Story Title: Home Grown Butterflies (Basal Words) Unit: 6 Pages:

Transcription

1 Story Title: Home Grown Butterflies (Basal Words) Unit: 6 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 390) disappear - to stop existing or become extinct (Pg 391) capture - to catch and hold a person, animal, or thing (Pg 391) protect - to defend from harm STEP 2- Target Words (These definitions are written on the board or chart paper and pre-taught at the start of Step 2.) For disappear: dwindle - to become steadily less; decrease vanish - to disappear For capture: For protect: seize - to take possession of by force take - to get control of guard - to keep watch over shield - to provide with protection STEP 3- Target Words (These words are written on the board, but their definitions are NOT TAUGHT in Step 3.) For disappear: diminish - to become gradually less, as in size or number flee - to run away For capture: For protect: snag - to catch or capture by reaching out quickly and grabbing apprehend - to seize or arrest defend - to protect from danger or attack secure - to free from danger or risk 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 390) SENTENCE with Key Word: But then, because of pollution and overfishing, the fish began to disappear. 1. What does the word disappear mean in this sentence? 2. How does the word disappear contribute toward the overall meaning of this story so far? Definition for Questions 1-2: disappear - to stop existing or become extinct Page 1

2 (Pg 391) SENTENCE with Key Word: It would be easy to capture a few and use them to raise many more. 1. What does the word capture mean in this sentence? 2. How does the word capture contribute toward the overall meaning of this story so far? Definition for Questions 1-2: capture - to catch and hold a person, animal, or thing (Pg 391) SENTENCE with Key Word: If the villagers could make money by selling them, they'd have a good reason to protect the 1. What does the word protect mean in this sentence? 2. How does the word protect contribute toward the overall meaning of this story so far? Definition for Questions 1-2: protect - to defend from harm 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 390) THREE-SENTENCE BLOCK With Key Word: disappear: (For reference- NOT to be re-read) But then, because of pollution and overfishing, the fish began to disappear. FIRST TARGET WORD SUBSTITUTED and (Read by students with But then, because of pollution and overfishing, the fish began to dwindle. 1. What does the word dwindle mean in this sentence? 2. If the author had chosen dwindle, how would the word dwindle contribute toward the overall 3. Explain whether using the word dwindle instead of disappear changes the meaning of the disappear - to stop existing or become extinct dwindle - to become steadily less; decrease SECOND TARGET WORD SUBSTITUTED and (Read by students with But then, because of pollution and overfishing, the fish began to vanish. 1. What does the word vanish mean in this sentence? 2. If the author had chosen vanish, how would the word vanish contribute toward the overall 3. Explain whether using the word vanish instead of dwindle changes the meaning of the

3 dwindle - to become steadily less; decrease vanish - to disappear (Pg 391) THREE-SENTENCE BLOCK With Key Word: capture (For reference- NOT to be re-read) It would be easy to capture a few and use them to raise many more. FIRST TARGET WORD SUBSTITUTED and (Read by students with It would be easy to seize a few and use them to raise many more. 1. What does the word seize mean in this sentence? 2. If the author had chosen seize, how would the word seize contribute toward the overall 3. Explain whether using the word seize instead of capture changes the meaning of the capture - to catch and hold a person, animal, or thing seize - to take possession of by force SECOND TARGET WORD SUBSTITUTED and (Read by students with It would be easy to take a few and use them to raise many more. 1. What does the word take mean in this sentence? 2. If the author had chosen take, how would the word take contribute toward the overall 3. Explain whether using the word take instead of seize changes the meaning of the seize - to take possession of by force take - to get control of (Pg 391) THREE-SENTENCE BLOCK With Key Word: protect (For reference- NOT to be re-read) If the villagers could make money by selling them, they'd have a good reason to protect the FIRST TARGET WORD SUBSTITUTED and (Read by students with If the villagers could make money by selling them, they'd have a good reason to guard the 1. What does the word guard mean in this sentence? 2. If the author had chosen guard, how would the word guard contribute toward the overall

4 3. Explain whether using the word guard instead of protect changes the meaning of the protect - to defend from harm guard - to keep watch over SECOND TARGET WORD SUBSTITUTED and (Read by students with If the villagers could make money by selling them, they'd have a good reason to shield the 1. What does the word shield mean in this sentence? 2. If the author had chosen shield, how does the word shield contribute toward the overall 3. Explain whether using the word shield instead of guard changes the meaning of the guard - to keep watch over shield - to provide with protection 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 390) THREE-SENTENCE BLOCK With Key Word: disappear (For reference - NOT to be re-read) But then, because of pollution and overfishing, the fish began to disappear. FIRST TARGET WORD SUBSTITUTED and (Read by students with But then, because of pollution and overfishing, the fish began to diminish. 1. What does the word diminish mean in this sentence? 2. If the author had chosen diminish, how would the word diminish contribute toward the overall 3. Explain whether using the word diminish instead of vanish changes the meaning of the vanish - to disappear diminish - to become gradually less, as in size or number SECOND TARGET WORD SUBSTITUTED and (Read by students with But then, because of pollution and overfishing, the fish began to flee. 1. What does the word flee mean in this sentence?

5 2. If the author had chosen flee, how would the word flee contribute toward the overall 3. Explain whether using the word flee instead of diminish changes the meaning of the diminish - to become gradually less, as in size or number flee - to run away (Pg 391) THREE-SENTENCE BLOCK With Key Word: common-sense (For reference- NOT to be reread) It would be easy to capture a few and use them to raise many more. FIRST TARGET WORD SUBSTITUTED and (Read by students with It would be easy to snag a few and use them to raise many more. 1. What does the word snag mean in this sentence? 2. If the author had chosen snag, how would the word snag contribute toward the overall 3. Explain whether using the word snag instead of take changes the meaning of the take - to get control of snag - to catch or capture by reaching out quickly and grabbing SECOND TARGET WORD SUBSTITUTED and (Read by students with It would be easy to apprehend a few and use them to raise many more. 1. What does the word apprehend mean in this sentence? 2. If the author had chosen apprehend, how would the word apprehend contribute toward the overall 3. Explain whether using the word apprehend instead of snag changes the meaning of the snag - to catch or capture by reaching out quickly and grabbing apprehend - to seize or arrest (Pg 391) THREE-SENTENCE BLOCK With Key Word: protect (For reference - NOT to be re-read) If the villagers could make money by selling them, they'd have a good reason to protect the FIRST TARGET WORD SUBSTITUTED and (Read by students with If the villagers could make money by selling them, they'd have a good reason to defend the

6 1. What does the word defend mean in this sentence? 2. If the author had chosen defend, how would the word defend contribute toward the overall 3. Explain whether using the word defend instead of shield changes the meaning of the shield - to provide with protection defend - to protect from danger or attack SECOND TARGET WORD SUBSTITUTED and (Read by students with If the villagers could make money by selling them, they'd have a good reason to secure the 1. What does the word secure mean in this sentence? 2. If the author had chosen secure, how would the word secure contribute toward the overall 3. Explain whether using the word secure instead of defend changes the meaning of the defend - to protect from danger or attack secure - to free from danger or risk 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.)

7 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