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Lesson Three


 

Essential Element: Vocabulary

 

Framework(s):

Use context to determine meaning of multiple meaning words

  • R.11.5.5

  • R.11.6.5

  • R.11.7.5

  • R.11.8.5

 

 

Rationale:

Based on extensive, scientifically based reading research, the National Reading Panel (NICHD, 2000) suggested several implications for vocabulary. Vocabulary should be taught directly even though a great deal of vocabulary is learned indirectly. Effective vocabulary instruction includes teaching new words directly by providing explicit, clearly written definitions, and well–chosen examples and nonexamples. Word recognition greatly impacts comprehension.

 

 

Materials:

  • sentence strips with sentences written on them

  • overhead projector

  • markers

  • tape

  • dictionaries

 

 

Direct Explanation:

Today we are going to learn about multiple meaning words. A multiple meaning word is a word that has more than one meaning. The multiple meaning words that we will discuss are: ‘dove’, ‘object’, ‘wound’, ‘close’, and ‘tear’. We will use dictionaries to identify the different meanings of these words in context. When we are finished using the dictionary, we will give a definition in our own words.”

 

 

Model:

Let’s look up the definition of our first word ‘dove’. What are the definitions for ‘dove’?” As students read the definitions, write the definitions on the overhead. Say: “Most words with multiple meanings are pronounced the same, but when they are not, they present us with another challenge. Listen as I read this sentence.” Pick up the sentence strip that has the following sentence: The dove dove into the bushes. Modeling thinking aloud, read the sentence out loud stressing the correct pronunciation of each ‘dove’. Then tell students the meaning of the word. “I think that the first ‘dove’ means a bird, and the second ‘dove’ means to fall into something.”

 

Guided Practice:

Now I want you to look up the definition of ‘object’ in your dictionary.” Allow students time to look up the definition. Write the ‘student friendly’ definitions on the overhead as a student reads each definition. Next, display the second sentence strip. Have a student read the sentence aloud. Discuss the difference in meaning and pronunciation of the multiple meaning words. Continue this process until students have read and discussed each of the multiple meaning words.

 

Application:

Divide students into groups and give each group five sentences containing multiple meaning words. Give them time to look up the definitions of each word and discuss the differences in meaning and pronunciation.

 

Tier II Additions/Accommodations:

  • Students will maintain at their desk a folder with ‘student friendly’ definitions.

  • Implement a peer tutor “buddy” system. Students alternate giving student-friendly definitions.

  • Student underlines/highlights the target word in assignment.

 

Assessment: Allow students to use a list of student-friendly definitions as they choose the correct definition for the underlined multiple meaning word in a sentence.

 

(e.g.) I found this object on the floor.

 

1) disagree 2) thing

 

Tier III Modifications:

  • Students develop logograph cards to keep at their desk. A logograph is a student-drawn picture on an index card with a student-friendly definition.

  • Students focus on the “essential” words, not the whole list.

 

Assessment: Students match only 1 student-friendly definition to the multiple meaning word.

 

 

Tier IV Modifications:
  • Pre-teach the vocabulary before the whole group lesson

  • Active thinking – have student act out the meanings of the words or give the students pictures of the various meanings, i.e., a bird for dove and someone in the water for dove.

  • Personal definition of word using pictures, symbols or other concrete method

  • Use peer buddy to write the responses

 

Assessment: Find the picture or symbol that best represents the word or words. The student would be read a sentence and would have to select the appropriate picture. “The student ___ into the water”.

 

 

Tier V Modifications:

  • Pre-teach vocabulary

  • Active thinking – have student act out the meanings of the words or give the students pictures of the various meanings, i.e., a bird for dove and someone in the water for dove.

  • Limit vocabulary presented each time

  • Provide extra practice

  • Daily review

  • Use Minspeak, Unity or electronic input and/or output

  • Have student develop a dictionary of definitions that are at their level

 

Assessment: Find the picture or symbol that best represents the word or words. The student would be read a sentence and would have to select the appropriate picture. “The student ___ into the water”.

 

 

 

References:

 

Reading First: A Closer Look at the Five Essential Components of Effective Reading Instruction” (2004) Learning Point Associates

 

TPRI Intervention Activities Guide (2004), p. 82 (#7.17)

 

Beers, Kylene (2003) When Kids Can’t Read What Teachers Can Do: A Guide for Teachers 6-12, Heinemann, p. 195-196

 

Copyright © 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce these materials for in-school student use only. No resale. Materials may not be reproduced, distributed or sold for Commercial use or profit. ADE employees are not authorized to waive these restrictions.

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