N. Romance, FAU IES Project
USDOE/IES Teacher Story Guide - Grade 3
Story Title: Saving the Sand Dunes
Unit: 3
Pages: 344 – 347
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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 344) strengthen - to make something stronger or more powerful
(Pg 346) collected - gathered or compiled together
(Pg 347) anchor - hold in place; fastened tightly
STEP 2- Target Words
(These definitions are written on the board or chart paper and pre-taught at the start of Step 2.)
For strengthen:
reinforce - to make something stronger by providing additional support
fortify - to make something stronger
For collected:
saved - collected as many items of a particular kind as possible
acquired - to come into position or ownership of something
For anchor:
affix - to attach firmly
safeguard - to make someone or something safe or secure; protect
STEP 3- Target Words
(These words are written on the board, but their definitions are NOT TAUGHT in Step 3.)
For strengthen:
brace - to keep something steady or hold two things together
bolster - to make something stronger or better; to give support to
For collected:
stockpiled - collected and stored large amounts of things, such as equipment or
supplies, for future use
accumulated - gathered or piled up, especially little by little
For anchor:
secure - to fasten or put something in a place to keep it from coming loose
connect - to join or link together
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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 344) SENTENCE with Key Word:
People tried to strengthen them by laying trees sideways on the sand.
Questions:
1. What does the word strengthen mean in this sentence?
2. How does the word strengthen contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
strengthen - to make something stronger or more powerful
Page 1
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
Saving the Sand Dunes (Unit 3)
(Pg 346) SENTENCE with Key Word:
After Christmas, workers for the towns of Margate and Brigantine collected used trees.
Questions:
1. What does the word collected mean in this sentence?
2. How does the word collected contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
collected - gathered or compiled together
(Pg 347) SENTENCE with Key Word:
The roots of the grass grow down and anchor the dunes.
Questions:
1. What does the word anchor mean in this sentence?
2. How does the word anchor contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
anchor - hold in place; fastened tightly
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 344) THREE-SENTENCE BLOCK With Key Word: strengthen: (For reference- NOT to be re-read)
For years, the dunes at Margate suffered from the effects of winter storms.
People tried to strengthen them by laying trees sideways on the sand.
Those trees were usually swept out to sea.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
For years, the dunes at Margate suffered from the effects of winter storms.
People tried to reinforce them by laying trees sideways on the sand.
Those trees were usually swept out to sea.
Questions:
1. What does the word reinforce mean in this sentence?
2. If the author had chosen reinforce, how would the word reinforce contribute toward the
overall meaning of this story?
3. Explain whether using the word reinforce instead of strengthen changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3:
strengthen - to make something stronger or more powerful
reinforce - to make something stronger by providing additional support
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
For years, the dunes at Margate suffered from the effects of winter storms.
People tried to fortify them by laying trees sideways on the sand.
Those trees were usually swept out to sea.
Questions:
1. What does the word fortify mean in this sentence?
2. If the author had chosen fortify, how would the word fortify contribute toward the
overall meaning of this story?
3. Explain whether using the word fortify instead of reinforce changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
reinforce - to make something stronger by providing additional support
fortify - to make something stronger
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
Saving the Sand Dunes (Unit 3)
(Pg 346) THREE-SENTENCE BLOCK With Key Word: collected (For reference- NOT to be re-read)
Because of the success of their plan, the kids got help from town officials.
After Christmas, workers for the towns of Margate and Brigantine collected used trees.
The workers took the trees down to the two towns' beaches.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Because of the success of their plan, the kids got help from town officials.
After Christmas, workers for the towns of Margate and Brigantine saved used trees.
The workers took the trees down to the two towns' beaches.
Questions:
1. What does the word saved mean in this sentence?
2. If the author had chosen saved, how would the word saved contribute toward the overall
meaning of this story?
3. Explain whether using the word saved instead of collected changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
collected - gathered or compiled together
saved - collected as many items of a particular kind as possible
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Because of the success of their plan, the kids got help from town officials.
After Christmas, workers for the towns of Margate and Brigantine acquired used trees.
The workers took the trees down to the two towns' beaches.
Questions:
1. What does the word acquired mean in this sentence?
2. If the author had chosen acquired, how would the word acquired contribute toward the
overall meaning of this story?
3. Explain whether using the word acquired instead of saved changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
saved - collected as many items of a particular kind as possible
acquired - to come into position or ownership of something
(Pg 347) THREE-SENTENCE BLOCK With Key Word: anchor (For reference- NOT to be re-read)
In the spring, when the dunes had collected enough sand, the classes planted dune grass on top
of them.
The roots of the grass grow down and anchor the dunes.
Town workers then placed wooden fences around the sand to help pack the sand together so the
dunes are protected.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
In the spring, when the dunes had collected enough sand, the classes planted dune grass on top
of them.
The roots of the grass grow down and affix the dunes.
Town workers then placed wooden fences around the sand to help pack the sand together so the
dunes are protected.
Questions:
1. What does the word affix mean in this sentence?
2. If the author had chosen affix, how would the word affix contribute toward the overall
meaning of this story?
3. Explain whether using the word affix instead of anchor changes the meaning of the
sentence or story.
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
Saving the Sand Dunes (Unit 3)
Definitions for Questions 1 - 2 - 3:
anchor - hold in place; fastened tightly
affix - to attach firmly
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
In the spring, when the dunes had collected enough sand, the classes planted dune grass on top
of them.
The roots of the grass grow down and safeguard the dunes.
Town workers then placed wooden fences around the sand to help pack the sand together so the
dunes are protected.
Questions:
1. What does the word safeguard mean in this sentence?
2. If the author had chosen safeguard, how does the word safeguard contribute toward the
overall meaning of this story?
3. Explain whether using the word safeguard instead of affix changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
affix - to attach firmly
safeguard - to make someone or something safe or secure; protect
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 344) THREE-SENTENCE BLOCK With Key Word: strengthen (For reference - NOT to be re-read)
For years, the dunes at Margate suffered from the effects of winter storms.
People tried to strengthen them by laying trees sideways on the sand.
Those trees were usually swept out to sea.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
For years, the dunes at Margate suffered from the effects of winter storms.
People tried to brace them by laying trees sideways on the sand.
Those trees were usually swept out to sea.
Questions:
1. What does the word brace mean in this sentence?
2. If the author had chosen brace, how would the word brace contribute toward the overall
meaning of this story?
3. Explain whether using the word brace instead of fortify changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
fortify - to make something stronger
brace - to keep something steady or hold two things together
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
For years, the dunes at Margate suffered from the effects of winter storms.
People tried to bolster them by laying trees sideways on the sand.
Those trees were usually swept out to sea.
Questions:
1. What does the word bolster mean in this sentence?
2. If the author had chosen bolster, how would the word bolster contribute toward the
overall meaning of this story?
3. Explain whether using the word bolster instead of brace changes the meaning of the
sentence or story.
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
Saving the Sand Dunes (Unit 3)
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
brace - to keep something steady or hold two things together
bolster - to make something stronger or better; to give support to
(Pg 346) THREE-SENTENCE BLOCK With Key Word: common-sense (For reference- NOT to be reread)
Because of the success of their plan, the kids got help from town officials.
After Christmas, workers for the towns of Margate and Brigantine collected used trees.
The workers took the trees down to the two towns' beaches.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Because of the success of their plan, the kids got help from town officials.
After Christmas, workers for the towns of Margate and Brigantine stockpiled used trees.
The workers took the trees down to the two towns' beaches.
Questions:
1. What does the word stockpiled mean in this sentence?
2. If the author had chosen stockpiled, how would the word stockpiled contribute toward
the overall meaning of this story?
3. Explain whether using the word stockpiled instead of acquired changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
acquired - to come into position or ownership of something
stockpiled - collected and stored large amounts of things, such as equipment or
supplies, for future use
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Because of the success of their plan, the kids got help from town officials.
After Christmas, workers for the towns of Margate and Brigantine accumulated used trees.
The workers took the trees down to the two towns' beaches.
Questions:
1. What does the word accumulated mean in this sentence?
2. If the author had chosen accumulated, how would the word accumulated contribute
toward the overall meaning of this story?
3. Explain whether using the word accumulated instead of stockpiled changes the meaning
of the sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
stockpiled - collected and stored large amounts of things, such as equipment or
supplies, for future use
accumulated - gathered or piled up, especially little by little
(Pg 347) THREE-SENTENCE BLOCK With Key Word: anchor (For reference - NOT to be re-read)
In the spring, when the dunes had collected enough sand, the classes planted dune grass on top
of them.
The roots of the grass grow down and anchor the dunes.
Town workers then placed wooden fences around the sand to help pack the sand together so the
dunes are protected.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
In the spring, when the dunes had collected enough sand, the classes planted dune grass on top
of them.
The roots of the grass grow down and secure the dunes.
Town workers then placed wooden fences around the sand to help pack the sand together so the
dunes are protected.
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
Saving the Sand Dunes (Unit 3)
Questions:
1. What does the word secure mean in this sentence?
2. If the author had chosen secure, how would the word secure contribute toward the
overall meaning of this story?
3. Explain whether using the word secure instead of safeguard changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
safeguard - to make someone or something safe or secure; protect
secure - to fasten or put something in a place to keep it from coming loose
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
In the spring, when the dunes had collected enough sand, the classes planted dune grass on top
of them.
The roots of the grass grow down and connect the dunes.
Town workers then placed wooden fences around the sand to help pack the sand together so the
dunes are protected.
Questions:
1. What does the word connect mean in this sentence?
2. If the author had chosen connect, how would the word connect contribute toward the
overall meaning of this story?
3. Explain whether using the word connect instead of secure changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
secure - to fasten or put something in a place to keep it from coming loose
connect - to join or link together
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.
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
Saving the Sand Dunes (Unit 3)
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.