Story Title: The Power of Oil (Basal Words) Unit: 4 Pages: 474 477 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 474) decayed - having undergone the process of decomposition; rotted (Pg 474) fuels - substances burned as a source of heat and power, such as coal, wood, or oil (Pg 475) electrical - relating to the form of energy carried in wires for use to drive motors or as light or heat STEP 2- Target Words (These definitions are written on the board or chart paper and pre-taught at the start of Step 2.) For decayed: decomposed - to have broken up into parts by or as if by a chemical process spoiled - decayed or lost freshness, value, or usefulness For fuels: For electrical: power - sources or means of supplying energy energy - usable power heating - a form of energy that causes a rise in temperature; to make warm or hot radiation - the process of emitting radiant (heat and light energy in the form of waves or particles) STEP 3- Target Words (These words are written on the board, but their definitions are NOT TAUGHT in Step 3.) For decayed: eroded - to have diminished or destroyed by degrees disintegrated - having broken down or decomposed into smaller parts or particles For fuels: For electrical: oil - any of numerous greasy combustible liquid substances from plant, animal, or mineral sources that are soluble in ether but not water kerosene - a thin oil produced by distilling petroleum and used both as a fuel and a solvent conduction - transmission through or by means of a conductor, also the transfer through matter convection - the transfer of heat by the circulation or movement of a heated liquid or gas 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 474) SENTENCE with Key Word: Over the ages those remains decayed. 1. What does the word decayed mean in this sentence? 2. How does the word decayed contribute toward the overall meaning of this story so far? Definition for Questions 1-2: decayed - having undergone the process of decomposition; rotted Page 1
(Pg 474) SENTENCE with Key Word: They turned into a mighty black brew that we use to make fuels. 1. What does the word fuels mean in this sentence? 2. How does the word fuels contribute toward the overall meaning of this story so far? Definition for Questions 1-2: fuels - substances burned as a source of heat and power, such as coal, wood, or oil (Pg 475) SENTENCE with Key Word: electrical plants. 1. What does the word electrical mean in this sentence? 2. How does the word electrical contribute toward the overall meaning of this story so far? Definition for Questions 1-2: electrical - relating to the form of energy carried in wires for use to drive motors or as light or heat 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 474) THREE-SENTENCE BLOCK With Key Word: decayed: (For reference- NOT to be re-read) Over the ages those remains decayed. FIRST TARGET WORD SUBSTITUTED and (Read by students with Over the ages those remains decomposed. 1. What does the word decomposed mean in this sentence? 2. If the author had chosen decomposed, how would the word decomposed contribute toward the 3. Explain whether using the word decomposed instead of decayed changes the meaning of the decayed - having undergone the process of decomposition; rotted decomposed - to have broken up into parts by or as if by a chemical process SECOND TARGET WORD SUBSTITUTED and (Read by students with Over the ages those remains spoiled. 1. What does the word spoiled mean in this sentence?
2. If the author had chosen spoiled, how would the word spoiled contribute toward the 3. Explain whether using the word spoiled instead of decomposed changes the meaning of the decomposed - to have broken up into parts by or as if by a chemical process spoiled - decayed or lost freshness, value, or usefulness (Pg 474) THREE-SENTENCE BLOCK With Key Word: fuels (For reference- NOT to be re-read) They turned into a mighty black brew that we use to make fuels. FIRST TARGET WORD SUBSTITUTED and (Read by students with They turned into a mighty black brew that we use to make power. 1. What does the word power mean in this sentence? 2. If the author had chosen power, how would the word power contribute toward the 3. Explain whether using the word power instead of fuels changes the meaning of the fuels - substances burned as a source of heat and power, such as coal, wood, or oil power - sources or means of supplying energy SECOND TARGET WORD SUBSTITUTED and (Read by students with They turned into a mighty black brew that we use to make energy. 1. What does the word energy mean in this sentence? 2. If the author had chosen energy, how would the word energy contribute toward the 3. Explain whether using the word energy instead of power changes the meaning of the power - sources or means of supplying energy energy - usable power (Pg 475) THREE-SENTENCE BLOCK With Key Word: electrical (For reference- NOT to be re-read) electrical plants. FIRST TARGET WORD SUBSTITUTED and (Read by students with heating plants.
1. What does the word heating mean in this sentence? 2. If the author had chosen heating, how would the word heating contribute toward the 3. Explain whether using the word heating instead of electrical changes the meaning of the electrical - relating to the form of energy carried in wires for use to drive motors or as light or heat heating - a form of energy that causes a rise in temperature; to make warm or hot SECOND TARGET WORD SUBSTITUTED and (Read by students with radiation plants. 1. What does the word radiation mean in this sentence? 2. If the author had chosen radiation, how does the word radiation contribute toward the 3. Explain whether using the word radiation instead of heating changes the meaning of the heating - a form of energy that causes a rise in temperature; to make warm or hot radiation - the process of emitting radiant (heat and light energy in the form of waves or particles) 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 474) THREE-SENTENCE BLOCK With Key Word: decayed (For reference - NOT to be re-read) Over the ages those remains decayed. FIRST TARGET WORD SUBSTITUTED and (Read by students with Over the ages those remains eroded. 1. What does the word eroded mean in this sentence? 2. If the author had chosen eroded, how would the word eroded contribute toward the 3. Explain whether using the word eroded instead of spoiled changes the meaning of the spoiled - decayed or lost freshness, value, or usefulness eroded - to have diminished or destroyed by degrees
SECOND TARGET WORD SUBSTITUTED and (Read by students with Over the ages those remains disintegrated. 1. What does the word disintegrated mean in this sentence? 2. If the author had chosen disintegrated, how would the word disintegrated contribute toward the 3. Explain whether using the word disintegrated instead of eroded changes the meaning of the eroded - to have diminished or destroyed by degrees disintegrated - having broken down or decomposed into smaller parts or particles (Pg 474) THREE-SENTENCE BLOCK With Key Word: common-sense (For reference- NOT to be reread) They turned into a mighty black brew that we use to make fuels. FIRST TARGET WORD SUBSTITUTED and (Read by students with They turned into a mighty black brew that we use to make oil. 1. What does the word oil mean in this sentence? 2. If the author had chosen oil, how would the word oil contribute toward the overall meaning of this story? 3. Explain whether using the word oil instead of energy changes the meaning of the energy - usable power oil - any of numerous greasy combustible liquid substances from plant, animal, or mineral sources that are soluble in ether but not water SECOND TARGET WORD SUBSTITUTED and (Read by students with They turned into a mighty black brew that we use to make kerosene. 1. What does the word kerosene mean in this sentence? 2. If the author had chosen kerosene, how would the word kerosene contribute toward the 3. Explain whether using the word kerosene instead of oil changes the meaning of the oil - any of numerous greasy combustible liquid substances from plant, animal, or mineral sources that are soluble in ether but not water kerosene - a thin oil produced by distilling petroleum and used both as a fuel and a solvent
(Pg 475) THREE-SENTENCE BLOCK With Key Word: electrical (For reference - NOT to be re-read) electrical plants. FIRST TARGET WORD SUBSTITUTED and (Read by students with conduction plants. 1. What does the word conduction mean in this sentence? 2. If the author had chosen conduction, how would the word conduction contribute toward the 3. Explain whether using the word conduction instead of radiation changes the meaning of the radiation - the process of emitting radiant (heat and light energy in the form of waves or particles) conduction - transmission through or by means of a conductor, also the transfer through matter SECOND TARGET WORD SUBSTITUTED and (Read by students with convection plants. 1. What does the word convection mean in this sentence? 2. If the author had chosen convection, how would the word convection contribute toward the 3. Explain whether using the word convection instead of conduction changes the meaning of the conduction - transmission through or by means of a conductor, also the transfer through matter convection - the transfer of heat by the circulation or movement of a heated liquid or gas 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-It TM notes. (Optional: Have students use Post-It TM 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