Download a. Identify new meanings for familiar words and apply them accurately

ELAGSEKL4: With guidance and support, determine or clarify the meaning of
unknown and multiple-meaning words and phrases based on kindergarten
reading and content.
a. Identify new meanings for familiar words and apply them accurately (e.g.,
knowing duck is a bird and learning the verb to duck).
ELACCKL6: Use words and phrases acquired through conversations, reading and
being read to, and responding to texts.
Not Yet
Demonstrated
Progressing
Meets
The student does not identify new meanings for familiar words or use
acquired phrases.
The student begins to identify new meanings for some familiar words OR
begins to use acquired words and phrases.
The student consistently identifies new meanings for familiar words,
applies them accurately (e.g., knowing duck as a bird and learning the
verb to duck), AND uses acquired words and phrases.
Assessment Activities


Teacher will read-aloud the book Pigs Rock by Melanie Jones (or any picture book that
has some words with multiple meanings). Before reading, students will be told that some
words have more than one meaning (e.g., run, duck). As the teacher reads the book,
point out examples of multiple meaning words in the story (rock and roll) and tell the
students the meaning of the words. Following the reading of the story, the teacher will use
the words in sentences and have the students identify the meaning of the word as it is
used in the sentence (e.g. The rock was heavy; I can rock from side to side). Students will
write 2-3 sentences about the book, using the word rock and roll in their sentences. They
may also add drawings.
After discussing multiple meaning words, read aloud a Amelia Bedelia book. Share with
students the multiple meaning words. Create an anchor chart with funny illustrations
using multiple meaning words. Have students draw their own multiple meaning
examples.
Vocabulary Acquisition and Use
Instructional Notes:
• Kindergarten is a time of significant vocabulary acquisition and use.
• Readers, writers, speakers, and listeners identify and use word meanings, inflections,
and affixes based on shared reading experiences.
• Young students often over generalize the rules of English.
• As students at this level focus on word acquisition and use, the intent of the CCSS is to
introduce grammatical knowledge in basic ways that will be relearned in more
sophisticated contexts in the upper grades.
• The overall focus of language learning in regards to vocabulary acquisition is to guide
students as they make purposeful language choices in writing and speaking in order to
communicate effectively in a wide range of print and digital texts.
Students should know and be able to:
• recognize that some words have more than one meaning.
• apply the appropriate meaning for the word within the context.