CM+RIT+161-170


 * Skill: Contextual Meaning**


 * Title of Lesson:** Multiple Meanings


 * RIT Range: 161-170**

• 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:**

Understanding Multiple Meaning Teaching Cards 1 through 5 - Located in Marianne Rehfield's classroom (215a)
 * 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. Teacher states the meaning of definition of a word. 3. Prompt the student with the matching card to raise it in the air (for example: "Who has the word that means 'a sound that a dog makes'"The student with "bark" raises the card in the air.
 * Closure:**

Teacher Observation
 * Method of Assessment/Data Collection:**


 * RIT Range: 161-170**


 * 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 K-1 Open Court Decodables or Intervention Blackline master book.
 * 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:**

Teacher Observation
 * Method of Assessment/Data Collection:**