u003Cbr>Let’s read a sentence from On the Farm, At the Market to see which meaning of this word G. Brian Karas uses.\u003Cbr>Read the second sentence.\u003Cbr>What does “produce” mean in this sentence? How do you know? |\n| Closing | Today we used context clues to figure out which meanings of words G. Brian Karas uses in On the Farm, At the Market. |\n| Standard\u003Cbr>(Boston) | L.1.4a. Use sentence-level context as a clue to the meaning of a word or phrase. |\n| Ongoing assessment | Do children accurately define vocabulary words?\u003Cbr>Do they know the alternate meanings of the words? |\n\nVocabulary & Language U3 W5 D4  \nFocus on First/ 1st Grade for ME | Boston Public Schools Department of Early Childhood P-2/ Maine Department of Education  \n\n|  | Are they able to use sentence context to determine the meaning of the word?\u003Cbr>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. |\n| --- | --- |\n\nNotes  \nVocabulary & Language U3 W5 D4  \nFocus on First/ 1st Grade for ME | Boston Public Schools Department of Early Childhood P-2/ Maine Department of Education  \nVocabulary & Language U3 W5 D4  \nFocus on First/ 1st Grade for ME | Boston Public Schools Department of Early Childhood P-2/ Maine Department of Education","cbCaid6Y59F1vmkO","https://ap.wps.com/l/cbCaid6Y59F1vmkO","pdf",149045,"English","# Unit 3: Resources in Our Communities\n## WEEK 5 Day 4: Vocabulary & Language - Words with Multiple Meanings\n## Language Objective\n## Vocabulary\n## Discussion (page 10)\n## Discussion (page 28)\n## Discussion (page 29)\n## Closing\n## Standard (Boston)\n## Ongoing assessment","[{\"question\":\"What is the main goal of this Vocabulary \\u0026 Language lesson?\",\"answer\":\"Students use sentence context to determine the meaning of a word with multiple meanings.\"},{\"question\":\"Which vocabulary words are practiced in this lesson?\",\"answer\":\"The lesson focuses on mold, special, and produce, including how each word’s meaning changes by context.\"},{\"question\":\"How are students assessed during the lesson?\",\"answer\":\"Ongoing assessment checks whether children accurately define vocabulary words, identify alternate meanings, and use sentence context to determine meaning.\"}]","1st Grade for ME - Unit 3: Resources in Our Communities - WEEK 5 Day 4 - Vocabulary & Language - Words with Multiple Meanings | PDF",1790603417]