N. Romance, FAU IES Project
USDOE/IES Teacher Story Guide - Grade 3
Story Title: My Very Own Room
Unit: 4
Pages: 117 – 137
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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 121) pretending - to make-believe something is true
(Pg 133) excited - very enthusiastic and eager
(Pg 135) cuddled - held close for warmth, comfort, or in affection
STEP 2- Target Words
(These definitions are written on the board or chart paper and pre-taught at the start of Step 2.)
For pretending:
make-believing - pretending something is not real
assuming - taking for granted or without proof; supposing
For excited:
jubilant - expressing great joy especially with shouting: noisily happy
overjoyed - filled with great joy
For cuddled:
nestled - settled into a position that feels comfortable, warm, and safe
squeezed - to have gotten through or into a small space
STEP 3- Target Words
(These words are written on the board, but their definitions are NOT TAUGHT in Step 3.)
For pretending:
presuming - taking for granted, assuming, or supposing
alleging - stating as fact, but without proof
For excited:
delighted - very pleased
pleased - to make happy or satisfied
For cuddled:
huddled - crowded, pushed, or piled together
crowded - positioned uncomfortably close together
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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 121) SENTENCE with Key Word:
I would sit on a little board, pretending it was a bench, and just think.
Questions:
1. What does the word pretending mean in this sentence?
2. How does the word pretending contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
pretending - to make-believe something is true
Page 1
Copyright 2010, Michael R Vitale, Center for School Development, Inc.
USDOE/IES Teacher Story Guide - Grade 3
N. Romance, FAU IES Project
My Very Own Room (Unit 4)
(Pg 133) SENTENCE with Key Word:
I was so excited yet so afraid we wouldn't have enough stamps to get it.
Questions:
1. What does the word excited mean in this sentence?
2. How does the word excited contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
excited - very enthusiastic and eager
(Pg 135) SENTENCE with Key Word:
They cuddled up on my new bed and I read them a story.
Questions:
1. What does the word cuddled mean in this sentence?
2. How does the word cuddled contribute toward the overall meaning of this story so far?
Definition for Questions 1 - 2:
cuddled - held close for warmth, comfort, or in affection
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 121) THREE-SENTENCE BLOCK With Key Word: pretending: (For reference- NOT to be re-read)
Sometimes very early in the morning while everyone was still sleeping, I would climb up the
crooked ladder that leaned against the elm tree in our backyard.
I would sit on a little board, pretending it was a bench, and just think.
I could hear my father snoring.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Sometimes very early in the morning while everyone was still sleeping, I would climb up the
crooked ladder that leaned against the elm tree in our backyard.
I would sit on a little board, make-believing it was a bench, and just think.
I could hear my father snoring.
Questions:
1. What does the word make-believing mean in this sentence?
2. If the author had chosen make-believing, how would the word make-believing
contribute toward the overall meaning of this story?
3. Explain whether using the word make-believing instead of pretending changes the
meaning of the sentence or story.
Definitions for Questions 1 - 2 - 3:
pretending - to make-believe something is true
make-believing - pretending something is not real
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Sometimes very early in the morning while everyone was still sleeping, I would climb up the
crooked ladder that leaned against the elm tree in our backyard.
I would sit on a little board, assuming it was a bench, and just think.
I could hear my father snoring.
Questions:
1. What does the word assuming mean in this sentence?
2. If the author had chosen assuming, how would the word assuming contribute toward the
overall meaning of this story?
3. Explain whether using the word assuming instead of make-believing 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
My Very Own Room (Unit 4)
Definitions for Questions 1 - 2 - 3:
make-believing - pretending something is not real
assuming - taking for granted or without proof; supposing
(Pg 133) THREE-SENTENCE BLOCK With Key Word: excited (For reference- NOT to be re-read)
I shut my eyes.
I was so excited yet so afraid we wouldn't have enough stamps to get it.
Then I heard my mother's voice.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
I shut my eyes.
I was so jubilant yet so afraid we wouldn't have enough stamps to get it.
Then I heard my mother's voice.
Questions:
1. What does the word jubilant mean in this sentence?
2. If the author had chosen jubilant, how would the word jubilant contribute toward the
overall meaning of this story?
3. Explain whether using the word jubilant instead of excited changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
excited - very enthusiastic and eager
jubilant - expressing great joy especially with shouting: noisily happy
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
I shut my eyes.
I was so overjoyed yet so afraid we wouldn't have enough stamps to get it.
Then I heard my mother's voice.
Questions:
1. What does the word overjoyed mean in this sentence?
2. If the author had chosen overjoyed, how would the word overjoyed contribute toward
the overall meaning of this story?
3. Explain whether using the word overjoyed instead of jubilant changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3:
jubilant - expressing great joy especially with shouting: noisily happy
overjoyed - filled with great joy
(Pg 135) THREE-SENTENCE BLOCK With Key Word: cuddled (For reference- NOT to be re-read)
I invited them in.
They cuddled up on my new bed and I read them a story.
Then we said goodnight and they went back to their room.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
I invited them in.
They nestled up on my new bed and I read them a story.
Then we said goodnight and they went back to their room.
Questions:
1. What does the word nestled mean in this sentence?
2. If the author had chosen nestled, how would the word nestled contribute toward the
overall meaning of this story?
3. Explain whether using the word nestled instead of cuddled 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
My Very Own Room (Unit 4)
Definitions for Questions 1 - 2 - 3:
cuddled - held close for warmth, comfort, or in affection
nestled - settled into a position that feels comfortable, warm, and safe
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
I invited them in.
They squeezed up on my new bed and I read them a story.
Then we said goodnight and they went back to their room.
Questions:
1. What does the word squeezed mean in this sentence?
2. If the author had chosen squeezed, how does the word squeezed contribute toward the
overall meaning of this story?
3. Explain whether using the word squeezed instead of nestled changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3:
nestled - settled into a position that feels comfortable, warm, and safe
squeezed - to have gotten through or into a small space
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 121) THREE-SENTENCE BLOCK With Key Word: pretending (For reference - NOT to be re-read)
Sometimes very early in the morning while everyone was still sleeping, I would climb up the
crooked ladder that leaned against the elm tree in our backyard.
I would sit on a little board, pretending it was a bench, and just think.
I could hear my father snoring.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Sometimes very early in the morning while everyone was still sleeping, I would climb up the
crooked ladder that leaned against the elm tree in our backyard.
I would sit on a little board, presuming it was a bench, and just think.
I could hear my father snoring.
Questions:
1. What does the word presuming mean in this sentence?
2. If the author had chosen presuming, how would the word presuming contribute toward
the overall meaning of this story?
3. Explain whether using the word presuming instead of assuming changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
assuming - taking for granted or without proof; supposing
presuming - taking for granted, assuming, or supposing
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
Sometimes very early in the morning while everyone was still sleeping, I would climb up the
crooked ladder that leaned against the elm tree in our backyard.
I would sit on a little board, alleging it was a bench, and just think.
I could hear my father snoring.
Questions:
1. What does the word alleging mean in this sentence?
2. If the author had chosen alleging, how would the word alleging 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
My Very Own Room (Unit 4)
3.
Explain whether using the word alleging instead of presuming changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
presuming - taking for granted, assuming, or supposing
alleging - stating as fact, but without proof
(Pg 133) THREE-SENTENCE BLOCK With Key Word: common-sense (For reference- NOT to be reread)
I shut my eyes.
I was so excited yet so afraid we wouldn't have enough stamps to get it.
Then I heard my mother's voice.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
I shut my eyes.
I was so delighted yet so afraid we wouldn't have enough stamps to get it.
Then I heard my mother's voice.
Questions:
1. What does the word delighted mean in this sentence?
2. If the author had chosen delighted, how would the word delighted contribute toward the
overall meaning of this story?
3. Explain whether using the word delighted instead of overjoyed changes the meaning of
the sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
overjoyed - filled with great joy
delighted - very pleased
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
I shut my eyes.
I was so pleased yet so afraid we wouldn't have enough stamps to get it.
Then I heard my mother's voice.
Questions:
1. What does the word pleased mean in this sentence?
2. If the author had chosen pleased, how would the word pleased contribute toward the
overall meaning of this story?
3. Explain whether using the word pleased instead of delighted changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
delighted - very pleased
pleased - to make happy or satisfied
(Pg 135) THREE-SENTENCE BLOCK With Key Word: cuddled (For reference - NOT to be re-read)
I invited them in.
They cuddled up on my new bed and I read them a story.
Then we said goodnight and they went back to their room.
FIRST TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
I invited them in.
They huddled up on my new bed and I read them a story.
Then we said goodnight and they went back to their room.
Questions:
1. What does the word huddled mean in this sentence?
2. If the author had chosen huddled, how would the word huddled 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
My Very Own Room (Unit 4)
3.
Explain whether using the word huddled instead of squeezed changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
squeezed - to have gotten through or into a small space
huddled - crowded, pushed, or piled together
SECOND TARGET WORD SUBSTITUTED and Questions: (Read by students with
substitution)
I invited them in.
They crowded up on my new bed and I read them a story.
Then we said goodnight and they went back to their room.
Questions:
1. What does the word crowded mean in this sentence?
2. If the author had chosen crowded, how would the word crowded contribute toward the
overall meaning of this story?
3. Explain whether using the word crowded instead of huddled changes the meaning of the
sentence or story.
Definitions for Questions 1 - 2 - 3: (For teacher reference only)
huddled - crowded, pushed, or piled together
crowded - positioned uncomfortably close together
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
My Very Own Room (Unit 4)
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.