N. Romance, FAU IES Project
USDOE/IES Teacher Story Guide - Grade 3
Story Title: Seven Spools of Thread
Unit: 4
Pages: 51 – 71
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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 61)
crept - moved along silently
(Pg 64)
glistened - shined brightly or reflected light from a wet surface
(Pg 67)
magnificent - very beautiful or impressive
STEP 2- Target Words
(These definitions are written on the board or chart paper and pre-taught at the start of Step 2.)
For crept:
edged - moved slowly and gradually
inched - moved a little bit at a time
For glistened:
sparkled - gave off small flashes of light
shimmered - shined with a wavering light
For magnificent:
splendid - impressive in beauty, excellence, or magnificence
superb - of the highest quality
STEP 3- Target Words
(These words are written on the board, but their definitions are NOT TAUGHT in Step 3.)
For crept:
slid - moved or caused to move smoothly over a surface; glided
slipped - passed gradually into something
For glistened:
twinkled - shined or caused to shine with a flickering or sparkling light
glinted - to have shined with tiny bright flashes
For magnificent:
brilliant - very impressive; wonderful or excellent
marvelous - extraordinarily wonderful
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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 61)
SENTENCE with Key Word:
Yellow streams of light crept inside the hut.
Questions:
1. What does the word crept mean in this sentence?
2. How does the word crept contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
crept - moved along silently
Page 1
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
Seven Spools of Thread (Unit 4)
(Pg 64)
SENTENCE with Key Word:
The multicolored fabric glistened like a rainbow.
Questions:
1. What does the word glistened mean in this sentence?
2. How does the word glistened contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
glistened - shined brightly or reflected light from a wet surface
(Pg 67)
SENTENCE with Key Word:
Suddenly, a man dressed in magnificent robes pushed his way to the front of the crowd.
Questions:
1. What does the word magnificent mean in this sentence?
2. How does the word magnificent contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
magnificent - very beautiful or impressive
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 61)
THREE-SENTENCE BLOCK With Key Word: crept: (For reference- NOT to be re-read)
The sun beamed hotly overhead.
Yellow streams of light crept inside the hut.
Each brother held up his spool of thread.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
The sun beamed hotly overhead.
Yellow streams of light edged inside the hut.
Each brother held up his spool of thread.
Questions:
1. What does the word edged mean in this sentence?
2. If the author had chosen edged, how would the word edged contribute toward the overall
meaning of this story?
3. Explain whether using the word edged instead of crept changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
crept - moved along silently
edged - moved slowly and gradually
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
The sun beamed hotly overhead.
Yellow streams of light inched inside the hut.
Each brother held up his spool of thread.
Questions:
1. What does the word inched mean in this sentence?
2. If the author had chosen inched, how would the word inched contribute toward the
overall meaning of this story?
3. Explain whether using the word inched instead of edged changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
edged - moved slowly and gradually
inched - moved a little bit at a time
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
Seven Spools of Thread (Unit 4)
(Pg 64)
THREE-SENTENCE BLOCK With Key Word: glistened (For reference- NOT to be re-read)
They unfolded a bolt and held it up for all to see.
The multicolored fabric glistened like a rainbow.
A crowd gathered around the seven Ashanti brothers.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
They unfolded a bolt and held it up for all to see.
The multicolored fabric sparkled like a rainbow.
A crowd gathered around the seven Ashanti brothers.
Questions:
1. What does the word sparkled mean in this sentence?
2. If the author had chosen sparkled, how would the word sparkled contribute toward the
overall meaning of this story?
3. Explain whether using the word sparkled instead of glistened changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3:
glistened - shined brightly or reflected light from a wet surface
sparkled - gave off small flashes of light
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
They unfolded a bolt and held it up for all to see.
The multicolored fabric shimmered like a rainbow.
A crowd gathered around the seven Ashanti brothers.
Questions:
1. What does the word shimmered mean in this sentence?
2. If the author had chosen shimmered, how would the word shimmered contribute toward
the overall meaning of this story?
3. Explain whether using the word shimmered instead of sparkled changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3:
sparkled - gave off small flashes of light
shimmered - shined with a wavering light
(Pg 67)
THREE-SENTENCE BLOCK With Key Word: magnificent (For reference- NOT to be reread)
The brothers smiled proudly.
Suddenly, a man dressed in magnificent robes pushed his way to the front of the crowd.
Everyone stepped back respectfully.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
The brothers smiled proudly.
Suddenly, a man dressed in splendid robes pushed his way to the front of the crowd.
Everyone stepped back respectfully.
Questions:
1. What does the word splendid mean in this sentence?
2. If the author had chosen splendid, how would the word splendid contribute toward the
overall meaning of this story?
3. Explain whether using the word splendid instead of magnificent changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3:
magnificent - very beautiful or impressive
splendid - impressive in beauty, excellence, or magnificence
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
Seven Spools of Thread (Unit 4)
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
The brothers smiled proudly.
Suddenly, a man dressed in superb robes pushed his way to the front of the crowd.
Everyone stepped back respectfully.
Questions:
1. What does the word superb mean in this sentence?
2. If the author had chosen superb, how does the word superb contribute toward the overall
meaning of this story?
3. Explain whether using the word superb instead of splendid changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
splendid - impressive in beauty, excellence, or magnificence
superb - of the highest quality
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 61)
THREE-SENTENCE BLOCK With Key Word: crept (For reference - NOT to be re-read)
The sun beamed hotly overhead.
Yellow streams of light crept inside the hut.
Each brother held up his spool of thread.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
The sun beamed hotly overhead.
Yellow streams of light slid inside the hut.
Each brother held up his spool of thread.
Questions:
1. What does the word slid mean in this sentence?
2. If the author had chosen slid, how would the word slid contribute toward the overall
meaning of this story?
3. Explain whether using the word slid instead of inched changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
inched - moved a little bit at a time
slid - moved or caused to move smoothly over a surface; glided
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
The sun beamed hotly overhead.
Yellow streams of light slipped inside the hut.
Each brother held up his spool of thread.
Questions:
1. What does the word slipped mean in this sentence?
2. If the author had chosen slipped, how would the word slipped contribute toward the
overall meaning of this story?
3. Explain whether using the word slipped instead of slid changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
slid - moved or caused to move smoothly over a surface; glided
slipped - passed gradually into something
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
Seven Spools of Thread (Unit 4)
(Pg 64)
THREE-SENTENCE BLOCK With Key Word: common-sense (For reference- NOT to be reread)
They unfolded a bolt and held it up for all to see.
The multicolored fabric glistened like a rainbow.
A crowd gathered around the seven Ashanti brothers.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
They unfolded a bolt and held it up for all to see.
The multicolored fabric twinkled like a rainbow.
A crowd gathered around the seven Ashanti brothers.
Questions:
1. What does the word twinkled mean in this sentence?
2. If the author had chosen twinkled, how would the word twinkled contribute toward the
overall meaning of this story?
3. Explain whether using the word twinkled instead of shimmered changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
shimmered - shined with a wavering light
twinkled - shined or caused to shine with a flickering or sparkling light
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
They unfolded a bolt and held it up for all to see.
The multicolored fabric glinted like a rainbow.
A crowd gathered around the seven Ashanti brothers.
Questions:
1. What does the word glinted mean in this sentence?
2. If the author had chosen glinted, how would the word glinted contribute toward the
overall meaning of this story?
3. Explain whether using the word glinted instead of twinkled changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
twinkled - shined or caused to shine with a flickering or sparkling light
glinted - to have shined with tiny bright flashes
(Pg 67)
THREE-SENTENCE BLOCK With Key Word: magnificent (For reference - NOT to be reread)
The brothers smiled proudly.
Suddenly, a man dressed in magnificent robes pushed his way to the front of the crowd.
Everyone stepped back respectfully.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
The brothers smiled proudly.
Suddenly, a man dressed in brilliant robes pushed his way to the front of the crowd.
Everyone stepped back respectfully.
Questions:
1. What does the word brilliant mean in this sentence?
2. If the author had chosen brilliant, how would the word brilliant contribute toward the
overall meaning of this story?
3. Explain whether using the word brilliant instead of superb changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
superb - of the highest quality
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
Seven Spools of Thread (Unit 4)
brilliant - very impressive; wonderful or excellent
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
The brothers smiled proudly.
Suddenly, a man dressed in marvelous robes pushed his way to the front of the crowd.
Everyone stepped back respectfully.
Questions:
1. What does the word marvelous mean in this sentence?
2. If the author had chosen marvelous, how would the word marvelous contribute toward
the overall meaning of this story?
3. Explain whether using the word marvelous instead of brilliant changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
brilliant - very impressive; wonderful or excellent
marvelous - extraordinarily wonderful
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…
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
Seven Spools of Thread (Unit 4)
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.