N. Romance, FAU IES Project

USDOE/IES Teacher Story Guide - Grade 4

Story Title: My Brother Martin

Unit: 3

Pages: 309 – 321

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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 312) waning - gradually growing smaller; decreasing in size (Pg 312) rap - to slap somebody or something with a quick sharp blow (Pg 320) numerous - more than enough; many

STEP 2- Target Words (These definitions are written on the board or chart paper and pre-taught at the start of Step 2.) For waning: vanishing - passing from sight or existence weakening - losing strength For rap:

strike - to aim and hit somebody or something whack - to deliver a hard and noisy blow

For numerous:

abundant - a large quantity of something countless - too many to be counted

STEP 3- Target Words (These words are written on the board, but their definitions are NOT TAUGHT in Step 3.) For waning: dimming - losing visibility fading - losing light or color For rap:

hit - to strike forcefully smack - to hit sharply

For numerous:

frequent - happening often several - more than two but not very many

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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 312) SENTENCE with Key Word: So, every once in a while, in the waning light of the evening, we'd tie that fur piece to a stick, and, hiding behind the hedge in front of our house, we would dangle it in front of unsuspecting passersby. Questions: 1. What does the word waning mean in this sentence? 2. How does the word waning contribute toward the overall meaning of this story so far? Definition for Questions 1 - 2: waning - gradually growing smaller; decreasing in size

Page 1 Copyright 2010, Michael R Vitale, Center for School Development, Inc.

USDOE/IES Teacher Story Guide - Grade 4

N. Romance, FAU IES Project

My Brother Martin (Unit 3) (Pg 312) SENTENCE with Key Word: I didn't mind too much, but M.L. and A.D. preferred being outside to being stuck inside with our piano teacher, Mr. Mann, who would rap your knuckles with a ruler just for playing the wrong notes. Questions: 1. What does the word rap mean in this sentence? 2. How does the word rap contribute toward the overall meaning of this story so far? Definition for Questions 1 - 2: rap - to slap somebody or something with a quick sharp blow (Pg 320) SENTENCE with Key Word: There would be numerous speeches and marches and prizes. Questions: 1. What does the word numerous mean in this sentence? 2. How does the word numerous contribute toward the overall meaning of this story so far? Definition for Questions 1 - 2: numerous - more than enough; many

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 312) THREE-SENTENCE BLOCK With Key Word: waning: (For reference- NOT to be re-read) It looked almost alive, with its tiny feet and little head and gleaming glass eyes. So, every once in a while, in the waning light of the evening, we'd tie that fur piece to a stick, and, hiding behind the hedge in front of our house, we would dangle it in front of unsuspecting passersby. Boy! You could hear the screams of fright all across the neighborhood! FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with substitution) It looked almost alive, with its tiny feet and little head and gleaming glass eyes. So, every once in a while, in the vanishing light of the evening, we'd tie that fur piece to a stick, and, hiding behind the hedge in front of our house, we would dangle it in front of unsuspecting passersby. Boy! You could hear the screams of fright all across the neighborhood! Questions: 1. What does the word vanishing mean in this sentence? 2. If the author had chosen vanishing, how would the word vanishing contribute toward the overall meaning of this story? 3. Explain whether using the word vanishing instead of waning changes the meaning of the sentence or story. Definitions for Questions 1 - 2 - 3: waning - gradually growing smaller; decreasing in size vanishing - passing from sight or existence SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with substitution) It looked almost alive, with its tiny feet and little head and gleaming glass eyes. So, every once in a while, in the weakening light of the evening, we'd tie that fur piece to a stick, and, hiding behind the hedge in front of our house, we would dangle it in front of unsuspecting passersby. Boy! You could hear the screams of fright all across the neighborhood! Questions: 1. What does the word weakening mean in this sentence?

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

USDOE/IES Teacher Story Guide - Grade 4

N. Romance, FAU IES Project

My Brother Martin (Unit 3) 2. 3.

If the author had chosen weakening, how would the word weakening contribute toward the overall meaning of this story? Explain whether using the word weakening instead of vanishing changes the meaning of the sentence or story. Definitions for Questions 1 - 2 - 3: vanishing - passing from sight or existence weakening - losing strength

(Pg 312) THREE-SENTENCE BLOCK With Key Word: rap (For reference- NOT to be re-read) Then there was the time Mother Dear decided that her children should all learn to play piano. I didn't mind too much, but M.L. and A.D. preferred being outside to being stuck inside with our piano teacher, Mr. Mann, who would rap your knuckles with a ruler just for playing the wrong notes. Well, one morning M.L. and A.D. decided to loosen the legs on the piano bench so we wouldn't have to practice. FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with substitution) Then there was the time Mother Dear decided that her children should all learn to play piano. I didn't mind too much, but M.L. and A.D. preferred being outside to being stuck inside with our piano teacher, Mr. Mann, who would strike your knuckles with a ruler just for playing the wrong notes. Well, one morning M.L. and A.D. decided to loosen the legs on the piano bench so we wouldn't have to practice. Questions: 1. What does the word strike mean in this sentence? 2. If the author had chosen strike, how would the word strike contribute toward the overall meaning of this story? 3. Explain whether using the word strike instead of rap changes the meaning of the sentence or story. Definitions for Questions 1 - 2 - 3: rap - to slap somebody or something with a quick sharp blow strike - to aim and hit somebody or something SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with substitution) Then there was the time Mother Dear decided that her children should all learn to play piano. I didn't mind too much, but M.L. and A.D. preferred being outside to being stuck inside with our piano teacher, Mr. Mann, who would whack your knuckles with a ruler just for playing the wrong notes. Well, one morning M.L. and A.D. decided to loosen the legs on the piano bench so we wouldn't have to practice. Questions: 1. What does the word whack mean in this sentence? 2. If the author had chosen whack, how would the word whack contribute toward the overall meaning of this story? 3. Explain whether using the word whack instead of strike changes the meaning of the sentence or story. Definitions for Questions 1 - 2 - 3: strike - to aim and hit somebody or something whack - to deliver a hard and noisy blow

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

USDOE/IES Teacher Story Guide - Grade 4

N. Romance, FAU IES Project

My Brother Martin (Unit 3) (Pg 320) THREE-SENTENCE BLOCK With Key Word: numerous (For reference- NOT to be re-read) Years would pass, and many new lessons would be learned. There would be numerous speeches and marches and prizes. But my brother never forgot the example of our father, or the promise he had made to our mother on the day his friends turned him away. FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with substitution) Years would pass, and many new lessons would be learned. There would be abundant speeches and marches and prizes. But my brother never forgot the example of our father, or the promise he had made to our mother on the day his friends turned him away. Questions: 1. What does the word abundant mean in this sentence? 2. If the author had chosen abundant, how would the word abundant contribute toward the overall meaning of this story? 3. Explain whether using the word abundant instead of numerous changes the meaning of the sentence or story. Definitions for Questions 1 - 2 - 3: numerous - more than enough; many abundant - a large quantity of something SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with substitution) Years would pass, and many new lessons would be learned. There would be countless speeches and marches and prizes. But my brother never forgot the example of our father, or the promise he had made to our mother on the day his friends turned him away. Questions: 1. What does the word countless mean in this sentence? 2. If the author had chosen countless, how does the word countless contribute toward the overall meaning of this story? 3. Explain whether using the word countless instead of abundant changes the meaning of the sentence or story. Definitions for Questions 1 - 2 - 3: abundant - a large quantity of something countless - too many to be counted

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 312) THREE-SENTENCE BLOCK With Key Word: waning (For reference - NOT to be re-read) It looked almost alive, with its tiny feet and little head and gleaming glass eyes. So, every once in a while, in the waning light of the evening, we'd tie that fur piece to a stick, and, hiding behind the hedge in front of our house, we would dangle it in front of unsuspecting passersby. Boy! You could hear the screams of fright all across the neighborhood! FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with substitution) It looked almost alive, with its tiny feet and little head and gleaming glass eyes. So, every once in a while, in the dimming light of the evening, we'd tie that fur piece to a stick, and, hiding behind the hedge in front of our house, we would dangle it in front of unsuspecting passersby. Boy! You could hear the screams of fright all across the neighborhood!

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

USDOE/IES Teacher Story Guide - Grade 4

N. Romance, FAU IES Project

My Brother Martin (Unit 3) Questions: 1. What does the word dimming mean in this sentence? 2. If the author had chosen dimming, how would the word dimming contribute toward the overall meaning of this story? 3. Explain whether using the word dimming instead of weakening changes the meaning of the sentence or story. Definitions for Questions 1 - 2 - 3: (For teacher reference only) weakening - losing strength dimming - losing visibility SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with substitution) It looked almost alive, with its tiny feet and little head and gleaming glass eyes. So, every once in a while, in the fading light of the evening, we'd tie that fur piece to a stick, and, hiding behind the hedge in front of our house, we would dangle it in front of unsuspecting passersby. Boy! You could hear the screams of fright all across the neighborhood! Questions: 1. What does the word fading mean in this sentence? 2. If the author had chosen fading, how would the word fading contribute toward the overall meaning of this story? 3. Explain whether using the word fading instead of dimming changes the meaning of the sentence or story. Definitions for Questions 1 - 2 - 3: (For teacher reference only) dimming - losing visibility fading - losing light or color (Pg 312) THREE-SENTENCE BLOCK With Key Word: common-sense (For reference- NOT to be reread) Then there was the time Mother Dear decided that her children should all learn to play piano. I didn't mind too much, but M.L. and A.D. preferred being outside to being stuck inside with our piano teacher, Mr. Mann, who would rap your knuckles with a ruler just for playing the wrong notes. Well, one morning M.L. and A.D. decided to loosen the legs on the piano bench so we wouldn't have to practice. FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with substitution) Then there was the time Mother Dear decided that her children should all learn to play piano. I didn't mind too much, but M.L. and A.D. preferred being outside to being stuck inside with our piano teacher, Mr. Mann, who would hit your knuckles with a ruler just for playing the wrong notes. Well, one morning M.L. and A.D. decided to loosen the legs on the piano bench so we wouldn't have to practice. Questions: 1. What does the word hit mean in this sentence? 2. If the author had chosen hit, how would the word hit contribute toward the overall meaning of this story? 3. Explain whether using the word hit instead of whack changes the meaning of the sentence or story. Definitions for Questions 1 - 2 - 3: (For teacher reference only) whack - to deliver a hard and noisy blow hit - to strike forcefully SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with substitution)

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

USDOE/IES Teacher Story Guide - Grade 4

N. Romance, FAU IES Project

My Brother Martin (Unit 3) Then there was the time Mother Dear decided that her children should all learn to play piano. I didn't mind too much, but M.L. and A.D. preferred being outside to being stuck inside with our piano teacher, Mr. Mann, who would smack your knuckles with a ruler just for playing the wrong notes. Well, one morning M.L. and A.D. decided to loosen the legs on the piano bench so we wouldn't have to practice. Questions: 1. What does the word smack mean in this sentence? 2. If the author had chosen smack, how would the word smack contribute toward the overall meaning of this story? 3. Explain whether using the word smack instead of hit changes the meaning of the sentence or story. Definitions for Questions 1 - 2 - 3: (For teacher reference only) hit - to strike forcefully smack - to hit sharply (Pg 320) THREE-SENTENCE BLOCK With Key Word: numerous (For reference - NOT to be re-read) Years would pass, and many new lessons would be learned. There would be numerous speeches and marches and prizes. But my brother never forgot the example of our father, or the promise he had made to our mother on the day his friends turned him away. FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with substitution) Years would pass, and many new lessons would be learned. There would be frequent speeches and marches and prizes. But my brother never forgot the example of our father, or the promise he had made to our mother on the day his friends turned him away. Questions: 1. What does the word frequent mean in this sentence? 2. If the author had chosen frequent, how would the word frequent contribute toward the overall meaning of this story? 3. Explain whether using the word frequent instead of countless changes the meaning of the sentence or story. Definitions for Questions 1 - 2 - 3: (For teacher reference only) countless - too many to be counted frequent - happening often SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with substitution) Years would pass, and many new lessons would be learned. There would be several speeches and marches and prizes. But my brother never forgot the example of our father, or the promise he had made to our mother on the day his friends turned him away. Questions: 1. What does the word several mean in this sentence? 2. If the author had chosen several, how would the word several contribute toward the overall meaning of this story? 3. Explain whether using the word several instead of frequent changes the meaning of the sentence or story. Definitions for Questions 1 - 2 - 3: (For teacher reference only) frequent - happening often several - more than two but not very many

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

USDOE/IES Teacher Story Guide - Grade 4

N. Romance, FAU IES Project

My Brother Martin (Unit 3)

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-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. ************************

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

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