Story Title: Davy Crockett Saves the World Unit: 1 Pages: 52 69 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 60) grabbed - to have taken hold of something quickly, suddenly, or forcefully planted - to put something down or take a position firmly or decisively hurled - to have thrust something with great force STEP 2- Target Words (These definitions are written on the board or chart paper and pre-taught at the start of Step 2.) For grabbed: seized - to have taken hold of an object quickly and firmly plucked - to have taken something away swiftly, often by means of skill or strength For planted: For hurled: embedded - to have become deeply and solidly buried in something deposited - to have put or drop something somewhere launched - to have thrown or entered boldly into action propelled - to have moved or pushed somebody or something forward STEP 3- Target Words (These words are written on the board, but their definitions are NOT TAUGHT in Step 3.) For grabbed: snatched - grabbed or grasped somebody or something quickly or hastily nabbed - to have taken something suddenly For planted: For hurled: lodged - to have become deeply and solidly buried in something settled - to have put something in a place firmly or permanently threw - to have thrust something through the air by swinging the arm and releasing the object from the hand flung - to have pushed something or somebody carelessly or forcefully 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 60) SENTENCE with Key Word: Sally grabbed up her newspaper and waved it around just as hard as she could. 1. What does the word grabbed mean in this sentence? 2. How does the word grabbed contribute toward the overall meaning of this story so far? Definition for Questions 1-2: grabbed - to have taken hold of something quickly, suddenly, or forcefully Page 1
SENTENCE with Key Word: Then he planted his teeth around the comet's neck and hung on. 1. What does the word planted mean in this sentence? 2. How does the word planted contribute toward the overall meaning of this story so far? Definition for Questions 1-2: planted - to put something down or take a position firmly or decisively SENTENCE with Key Word: was left of Halley's tail, spun around seventeen times, and hurled the comet back into outer 1. What does the word hurled mean in this sentence? 2. How does the word hurled contribute toward the overall meaning of this story so far? Definition for Questions 1-2: hurled - to have thrust something with great force 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 60) THREE-SENTENCE BLOCK With Key Word: grabbed: (For reference- NOT to be re-read) Sally grabbed up her newspaper and waved it around just as hard as she could. FIRST TARGET WORD SUBSTITUTED and (Read by students with Sally seized up her newspaper and waved it around just as hard as she could. 1. What does the word seized mean in this sentence? 2. If the author had chosen seized, how would the word seized contribute toward the overall meaning of this story? 3. Explain whether using the word seized instead of grabbed changes the meaning of the grabbed - to have taken hold of something quickly, suddenly, or forcefully seized - to have taken hold of an object quickly and firmly SECOND TARGET WORD SUBSTITUTED and (Read by students with Sally plucked up her newspaper and waved it around just as hard as she could. 1. What does the word plucked mean in this sentence? 2. If the author had chosen plucked, how would the word plucked contribute toward the 3. Explain whether using the word plucked instead of seized changes the meaning of the
seized - to have taken hold of an object quickly and firmly plucked - to have taken something away swiftly, often by means of skill or strength THREE-SENTENCE BLOCK With Key Word: planted (For reference- NOT to be re-read) Then he planted his teeth around the comet's neck and hung on. FIRST TARGET WORD SUBSTITUTED and (Read by students with Then he embedded his teeth around the comet's neck and hung on. 1. What does the word embedded mean in this sentence? 2. If the author had chosen embedded, how would the word embedded contribute toward the 3. Explain whether using the word embedded instead of planted changes the meaning of the planted - to put something down or take a position firmly or decisively embedded - to have become deeply and solidly buried in something SECOND TARGET WORD SUBSTITUTED and (Read by students with Then he deposited his teeth around the comet's neck and hung on. 1. What does the word deposited mean in this sentence? 2. If the author had chosen deposited, how would the word deposited contribute toward the 3. Explain whether using the word deposited instead of embedded changes the meaning of the embedded - to have become deeply and solidly buried in something deposited - to have put or drop something somewhere THREE-SENTENCE BLOCK With Key Word: hurled (For reference- NOT to be re-read) was left of Halley's tail, spun around seventeen times, and hurled the comet back into outer
FIRST TARGET WORD SUBSTITUTED and (Read by students with was left of Halley's tail, spun around seventeen times, and launched the comet back into outer 1. What does the word launched mean in this sentence? 2. If the author had chosen launched, how would the word launched contribute toward the 3. Explain whether using the word launched instead of hurled changes the meaning of the hurled - to have thrust something with great force launched - to have thrown or entered boldly into action SECOND TARGET WORD SUBSTITUTED and (Read by students with was left of Halley's tail, spun around seventeen times, and propelled the comet back into outer 1. What does the word propelled mean in this sentence? 2. If the author had chosen propelled, how does the word propelled contribute toward the 3. Explain whether using the word propelled instead of launched changes the meaning of the launched - to have thrown or entered boldly into action propelled - to have moved or pushed somebody or something forward 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 60) THREE-SENTENCE BLOCK With Key Word: grabbed (For reference - NOT to be re-read) Sally grabbed up her newspaper and waved it around just as hard as she could. FIRST TARGET WORD SUBSTITUTED and (Read by students with Sally snatched up her newspaper and waved it around just as hard as she could. 1. What does the word snatched mean in this sentence? 2. If the author had chosen snatched, how would the word snatched contribute toward the
3. Explain whether using the word snatched instead of plucked changes the meaning of the (For teacher reference only) plucked - to have taken something away swiftly, often by means of skill or strength snatched - grabbed or grasped somebody or something quickly or hastily SECOND TARGET WORD SUBSTITUTED and (Read by students with Sally nabbed up her newspaper and waved it around just as hard as she could. 1. What does the word nabbed mean in this sentence? 2. If the author had chosen nabbed, how would the word nabbed contribute toward the 3. Explain whether using the word nabbed instead of snatched changes the meaning of the (For teacher reference only) snatched - grabbed or grasped somebody or something quickly or hastily nabbed - to have taken something suddenly THREE-SENTENCE BLOCK With Key Word: common-sense (For reference- NOT to be reread) Then he planted his teeth around the comet's neck and hung on. FIRST TARGET WORD SUBSTITUTED and (Read by students with Then he lodged his teeth around the comet's neck and hung on. 1. What does the word lodged mean in this sentence? 2. If the author had chosen lodged, how would the word lodged contribute toward the 3. Explain whether using the word lodged instead of deposited changes the meaning of the (For teacher reference only) deposited - to have put or drop something somewhere lodged - to have become deeply and solidly buried in something SECOND TARGET WORD SUBSTITUTED and (Read by students with Then he settled his teeth around the comet's neck and hung on. 1. What does the word settled mean in this sentence? 2. If the author had chosen settled, how would the word settled contribute toward the
3. Explain whether using the word settled instead of lodged changes the meaning of the (For teacher reference only) lodged - to have become deeply and solidly buried in something settled - to have put something in a place firmly or permanently THREE-SENTENCE BLOCK With Key Word: hurled (For reference - NOT to be re-read) was left of Halley's tail, spun around seventeen times, and hurled the comet back into outer FIRST TARGET WORD SUBSTITUTED and (Read by students with was left of Halley's tail, spun around seventeen times, and threw the comet back into outer 1. What does the word threw mean in this sentence? 2. If the author had chosen threw, how would the word threw contribute toward the overall meaning of this story? 3. Explain whether using the word threw instead of propelled changes the meaning of the (For teacher reference only) propelled - to have moved or pushed somebody or something forward threw - to have thrust something through the air by swinging the arm and releasing the object from the hand SECOND TARGET WORD SUBSTITUTED and (Read by students with was left of Halley's tail, spun around seventeen times, and flung the comet back into outer 1. What does the word flung mean in this sentence? 2. If the author had chosen flung, how would the word flung contribute toward the overall meaning of this story? 3. Explain whether using the word flung instead of threw changes the meaning of the (For teacher reference only) threw - to have thrust something through the air by swinging the arm and releasing the object from the hand flung - to have pushed something or somebody carelessly or forcefully 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