Story Title: Miss Alaineus A Vocabulary Disaster Unit: 1 Pages: 20 39

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Erin Sharp
5 years ago
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1 Story Title: Miss Alaineus A Vocabulary Disaster Unit: 1 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 28) glad - feeling pleasure or joy (Pg 29) pronounce - say officially or very seriously (Pg 37) gasped - to draw in breath with a sudden short audible intake STEP 2- Target Words (These definitions are written on the board or chart paper and pre-taught at the start of Step 2.) For glad: delighted - feeling great enjoyment and pleasure relieved - feeling relaxed and happy because something difficult or unpleasant has been stopped, avoided, or made easier For pronounce: For gasped: articulate - to express thoughts, ideas, or feelings in a way that can be understood; say clearly and well announce - to declare or report something publicly gulped - swallowed air or liquid quickly or greedily heaved - uttered a sound, especially a sigh, with a long outflow of breath or with effort and pain STEP 3- Target Words (These words are written on the board, but their definitions are NOT TAUGHT in Step 3.) For glad: thankful - feeling or expressing gratitude overjoyed - filled with great joy; extremely delighted For pronounce: For gasped: state - to express something in spoken or written words, especially to announce something publicly in a deliberate formal way speak - to say words or articulate sounds with the voice, or communicate something orally choked - stopped breathing, or to have breathed with great difficulty, because of a blockage or restriction in the throat wheezed - breathed with an audible whistling sound and with difficulty, usually because of a respiratory disorder such as asthma 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 28) SENTENCE with Key Word: I turned in my homework to Mrs. Page and sat down at my desk, glad to be back at school with my friends. 1. What does the word glad mean in this sentence? Page 1

2 2. How does the word glad contribute toward the overall meaning of this story so far? Definition for Questions 1-2: glad - feeling pleasure or joy (Pg 29) (Pg 37) SENTENCE with Key Word: After I pronounce the word, please spell and define it. 1. What does the word pronounce mean in this sentence? 2. How does the word pronounce contribute toward the overall meaning of this story so far? Definition for Questions 1-2: pronounce - say officially or very seriously SENTENCE with Key Word: audience gasped, then cheered when Mr. Bell smiled at his soggy clothes. 1. What does the word gasped mean in this sentence? 2. How does the word gasped contribute toward the overall meaning of this story so far? Definition for Questions 1-2: gasped - to draw in breath with a sudden short audible intake 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 28) THREE-SENTENCE BLOCK With Key Word: glad: (For reference- NOT to be re-read) I turned in my homework to Mrs. Page and sat down at my desk, glad to be back at school with my friends. FIRST TARGET WORD SUBSTITUTED and (Read by students with I turned in my homework to Mrs. Page and sat down at my desk, delighted to be back at school 1. What does the word delighted mean in this sentence? 2. If the author had chosen delighted, how would the word delighted contribute toward the 3. Explain whether using the word delighted instead of glad changes the meaning of the glad - feeling pleasure or joy delighted - feeling great enjoyment and pleasure SECOND TARGET WORD SUBSTITUTED and (Read by students with I turned in my homework to Mrs. Page and sat down at my desk, relieved to be back at school 1. What does the word relieved mean in this sentence?

3 2. If the author had chosen relieved, how would the word relieved contribute toward the 3. Explain whether using the word relieved instead of delighted changes the meaning of the delighted - feeling great enjoyment and pleasure relieved - feeling relaxed and happy because something difficult or unpleasant has been stopped, avoided, or made easier (Pg 29) THREE-SENTENCE BLOCK With Key Word: pronounce (For reference- NOT to be re-read) After I pronounce the word, please spell and define it. FIRST TARGET WORD SUBSTITUTED and (Read by students with After I articulate the word, please spell and define it. 1. What does the word articulate mean in this sentence? 2. If the author had chosen articulate, how would the word articulate contribute toward the 3. Explain whether using the word articulate instead of pronounce changes the meaning of the pronounce - say officially or very seriously articulate - to express thoughts, ideas, or feelings in a way that can be understood; say clearly and well SECOND TARGET WORD SUBSTITUTED and (Read by students with After I announce the word, please spell and define it. 1. What does the word announce mean in this sentence? 2. If the author had chosen announce, how would the word announce contribute toward the 3. Explain whether using the word announce instead of articulate changes the meaning of the articulate - to express thoughts, ideas, or feelings in a way that can be understood; say clearly and well announce - to declare or report something publicly (Pg 37) THREE-SENTENCE BLOCK With Key Word: gasped (For reference- NOT to be re-read) audience gasped, then cheered when Mr. Bell smiled at his soggy clothes.

4 FIRST TARGET WORD SUBSTITUTED and (Read by students with audience gulped, then cheered when Mr. Bell smiled at his soggy clothes. 1. What does the word gulped mean in this sentence? 2. If the author had chosen gulped, how would the word gulped contribute toward the 3. Explain whether using the word gulped instead of gasped changes the meaning of the gasped - to draw in breath with a sudden short audible intake gulped - swallowed air or liquid quickly or greedily SECOND TARGET WORD SUBSTITUTED and (Read by students with audience heaved, then cheered when Mr. Bell smiled at his soggy clothes. 1. What does the word heaved mean in this sentence? 2. If the author had chosen heaved, how does the word heaved contribute toward the 3. Explain whether using the word heaved instead of gulped changes the meaning of the gulped - swallowed air or liquid quickly or greedily heaved - uttered a sound, especially a sigh, with a long outflow of breath or with effort and pain 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 28) THREE-SENTENCE BLOCK With Key Word: glad (For reference - NOT to be re-read) I turned in my homework to Mrs. Page and sat down at my desk, glad to be back at school with my friends. FIRST TARGET WORD SUBSTITUTED and (Read by students with I turned in my homework to Mrs. Page and sat down at my desk, thankful to be back at school 1. What does the word thankful mean in this sentence? 2. If the author had chosen thankful, how would the word thankful contribute toward the 3. Explain whether using the word thankful instead of relieved changes the meaning of the

5 (Pg 29) relieved - feeling relaxed and happy because something difficult or unpleasant has been stopped, avoided, or made easier thankful - feeling or expressing gratitude SECOND TARGET WORD SUBSTITUTED and (Read by students with I turned in my homework to Mrs. Page and sat down at my desk, overjoyed to be back at school 1. What does the word overjoyed mean in this sentence? 2. If the author had chosen overjoyed, how would the word overjoyed contribute toward the 3. Explain whether using the word overjoyed instead of thankful changes the meaning of the thankful - feeling or expressing gratitude overjoyed - filled with great joy; extremely delighted THREE-SENTENCE BLOCK With Key Word: common-sense (For reference- NOT to be reread) After I pronounce the word, please spell and define it. FIRST TARGET WORD SUBSTITUTED and (Read by students with After I state the word, please spell and define it. 1. What does the word state mean in this sentence? 2. If the author had chosen state, how would the word state contribute toward the overall meaning of this story? 3. Explain whether using the word state instead of announce changes the meaning of the announce - to declare or report something publicly state - to express something in spoken or written words, especially to announce something publicly in a deliberate formal way SECOND TARGET WORD SUBSTITUTED and (Read by students with After I speak the word, please spell and define it. 1. What does the word speak mean in this sentence? 2. If the author had chosen speak, how would the word speak contribute toward the overall meaning of this story? 3. Explain whether using the word speak instead of state changes the meaning of the

6 state - to express something in spoken or written words, especially to announce something publicly in a deliberate formal way speak - to say words or articulate sounds with the voice, or communicate something orally (Pg 37) THREE-SENTENCE BLOCK With Key Word: gasped (For reference - NOT to be re-read) audience gasped, then cheered when Mr. Bell smiled at his soggy clothes. FIRST TARGET WORD SUBSTITUTED and (Read by students with audience choked, then cheered when Mr. Bell smiled at his soggy clothes. 1. What does the word choked mean in this sentence? 2. If the author had chosen choked, how would the word choked contribute toward the 3. Explain whether using the word choked instead of heaved changes the meaning of the heaved - uttered a sound, especially a sigh, with a long outflow of breath or with effort and pain choked - stopped breathing, or to have breathed with great difficulty, because of a blockage or restriction in the throat SECOND TARGET WORD SUBSTITUTED and (Read by students with audience wheezed, then cheered when Mr. Bell smiled at his soggy clothes. 1. What does the word wheezed mean in this sentence? 2. If the author had chosen wheezed, how would the word wheezed contribute toward the 3. Explain whether using the word wheezed instead of choked changes the meaning of the choked - stopped breathing, or to have breathed with great difficulty, because of a blockage or restriction in the throat wheezed - breathed with an audible whistling sound and with difficulty, usually because of a respiratory disorder such as asthma 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.

7 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 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

Story Title: Stealing Beauty Unit: 2 Pages:

Story Title: Stealing Beauty Unit: 2 Pages: 212 215 Word Families and Definitions for Steps 1-2 - 3 STEP 1- Key Words (These definitions are written on the board or chart paper and pre-taught at the start