N. Romance, FAU IES Project
USDOE/IES Teacher Story Guide - Grade 3
Story Title: Boom Town
Unit: 5
Pages: 155 – 175
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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 159) sail - to move smoothly or swiftly and usually in a graceful way
(Pg 166) roaming - going from place to place with no fixed purpose or direction
(Pg 174) bustle - to move about in a busy or noisy way
STEP 2- Target Words
(These definitions are written on the board or chart paper and pre-taught at the start of Step 2.)
For sail:
float - to move lightly and gracefully
soar - to fly or glide through the air at a great height
For roaming:
walking - traveling along or through something on foot
roving - moving from place to place with no definite purpose
For bustle:
turmoil - extreme confusion, agitation, or commotion
commotion - noisy excitement and confusion
STEP 3- Target Words
(These words are written on the board, but their definitions are NOT TAUGHT in Step 3.)
For sail:
glide - to move with a smooth continuous motion
drift - to move in a slow, smooth, gentle, and unforced way
For roaming:
wandering - moving about without a goal or purpose
strolling - walking in a leisurely manner
For bustle:
flurry - a short period when many things happen
hubbub - a loud, confused noise, as of many voices
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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 159) SENTENCE with Key Word:
Nights, me and Ma and my brothers and Baby Betsy would sit out and wait for a shooting star to
sail across the sky.
Questions:
1. What does the word sail mean in this sentence?
2. How does the word sail contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
sail - to move smoothly or swiftly and usually in a graceful 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
Boom Town (Unit 5)
(Pg 166) SENTENCE with Key Word:
"My feet are sore from roaming .
Questions:
1. What does the word roaming mean in this sentence?
2. How does the word roaming contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
roaming - going from place to place with no fixed purpose or direction
(Pg 174) SENTENCE with Key Word:
There's excitement and bustle all around.
Questions:
1. What does the word bustle mean in this sentence?
2. How does the word bustle contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
bustle - to move about in a busy or noisy way
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 159) THREE-SENTENCE BLOCK With Key Word: sail: (For reference- NOT to be re-read)
The hills spread out as far as forever.
Nights, me and Ma and my brothers and Baby Betsy would sit out and wait for a shooting star
to sail across the sky.
Once in a while a crow flew by.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
The hills spread out as far as forever.
Nights, me and Ma and my brothers and Baby Betsy would sit out and wait for a shooting star to
float across the sky.
Once in a while a crow flew by.
Questions:
1. What does the word float mean in this sentence?
2. If the author had chosen float, how would the word float contribute toward the overall
meaning of this story?
3. Explain whether using the word float instead of sail changes the meaning of the sentence
or story.
Definitions for Questions 1 - 2 - 3:
sail - to move smoothly or swiftly and usually in a graceful way
float - to move lightly and gracefully
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
The hills spread out as far as forever.
Nights, me and Ma and my brothers and Baby Betsy would sit out and wait for a shooting star to
soar across the sky.
Once in a while a crow flew by.
Questions:
1. What does the word soar mean in this sentence?
2. If the author had chosen soar, how would the word soar contribute toward the overall
meaning of this story?
3. Explain whether using the word soar instead of float 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
Boom Town (Unit 5)
Definitions for Questions 1 - 2 - 3:
float - to move lightly and gracefully
soar - to fly or glide through the air at a great height
(Pg 166) THREE-SENTENCE BLOCK With Key Word: roaming (For reference- NOT to be re-read)
"Not a bad idea," he said.
"My feet are sore from roaming .
I could use this cart and build my way up to having a store."
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
"Not a bad idea," he said.
"My feet are sore from walking .
I could use this cart and build my way up to having a store."
Questions:
1. What does the word walking mean in this sentence?
2. If the author had chosen walking, how would the word walking contribute toward the
overall meaning of this story?
3. Explain whether using the word walking instead of roaming changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
roaming - going from place to place with no fixed purpose or direction
walking - traveling along or through something on foot
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
"Not a bad idea," he said.
"My feet are sore from roving .
I could use this cart and build my way up to having a store."
Questions:
1. What does the word roving mean in this sentence?
2. If the author had chosen roving, how would the word roving contribute toward the
overall meaning of this story?
3. Explain whether using the word roving instead of walking changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
walking - traveling along or through something on foot
roving - moving from place to place with no definite purpose
(Pg 174) THREE-SENTENCE BLOCK With Key Word: bustle (For reference- NOT to be re-read)
Now Pa is with us every day.
There's excitement and bustle all around.
Our house sits in the middle of a boom town!
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Now Pa is with us every day.
There's excitement and turmoil all around.
Our house sits in the middle of a boom town!
Questions:
1. What does the word turmoil mean in this sentence?
2. If the author had chosen turmoil, how would the word turmoil contribute toward the
overall meaning of this story?
3. Explain whether using the word turmoil instead of bustle 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
Boom Town (Unit 5)
Definitions for Questions 1 - 2 - 3:
bustle - to move about in a busy or noisy way
turmoil - extreme confusion, agitation, or commotion
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Now Pa is with us every day.
There's excitement and commotion all around.
Our house sits in the middle of a boom town!
Questions:
1. What does the word commotion mean in this sentence?
2. If the author had chosen commotion, how does the word commotion contribute toward
the overall meaning of this story?
3. Explain whether using the word commotion instead of turmoil changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3:
turmoil - extreme confusion, agitation, or commotion
commotion - noisy excitement and confusion
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 159) THREE-SENTENCE BLOCK With Key Word: sail (For reference - NOT to be re-read)
The hills spread out as far as forever.
Nights, me and Ma and my brothers and Baby Betsy would sit out and wait for a shooting star
to sail across the sky.
Once in a while a crow flew by.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
The hills spread out as far as forever.
Nights, me and Ma and my brothers and Baby Betsy would sit out and wait for a shooting star to
glide across the sky.
Once in a while a crow flew by.
Questions:
1. What does the word glide mean in this sentence?
2. If the author had chosen glide, how would the word glide contribute toward the overall
meaning of this story?
3. Explain whether using the word glide instead of soar changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
soar - to fly or glide through the air at a great height
glide - to move with a smooth continuous motion
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
The hills spread out as far as forever.
Nights, me and Ma and my brothers and Baby Betsy would sit out and wait for a shooting star to
drift across the sky.
Once in a while a crow flew by.
Questions:
1. What does the word drift mean in this sentence?
2. If the author had chosen drift, how would the word drift 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
Boom Town (Unit 5)
3.
Explain whether using the word drift instead of glide changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
glide - to move with a smooth continuous motion
drift - to move in a slow, smooth, gentle, and unforced way
(Pg 166) THREE-SENTENCE BLOCK With Key Word: common-sense (For reference- NOT to be reread)
"Not a bad idea," he said.
"My feet are sore from roaming .
I could use this cart and build my way up to having a store."
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
"Not a bad idea," he said.
"My feet are sore from wandering .
I could use this cart and build my way up to having a store."
Questions:
1. What does the word wandering mean in this sentence?
2. If the author had chosen wandering, how would the word wandering contribute toward
the overall meaning of this story?
3. Explain whether using the word wandering instead of roving changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
roving - moving from place to place with no definite purpose
wandering - moving about without a goal or purpose
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
"Not a bad idea," he said.
"My feet are sore from strolling .
I could use this cart and build my way up to having a store."
Questions:
1. What does the word strolling mean in this sentence?
2. If the author had chosen strolling, how would the word strolling contribute toward the
overall meaning of this story?
3. Explain whether using the word strolling instead of wandering changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
wandering - moving about without a goal or purpose
strolling - walking in a leisurely manner
(Pg 174) THREE-SENTENCE BLOCK With Key Word: bustle (For reference - NOT to be re-read)
Now Pa is with us every day.
There's excitement and bustle all around.
Our house sits in the middle of a boom town!
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Now Pa is with us every day.
There's excitement and flurry all around.
Our house sits in the middle of a boom town!
Questions:
1. What does the word flurry mean in this sentence?
2. If the author had chosen flurry, how would the word flurry 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
Boom Town (Unit 5)
3.
Explain whether using the word flurry instead of commotion changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
commotion - noisy excitement and confusion
flurry - a short period when many things happen
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Now Pa is with us every day.
There's excitement and hubbub all around.
Our house sits in the middle of a boom town!
Questions:
1. What does the word hubbub mean in this sentence?
2. If the author had chosen hubbub, how would the word hubbub contribute toward the
overall meaning of this story?
3. Explain whether using the word hubbub instead of flurry changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
flurry - a short period when many things happen
hubbub - a loud, confused noise, as of many voices
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
Boom Town (Unit 5)
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.