Short-Answer Items:

Have students write or dictate their answers to the following questions:

1. What do we call a word that has more than one meaning? (multiple-meaning word)

2. What are two ways a reader can figure out the meaning of a word in a text? (use context clues, look at illustrations)

Short-Answer Scoring Rubric:

Performance Assessment:

Materials:

• letter tiles preassembled in bags with only the letters needed for the words you want students to spell
• a book or poem of your choice at students’ reading level that has some rich vocabulary and illustrations to support the text

• preselected homonym picture cards for the words band, fly, and trunk or other words of your choice (L-K-4-3_Homonym Picture Cards.docx)

Have each student complete the following activities to demonstrate understanding of the concepts taught in this unit:

• Give a student three or four letter tiles (e.g., r, a, and t). Have the student make a word with the tiles and identify the beginning, middle, and ending sounds. Then have the student stretch the word out and blend it. Finally, have the student use the word in a sentence.
• Give a student a text appropriate for his/her reading level. Have the student read a page or two of the text to you, explaining what strategies s/he can use to figure out unknown words. (Decoding: identify beginning, middle, and ending sounds; stretch, and then blend. Meaning: use context clues and illustrations.)
• Display homonym pictures for the words band, fly, and trunk. Have a student choose the picture that best fits the meaning of the multiple-meaning word in each sentence. You may substitute other homonym pictures and sentences of your choice.
• She wore a band to hold back her hair.
• My mom will fly to Chicago for a meeting.
• My dad put our suitcases in the trunk.

Performance Assessment Scoring Rubric: