N. Romance, FAU IES Project
USDOE/IES Teacher Story Guide - Grade 3
Story Title: Whose Habitat is it?
Unit: 1
Pages: 78 – 81
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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 78)
picky - hard to please
(Pg 79)
strolled - moved along somewhere in a slow unhurried way, especially for enjoyment
(Pg 80)
build - to form or develop something
STEP 2- Target Words
(These definitions are written on the board or chart paper and pre-taught at the start of Step 2.)
For picky:
finicky - difficult to please
demanding - requiring a lot of time, attention, energy, or resources
For strolled:
sauntered - walked in a slow relaxed way
cruised - traveled at a steady pace
For build:
fabricate - to make something from different parts
construct - to make or form by combining parts
STEP 3- Target Words
(These words are written on the board, but their definitions are NOT TAUGHT in Step 3.)
For picky:
fussy - tending to complain or whine
selective - tending to make careful choices
For strolled:
ambled - walked at a slow pace
meandered - wandered without a goal or purpose
For build:
shape - to mold something into a different figure or design
develop - to grow or cause to grow bigger or more advanced
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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 78)
SENTENCE with Key Word:
They are hungry, and they are not picky eaters.
Questions:
1. What does the word picky mean in this sentence?
2. How does the word picky contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
picky - hard to please
Page 1
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
Whose Habitat is it? (Unit 1)
(Pg 79)
SENTENCE with Key Word:
One even strolled down a sidewalk in Savannah!
Questions:
1. What does the word strolled mean in this sentence?
2. How does the word strolled contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
strolled - moved along somewhere in a slow unhurried way, especially for
enjoyment
(Pg 80)
SENTENCE with Key Word:
He helps city planners build a better future.
Questions:
1. What does the word build mean in this sentence?
2. How does the word build contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
build - to form or develop something
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 78)
THREE-SENTENCE BLOCK With Key Word: picky: (For reference- NOT to be re-read)
They come out of the woods when darkness falls.
They are hungry, and they are not picky eaters.
Black bears are content munching on birdseed, chicken bones, or other food scraps.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
They come out of the woods when darkness falls.
They are hungry, and they are not finicky eaters.
Black bears are content munching on birdseed, chicken bones, or other food scraps.
Questions:
1. What does the word finicky mean in this sentence?
2. If the author had chosen finicky, how would the word finicky contribute toward the
overall meaning of this story?
3. Explain whether using the word finicky instead of picky changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
picky - hard to please
finicky - difficult to please
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
They come out of the woods when darkness falls.
They are hungry, and they are not demanding eaters.
Black bears are content munching on birdseed, chicken bones, or other food scraps.
Questions:
1. What does the word demanding mean in this sentence?
2. If the author had chosen demanding, how would the word demanding contribute toward
the overall meaning of this story?
3. Explain whether using the word demanding instead of finicky changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3:
finicky - difficult to please
demanding - requiring a lot of time, attention, energy, or resources
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
Whose Habitat is it? (Unit 1)
(Pg 79)
THREE-SENTENCE BLOCK With Key Word: strolled (For reference- NOT to be re-read)
In Georgia, alligators have made a splash in neighborhood pools.
One even strolled down a sidewalk in Savannah!
In Big Pine Key, a Florida island, deer eat flower beds.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
In Georgia, alligators have made a splash in neighborhood pools.
One even sauntered down a sidewalk in Savannah!
In Big Pine Key, a Florida island, deer eat flower beds.
Questions:
1. What does the word sauntered mean in this sentence?
2. If the author had chosen sauntered, how would the word sauntered contribute toward
the overall meaning of this story?
3. Explain whether using the word sauntered instead of strolled changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3:
strolled - moved along somewhere in a slow unhurried way, especially for
enjoyment
sauntered - walked in a slow relaxed way
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
In Georgia, alligators have made a splash in neighborhood pools.
One even cruised down a sidewalk in Savannah!
In Big Pine Key, a Florida island, deer eat flower beds.
Questions:
1. What does the word cruised mean in this sentence?
2. If the author had chosen cruised, how would the word cruised contribute toward the
overall meaning of this story?
3. Explain whether using the word cruised instead of sauntered changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
sauntered - walked in a slow relaxed way
cruised - traveled at a steady pace
(Pg 80)
THREE-SENTENCE BLOCK With Key Word: build (For reference- NOT to be re-read)
Michael Klemens works for the Wildlife Conservation Society.
He helps city planners build a better future.
"We know more than we did 20 years ago," he says.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Michael Klemens works for the Wildlife Conservation Society.
He helps city planners fabricate a better future.
"We know more than we did 20 years ago," he says.
Questions:
1. What does the word fabricate mean in this sentence?
2. If the author had chosen fabricate, how would the word fabricate contribute toward the
overall meaning of this story?
3. Explain whether using the word fabricate instead of build changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
build - to form or develop something
fabricate - to make something from different parts
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
Whose Habitat is it? (Unit 1)
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Michael Klemens works for the Wildlife Conservation Society.
He helps city planners construct a better future.
"We know more than we did 20 years ago," he says.
Questions:
1. What does the word construct mean in this sentence?
2. If the author had chosen construct, how does the word construct contribute toward the
overall meaning of this story?
3. Explain whether using the word construct instead of fabricate changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3:
fabricate - to make something from different parts
construct - to make or form by combining parts
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 78)
THREE-SENTENCE BLOCK With Key Word: picky (For reference - NOT to be re-read)
They come out of the woods when darkness falls.
They are hungry, and they are not picky eaters.
Black bears are content munching on birdseed, chicken bones, or other food scraps.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
They come out of the woods when darkness falls.
They are hungry, and they are not fussy eaters.
Black bears are content munching on birdseed, chicken bones, or other food scraps.
Questions:
1. What does the word fussy mean in this sentence?
2. If the author had chosen fussy, how would the word fussy contribute toward the overall
meaning of this story?
3. Explain whether using the word fussy instead of demanding changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
demanding - requiring a lot of time, attention, energy, or resources
fussy - tending to complain or whine
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
They come out of the woods when darkness falls.
They are hungry, and they are not selective eaters.
Black bears are content munching on birdseed, chicken bones, or other food scraps.
Questions:
1. What does the word selective mean in this sentence?
2. If the author had chosen selective, how would the word selective contribute toward the
overall meaning of this story?
3. Explain whether using the word selective instead of fussy changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
fussy - tending to complain or whine
selective - tending to make careful choices
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
Whose Habitat is it? (Unit 1)
(Pg 79)
THREE-SENTENCE BLOCK With Key Word: common-sense (For reference- NOT to be reread)
In Georgia, alligators have made a splash in neighborhood pools.
One even strolled down a sidewalk in Savannah!
In Big Pine Key, a Florida island, deer eat flower beds.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
In Georgia, alligators have made a splash in neighborhood pools.
One even ambled down a sidewalk in Savannah!
In Big Pine Key, a Florida island, deer eat flower beds.
Questions:
1. What does the word ambled mean in this sentence?
2. If the author had chosen ambled, how would the word ambled contribute toward the
overall meaning of this story?
3. Explain whether using the word ambled instead of cruised changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
cruised - traveled at a steady pace
ambled - walked at a slow pace
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
In Georgia, alligators have made a splash in neighborhood pools.
One even meandered down a sidewalk in Savannah!
In Big Pine Key, a Florida island, deer eat flower beds.
Questions:
1. What does the word meandered mean in this sentence?
2. If the author had chosen meandered, how would the word meandered contribute toward
the overall meaning of this story?
3. Explain whether using the word meandered instead of ambled changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
ambled - walked at a slow pace
meandered - wandered without a goal or purpose
(Pg 80)
THREE-SENTENCE BLOCK With Key Word: build (For reference - NOT to be re-read)
Michael Klemens works for the Wildlife Conservation Society.
He helps city planners build a better future.
"We know more than we did 20 years ago," he says.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Michael Klemens works for the Wildlife Conservation Society.
He helps city planners shape a better future.
"We know more than we did 20 years ago," he says.
Questions:
1. What does the word shape mean in this sentence?
2. If the author had chosen shape, how would the word shape contribute toward the overall
meaning of this story?
3. Explain whether using the word shape instead of construct changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
construct - to make or form by combining parts
shape - to mold something into a different figure or design
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
Whose Habitat is it? (Unit 1)
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Michael Klemens works for the Wildlife Conservation Society.
He helps city planners develop a better future.
"We know more than we did 20 years ago," he says.
Questions:
1. What does the word develop mean in this sentence?
2. If the author had chosen develop, how would the word develop contribute toward the
overall meaning of this story?
3. Explain whether using the word develop instead of shape changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
shape - to mold something into a different figure or design
develop - to grow or cause to grow bigger or more advanced
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
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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.
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
Whose Habitat is it? (Unit 1)
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
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Copyright 2010, Michael R Vitale, Center for School Development, Inc.