N. Romance, FAU IES Project
USDOE/IES Teacher Story Guide - Grade 5
Story Title: Ultimate Field Trip 5 (Basal Words)
Unit: 1
Pages: 94 – 105
************************
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 98)
disasters - something that has a very bad effect or result
(Pg 98)
function - to work or act; to serve; to perform or accomplish
(Pg 99)
adjusted - changed or arranged to fit a need or demand
STEP 2- Target Words
(These definitions are written on the board or chart paper and pre-taught at the start of Step 2.)
For disasters:
calamity - an event that causes great harm and suffering
catastrophe - a terrible disaster
For function:
operate - to perform a function
act - to do something
For adjusted:
repositioned - placed something in a new location
altered - changed or made different
STEP 3- Target Words
(These words are written on the board, but their definitions are NOT TAUGHT in Step 3.)
For disasters:
debacle - a great disaster or complete failure
tragedy - a disastrous event
For function:
perform - to do an action or activity that usually requires training or skill
work - to do something that involves physical or mental effort
For adjusted:
modified - changed, altered, or adjusted
adapted - changed to improve the way things work; changed to fit the environment
************************
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 98)
SENTENCE with Key Word:
Common drinks can create disasters here."
Questions:
1. What does the word disasters mean in this sentence?
2. How does the word disasters contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
disasters - something that has a very bad effect or result
Page 1
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 5
N. Romance, FAU IES Project
Ultimate Field Trip 5 (Basal Words) (Unit 1)
(Pg 98)
SENTENCE with Key Word:
It takes a lot of practice to learn how to function in such a different environment.
Questions:
1. What does the word function mean in this sentence?
2. How does the word function contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
function - to work or act; to serve; to perform or accomplish
(Pg 99)
SENTENCE with Key Word:
John waited impatiently while Paul adjusted the chair to offset five-sixths of his weight.
Questions:
1. What does the word adjusted mean in this sentence?
2. How does the word adjusted contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
adjusted - changed or arranged to fit a need or demand
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 98)
THREE-SENTENCE BLOCK With Key Word: disasters: (For reference- NOT to be re-read)
"Europa, the training center is a dirt-free zone," said Paul.
Common drinks can create disasters here."
Paul, one of Europa's leaders, lead the kids through a maze of strange-looking machines.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
"Europa, the training center is a dirt-free zone," said Paul.
Common drinks can create calamity here."
Paul, one of Europa's leaders, lead the kids through a maze of strange-looking machines.
Questions:
1. What does the word calamity mean in this sentence?
2. If the author had chosen calamity, how would the word calamity contribute toward the
overall meaning of this story?
3. Explain whether using the word calamity instead of disasters changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3:
disasters - something that has a very bad effect or result
calamity - an event that causes great harm and suffering
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
"Europa, the training center is a dirt-free zone," said Paul.
Common drinks can create catastrophe here."
Paul, one of Europa's leaders, lead the kids through a maze of strange-looking machines.
Questions:
1. What does the word catastrophe mean in this sentence?
2. If the author had chosen catastrophe, how would the word catastrophe contribute
toward the overall meaning of this story?
3. Explain whether using the word catastrophe instead of calamity changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3:
calamity - an event that causes great harm and suffering
catastrophe - a terrible disaster
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 5
N. Romance, FAU IES Project
Ultimate Field Trip 5 (Basal Words) (Unit 1)
(Pg 98)
THREE-SENTENCE BLOCK With Key Word: function (For reference- NOT to be re-read)
Paul explained that astronauts trained for years before going into space.
It takes a lot of practice to learn how to function in such a different environment.
On space walks, for example, they must make delicate repairs while floating upside down.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Paul explained that astronauts trained for years before going into space.
It takes a lot of practice to learn how to operate in such a different environment.
On space walks, for example, they must make delicate repairs while floating upside down.
Questions:
1. What does the word operate mean in this sentence?
2. If the author had chosen operate, how would the word operate contribute toward the
overall meaning of this story?
3. Explain whether using the word operate instead of function changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
function - to work or act; to serve; to perform or accomplish
operate - to perform a function
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Paul explained that astronauts trained for years before going into space.
It takes a lot of practice to learn how to act in such a different environment.
On space walks, for example, they must make delicate repairs while floating upside down.
Questions:
1. What does the word act mean in this sentence?
2. If the author had chosen act, how would the word act contribute toward the overall
meaning of this story?
3. Explain whether using the word act instead of operate changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
operate - to perform a function
act - to do something
(Pg 99)
THREE-SENTENCE BLOCK With Key Word: adjusted (For reference- NOT to be re-read)
The best ways to get around were a slow jog and the bunny hop.
John waited impatiently while Paul adjusted the chair to offset five-sixths of his weight.
"Bunny hop for me," said Paul.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
The best ways to get around were a slow jog and the bunny hop.
John waited impatiently while Paul repositioned the chair to offset five-sixths of his weight.
"Bunny hop for me," said Paul.
Questions:
1. What does the word repositioned mean in this sentence?
2. If the author had chosen repositioned, how would the word repositioned contribute
toward the overall meaning of this story?
3. Explain whether using the word repositioned instead of adjusted changes the meaning
of the sentence or story.
Definitions for Questions 1 - 2 - 3:
adjusted - changed or arranged to fit a need or demand
repositioned - placed something in a new location
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 5
N. Romance, FAU IES Project
Ultimate Field Trip 5 (Basal Words) (Unit 1)
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
The best ways to get around were a slow jog and the bunny hop.
John waited impatiently while Paul altered the chair to offset five-sixths of his weight.
"Bunny hop for me," said Paul.
Questions:
1. What does the word altered mean in this sentence?
2. If the author had chosen altered, how does the word altered contribute toward the
overall meaning of this story?
3. Explain whether using the word altered instead of repositioned changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3:
repositioned - placed something in a new location
altered - changed or made different
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 98)
THREE-SENTENCE BLOCK With Key Word: disasters (For reference - NOT to be re-read)
"Europa, the training center is a dirt-free zone," said Paul.
Common drinks can create disasters here."
Paul, one of Europa's leaders, lead the kids through a maze of strange-looking machines.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
"Europa, the training center is a dirt-free zone," said Paul.
Common drinks can create debacle here."
Paul, one of Europa's leaders, lead the kids through a maze of strange-looking machines.
Questions:
1. What does the word debacle mean in this sentence?
2. If the author had chosen debacle, how would the word debacle contribute toward the
overall meaning of this story?
3. Explain whether using the word debacle instead of catastrophe changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
catastrophe - a terrible disaster
debacle - a great disaster or complete failure
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
"Europa, the training center is a dirt-free zone," said Paul.
Common drinks can create tragedy here."
Paul, one of Europa's leaders, lead the kids through a maze of strange-looking machines.
Questions:
1. What does the word tragedy mean in this sentence?
2. If the author had chosen tragedy, how would the word tragedy contribute toward the
overall meaning of this story?
3. Explain whether using the word tragedy instead of debacle changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
debacle - a great disaster or complete failure
tragedy - a disastrous event
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 5
N. Romance, FAU IES Project
Ultimate Field Trip 5 (Basal Words) (Unit 1)
(Pg 98)
THREE-SENTENCE BLOCK With Key Word: common-sense (For reference- NOT to be reread)
Paul explained that astronauts trained for years before going into space.
It takes a lot of practice to learn how to function in such a different environment.
On space walks, for example, they must make delicate repairs while floating upside down.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Paul explained that astronauts trained for years before going into space.
It takes a lot of practice to learn how to perform in such a different environment.
On space walks, for example, they must make delicate repairs while floating upside down.
Questions:
1. What does the word perform mean in this sentence?
2. If the author had chosen perform, how would the word perform contribute toward the
overall meaning of this story?
3. Explain whether using the word perform instead of act changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
act - to do something
perform - to do an action or activity that usually requires training or skill
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Paul explained that astronauts trained for years before going into space.
It takes a lot of practice to learn how to work in such a different environment.
On space walks, for example, they must make delicate repairs while floating upside down.
Questions:
1. What does the word work mean in this sentence?
2. If the author had chosen work, how would the word work contribute toward the overall
meaning of this story?
3. Explain whether using the word work instead of perform changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
perform - to do an action or activity that usually requires training or skill
work - to do something that involves physical or mental effort
(Pg 99)
THREE-SENTENCE BLOCK With Key Word: adjusted (For reference - NOT to be re-read)
The best ways to get around were a slow jog and the bunny hop.
John waited impatiently while Paul adjusted the chair to offset five-sixths of his weight.
"Bunny hop for me," said Paul.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
The best ways to get around were a slow jog and the bunny hop.
John waited impatiently while Paul modified the chair to offset five-sixths of his weight.
"Bunny hop for me," said Paul.
Questions:
1. What does the word modified mean in this sentence?
2. If the author had chosen modified, how would the word modified contribute toward the
overall meaning of this story?
3. Explain whether using the word modified instead of altered changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
altered - changed or made different
modified - changed, altered, or adjusted
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 5
N. Romance, FAU IES Project
Ultimate Field Trip 5 (Basal Words) (Unit 1)
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
The best ways to get around were a slow jog and the bunny hop.
John waited impatiently while Paul adapted the chair to offset five-sixths of his weight.
"Bunny hop for me," said Paul.
Questions:
1. What does the word adapted mean in this sentence?
2. If the author had chosen adapted, how would the word adapted contribute toward the
overall meaning of this story?
3. Explain whether using the word adapted instead of modified changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
modified - changed, altered, or adjusted
adapted - changed to improve the way things work; changed to fit the
environment
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.
************************
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…
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 5
N. Romance, FAU IES Project
Ultimate Field Trip 5 (Basal Words) (Unit 1)
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.