N. Romance, FAU IES Project
USDOE/IES Teacher Story Guide - Grade 3
Story Title: The Perfect Pet
Unit: 1
Pages: 121 – 139
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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 125) perfect - excellent or ideal in every way
(Pg 126) treats - foods that taste good and are not eaten often
(Pg 138) protectively - preventing from harm
STEP 2- Target Words
(These definitions are written on the board or chart paper and pre-taught at the start of Step 2.)
For perfect:
superb - outstandingly excellent, impressive, or beautiful
precise - exactly stated or explained
For treats:
snacks - small amounts of prepared or easy-to-prepare food eaten in between meals
tidbits - small, tasty pieces of food
For protectively:
defensively - serving or meant to defend or protect
warily - watchfully; being on guard against danger; cautiously
STEP 3- Target Words
(These words are written on the board, but their definitions are NOT TAUGHT in Step 3.)
For perfect:
best - better than all others
ideal - perfectly suited for a task
For treats:
junk food - food that is high in calories but low in nutritional content
sweets - candies or pastries made with sugar
For protectively:
vigilantly - keenly watchful to detect danger; warily
territorially - defending an area against intruders, especially of the same species
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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 125) SENTENCE with Key Word:
A horse would be the perfect pet.
Questions:
1. What does the word perfect mean in this sentence?
2. How does the word perfect contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
perfect - excellent or ideal in every way
Page 1
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
The Perfect Pet (Unit 1)
(Pg 126) SENTENCE with Key Word:
Feed it treats .
Questions:
1. What does the word treats mean in this sentence?
2. How does the word treats contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
treats - foods that taste good and are not eaten often
(Pg 138) SENTENCE with Key Word:
"That's Doug," said Elizabeth very protectively .
Questions:
1. What does the word protectively mean in this sentence?
2. How does the word protectively contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
protectively - preventing from harm
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 125) THREE-SENTENCE BLOCK With Key Word: perfect: (For reference- NOT to be re-read)
Lumps of sugar.
A horse would be the perfect pet.
"Whaddya say?"
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Lumps of sugar.
A horse would be the superb pet.
"Whaddya say?"
Questions:
1. What does the word superb mean in this sentence?
2. If the author had chosen superb, how would the word superb contribute toward the
overall meaning of this story?
3. Explain whether using the word superb instead of perfect changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
perfect - excellent or ideal in every way
superb - outstandingly excellent, impressive, or beautiful
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Lumps of sugar.
A horse would be the precise pet.
"Whaddya say?"
Questions:
1. What does the word precise mean in this sentence?
2. If the author had chosen precise, how would the word precise contribute toward the
overall meaning of this story?
3. Explain whether using the word precise instead of superb changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
superb - outstandingly excellent, impressive, or beautiful
precise - exactly stated or explained
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
The Perfect Pet (Unit 1)
(Pg 126) THREE-SENTENCE BLOCK With Key Word: treats (For reference- NOT to be re-read)
Teach it tricks.
Feed it treats .
Play fetch.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Teach it tricks.
Feed it snacks .
Play fetch.
Questions:
1. What does the word snacks mean in this sentence?
2. If the author had chosen snacks, how would the word snacks contribute toward the
overall meaning of this story?
3. Explain whether using the word snacks instead of treats changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
treats - foods that taste good and are not eaten often
snacks - small amounts of prepared or easy-to-prepare food eaten in between
meals
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Teach it tricks.
Feed it tidbits .
Play fetch.
Questions:
1. What does the word tidbits mean in this sentence?
2. If the author had chosen tidbits, how would the word tidbits contribute toward the
overall meaning of this story?
3. Explain whether using the word tidbits instead of snacks changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
snacks - small amounts of prepared or easy-to-prepare food eaten in between
meals
tidbits - small, tasty pieces of food
(Pg 138) THREE-SENTENCE BLOCK With Key Word: protectively (For reference- NOT to be reread)
"A bug!" shouted Father, ready to swat.
"That's Doug," said Elizabeth very protectively .
He's my pet."
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
"A bug!" shouted Father, ready to swat.
"That's Doug," said Elizabeth very defensively .
He's my pet."
Questions:
1. What does the word defensively mean in this sentence?
2. If the author had chosen defensively, how would the word defensively contribute toward
the overall meaning of this story?
3. Explain whether using the word defensively instead of protectively 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
The Perfect Pet (Unit 1)
Definitions for Questions 1 - 2 - 3:
protectively - preventing from harm
defensively - serving or meant to defend or protect
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
"A bug!" shouted Father, ready to swat.
"That's Doug," said Elizabeth very warily .
He's my pet."
Questions:
1. What does the word warily mean in this sentence?
2. If the author had chosen warily, how does the word warily contribute toward the overall
meaning of this story?
3. Explain whether using the word warily instead of defensively changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3:
defensively - serving or meant to defend or protect
warily - watchfully; being on guard against danger; cautiously
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 125) THREE-SENTENCE BLOCK With Key Word: perfect (For reference - NOT to be re-read)
Lumps of sugar.
A horse would be the perfect pet.
"Whaddya say?"
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Lumps of sugar.
A horse would be the best pet.
"Whaddya say?"
Questions:
1. What does the word best mean in this sentence?
2. If the author had chosen best, how would the word best contribute toward the overall
meaning of this story?
3. Explain whether using the word best instead of precise changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
precise - exactly stated or explained
best - better than all others
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Lumps of sugar.
A horse would be the ideal pet.
"Whaddya say?"
Questions:
1. What does the word ideal mean in this sentence?
2. If the author had chosen ideal, how would the word ideal contribute toward the overall
meaning of this story?
3. Explain whether using the word ideal instead of best 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
The Perfect Pet (Unit 1)
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
best - better than all others
ideal - perfectly suited for a task
(Pg 126) THREE-SENTENCE BLOCK With Key Word: common-sense (For reference- NOT to be reread)
Teach it tricks.
Feed it treats .
Play fetch.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Teach it tricks.
Feed it junk food .
Play fetch.
Questions:
1. What does the word junk food mean in this sentence?
2. If the author had chosen junk food, how would the word junk food contribute toward the
overall meaning of this story?
3. Explain whether using the word junk food instead of tidbits changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
tidbits - small, tasty pieces of food
junk food - food that is high in calories but low in nutritional content
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Teach it tricks.
Feed it sweets .
Play fetch.
Questions:
1. What does the word sweets mean in this sentence?
2. If the author had chosen sweets, how would the word sweets contribute toward the
overall meaning of this story?
3. Explain whether using the word sweets instead of junk food changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
junk food - food that is high in calories but low in nutritional content
sweets - candies or pastries made with sugar
(Pg 138) THREE-SENTENCE BLOCK With Key Word: protectively (For reference - NOT to be reread)
"A bug!" shouted Father, ready to swat.
"That's Doug," said Elizabeth very protectively .
He's my pet."
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
"A bug!" shouted Father, ready to swat.
"That's Doug," said Elizabeth very vigilantly .
He's my pet."
Questions:
1. What does the word vigilantly mean in this sentence?
2. If the author had chosen vigilantly, how would the word vigilantly contribute toward the
overall meaning of this story?
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
The Perfect Pet (Unit 1)
3.
Explain whether using the word vigilantly instead of warily changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
warily - watchfully; being on guard against danger; cautiously
vigilantly - keenly watchful to detect danger; warily
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
"A bug!" shouted Father, ready to swat.
"That's Doug," said Elizabeth very territorially .
He's my pet."
Questions:
1. What does the word territorially mean in this sentence?
2. If the author had chosen territorially, how would the word territorially contribute
toward the overall meaning of this story?
3. Explain whether using the word territorially instead of vigilantly changes the meaning
of the sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
vigilantly - keenly watchful to detect danger; warily
territorially - defending an area against intruders, especially of the same species
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.
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
The Perfect Pet (Unit 1)
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.