sleds on boston common unit: 3 pages: 264 281 on boston common unit: 3 pages: 264

N. Romance, FAU IES Project

USDOE/IES Teacher Story Guide - Grade 5

Copyright 2010, Michael R Vitale, Center for School Development, Inc.

Story Title: Sleds on Boston Common Unit: 3 Pages: 264 – 281

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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 268) taxes - money collected by the government and used to run the government

(Pg 270) tramped - walked on something heavily or forcefully

(Pg 274) glared - stared angrily

STEP 2- Target Words (These definitions are written on the board or chart paper and pre-taught at the start of Step 2.)

For taxes: tolls - a fee charged for services such as transportation

dues - payable at once and on demand or at a certain time

For tramped: marched - walked with regular formalized movements of the arms and legs at a steady,

rhythmic pace

trekked - traveled a long, difficult journey

For glared: gazed - looked at something with steady attention

scowled - expressed anger, displeasure, or menace by drawing the eyebrows together

toward the middle of the forehead

STEP 3- Target Words

(These words are written on the board, but their definitions are NOT TAUGHT in Step 3.)

For taxes: surcharges - an additional tax or cost

levies - collection or a tax assessment

For tramped: hiked - to have gone for a long walk in the countryside, usually for pleasure

trailed - to have made a track through a place

For glared: stared - looked directly at something for a long time

peered - looked very carefully or hard, especially at somebody or something that is

difficult to see, often with narrowed eyes

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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 268) SENTENCE with Key Word:

King George wanted General Gage to make sure that we kept his new laws and that we paid our

taxes to England.

Questions:

1. What does the word taxes mean in this sentence?

2. How does the word taxes contribute toward the overall meaning of this story so far?

Definition for Questions 1 - 2:

taxes - money collected by the government and used to run the government


Sleds on Boston Common (Unit 3)




Other students at the South Writing School tramped home through the snow for hot bean

porridge.

Questions:

1. What does the word tramped mean in this sentence?

2. How does the word tramped contribute toward the overall meaning of this story so far?


tramped - walked on something heavily or forcefully


Some of his officers glared at me sternly and began to order us away.

Questions:

1. What does the word glared mean in this sentence?

2. How does the word glared contribute toward the overall meaning of this story so far?


glared - stared angrily

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 268) THREE-SENTENCE BLOCK With Key Word: taxes: (For reference- NOT to be re-read)

Or cutting down our fences and our trees for their firewood.


taxes to England.

Every penny.

FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with

substitution)



tolls to England.

Every penny.

Questions: 1. What does the word tolls mean in this sentence?

2. If the author had chosen tolls, how would the word tolls contribute toward the overall

meaning of this story?

3. Explain whether using the word tolls instead of taxes changes the meaning of the

sentence or story.

Definitions for Questions 1 - 2 - 3:

taxes - money collected by the government and used to run the government

tolls - a fee charged for services such as transportation

SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with

substitution)



dues to England.

Every penny.

Questions: 1. What does the word dues mean in this sentence?

2. If the author had chosen dues, how would the word dues contribute toward the overall


3. Explain whether using the word dues instead of tolls changes the meaning of the

sentence or story.






tolls - a fee charged for services such as transportation


(Pg 270) THREE-SENTENCE BLOCK With Key Word: tramped (For reference- NOT to be re-read)

I grabbed my wool coat from a high hook.


porridge.

But not Colin, Ben or I.


substitution)


Other students at the South Writing School marched home through the snow for hot bean

porridge.


Questions: 1. What does the word marched mean in this sentence?

2. If the author had chosen marched, how would the word marched contribute toward the

overall meaning of this story?

3. Explain whether using the word marched instead of tramped changes the meaning of

the sentence or story.


tramped - walked on something heavily or forcefully

marched - walked with regular formalized movements of the arms and legs at a

steady, rhythmic pace


substitution)


Other students at the South Writing School trekked home through the snow for hot bean

porridge.


Questions: 1. What does the word trekked mean in this sentence?

2. If the author had chosen trekked, how would the word trekked contribute toward the


3. Explain whether using the word trekked instead of marched changes the meaning of the

sentence or story.


marched - walked with regular formalized movements of the arms and legs at a

steady, rhythmic pace


(Pg 274) THREE-SENTENCE BLOCK With Key Word: glared (For reference- NOT to be re-read)

U walked up to General Gage, tugged hard on his scarlet sleeve, and asked if he would hear a

town boy's complaint.


But the tall general turned and held up his hand to still them.


substitution)



Some of his officers gazed at me sternly and began to order us away.






Questions: 1. What does the word gazed mean in this sentence?

2. If the author had chosen gazed, how would the word gazed contribute toward the overall


3. Explain whether using the word gazed instead of glared changes the meaning of the

sentence or story.


glared - stared angrily

gazed - looked at something with steady attention


substitution)



Some of his officers scowled at me sternly and began to order us away.


Questions: 1. What does the word scowled mean in this sentence?

2. If the author had chosen scowled, how does the word scowled contribute toward the


3. Explain whether using the word scowled instead of gazed changes the meaning of the

sentence or story.


gazed - looked at something with steady attention

scowled - expressed anger, displeasure, or menace by drawing the eyebrows

together toward the middle of the forehead

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 268) THREE-SENTENCE BLOCK With Key Word: taxes (For reference - NOT to be re-read)



taxes to England.

Every penny.


substitution)



surcharges to England.

Every penny.

Questions: 1. What does the word surcharges mean in this sentence?

2. If the author had chosen surcharges, how would the word surcharges contribute toward

the overall meaning of this story?

3. Explain whether using the word surcharges instead of dues changes the meaning of the

sentence or story.

Definitions for Questions 1 - 2 - 3: (For teacher reference only)


surcharges - an additional tax or cost






substitution)



levies to England.

Every penny.

Questions: 1. What does the word levies mean in this sentence?

2. If the author had chosen levies, how would the word levies contribute toward the overall


3. Explain whether using the word levies instead of surcharges changes the meaning of the

sentence or story.


surcharges - an additional tax or cost

levies - collection or a tax assessment

(Pg 270) THREE-SENTENCE BLOCK With Key Word: common-sense (For reference- NOT to be re-

read)



porridge.



substitution)


Other students at the South Writing School hiked home through the snow for hot bean porridge.


Questions: 1. What does the word hiked mean in this sentence?

2. If the author had chosen hiked, how would the word hiked contribute toward the overall


3. Explain whether using the word hiked instead of trekked changes the meaning of the

sentence or story.



hiked - to have gone for a long walk in the countryside, usually for pleasure


substitution)


Other students at the South Writing School trailed home through the snow for hot bean

porridge.


Questions: 1. What does the word trailed mean in this sentence?

2. If the author had chosen trailed, how would the word trailed contribute toward the


3. Explain whether using the word trailed instead of hiked changes the meaning of the

sentence or story.


hiked - to have gone for a long walk in the countryside, usually for pleasure

trailed - to have made a track through a place





(Pg 274) THREE-SENTENCE BLOCK With Key Word: glared (For reference - NOT to be re-read)






substitution)



Some of his officers stared at me sternly and began to order us away.


Questions: 1. What does the word stared mean in this sentence?

2. If the author had chosen stared, how would the word stared contribute toward the


3. Explain whether using the word stared instead of scowled changes the meaning of the

sentence or story.


scowled - expressed anger, displeasure, or menace by drawing the eyebrows

together toward the middle of the forehead

stared - looked directly at something for a long time


substitution)



Some of his officers peered at me sternly and began to order us away.


Questions: 1. What does the word peered mean in this sentence?

2. If the author had chosen peered, how would the word peered contribute toward the


3. Explain whether using the word peered instead of stared changes the meaning of the

sentence or story.


stared - looked directly at something for a long time

peered - looked very carefully or hard, especially at somebody or something that

is difficult to see, often with narrowed eyes

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.





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General Implementation Notes * * * * * * * * * * * * * * * * * * * * * * * *

1. Before starting a lesson, mark the key words (and three-sentence blocks) in the teacher edition

using Post-ItTM

notes. (Optional: Have students use Post-ItTM

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.

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Teacher Notes * * * * * * * * * * * * * * * * * * * * * * * *

sleds on boston common unit: 3 pages: 264 281 on boston common unit: 3 pages: 264

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