Story Title: Dear Juno Unit: 1 Pages: 43 65 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 of Step 1.) (Pg 48) gentle - having a mild and kind nature or manner (Pg 55) peeking - looking at something in a sneaky or cautious way (Pg 63) moment - a very brief time; an instant STEP 2- Target Words (These definitions are written on the board or chart paper and pre-taught at the start of Step 2.) For gentle: dainty - pretty in a delicate or fragile way tender - delicate or soft; not tough For peeking: For moment: glancing - looking quickly at something squinting - half-closing the eyes so as to see better spell - a short period of time time - a momentary pause STEP 3- Target Words (These words are written on the board, but their definitions are NOT TAUGHT in Step 3.) For gentle: refined - freed or free from coarseness soft - smooth and agreeable to the touch For peeking: For moment: peeping - looking quickly or secretly, e.g. through a small opening or from a hiding place glimpsing - looking at or sighting somebody or something quickly or incompletely second - a very short period of time; a 60th part of a minute while - a period of time Teacher Questions for Steps 1-2 - 3 STEP 1 - Questions (When the sentence in story with the key word is reached, stop and ask the following questions.) (Pg 48) SENTENCE with Key Word: It felt light and gentle like a dried leaf. 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 - having a mild and kind nature or manner Page 1
(Pg 55) (Pg 63) SENTENCE with Key Word: All day long, Juno kept peeking at the flower from his Grandmother's garden. 1. What does the word peeking mean in this sentence? 2. How does the word peeking contribute toward the overall meaning of this story so far? Definition for Questions 1-2: peeking - looking at something in a sneaky or cautious way SENTENCE with Key Word: He thought for a moment and laughed. 1. What does the word moment mean in this sentence? 2. How does the word moment contribute toward the overall meaning of this story so far? Definition for Questions 1-2: moment - a very brief time; an instant 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 48) THREE-SENTENCE BLOCK With Key Word: gentle: (For reference- NOT to be re-read) It felt light and gentle like a dried leaf. FIRST TARGET WORD SUBSTITUTED and (Read by students with It felt light and dainty like a dried leaf. 1. What does the word dainty mean in this sentence? 2. If the author had chosen dainty, how would the word dainty contribute toward the 3. Explain whether using the word dainty instead of gentle changes the meaning of the gentle - having a mild and kind nature or manner dainty - pretty in a delicate or fragile way SECOND TARGET WORD SUBSTITUTED and (Read by students with It felt light and tender like a dried leaf. 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 dainty changes the meaning of the dainty - pretty in a delicate or fragile way tender - delicate or soft; not tough
(Pg 55) (Pg 63) THREE-SENTENCE BLOCK With Key Word: peeking (For reference- NOT to be re-read) All day long, Juno kept peeking at the flower from his Grandmother's garden. FIRST TARGET WORD SUBSTITUTED and (Read by students with All day long, Juno kept glancing at the flower from his Grandmother's garden. 1. What does the word glancing mean in this sentence? 2. If the author had chosen glancing, how would the word glancing contribute toward the 3. Explain whether using the word glancing instead of peeking changes the meaning of the peeking - looking at something in a sneaky or cautious way glancing - looking quickly at something SECOND TARGET WORD SUBSTITUTED and (Read by students with All day long, Juno kept squinting at the flower from his Grandmother's garden. 1. What does the word squinting mean in this sentence? 2. If the author had chosen squinting, how would the word squinting contribute toward the 3. Explain whether using the word squinting instead of glancing changes the meaning of the glancing - looking quickly at something squinting - half-closing the eyes so as to see better THREE-SENTENCE BLOCK With Key Word: moment (For reference- NOT to be re-read) He thought for a moment and laughed. FIRST TARGET WORD SUBSTITUTED and (Read by students with He thought for a spell and laughed. 1. What does the word spell mean in this sentence? 2. If the author had chosen spell, how would the word spell contribute toward the overall 3. Explain whether using the word spell instead of moment changes the meaning of the moment - a very brief time; an instant spell - a short period of time
SECOND TARGET WORD SUBSTITUTED and (Read by students with He thought for a time and laughed. 1. What does the word time mean in this sentence? 2. If the author had chosen time, how does the word time contribute toward the overall 3. Explain whether using the word time instead of spell changes the meaning of the spell - a short period of time time - a momentary pause 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 48) THREE-SENTENCE BLOCK With Key Word: gentle (For reference - NOT to be re-read) It felt light and gentle like a dried leaf. FIRST TARGET WORD SUBSTITUTED and (Read by students with It felt light and refined like a dried leaf. 1. What does the word refined mean in this sentence? 2. If the author had chosen refined, how would the word refined contribute toward the 3. Explain whether using the word refined instead of tender changes the meaning of the tender - delicate or soft; not tough refined - freed or free from coarseness SECOND TARGET WORD SUBSTITUTED and (Read by students with It felt light and soft like a dried leaf. 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 3. Explain whether using the word soft instead of refined changes the meaning of the refined - freed or free from coarseness soft - smooth and agreeable to the touch
(Pg 55) THREE-SENTENCE BLOCK With Key Word: common-sense (For reference- NOT to be reread) All day long, Juno kept peeking at the flower from his Grandmother's garden. FIRST TARGET WORD SUBSTITUTED and (Read by students with All day long, Juno kept peeping at the flower from his Grandmother's garden. 1. What does the word peeping mean in this sentence? 2. If the author had chosen peeping, how would the word peeping contribute toward the 3. Explain whether using the word peeping instead of squinting changes the meaning of the squinting - half-closing the eyes so as to see better peeping - looking quickly or secretly, e.g. through a small opening or from a hiding place SECOND TARGET WORD SUBSTITUTED and (Read by students with All day long, Juno kept glimpsing at the flower from his Grandmother's garden. 1. What does the word glimpsing mean in this sentence? 2. If the author had chosen glimpsing, how would the word glimpsing contribute toward the 3. Explain whether using the word glimpsing instead of peeping changes the meaning of the peeping - looking quickly or secretly, e.g. through a small opening or from a hiding place glimpsing - looking at or sighting somebody or something quickly or incompletely (Pg 63) THREE-SENTENCE BLOCK With Key Word: moment (For reference - NOT to be re-read) He thought for a moment and laughed. FIRST TARGET WORD SUBSTITUTED and (Read by students with He thought for a second and laughed. 1. What does the word second mean in this sentence? 2. If the author had chosen second, how would the word second contribute toward the
3. Explain whether using the word second instead of time changes the meaning of the time - a momentary pause second - a very short period of time; a 60th part of a minute SECOND TARGET WORD SUBSTITUTED and (Read by students with He thought for a while and laughed. 1. What does the word while mean in this sentence? 2. If the author had chosen while, how would the word while contribute toward the overall 3. Explain whether using the word while instead of second changes the meaning of the second - a very short period of time; a 60th part of a minute while - a period of time 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 DO NOT WRITE OR TEACH DEFINITIONS IN STEP 3. Follow the script for Step 3. 7. 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