Lessons & Units :: Vocabulary in Context 1st Grade Unit

Lesson 2: Structure and Meaning Cues

Lesson Plan

The Tiny Seed (Big Book) | 400L

The Tiny Seed (Big Book)
Learning Goal
Use meaning cues to read unknown words.
Use structure cues to read unknown words.
Duration
Approximately 50 minutes
Necessary Materials
Provided: Assessment
Not Provided: The Tiny Seed by Eric Carle
  • Teacher Modeling

    will remind students that yesterday we learned two new strategies for identifying unknown words in a text – thinking about the meaning of the sentence and looking at the letters. Today we will learn another strategy: listening to the sentence as we say it aloud and thinking about whether it sounds right (structure cues). I will use The Tiny Seed (big book) to model how to use structure and meaning cues to decode unknown words. I will begin reading on page 16 and model substituting the word “grewed” for “grow” (structure). I will stop and think aloud about how that didn’t sound right and I will reread the sentence as I listen to establish if the sentence sounds right. I will say: "'Grewed' is not really a word and doesn’t sound right in the sentence. What word does sound right and would make sense? I think 'grow' sounds right and makes more sense." I will model this strategy again by substituting “no more” for “anymore” (structure) on page 16. I will substitute “hurray” for “hurry” (meaning) on page 16 and think aloud that that doesn’t make sense. I will continue to model these cueing systems by substituting “wanting” for “waiting” (meaning) on page 18, “children” for “child” (structure) on page 18 and “packed” for “picked” (meaning) on page 23.

    TIP: Post a list of the steps students can follow to determine an unknown word using context clues: 1.Read the entire sentence that contains the unknown word. 2.Reread the sentence that came before. 3.Read the sentence after the unknown word. 4.Think about the meaning of the text.

  • Think Check

    Ask: "How did I know when I did not read the correct word?" Students should respond that you read the sentence aloud and listened to how it sounded. You thought about whether the words in the sentence and the sentence itself sounded right and made sense.

  • Guided Practice

    will listen for any structure and meaning errors as the teacher reads the rest of the book aloud. The teacher will substitute “growed” for “grows” (structure) on page 24, “talker” for “taller” (meaning) on page 24, “new” for “now” (meaning) on page 29, “day” for “days” (structure) on page 29, “blewed” for “blows” (structure) on page 30, “bents” for “bends” (structure) on page 30 and “sharks” for “shakes” (meaning) on page 30. We will discuss that what we read needs to make sense, look right and sound right.

  • Independent Practice

    will use structure and meaning cues to decode unknown words in independent and guided reading. The teacher will assess these strategies using the attached recording form. (Assessment is provided.)

Build Student Vocabulary sails

Tier 2 Word: sails
Contextualize the word as it is used in the story “One of the seeds flies higher than the others. Up, up it goes! It flies too high and the sun’s hot rays burn it up. But the tiny seed sails on with the others.”
Explain the meaning student-friendly definition) When something sails, it uses the wind to move or glide along. In the story, when the tiny seed sails on with the other seeds, it moves and glides along with the other seeds through the air.
Students repeat the word Say the word sails with me: sails
Teacher gives examples of the word in other contexts The leaf sailed from the tree to the ground. The paper airplane sailed to the ground. The boat sailed into the blue ocean.
Students provide examples What have you seen sail? Start by saying, “I have seen ____________ sail.”
Students repeat the word again. What word are we talking about? sails
Additional Vocabulary Words lands , settle

Build Student Background Knowledge

As you read, stop at page 23, the summer. Ask students if they think a flower can grow bigger than a house. Explain to students that the tallest flower in the world is called a "Smelly Flower" and can grow as tall as 9 feet, taller than any human being. Other tall flowers include sunflowers, the largest growing 32 inches tall, about the size of a Kindergartener!

Texts & Materials

Standards Alignment

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