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Multiple-Meaning Words in Context  \nLesson Objective  \n• To determine the meaning of multiple-meaning words in context.  \nCollege-and Career-Ready Standard Addressed  \n• Determine or clarify the meaning of unknown and multiplemeaning words based on Grade 1 reading and content, choosing flexibly from an array of strategies.  \nThis lesson is designed to illustrate conceptsand supplement, not supplant, reading instruction and interventions for struggling readers.  \n• Use sentence-level context as a clue to the meaning of a word or phrase.  \nSuggested Materials  \n\n| • Multiple-meaning words (e.g., bark, bat, run, read, tear) .\u003Cbr>• Sentences using multiple-meaning words in different contexts.\u003Cbr>Suggested Schedule |\n| --- |\n| • Daily, no more than 5 to 10 minutes per session.\u003Cbr>Suggested Group Size |\n\n• Individual or small group (up to five students) .  \nSample Script and Procedures  \nDirections: The following script is intended as a model. Adjust the difficulty of words and increase independent practice opportunities as students become more proficient during daily practice. Words in bold are intended to be read by the teacher. Words in italics are intended as directions for the teacher. Key intervention principles featured in the lesson are identified in the callout boxes.  \nToday, we are going to learn about words that have more than one meaning. This will help us understand what we read.  \nWrite the word “bark” on the board.  \nThis word is “bark.” What word? Pause for response. That’s right, bark. Bark can mean the noise a dog makes.  \nWrite an example sentence on the board and underline the word; e.g., My dog can bark loudly.  \nMy dog can bark loudly. In this sentence,“bark” means the noise a dog makes.  \nThe word “bark” has more than one meaning.  \nWrite a sentence with the other meaning on the board and underline bark; e.g., The bark of this tree is rough.  \nThe bark of this tree is rough. In this sentence,“bark” means the outer covering on a tree trunk.  \nShow a picture of tree bark to assist with student understanding, if needed.  \nWrite two additional sentences of the board, one sentence with each meaning of the word “bark.”(For example, Some canoes are made of tree bark. The dog will bark when the mailman comes.)  \n“Some canoes are made of tree bark.” I know the meaning of bark in this sentence is about the outer covering of the tree because the sentence is talking about canoes made from part of a tree.  \n“The dog will bark when the mailman comes.” I know the meaning of bark in this sentence is about the noise a dog makes. The sentence is talking about a dog and what he does when the mailman comes.  \nNational Center on Intensive Intervention  \n2  \nWhat word means the outer covering of a tree? (Bark.) What word means the noise a dog makes? (Bark.) Yes, the word “bark” can mean the noise a dog makes OR the outer covering on a tree.  \nTell me the meaning of “bark” after I read each sentence. Tell me if it is the noise a dog makes OR the outer covering on a tree. Explain your answers in your own words.  \nThe tree has brown bark. (The outer covering on a tree. ) My dog will bark at a cat. (The noise a dog makes. )  \nThe dog will bark at me. (The noise a dog makes. )  \nI saw a butterfly on the bark. (The outer covering on a tree.) Jenny’s pet will bark at strangers. (The noise a dog makes.) The bark peeled off the trunk. (The outer covering on a tree.)  \nLightning knocked the bark off the tree. (The outer covering on a tree.)  \nRepeat this sequence with other multiple-meaning words. Gradually reduce modeling and have students assume more responsibility for responding. Provide immediate feedback.  \nError Correction  \nThat’s not quite right. The word “bark” means XX in this sentence. What does the word “bark” mean?  \nProvide students another practice opportunity. If difficulties persist, provide illustrations when explaining the meaning of the word. For each additional multiple-meaning word, fol","cbCaieOcwCu8JcGT","https://ap.wps.com/l/cbCaieOcwCu8JcGT","pdf",337424,"English","# Lesson Objective\n## Determine meaning of multiple-meaning words in context\n# Suggested Materials and Schedule\n## Multiple-meaning words and example sentences\n## Daily session length and group size\n# Sample Script and Procedures\n## Modeling with \"bark\"\n## Practice sequence and error correction\n# Instructional Considerations\n## Oral and text exposure\n## Writing, illustration, and higher-level questions","[{\"question\":\"What is the main goal of the lesson on multiple-meaning words?\",\"answer\":\"To determine the meaning of multiple-meaning words in context so students can understand what they read.\"},{\"question\":\"How does the lesson teach meanings using context?\",\"answer\":\"Students listen to or read sentences and use sentence-level context to decide which meaning fits, then explain their reasoning in their own words.\"},{\"question\":\"What should teachers do when students give an incorrect meaning?\",\"answer\":\"Provide error correction by clarifying the correct meaning, offering another practice opportunity, and using illustrations if difficulties persist.\"}]","Identify and Define Multiple-Meaning Words in Context | PDF",1790853829]