N. Romance, FAU IES Project
USDOE/IES Teacher Story Guide - Grade 3
Story Title: Animal Homes (Basal Words)
Unit: 5
Pages: 265 – 283
************************
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 272) contain - to hold inside
(Pg 279) shelter - something that covers or protects
(Pg 279) retreats - goes back or retreats from danger
STEP 2- Target Words
(These definitions are written on the board or chart paper and pre-taught at the start of Step 2.)
For contain:
hold - to have or keep possession or control of
enclose - to close within
For shelter:
cover - something that protect, shelters, or hides
protection - the act of shielding from harm
For retreats:
withdraws - an act or instance of pulling out or away
retires - to withdraw from action or danger
STEP 3- Target Words
(These words are written on the board, but their definitions are NOT TAUGHT in Step 3.)
For contain:
incorporate - to join or unite closely into a single mass or body
involve - to draw in as a participant; include in something
For shelter:
shield - something that serves to protect
refuge - shelter or protection from danger
For retreats:
recedes - to move back or away
departs - an act of leaving a location
************************
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 272) SENTENCE with Key Word:
A termite tower may be as tall as a giraffe and contain millions or termites.
Questions:
1. What does the word contain mean in this sentence?
2. How does the word contain contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
contain - to hold inside
Page 1
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
Animal Homes (Basal Words) (Unit 5)
(Pg 279) SENTENCE with Key Word:
The bagworm lives inside this silken case and drags its shelter along as it moves from branch to
branch feeding on leaves.
Questions:
1. What does the word shelter mean in this sentence?
2. How does the word shelter contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
shelter - something that covers or protects
(Pg 279) SENTENCE with Key Word:
In cold or dry weather, the snail retreats into its spiral shell to avoid drying out.
Questions:
1. What does the word retreats mean in this sentence?
2. How does the word retreats contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
retreats - goes back or retreats from danger
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 272) THREE-SENTENCE BLOCK With Key Word: contain: (For reference- NOT to be re-read)
One of the largest and most complicated structures in the animal word is created by thin
African termites.
A termite tower may be as tall as a giraffe and contain millions or termites.
The walls of the tower are made of a rock-hard mixture of dirt and saliva.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
One of the largest and most complicated structures in the animal word is created by thin African
termites.
A termite tower may be as tall as a giraffe and hold millions or termites.
The walls of the tower are made of a rock-hard mixture of dirt and saliva.
Questions:
1. What does the word hold mean in this sentence?
2. If the author had chosen hold, how would the word hold contribute toward the overall
meaning of this story?
3. Explain whether using the word hold instead of contain changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
contain - to hold inside
hold - to have or keep possession or control of
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
One of the largest and most complicated structures in the animal word is created by thin African
termites.
A termite tower may be as tall as a giraffe and enclose millions or termites.
The walls of the tower are made of a rock-hard mixture of dirt and saliva.
Questions:
1. What does the word enclose mean in this sentence?
2. If the author had chosen enclose, how would the word enclose contribute toward the
overall meaning of this story?
3. Explain whether using the word enclose instead of hold 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
Animal Homes (Basal Words) (Unit 5)
Definitions for Questions 1 - 2 - 3:
hold - to have or keep possession or control of
enclose - to close within
(Pg 279) THREE-SENTENCE BLOCK With Key Word: shelter (For reference- NOT to be re-read)
A kind of caterpillar called the bagworm makes its home out of the twigs woven together with
silk.
The bagworm lives inside this silken case and drags its shelter along as it moves from branch to
branch feeding on leaves.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
A kind of caterpillar called the bagworm makes its home out of the twigs woven together with
silk.
The bagworm lives inside this silken case and drags its cover along as it moves from branch to
branch feeding on leaves.
Questions:
1. What does the word cover mean in this sentence?
2. If the author had chosen cover, how would the word cover contribute toward the overall
meaning of this story?
3. Explain whether using the word cover instead of shelter changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
shelter - something that covers or protects
cover - something that protect, shelters, or hides
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
A kind of caterpillar called the bagworm makes its home out of the twigs woven together with
silk.
The bagworm lives inside this silken case and drags its protection along as it moves from
branch to branch feeding on leaves.
Questions:
1. What does the word protection mean in this sentence?
2. If the author had chosen protection, how would the word protection contribute toward
the overall meaning of this story?
3. Explain whether using the word protection instead of cover changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
cover - something that protect, shelters, or hides
protection - the act of shielding from harm
(Pg 279) THREE-SENTENCE BLOCK With Key Word: retreats (For reference- NOT to be re-read)
Snails need damp conditions in order to survive.
In cold or dry weather, the snail retreats into its spiral shell to avoid drying out.
A kind of caterpillar called the bagworm makes its home out of the twigs woven together with
silk.
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
Animal Homes (Basal Words) (Unit 5)
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Snails need damp conditions in order to survive.
In cold or dry weather, the snail withdraws into its spiral shell to avoid drying out.
A kind of caterpillar called the bagworm makes its home out of the twigs woven together with
silk.
Questions:
1. What does the word withdraws mean in this sentence?
2. If the author had chosen withdraws, how would the word withdraws contribute toward
the overall meaning of this story?
3. Explain whether using the word withdraws instead of retreats changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3:
retreats - goes back or retreats from danger
withdraws - an act or instance of pulling out or away
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Snails need damp conditions in order to survive.
In cold or dry weather, the snail retires into its spiral shell to avoid drying out.
A kind of caterpillar called the bagworm makes its home out of the twigs woven together with
silk.
Questions:
1. What does the word retires mean in this sentence?
2. If the author had chosen retires, how does the word retires contribute toward the overall
meaning of this story?
3. Explain whether using the word retires instead of withdraws changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
withdraws - an act or instance of pulling out or away
retires - to withdraw from action or danger
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 272) THREE-SENTENCE BLOCK With Key Word: contain (For reference - NOT to be re-read)
One of the largest and most complicated structures in the animal word is created by thin
African termites.
A termite tower may be as tall as a giraffe and contain millions or termites.
The walls of the tower are made of a rock-hard mixture of dirt and saliva.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
One of the largest and most complicated structures in the animal word is created by thin African
termites.
A termite tower may be as tall as a giraffe and incorporate millions or termites.
The walls of the tower are made of a rock-hard mixture of dirt and saliva.
Questions:
1. What does the word incorporate mean in this sentence?
2. If the author had chosen incorporate, how would the word incorporate contribute
toward the overall meaning of this story?
3. Explain whether using the word incorporate instead of enclose 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
Animal Homes (Basal Words) (Unit 5)
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
enclose - to close within
incorporate - to join or unite closely into a single mass or body
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
One of the largest and most complicated structures in the animal word is created by thin African
termites.
A termite tower may be as tall as a giraffe and involve millions or termites.
The walls of the tower are made of a rock-hard mixture of dirt and saliva.
Questions:
1. What does the word involve mean in this sentence?
2. If the author had chosen involve, how would the word involve contribute toward the
overall meaning of this story?
3. Explain whether using the word involve instead of incorporate changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
incorporate - to join or unite closely into a single mass or body
involve - to draw in as a participant; include in something
(Pg 279) THREE-SENTENCE BLOCK With Key Word: common-sense (For reference- NOT to be reread)
A kind of caterpillar called the bagworm makes its home out of the twigs woven together with
silk.
The bagworm lives inside this silken case and drags its shelter along as it moves from branch to
branch feeding on leaves.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
A kind of caterpillar called the bagworm makes its home out of the twigs woven together with
silk.
The bagworm lives inside this silken case and drags its shield along as it moves from branch to
branch feeding on leaves.
Questions:
1. What does the word shield mean in this sentence?
2. If the author had chosen shield, how would the word shield contribute toward the overall
meaning of this story?
3. Explain whether using the word shield instead of protection changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
protection - the act of shielding from harm
shield - something that serves to protect
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
A kind of caterpillar called the bagworm makes its home out of the twigs woven together with
silk.
The bagworm lives inside this silken case and drags its refuge along as it moves from branch to
branch feeding on leaves.
Questions:
1. What does the word refuge mean in this sentence?
2. If the author had chosen refuge, how would the word refuge 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
Animal Homes (Basal Words) (Unit 5)
3.
Explain whether using the word refuge instead of shield changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
shield - something that serves to protect
refuge - shelter or protection from danger
(Pg 279) THREE-SENTENCE BLOCK With Key Word: retreats (For reference - NOT to be re-read)
Snails need damp conditions in order to survive.
In cold or dry weather, the snail retreats into its spiral shell to avoid drying out.
A kind of caterpillar called the bagworm makes its home out of the twigs woven together with
silk.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Snails need damp conditions in order to survive.
In cold or dry weather, the snail recedes into its spiral shell to avoid drying out.
A kind of caterpillar called the bagworm makes its home out of the twigs woven together with
silk.
Questions:
1. What does the word recedes mean in this sentence?
2. If the author had chosen recedes, how would the word recedes contribute toward the
overall meaning of this story?
3. Explain whether using the word recedes instead of retires changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
retires - to withdraw from action or danger
recedes - to move back or away
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Snails need damp conditions in order to survive.
In cold or dry weather, the snail departs into its spiral shell to avoid drying out.
A kind of caterpillar called the bagworm makes its home out of the twigs woven together with
silk.
Questions:
1. What does the word departs mean in this sentence?
2. If the author had chosen departs, how would the word departs contribute toward the
overall meaning of this story?
3. Explain whether using the word departs instead of recedes changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
recedes - to move back or away
departs - an act of leaving a location
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.
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
Animal Homes (Basal Words) (Unit 5)
************************
General Implementation Notes
************************
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.
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.
************************
Teacher Notes
************************
Copyright 2010, Michael R Vitale, Center for School Development, Inc.