TEACHER RESOURCE GUIDE
The Right Kind of Win Eleanor Robins
Learning Activities for • Vocabulary • Initial Understanding • Developing Interpretation • Personal Reflection and Response • Demonstrating a Critical Stance
Table of Contents To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Reading Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Vocabulary Word Ladders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 How Does It Relate? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Parts of Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Phrasal Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Jargon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 To Capitalize or Not to Capitalize . . . . . . . . . . . . . . . . . . . . . . . 8 Do It Yourself . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Initial Understanding Read for Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Summarize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Interpretation Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Summarize the Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Reflection What Is It Like? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Critical Response Who Would It Interest? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
SADDLEBACK EDUCATIONAL PUBLISHING Three Watson, Irvine, CA 92618-2767, E-mail:
[email protected], Website: www.sdlback.com Copyright © 2004 by Saddleback Educational Publishing. All rights reserved. No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the written permission of the publisher. The purchase of this guide entitles the individual teacher to reproduce copies of the student pages for use in his or her classroom exclusively. The reproduction of any part of the work for an entire school or school system is prohibited
ISBN 1-56254-692-9 Printed in the United States of America
To the Teacher The Carter High Chronicles Organization The Carter High Chronicles series introduces the students at the fictional Carter High School. Many of the same characters—students, teachers, and coaches—appear in more than one story. As in real life, their stories are intertwined. The books are not sequential and may be presented in any order. This teacher’s guide provides ideas and reproducible worksheets to support the book and extend students’ reading skills. The key at the end of this guide provides answers and example responses.
Different Ways to Present the Book Reading the book as an entire class might be helpful for lower-functioning readers. Students who are more confident may be encouraged to read the book on their own after reading one or two chapters as a class. If your students are familiar with the Carter High series, you might begin by having them review what they already know about various characters. Although most activities are designed for use after reading the book, some are best completed before students read. A few activities may be used during the reading. These activities were designed for a variety of teaching styles. You can distribute all of the activities at once or pick-and-choose the skills you want to reinforce.
How to Build Connections Each book gives more insight into the teen characters. Since some characters appear in subsequent stories, you may wish to create character webs and have students continue to add to them as you read the series together.
The Carter High Chronicles—The Right Kind of Win
©2004 Saddleback Educational Publishing
3
Reading Strategies The activities in this Teacher’s Resource Guide focus on giving lower-level readers the tools to construct, extend, and examine the meaning of text. Included are essential elements in reading literacy as identified by the National Assessment of Educational Progress. Vocabulary Vocabulary skills include decoding words, using words correctly, understanding meanings, and extending the actual amount of words the students know. Increased competency with vocabulary increases fluency when reading both silently and aloud. As students decode or recognize words more easily, they will be able to determine and extend the meaning of entire passages more easily as well. Initial Understanding Initial understanding of text is the initial impression or unreflected understanding of what was read. Skills include identifying details and facts from text read, and recognizing aspects of literal text, such as sequence of events or main ideas. Without initial understanding, no reader would be able to comprehend the text on a higher level. Developing Interpretation Developing interpretation goes beyond the initial impression to develop a more complete understanding of what was read. The reader must distinguish between and compare separate concepts in a text to extend its meaning. Examples of interpreting skills include differentiating facts from opinions, making comparisons, summarizing, and identifying cause-effect relationships. Personal Reflection and Response Personal reflection and response requires readers to relate topics to their own experience. As students connect their own experiences with text, information becomes more clear. Having internalized ideas, readers can much more easily express their responses. Demonstrating a Critical Stance Demonstrating a critical stance requires readers to detach themselves from the text in order to consider and evaluate it. A critical response may include identifying the intended audience and critiquing the text.
4
The Carter High Chronicles—The Right Kind of Win
©2004 Saddleback Educational Publishing
Name
Vocabulary
Date
•
Word Ladders
Climb these word ladders to make words related to the story The Right Kind of Win. Directions: Change one letter in each word to create the next word described. strike shack
a path
hit hut
a sunken track
something that’s carried
move quickly on foot
master of a manor
road
something said labor
fun competition opposite of went
game
home
a city in Italy
_
computer CD players
concern female horse
male sheep
swamp
scraps of cloth
swampy
floor coverings
breezy and open
moves quickly on foot
not straight, wrong distant
place where one lives
away
How Does It Relate? Look at the first and last words in each list above. How do they relate to the story? Directions: Choose one set of words above. Tell how the first and last word in the list relates to the story. Then tell how they relate to each other.
The Carter High Chronicles—The Right Kind of Win
©2004 Saddleback Educational Publishing
5
Name
Vocabulary
Date
•
Parts of Speech
Many words in English have different meanings. For example: The back-up player should back up. To help determine the meaning, decide how the word is used. Then choose the part of speech of the word. In the sentence above, back-up is an adjective. It describes the player and suggests he is a replacement. Back up is a verb, showing an action. It means “to move in reverse.” Directions: Circle the letter that shows how the bold word is used in the sentence. 1. If a team cheats, the entire game will be a forfeit. A. verb – to surrender
B. noun – something taken as a penalty
2. The coach taught the players how to field the ball. A. verb – to fetch
B. noun – a place where a sport is played
3. The fans would cheer and whistle. A. verb – to make a sound blowing
B. noun – a device for making a high sound through lips or teeth
4. Now is the right time to warm up. A. adverb – directly
B. adjective – proper, best
5. We need to beat this team to keep our record. A. verb – to win over someone else
B. adjective – tired out
6. The coach used a certain pitch when he gave a pep talk. A. verb – throw a ball with careful aim
B. noun – tone of voice
7. I need to practice with the bat. A. verb – to strike
B. noun – a wooden club
8. With our record, we should make it into the final four. A. adjective – last remaining
6
B. noun – end of the year test
The Carter High Chronicles—The Right Kind of Win
©2004 Saddleback Educational Publishing
Name
Date
Vocabulary Verbs are action words. talk stop
•
Phrasal Verbs
run
Prepositions are words that show a relationship to an object. over across beside Phrasal verbs are followed by a preposition. catch on We need to go over the game plan before the next inning. Directions: Form phrasal verbs by pairing words from the lists below. Write at least ten phrasal verbs on the lines. Add other phrasal verbs you may know. Verbs count strike
Prepositions check warm
let
on up
out down
in
Jargon The batter hit a grounder to third base; but he was thrown out. Baseball has its own jargon. Jargon is specialized vocabulary of a certain group. Directions: Look at the featured words from the activities Phrasal Verbs and Parts of Speech. List below words and phrases that are baseball jargon.
The Carter High Chronicles—The Right Kind of Win
©2004 Saddleback Educational Publishing
7
Name
Vocabulary
Date
•
To Capitalize or Not to Capitalize
The Maxwell coach shook hands with Coach Karr. Notice that the word coach in the sentence above is capitalized in one instance, but not in the other. Other words used as titles also need to be capitalized— in some instances. Study the rules below. Capitalize a person’s title if it is: • part of the person’s name Principal Skinner Aunt Jenny • used as the person’s name Grandma Coach
Do not capitalize a title if it has: • an article in front of it, such as the or a the principal that coach • a possessive pronoun or noun in front of it, such as my or his our grandma Carter’s coach
Directions: Circle the correct word to complete each sentence. 1. Ask your (mom, Mom) to sign the permission slip. 2. I will have (dad, Dad) sign it instead. 3. Turn in your scores to (coach, Coach) Karr. 4. The Hillman (coach, Coach) spoke to the umpire. 5. That was my (uncle, Uncle). 6. We call him (uncle, Uncle) Ray. 7. The (umpire, Umpire) stood near first base. 8. Our (mayor, Mayor) himself called to wish the team good luck. 9. We call the judo instructor (master, Master). 10. The winning team would have lunch with (senator, Senator) Ford.
Do It Yourself Directions: Write two sentences using a person’s title—one that is capitalized and one that is not.
8
The Carter High Chronicles—The Right Kind of Win
©2004 Saddleback Educational Publishing
Name
Date
Initial Understanding
•
Read for Details
Directions: Answer the questions after you have read the story. Write the chapter in which you found the answer in the blank before the question. 1. Who bats first in baseball?
2. What position did Al play?
3. Who is Bel going to ride to the game with?
4. What kind of win does Cruz want?
5. Who are Carter High’s pitchers?
6. What would happen to the winner of the Carter-Hillman game?
7. Why was Troy worried about the girls getting to the game?
8. What did the Carter team vote on?
The Carter High Chronicles—The Right Kind of Win
©2004 Saddleback Educational Publishing
9
Name
Date
Initial Understanding
•
Summarize
A summary is a short description of a longer speech or passage. A summary lists only the main ideas, not the supporting details. Read this passage: The Carter team wanted to win the game against Maxwell. If they won, Carter would go on to the state finals. Carter had not been to the state finals in six years. A summary of the passage only tells the main idea: The Carter team wanted to win the game so they could go to the state finals. Directions: Write a short summary of each passage. 1. Al bunted the ball and ran to first base. Al stole second. Zack batted next. Al ran to third base. Then Rey batted and Al ran back to home plate.
2. The team took a bus to away games. Some teammates talked and joked on the bus. Some players finished homework. A few players brought headphones and listened to music.
3. During most games in a season, teams can end a game with a tie. But for the finals, teams must play until one team beats the other. Then they play until both teams have had the same number of times at bat as the other team. If one team is still ahead, the game is finally over. Games can go into extra innings to break a tie.
10
The Carter High Chronicles—The Right Kind of Win
©2004 Saddleback Educational Publishing
Name
Date
Interpretation
•
Cause and Effect
One action often causes another to happen. Causes have effects. Read the following: Cruz hit the snooze button on his alarm several times before he got up. Cruz was almost late to the bus. Cause
Effect
Cruz hit the snooze button on his alarm several times before he got up.
Cruz was almost late to the bus.
Directions: For each sentence below, write C for the cause and E for the effect.
1. Because they won the game against Maxwell High, Carter High went on to the state finals. 2. Al started to worry when he did not see Bel at the game.
3. Road construction made the bus ride take extra long.
4. When the catcher did not catch the bus on time, the back-up catcher got the chance to play. 5. The pitcher hurt his neck because he forgot to warm up. Directions: Label each cause and effect. 6. Carter High would play to decide the state championship if they won against Hillman. 7. When Hillman arrived late, the umpires let Carter High decide whether to play or not. The Carter High Chronicles—The Right Kind of Win
©2004 Saddleback Educational Publishing
11
Name
Date
Interpretation
•
Theme
A theme is the overall topic or one of the “big ideas,” of a story. A theme of How the Grinch Stole Christmas is that the spirit of Christmas is in one’s heart, not in presents and decorations. A theme of Snow White is that good people win in the end. A theme of The Lion and the Mouse is that even small things, or people, can be important. Directions: Read each selection from The Right Kind of Win below. Circle the selection that best states the theme. Underline the most important sentence. Al said, “I still cannot believe it. Win today. And we will go to the state finals.” “But first we must beat Maxwell,” Rey said. Al said, “I know, Rey. But we beat Maxwell two times. And by a lot of runs. Zack was the pitcher both times. And he will pitch today. So we should win.” Rey said, “Do not count on it, Al. We should win. But they could beat us. So we must keep our minds on this game. And not on the state finals.”
Coach Karr said, “We can’t wait. We have to leave on time. We can’t be late to the game. We would have to forfeit. And that is no way to lose a game. See you at 7:15.” Coach Karr said, “Boys, I am proud of you. I knew you would not let me down. I knew you would do what was right. Now show those boys how to win. The right way.” Could they beat Hillman? Al thought they could. But he was not sure they would. But it was better to lose than to win by a forfeit.
Summarize the Theme Directions: Write a sentence or two telling the theme in your own words.
12
The Carter High Chronicles—The Right Kind of Win
©2004 Saddleback Educational Publishing
Name
Reflection
Date
•
What Is It Like?
His shirt was green like grass. A simile is a comparison using the words like or as. The day was as wet as dust. How wet is dust? Not at all! So the day must have been very dry. Directions: Write more similes comparing two different things. Use the simile starters below or your own ideas. Cruz was as hard working as The bus ride was as long as The Maxwell game was as tense as The story was as interesting as
The Carter High Chronicles—The Right Kind of Win
Winning by forfeit is like Lunch was as tasty as The sky was blue like The show was as funny as
©2004 Saddleback Educational Publishing
13
Name
Date
Critical Response
•
Who Would It Interest?
One story may interest different people for different reasons. For one person, the story may be interesting because it is about the area where he lives. Another reader may like it because she likes history. Another person may enjoy it because she can relate to the main character. Directions: Check whether you think each person listed in the chart would enjoy the story The Right Kind of Win. Write a phrase or two telling why in the column labeled Because. Add to the chart. Person
Would Like
Would Not Like
Because . . .
A teenage boy
A teenage girl
A third grader
A sportswriter for a newspaper A baseball player
A baseball fan
A college student
14
The Carter High Chronicles—The Right Kind of Win
©2004 Saddleback Educational Publishing
Answer Key p. 5 Word Ladders hit, hut, rut, run road, load, lord, word, work game, came, care, mare, mire, miry, airy, awry, away home, Rome, ROMs, rams, rags, rugs, runs p. 5 How Does It Relate? Sample response: Road work relates to the story because road work made Hillman late. Road work is when lanes or roads are closed to fix or improve a street. p. 6 Parts of Speech 1. B, 2. A, 3. A, 4. B, 5. A, 6. B, 7. B, 8. A p. 7 Phrasal Verbs Sample responses: count on, count up, count down, strike out, strike up, check in, check up, check out, warm up, let down, let up, let out, let on p. 7 Jargon Sample responses: batter, grounder, third base, thrown out, strike out, field, pitch, catch, coach, record, umpire, fans, warm up, center field, right field, home base, bunt, foul, out, inning, second, first, bat p. 8 To Capitalize or Not to Capitalize 1. mom, 2. Dad, 3. Coach, 4. coach, 5. uncle, 6. Uncle, 7. umpire, 8. mayor, 9. Master, 10. Senator p. 9 Read for Details 1. Chapter 1 -The home team starts in the field and the away team bats first. 2. Chapter 1 - right field 3. Chapter 3 - Sue, Matt’s girlfriend 4. Chapter 4- Cruz thinks any kind of win is fine. 5. Chapter 2- Zack and Matt 6. Chapter 2 - The winner would play the winning team from the afternoon for the state championship.
The Carter High Chronicles—The Right Kind of Win
7. Chapter 6 -Troy knew Matt and Al would be distracted by worry if the girls didn’t show up. 8. Chapter 8 - The team voted on whether to take the forfeit or play the game. p. 10 Summarize Sample responses: 1. Al scored a run. 2. The team did different things on bus rides to away games. 3. Finals games cannot end in a tie. p. 11 Cause and Effect In order of appearance in each sentence: 1. C E, 2. E C, 3. C E, 4. C E, 5. E C 6. Cause: If they won the game against Hillman, Effect: Carter High would play to decide the state champs. 7. Cause: When Hillman arrived late, Effect: the umpires let Carter High decide whether to play or not. p. 12 Theme The last passage should be circled with the following sentence underlined: But it was better to lose than to win by a forfeit. p. 12 Summarize the Theme Sample response: To win by not playing is not the right kind of win. p. 13 What Is It Like? Sample responses: Cruz was as hard working as a baby. The bus ride was as long as the day before your birthday. The Maxwell game was as tense as a scary movie. Winning by forfeit is like winning a free ticket to a movie you’ve already seen. Lunch was as tasty as cardboard. The sky was blue like the sea. p. 14 Who Would It Interest? Responses will vary.
©2004 Saddleback Educational Publishing
15
Carter High Chronicles Eleanor Robins
Back-Up Quarterback
The Best Week Ever
Dan has worked hard for three years to earn the quarterback slot on the football team. But Clay, a new boy who has moved to the area, is better and threatens to take the slot from him. Coach asks Dan to help Clay learn plays. Dan faces the dilemma of doing what is best for him and doing what is best for the team.
Deb has reading problems and is selfconscious about it. She doesn’t think smart boys will like her. But she’s hardworking, helpful, and a girl of her word. Deb turns down a date to rake her sick neighbor’s leaves. Ed, smart and handsome, comes by to give her a hand and—perhaps—ask her out.
Too Late
One Date Too Many
Matt’s always late, but doesn’t think it’s important until he loses his girlfriend and angers his history teacher and best friend. Will Matt miss out on the big game because of his attitude?
Paz has a date with Juan, but would rather go out with Cruz. Griff and Marge try to meddle as usual, but Paz knows she has made a commitment to Juan. Will she stick with her commitment?
The Fastest Runner
It Is Not a Date
Ben has a dilemma because he’s failed math but wants to go out for track. The coach checks all the grades, but Ben’s grades are confused with Ed’s because they both have the same last name. Should Ben tell the truth about his grades and miss out on the chance to run track?
Kirk dates Claire, but is asked by his boss to give his niece, Gail, a tennis lesson. Claire is upset that Kirk may actually be dating Gail. So how can Kirk prove to Claire that he’s faithful? Can Beth, his eight-year-old sister, help?
Boy of Their Dreams The Easy Way Laine is the best shooter on the girls basketball team, but she only wants to do what she’s good at. Laine doesn’t want to work hard at sports or school. Laine is fortunate to have three friends who help her understand the value of working hard to achieve your goals.
The Right Kind of Win Is it OK to win because the other team forfeits, or should you bend the rules a bit and play the game, letting the best team win? Cruz wants to take the easy way out, but his teammates want to play fair and square.
Kim and her best friend, Fran, are both interested in a new boy at school, but they don’t realize that it’s the same boy! Kim figures it out first, and has to decide if she is willing to risk her friendship with Fran.
Don’t Blame Me June has a hair-trigger temper and it gets her in trouble on the volleyball court. Coach Dale kicks her off the team, and her boyfriend breaks up with her. Her friends, Rose and Kim, try to help.
