CM+RIT+181-190


 * Skill: Contextual Meaning**


 * Title of Lesson: Multiple Meaning Words**


 * RIT Range: 181-190**

• Recognizes meaning of words from context • Uses knowledge of word order (syntax) and context to support word identification and confirm word meaning • Uses knowledge of word meaning (semantics) and context to support word identification • Uses context to identify the correct meaning of words with multiple meanings
 * Objective:**

Understanding Multiple Meaning Teaching Cards 16-25 - Located in Marianne Rehfield's classroom (215a)
 * Resources/Materials:**
 * Resources/Materials:**

1. Choose a card and read the multiple meaning word. 2. Ask students if they know the different meaning of the word. 3. Brainstorm meanings together. 4. Write each student response on a dry erase board.
 * Introduction:**

1. Show the students the card with the two sentences. 2. Ask students if the sentences from the card use the word according to the definitions they brainstormed earlier. 3. Discuss the illustration. 4. Ask students to explain how the illustration depicts each sentence.
 * Lesson Activity:**

1. Pass out a card to each student. 2. Students will fill out the word meaning map for their multiple meaning card. 3. Students can sketch out pictures for the following words to hang on the wall to reference at a later time: hand, fair, ring, nail.
 * Closure:**

Word Map worksheet and sketches
 * Method of Assessment/Data Collection:**


 * Lesson Title**: Using Context Clues

• Identifies meaning of words from context • Uses context to choose the correct meaning of words with multiple meanings • Uses knowledge of word order and context to support word identification and confirm word meaning • Uses knowledge of word meaning and context to support word identification
 * Objective:**

Use your 2-3 Open Court Decodables or Intervention Blackline master book. You may also use the passage below.
 * Resources/Materials:**

1. Say to the students: " Sometimes when you read, you will see a word you do not know. Using the context, or the words and sentences around the unknown word, can help you figure out the meaning of the word. Sometimes the writer will tell you what the word means. Another kind of context clue is words that have the same meaning as the new word."
 * Introduction:**

1. Using your Open Court Decodables or Intervention Blackline Master Book, copy a paragraph for each student. Underline words that students may struggle to understand the meaning. 2. Ask them to look for clues to the meanings of the underlined words. 3. Discuss their answers as a group. 4. Ask them what clues helped them figure out the meaning.
 * Lesson Activity:**

1. One kind of clue you used when reading the above was the synonyms. 2. Ask students if they can think of synonyms for other words in the sentences? Write as many synonyms as you can on a dry erase board for students to see. 3. Post the synonyms in a place for students to reference at a later time.
 * Closure:**

Read each sentence below. THink about how the underlined word is used in each sentence. THen, in your won words, write what the underlines word means.
 * Method of Assessment/Data Collection:**

1. The giant clam is __enormous__ and can weigh more than 700 pounds. 2. The most __valuable__ shell sold for $10,000. 3. The long-lived quahog- a kind of clam- can __survive__ for 150 years. 4. The scallop __advances__ by opening and closing its shell quickly. 5. Hermit crabs live in the __vacant__ shells of dead animals.

__**Reading Passage:**__

__Mollusks__, or shellfish, live in all the seas of the word. Their shells wash __ashore__ for people to find on beaches. The different shapes and pretty colors of shells __appeal__ to many people. Shells come in a __vast__ variety. There are about 105,000 different __species__, or kinds, of one-shelled sea animals! (A snail is a one-shelled animal.) __Bivalves,__ which have two shells, come in about 20,000 species. (A clam is a bivalve.) Those are a lot of different shells to put in your collection.