Wednesday 

Lesson Plan for Grade 1, Language Arts 

Prepared by Mrs. Stone 
 

Task 1 Finding Word Meanings 

When reading a text, you may run into a word that you don’t know or understand the 
meaning of. By learning how to use context clues in the sentence surrounding the word as 
well as asking questions, we can figure out the meaning of it. If you see hard words while 
reading, but you don't take the time to figure out the meaning of the word, then it can be very 
difficult to understand the whole story and comprehend what is happening. Read the 
example below, then use the questions to help find the meaning of the word ‘crops’. Finding 
the meaning of new words can help us better understand what we are reading.  

● What clues can I find in the words around the new word? 
● What do the pictures show about the word? 
● What do I already know about the word or the topic? 
● Does the meaning I find make sense in the sentence? 

Scholars can watch the “Unknown Word” video on Youtube to see how context clues and 
questions are used to guide reading. Learning how to find the meaning of unknown words 
helps us to be better, stronger and more fluent readers.  

“Unknown Words” Video- ​https://www.youtube.com/watch?v=hMepmPQB-S0   

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Task 2 Elizabeth Leads The Way 
Scholars need to read page 9 and 10 of “Elizabeth Leads The Way”. Find and circle the word 
‘hurdles’ on page 10. By reading the sentence before the word and the sentence after, what 
do you think is the meaning of the word hurdles? Scholars should answer the two questions 
below about the word ‘hurdles’. The first question should be answered by only using 
evidence found in the actual text (words). The second question should be answered by only 
using the picture as evidence. Scholars can use any key details from the picture as proof for 
their answer. Be sure scholars are writing in complete sentences with capital letters, spaces, 
and punctuation. Remember to guide the discussion with your scholar by using the hint for 
help as needed. Could/does the word ‘hurdles’ have more than one meaning? How do you 
know what meaning is being used in this text? Tell your scholar to explain what they think a 
hurdle ​is. What text evidence did they use to come to that conclusion? Where else would or 
could you possibly see or hear this word? 

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Task 3 Earthworms 
Scholars should read page 10 of ‘Earthworms’ below. After reading the text, scholars should 
pay close attention to details, labels, captions and pictures. The diagram should help scholars 
in identifying each part of the earthworm's body. Sometimes, especially in nonfiction text 
the words, pictures and captions (text features) can give us three completely different pieces 
of information. Remember to use the ‘hint’ on both questions to help guide your discussion 
with your scholar before allowing them to write answers. Scholars should answer the two 
questions below about the word ‘segments’. The first question should be answered by only 
using evidence found in the actual text (words). The second question should be answered by 
only using the picture as evidence. Scholars can use any key details from the picture as proof 
for their answer. Ask your scholar: “what do you think a ​segment ​is?” What text evidence 
did you use to prove it? Where else might you see or hear this word? Be sure scholars are 
writing in complete sentences with capital letters, spaces, and punctuation. How is what the 
words tell you about the segments of an earthworm different from the key details of the 
diagram (picture). 

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Task 4 Earthworms 
Scholars should read page 11 of ‘Earthworms’ below. After reading the text, scholars should 
pay close attention to details, labels, captions and pictures. Scholars should also go back onto 
page 11 to circle and identify the word “surface”. Remember to use the ‘hint’ on both 
questions to help guide your discussion with your scholar before allowing them to write 
answers. Scholars should answer the two questions below about the ‘surface’. The first 
question should be answered by only using evidence found in the actual text (words). The 
second question should be answered by only using the pictures as evidence. Scholars can use 
any key details from the picture as proof for their answer. Ask your scholar: “what do you 
think it means when the earthworms come to the ​surface​?” What text evidence did you use 
to prove it? Where else might you see or hear the word ‘surface’? Be sure scholars are writing 
in complete sentences with capital letters, spaces, and punctuation. 

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