This lesson integrates multiple standards to facilitate students' understanding of multiple meaning words. The lesson is carefully sequenced, providing scaffolding through direct instruction, heterogeneous groups, and a variety of media and source material. Throughout the lesson the teacher conducts informal formative checks to monitor students' progress with their understanding of multiple meaning words. Examples of Core Actions 1, both reading and foundational skills, as well as Core Action 3 are exhibited in this lesson.
The video is annotated using the Instructional Practice Guide: Coaching Tool.
Multiple Meaning Words (Brooks)Download
The teacher reviews foundational skills aligned to the kindergarten standards. The C-A-N song is an engaging activator to guide students into the lesson about multiple meaning words. The teacher shows students realia matched to "can" and "bat," also asking students to decode the words.
The teacher reviews letter recognition and concepts of print through the class management chart, "CHAMPS."
The teacher demonstrates awareness of students' readiness to work with multiple meaning words when she describes how the students helped her arrive at the lesson. She uses academic vocabulary when speaking and provides several examples, and praises students for challenging themselves to better understanding multiple meaning words.
The teacher encourages the final student to solve a notably difficult multiple meaning word. The teacher supports the student in making sense of the task, ensuring that she is engaged with making sense of the picture clues.
With a text and illustrations carefully selected for the lesson, the teacher guides students to read with purpose and understanding, explicitly connecting their learning of multiple meaning words to identifying those words within text. In this interaction, the teacher models, with student input, how to understand the meaning of the word "kind," and how to generate synonyms.
The teacher explains that multiple meaning words are sometimes pronounced differently. She emphasizes the t-sound for the word "tear" and models both ways to pronounce, depending on context, and students explore both through text and illustration.
In this portion of the lesson, the teachers asks the students to attend to the multiple meaning words within their assigned text. Students work collaboratively as they look for the bold faced words, challenging themselves to write the word(s) on a post-it.
The teacher keeps all students persevering with challenging tasks. She circulates between the groups, ensuring students are working together to find the multiple meaning words. She pauses with groups needing additional support, and refocuses students onto the text, multiple-meaning and bold-faced words.