Story Title: Snowflake Bentley (Basal Words) Unit: 3 Pages:

Transcription

1 Story Title: Snowflake Bentley (Basal Words) Unit: 3 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) evaporate - to change from a liquid or solid into a gas (Pg 395) inspire - to stir the mind, feelings, or imaginations (Pg 397) blizzard - a strong wind storm marked by intense cold and blowing snow STEP 2- Target Words (These definitions are written on the board or chart paper and pre-taught at the start of Step 2.) For evaporate: disappear - to cease to be; pass out of existence or notice liquefy - to reduce to a liquid state For inspire: For blizzard: influence - to have an effect on the condition or development motivate - to provide someone with a reason to do something; induce snowstorm - a storm of falling snow ice storm - a storm in which falling rain freezes as it lands STEP 3- Target Words (These words are written on the board, but their definitions are NOT TAUGHT in Step 3.) For evaporate: vaporize - to cause something to become dissipated by turning it to vapor dissipate - to break up and scatter or vanish For inspire: For blizzard: spur - to urge to action; incite; simulate incite - to move to action; urge; spur on whirlwind - a whirling current of air that moves forward with great force deluge - a drenching rain; and overflowing of the land by water 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: He had to work fast or the snowflake would evaporate before he could slide it into place and take its picture. 1. What does the word evaporate mean in this sentence? 2. How does the word evaporate contribute toward the overall meaning of this story so far? Definition for Questions 1-2: evaporate - to change from a liquid or solid into a gas Page 1

2 (Pg 395) SENTENCE with Key Word: Artists and designers used the photographs to inspire their own work. 1. What does the word inspire mean in this sentence? 2. How does the word inspire contribute toward the overall meaning of this story so far? Definition for Questions 1-2: inspire - to stir the mind, feelings, or imaginations (Pg 397) SENTENCE with Key Word: blizzard to make more pictures. 1. What does the word blizzard mean in this sentence? 2. How does the word blizzard contribute toward the overall meaning of this story so far? Definition for Questions 1-2: blizzard - a strong wind storm marked by intense cold and blowing snow 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: evaporate: (For reference- NOT to be re-read) He had to work fast or the snowflake would evaporate before he could slide it into place and FIRST TARGET WORD SUBSTITUTED and (Read by students with He had to work fast or the snowflake would disappear before he could slide it into place and 1. What does the word disappear mean in this sentence? 2. If the author had chosen disappear, how would the word disappear contribute toward the 3. Explain whether using the word disappear instead of evaporate changes the meaning of the evaporate - to change from a liquid or solid into a gas disappear - to cease to be; pass out of existence or notice SECOND TARGET WORD SUBSTITUTED and (Read by students with He had to work fast or the snowflake would liquefy before he could slide it into place and take its picture. 1. What does the word liquefy mean in this sentence?

3 2. If the author had chosen liquefy, how would the word liquefy contribute toward the 3. Explain whether using the word liquefy instead of disappear changes the meaning of the disappear - to cease to be; pass out of existence or notice liquefy - to reduce to a liquid state (Pg 395) THREE-SENTENCE BLOCK With Key Word: inspire (For reference- NOT to be re-read) Many colleges and universities bought lantern slide copies of his photographs and added to their Artists and designers used the photographs to inspire their own work. FIRST TARGET WORD SUBSTITUTED and (Read by students with Artists and designers used the photographs to influence their own work. 1. What does the word influence mean in this sentence? 2. If the author had chosen influence, how would the word influence contribute toward the 3. Explain whether using the word influence instead of inspire changes the meaning of the inspire - to stir the mind, feelings, or imaginations influence - to have an effect on the condition or development SECOND TARGET WORD SUBSTITUTED and (Read by students with Artists and designers used the photographs to motivate their own work. 1. What does the word motivate mean in this sentence? 2. If the author had chosen motivate, how would the word motivate contribute toward the 3. Explain whether using the word motivate instead of influence changes the meaning of the influence - to have an effect on the condition or development motivate - to provide someone with a reason to do something; induce (Pg 397) THREE-SENTENCE BLOCK With Key Word: blizzard (For reference- NOT to be re-read) blizzard to make more pictures.

4 FIRST TARGET WORD SUBSTITUTED and (Read by students with snowstorm to make more pictures. 1. What does the word snowstorm mean in this sentence? 2. If the author had chosen snowstorm, how would the word snowstorm contribute toward the 3. Explain whether using the word snowstorm instead of blizzard changes the meaning of the blizzard - a strong wind storm marked by intense cold and blowing snow snowstorm - a storm of falling snow SECOND TARGET WORD SUBSTITUTED and (Read by students with ice storm to make more pictures. 1. What does the word ice storm mean in this sentence? 2. If the author had chosen ice storm, how does the word ice storm contribute toward the 3. Explain whether using the word ice storm instead of snowstorm changes the meaning of the snowstorm - a storm of falling snow ice storm - a storm in which falling rain freezes as it lands 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: evaporate (For reference - NOT to be re-read) He had to work fast or the snowflake would evaporate before he could slide it into place and FIRST TARGET WORD SUBSTITUTED and (Read by students with He had to work fast or the snowflake would vaporize before he could slide it into place and take its picture. 1. What does the word vaporize mean in this sentence? 2. If the author had chosen vaporize, how would the word vaporize contribute toward the

5 3. Explain whether using the word vaporize instead of liquefy changes the meaning of the liquefy - to reduce to a liquid state vaporize - to cause something to become dissipated by turning it to vapor SECOND TARGET WORD SUBSTITUTED and (Read by students with He had to work fast or the snowflake would dissipate before he could slide it into place and 1. What does the word dissipate mean in this sentence? 2. If the author had chosen dissipate, how would the word dissipate contribute toward the 3. Explain whether using the word dissipate instead of vaporize changes the meaning of the vaporize - to cause something to become dissipated by turning it to vapor dissipate - to break up and scatter or vanish (Pg 395) THREE-SENTENCE BLOCK With Key Word: common-sense (For reference- NOT to be reread) Many colleges and universities bought lantern slide copies of his photographs and added to their Artists and designers used the photographs to inspire their own work. FIRST TARGET WORD SUBSTITUTED and (Read by students with Artists and designers used the photographs to spur their own work. 1. What does the word spur mean in this sentence? 2. If the author had chosen spur, how would the word spur contribute toward the overall meaning of this story? 3. Explain whether using the word spur instead of motivate changes the meaning of the motivate - to provide someone with a reason to do something; induce spur - to urge to action; incite; simulate SECOND TARGET WORD SUBSTITUTED and (Read by students with Artists and designers used the photographs to incite their own work. 1. What does the word incite mean in this sentence? 2. If the author had chosen incite, how would the word incite contribute toward the overall meaning of this story?

6 3. Explain whether using the word incite instead of spur changes the meaning of the spur - to urge to action; incite; simulate incite - to move to action; urge; spur on (Pg 397) THREE-SENTENCE BLOCK With Key Word: blizzard (For reference - NOT to be re-read) blizzard to make more pictures. FIRST TARGET WORD SUBSTITUTED and (Read by students with whirlwind to make more pictures. 1. What does the word whirlwind mean in this sentence? 2. If the author had chosen whirlwind, how would the word whirlwind contribute toward the 3. Explain whether using the word whirlwind instead of ice storm changes the meaning of the ice storm - a storm in which falling rain freezes as it lands whirlwind - a whirling current of air that moves forward with great force SECOND TARGET WORD SUBSTITUTED and (Read by students with deluge to make more pictures. 1. What does the word deluge mean in this sentence? 2. If the author had chosen deluge, how would the word deluge contribute toward the 3. Explain whether using the word deluge instead of whirlwind changes the meaning of the whirlwind - a whirling current of air that moves forward with great force deluge - a drenching rain; and overflowing of the land by water 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.

7 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