Story Title: At Home in the Coral Reef Unit: 4 Pages:

Transcription

1 Story Title: At Home in the Coral Reef Unit: 4 Pages: Word Families and Definitions for Steps STEP 1- Key Words (These definitions are written on the board or chart paper and pre-taught at the start of Step 1.) (Pg 517) gulps - swallows quickly (Pg 518) scare away - to fill, especially suddenly, with fear or terror; frighten; alarm (Pg 522) gentle - calm or mild STEP 2- Target Words (These definitions are written on the board or chart paper and pre-taught at the start of Step 2.) For gulps: guzzles - drinks greedily devours - eats greedily -- more than your share -- or hungrily For scare away: For gentle: frighten - to make afraid or fearful; throw into a fright; terrify; scare intimidate - to force into--or prevent from taking action--by inducing fear soothing - calming or comforting calm - not worried or excited; low energy STEP 3- Target Words (These words are written on the board, but their definitions are NOT TAUGHT in Step 3.) For gulps: consumes - uses up; eats; ingests swallows - takes into the stomach through the mouth For scare away: For gentle: terrorize - to fill or overcome with terror; to dominate or coerce by intimidation drive away - to cause to move by force; send away; expel tender - soft or loving soft - mild; not harsh Teacher Questions for Steps STEP 1 - Questions (When the sentence in story with the key word is reached, stop and ask the following questions.) (Pg 517) SENTENCE with Key Word: At the top, a pelican gulps a mouthful of fish. 1. What does the word gulps mean in this sentence? 2. How does the word gulps contribute toward the overall meaning of this story so far? Definition for Questions 1-2: gulps - swallows quickly Page 1

2 (Pg 518) SENTENCE with Key Word: Brittle stars flash to scare away lobsters and crabs. 1. What does the word scare away mean in this sentence? 2. How does the word scare away contribute toward the overall meaning of this story so far? Definition for Questions 1-2: scare away - to fill, especially suddenly, with fear or terror; frighten; alarm (Pg 522) SENTENCE with Key Word: gentle currents bring clean water, and plenty of food. 1. What does the word gentle mean in this sentence? 2. How does the word gentle contribute toward the overall meaning of this story so far? Definition for Questions 1-2: gentle - calm or mild STEP 2 - Questions (Students are directed to three-sentence block containing each Key Word. Students then read the three-sentence block and substitute Target Words.) (Pg 517) THREE-SENTENCE BLOCK With Key Word: gulps: (For reference- NOT to be re-read) At the top, a pelican gulps a mouthful of fish. FIRST TARGET WORD SUBSTITUTED and (Read by students with At the top, a pelican guzzles a mouthful of fish. 1. What does the word guzzles mean in this sentence? 2. If the author had chosen guzzles, how would the word guzzles contribute toward the 3. Explain whether using the word guzzles instead of gulps changes the meaning of the gulps - swallows quickly guzzles - drinks greedily SECOND TARGET WORD SUBSTITUTED and (Read by students with At the top, a pelican devours a mouthful of fish. 1. What does the word devours mean in this sentence? 2. If the author had chosen devours, how would the word devours contribute toward the 3. Explain whether using the word devours instead of guzzles changes the meaning of the guzzles - drinks greedily devours - eats greedily -- more than your share -- or hungrily

3 (Pg 518) THREE-SENTENCE BLOCK With Key Word: scare away (For reference- NOT to be re-read) Brittle stars flash to scare away lobsters and crabs. FIRST TARGET WORD SUBSTITUTED and (Read by students with Brittle stars flash to frighten lobsters and crabs. 1. What does the word frighten mean in this sentence? 2. If the author had chosen frighten, how would the word frighten contribute toward the 3. Explain whether using the word frighten instead of scare away changes the meaning of the scare away - to fill, especially suddenly, with fear or terror; frighten; alarm frighten - to make afraid or fearful; throw into a fright; terrify; scare SECOND TARGET WORD SUBSTITUTED and (Read by students with Brittle stars flash to intimidate lobsters and crabs. 1. What does the word intimidate mean in this sentence? 2. If the author had chosen intimidate, how would the word intimidate contribute toward the 3. Explain whether using the word intimidate instead of frighten changes the meaning of the frighten - to make afraid or fearful; throw into a fright; terrify; scare intimidate - to force into--or prevent from taking action--by inducing fear (Pg 522) THREE-SENTENCE BLOCK With Key Word: gentle (For reference- NOT to be re-read) gentle currents bring clean water, and plenty of food. FIRST TARGET WORD SUBSTITUTED and (Read by students with soothing currents bring clean water, and plenty of food. 1. What does the word soothing mean in this sentence? 2. If the author had chosen soothing, how would the word soothing contribute toward the 3. Explain whether using the word soothing instead of gentle changes the meaning of the gentle - calm or mild soothing - calming or comforting

4 SECOND TARGET WORD SUBSTITUTED and (Read by students with calm currents bring clean water, and plenty of food. 1. What does the word calm mean in this sentence? 2. If the author had chosen calm, how does the word calm contribute toward the overall meaning of this story? 3. Explain whether using the word calm instead of soothing changes the meaning of the soothing - calming or comforting calm - not worried or excited; low energy STEP 3 - Questions (Students are directed to the three-sentence block containing each Key Word. Students then read the three-sentence block and substitute Target Words. REMINDER- DEFINITIONS FOR THESE WORDS ARE NOT TAUGHT.) (Pg 517) THREE-SENTENCE BLOCK With Key Word: gulps (For reference - NOT to be re-read) At the top, a pelican gulps a mouthful of fish. FIRST TARGET WORD SUBSTITUTED and (Read by students with At the top, a pelican consumes a mouthful of fish. 1. What does the word consumes mean in this sentence? 2. If the author had chosen consumes, how would the word consumes contribute toward the 3. Explain whether using the word consumes instead of devours changes the meaning of the (For teacher reference only) devours - eats greedily -- more than your share -- or hungrily consumes - uses up; eats; ingests SECOND TARGET WORD SUBSTITUTED and (Read by students with At the top, a pelican swallows a mouthful of fish. 1. What does the word swallows mean in this sentence? 2. If the author had chosen swallows, how would the word swallows contribute toward the 3. Explain whether using the word swallows instead of consumes changes the meaning of the (For teacher reference only) consumes - uses up; eats; ingests swallows - takes into the stomach through the mouth

5 (Pg 518) THREE-SENTENCE BLOCK With Key Word: common-sense (For reference- NOT to be reread) Brittle stars flash to scare away lobsters and crabs. FIRST TARGET WORD SUBSTITUTED and (Read by students with Brittle stars flash to terrorize lobsters and crabs. 1. What does the word terrorize mean in this sentence? 2. If the author had chosen terrorize, how would the word terrorize contribute toward the 3. Explain whether using the word terrorize instead of intimidate changes the meaning of the (For teacher reference only) intimidate - to force into--or prevent from taking action--by inducing fear terrorize - to fill or overcome with terror; to dominate or coerce by intimidation SECOND TARGET WORD SUBSTITUTED and (Read by students with Brittle stars flash to drive away lobsters and crabs. 1. What does the word drive away mean in this sentence? 2. If the author had chosen drive away, how would the word drive away contribute toward the 3. Explain whether using the word drive away instead of terrorize changes the meaning of the (For teacher reference only) terrorize - to fill or overcome with terror; to dominate or coerce by intimidation drive away - to cause to move by force; send away; expel (Pg 522) THREE-SENTENCE BLOCK With Key Word: gentle (For reference - NOT to be re-read) gentle currents bring clean water, and plenty of food. FIRST TARGET WORD SUBSTITUTED and (Read by students with tender currents bring clean water, and plenty of food. 1. What does the word tender mean in this sentence? 2. If the author had chosen tender, how would the word tender contribute toward the 3. Explain whether using the word tender instead of calm changes the meaning of the (For teacher reference only)

6 calm - not worried or excited; low energy tender - soft or loving SECOND TARGET WORD SUBSTITUTED and (Read by students with soft currents bring clean water, and plenty of food. 1. What does the word soft mean in this sentence? 2. If the author had chosen soft, how would the word soft contribute toward the overall meaning of this story? 3. Explain whether using the word soft instead of tender changes the meaning of the (For teacher reference only) tender - soft or loving soft - mild; not harsh Step 4- Expansion Task Using Key and Target Words (All Key and Target Words are written on board, but in a random arrangement (i.e., words are NOT grouped by meaning) Variation 1: Students are asked to select a word on the board and then use the word in a sentence that involves something they have either done or experienced. Students present their sentence orally to the class. Variation 2: The teacher points to different words on the board and has one or more students use the word in a sentence that involves something they have done or experienced. Students present their sentence orally to the class. General Implementation Notes 1. Before starting a lesson, mark the key words (and three-sentence blocks) in the teacher edition using Post-It TM notes. (Optional: Have students use Post-It TM notes to mark these pages in their text books as well.) 2. To help focus your instruction and pacing, feel free to mark or highlight any portions of this teacher guide as needed before starting the lesson. 3. Write the three key words and definitions on the board or chart paper before starting the lesson. 4. Step 1 should occur the first time the story is read aloud by students. Write the key words and definitions on the board or chart paper before starting Step 1. Suggestion: Have different students read the story on a paragraph-by-paragraph basis. Interrupt the reading process when the sentence with the key word is read. Then ask the two questions for each key word before continuing. Continue reading until the entire story has been read. (Other approaches to Shared Reading may be employed to accomplish this same purpose.) 5. For Step 2, after the entire story has been read, add the target words and definitions on the chart paper or board next to the key words previously taught. After students read a three-sentence block and substitute a target word, ask the three scripted questions. Note: For the third question in Step 2, the substituted word is always compared to the preceding target word that was used. 6. For Step 3, erase all the words on the board--or cover the chart paper--and write each pair of new target words on the board or chart paper; however

7 DO NOT WRITE OR TEACH DEFINITIONS IN STEP 3. Follow the script for Step Correcting student errors: In Steps 1 and 2 refer students to the definitions and re-ask the question(s). For Step 3, refer students only to the sentence or story context. Do NOT provide students with definitions. 8. For cumulative review: Place sample words from the semantic family on the board, and have students use the words in a sentence, following either Variation 1 or 2. Teacher Notes