N. Romance, FAU IES Project
USDOE/IES Teacher Story Guide - Grade 5
Story Title: Black Cowboy Wild Horses
Unit: 2
Pages: 232 – 249
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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 235) vastness - limitless; expansive; very great in size or degree
(Pg 246) milled - moved around in a disorderly, confused, or restless group
(Pg 247) quivering - shaking or moving with a slight trembling motion
STEP 2- Target Words
(These definitions are written on the board or chart paper and pre-taught at the start of Step 2.)
For vastness:
immenseness - exceptionally great in size, extent, or degree
expanse - a wide area or surface, especially of sea, land, or sky
For milled:
shuffled - moved in an awkward, clumsy way
rambled - wandered around in a leisurely, aimless manner
For quivering:
vibrating - moving to and fro or up and down quickly and repeatedly; quivering
shaking - moving irregularly to and fro
STEP 3- Target Words
(These words are written on the board, but their definitions are NOT TAUGHT in Step 3.)
For vastness:
greatness - being very impressive or very large
limitlessness - having no end
For milled:
meandered - wandered aimlessly; rambled
stepped - moved along by taking steps
For quivering:
jiggling - causing to move with quick little jerks
shuddering - trembling with a sudden shaking or convulsive movement, as from
horror, fear, or cold
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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 235) SENTENCE with Key Word:
When they reached the bottom, the horse reared, eager to run across the vastness of the plains
until he reached forever.
Questions:
1. What does the word vastness mean in this sentence?
2. How does the word vastness contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
vastness - limitless; expansive; very great in size or degree
Page 1
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 5
N. Romance, FAU IES Project
Black Cowboy Wild Horses (Unit 2)
(Pg 246) SENTENCE with Key Word:
The mustangs milled aimlessly.
Questions:
1. What does the word milled mean in this sentence?
2. How does the word milled contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
milled - moved around in a disorderly, confused, or restless group
(Pg 247) SENTENCE with Key Word:
For Bob there was only the bulging of the horses' dark eyes, the quivering of their flesh, the
rippling of muscles and bending of bones in their bodies.
Questions:
1. What does the word quivering mean in this sentence?
2. How does the word quivering contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
quivering - shaking or moving with a slight trembling motion
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 235) THREE-SENTENCE BLOCK With Key Word: vastness: (For reference- NOT to be re-read)
He guided Warrior, his black stallion, slowly down the bluff.
When they reached the bottom, the horse reared, eager to run across the vastness of the plains
until he reached forever.
Bob smiled and patted him gently on the neck.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
He guided Warrior, his black stallion, slowly down the bluff.
When they reached the bottom, the horse reared, eager to run across the immenseness of the
plains until he reached forever.
Bob smiled and patted him gently on the neck.
Questions:
1. What does the word immenseness mean in this sentence?
2. If the author had chosen immenseness, how would the word immenseness contribute
toward the overall meaning of this story?
3. Explain whether using the word immenseness instead of vastness changes the meaning
of the sentence or story.
Definitions for Questions 1 - 2 - 3:
vastness - limitless; expansive; very great in size or degree
immenseness - exceptionally great in size, extent, or degree
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
He guided Warrior, his black stallion, slowly down the bluff.
When they reached the bottom, the horse reared, eager to run across the expanse of the plains
until he reached forever.
Bob smiled and patted him gently on the neck.
Questions:
1. What does the word expanse mean in this sentence?
2. If the author had chosen expanse, how would the word expanse contribute toward the
overall meaning of this story?
3. Explain whether using the word expanse instead of immenseness changes the meaning
of the sentence or story.
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 5
N. Romance, FAU IES Project
Black Cowboy Wild Horses (Unit 2)
Definitions for Questions 1 - 2 - 3:
immenseness - exceptionally great in size, extent, or degree
expanse - a wide area or surface, especially of sea, land, or sky
(Pg 246) THREE-SENTENCE BLOCK With Key Word: milled (For reference- NOT to be re-read)
Already vultures circled high in the sky.
The mustangs milled aimlessly.
The colt's mother whinnied, refusing to leave the side of her colt.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Already vultures circled high in the sky.
The mustangs shuffled aimlessly.
The colt's mother whinnied, refusing to leave the side of her colt.
Questions:
1. What does the word shuffled mean in this sentence?
2. If the author had chosen shuffled, how would the word shuffled contribute toward the
overall meaning of this story?
3. Explain whether using the word shuffled instead of milled changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
milled - moved around in a disorderly, confused, or restless group
shuffled - moved in an awkward, clumsy way
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Already vultures circled high in the sky.
The mustangs rambled aimlessly.
The colt's mother whinnied, refusing to leave the side of her colt.
Questions:
1. What does the word rambled mean in this sentence?
2. If the author had chosen rambled, how would the word rambled contribute toward the
overall meaning of this story?
3. Explain whether using the word rambled instead of shuffled changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
shuffled - moved in an awkward, clumsy way
rambled - wandered around in a leisurely, aimless manner
(Pg 247) THREE-SENTENCE BLOCK With Key Word: quivering (For reference- NOT to be re-read)
Throughout that day and the next he rode with the horses.
For Bob there was only the bulging of the horses' dark eyes, the quivering of their flesh, the
rippling of muscles and bending of bones in their bodies.
He was now sky and plains and grass and river and horse.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Throughout that day and the next he rode with the horses.
For Bob there was only the bulging of the horses' dark eyes, the vibrating of their flesh, the
rippling of muscles and bending of bones in their bodies.
He was now sky and plains and grass and river and horse.
Questions:
1. What does the word vibrating mean in this sentence?
2. If the author had chosen vibrating, how would the word vibrating contribute toward the
overall meaning of this story?
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 5
N. Romance, FAU IES Project
Black Cowboy Wild Horses (Unit 2)
3.
Explain whether using the word vibrating instead of quivering changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3:
quivering - shaking or moving with a slight trembling motion
vibrating - moving to and fro or up and down quickly and repeatedly;
quivering
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Throughout that day and the next he rode with the horses.
For Bob there was only the bulging of the horses' dark eyes, the shaking of their flesh, the
rippling of muscles and bending of bones in their bodies.
He was now sky and plains and grass and river and horse.
Questions:
1. What does the word shaking mean in this sentence?
2. If the author had chosen shaking, how does the word shaking contribute toward the
overall meaning of this story?
3. Explain whether using the word shaking instead of vibrating changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
vibrating - moving to and fro or up and down quickly and repeatedly;
quivering
shaking - moving irregularly to and fro
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 235) THREE-SENTENCE BLOCK With Key Word: vastness (For reference - NOT to be re-read)
He guided Warrior, his black stallion, slowly down the bluff.
When they reached the bottom, the horse reared, eager to run across the vastness of the plains
until he reached forever.
Bob smiled and patted him gently on the neck.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
He guided Warrior, his black stallion, slowly down the bluff.
When they reached the bottom, the horse reared, eager to run across the greatness of the plains
until he reached forever.
Bob smiled and patted him gently on the neck.
Questions:
1. What does the word greatness mean in this sentence?
2. If the author had chosen greatness, how would the word greatness contribute toward the
overall meaning of this story?
3. Explain whether using the word greatness instead of expanse changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
expanse - a wide area or surface, especially of sea, land, or sky
greatness - being very impressive or very large
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
He guided Warrior, his black stallion, slowly down the bluff.
When they reached the bottom, the horse reared, eager to run across the limitlessness of the
plains until he reached forever.
Bob smiled and patted him gently on the neck.
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 5
N. Romance, FAU IES Project
Black Cowboy Wild Horses (Unit 2)
Questions:
1. What does the word limitlessness mean in this sentence?
2. If the author had chosen limitlessness, how would the word limitlessness contribute
toward the overall meaning of this story?
3. Explain whether using the word limitlessness instead of greatness changes the meaning
of the sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
greatness - being very impressive or very large
limitlessness - having no end
(Pg 246) THREE-SENTENCE BLOCK With Key Word: common-sense (For reference- NOT to be reread)
Already vultures circled high in the sky.
The mustangs milled aimlessly.
The colt's mother whinnied, refusing to leave the side of her colt.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Already vultures circled high in the sky.
The mustangs meandered aimlessly.
The colt's mother whinnied, refusing to leave the side of her colt.
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 rambled changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
rambled - wandered around in a leisurely, aimless manner
meandered - wandered aimlessly; rambled
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Already vultures circled high in the sky.
The mustangs stepped aimlessly.
The colt's mother whinnied, refusing to leave the side of her colt.
Questions:
1. What does the word stepped mean in this sentence?
2. If the author had chosen stepped, how would the word stepped contribute toward the
overall meaning of this story?
3. Explain whether using the word stepped instead of meandered changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
meandered - wandered aimlessly; rambled
stepped - moved along by taking steps
(Pg 247) THREE-SENTENCE BLOCK With Key Word: quivering (For reference - NOT to be re-read)
Throughout that day and the next he rode with the horses.
For Bob there was only the bulging of the horses' dark eyes, the quivering of their flesh, the
rippling of muscles and bending of bones in their bodies.
He was now sky and plains and grass and river and horse.
FIRST 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 5
N. Romance, FAU IES Project
Black Cowboy Wild Horses (Unit 2)
Throughout that day and the next he rode with the horses.
For Bob there was only the bulging of the horses' dark eyes, the jiggling of their flesh, the
rippling of muscles and bending of bones in their bodies.
He was now sky and plains and grass and river and horse.
Questions:
1. What does the word jiggling mean in this sentence?
2. If the author had chosen jiggling, how would the word jiggling contribute toward the
overall meaning of this story?
3. Explain whether using the word jiggling instead of shaking changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
shaking - moving irregularly to and fro
jiggling - causing to move with quick little jerks
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Throughout that day and the next he rode with the horses.
For Bob there was only the bulging of the horses' dark eyes, the shuddering of their flesh, the
rippling of muscles and bending of bones in their bodies.
He was now sky and plains and grass and river and horse.
Questions:
1. What does the word shuddering mean in this sentence?
2. If the author had chosen shuddering, how would the word shuddering contribute toward
the overall meaning of this story?
3. Explain whether using the word shuddering instead of jiggling changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
jiggling - causing to move with quick little jerks
shuddering - trembling with a sudden shaking or convulsive movement, as from
horror, fear, or cold
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.
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 5
N. Romance, FAU IES Project
Black Cowboy Wild Horses (Unit 2)
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
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Copyright 2010, Michael R Vitale, Center for School Development, Inc.