TEACHER RESOURCE GUIDE
Too Late 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 The –er Suffix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Group –er Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Antonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Word Scramble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Compound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Crossword Puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Initial Understanding Summary Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Fact or Opinion? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Your Turn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Interpretation Support Your Argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Reflection Can You Relate? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Critical Response Be a Critic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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 1-56254-694-5 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—Too Late
©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—Too Late
©2004 Saddleback Educational Publishing
Name
Vocabulary
Date
•
The –er Suffix
The ending –er has two meanings. The -er can be added to a verb. A verb is a word showing action. When added to a verb it means “someone who…” or “something that…” For example, the -er in CD burner means “something that records a CD.” But -er can also be added to an adjective. An adjective is a word describing a noun. It is like adding the word more to the adjective. For example, faster means “more fast.” Directions: Write a definition for each word below. Hint: Ask yourself if the word part before –er is a verb or an adjective. runner – someone who runs
__
steeper – more steep locker –
__
pitcher –
__
teacher –
__
harder –
__
smarter –
__
speaker –
madder –
__
later –
__ __
Group -er Words Directions: Write each of the above words under the correct heading. Then add other -er words that you know. One That Does runner
The Carter High Chronicles—Too Late
More _
__
_
steeper
_
__
__
_
__
_
__
_
__
_
__
_
__
_
__
_
__
_
__
_
__
_
__
_
__
©2004 Saddleback Educational Publishing
5
Name
Date
Vocabulary
•
Antonyms
Antonyms are words that are opposites, such as old and young. Directions: Write an antonym for each word below. early –
__
throw –
bad –
__
learn –
win –
__
unsure –
loud –
__
__ __ __
come –
__
Synonyms Synonyms are words that mean the same thing or almost the same thing, such as throw and pitch. Directions: Find the word that is NOT a synonym in each group. Cross it out and add another synonym. late
tardy
timely
lagging
race
rush
quicken
plod
finish
begin
end
complete
happy
pleased
lucky
joyful
say
tell
declare
practice
6
The Carter High Chronicles—Too Late
©2004 Saddleback Educational Publishing
Name
Vocabulary
Date
•
Word Scramble
Directions: Read the definitions. Unscramble the letters to form a word from the book, Too Late. by now – dearaly object that makes a noise, when you blow into it – slewthi beginning – granitts happy – deeplas one who trains a team – hacco knowledge of the world and nature – neecics
Sentences Directions: Use each word above in a sentence.
The Carter High Chronicles—Too Late
©2004 Saddleback Educational Publishing
7
Name
Date
Vocabulary
•
Compound Words
Compound words are formed when two separate words are combined to create a new word. Directions: Use the words in the box to form compound words. work watch
girl base
over friend
way ball
time hall
stop home
Crossword Puzzle Directions: Use the compound words above and the clues below to complete the crossword puzzle. 1
Across: 3. school assignments to do later 4. where people walk 5. lasting longer than normal Down: 1. a tool used to measure time 2. a special girl
1
2
3
4
5
8
The Carter High Chronicles—Too Late
©2004 Saddleback Educational Publishing
Name
Date
Initial Understanding
•
Summary Chart
A summary is a short description of events; it “sums up” what you have read. A summary includes main ideas. Read this passage: Matt pitched well at practice. Coach Karr was thinking about giving him a chance to start in the next game. But he wondered if Matt was ready. Finally, he decided. Coach Karr asked Matt to be the starting pitcher at the next game. The summary tells the main idea: Matt was the starting pitcher. Directions: After you read each chapter in Too Late, write a summary of the chapter. Write one or two sentences to tell the main idea. Chapter Summary of the Chapter 1 2 3 4 5 6 7 8
The Carter High Chronicles—Too Late
©2004 Saddleback Educational Publishing
9
Name
Date
Initial Understanding
•
Fact or Opinion?
Telling the difference between facts and opinions can be a challenge. An opinion is a statement of someone’s feelings or beliefs. Opinion: I think baseball is an interesting sport. A fact is a statement that can be proven. Fact: Baseball is played in many countries all over the world. Directions: Read these sentences from the story. On the lines, write F for fact and O for opinion. 1. It was not fair for Sue to break up with Matt just because he was late. 2. The coach left without Matt. 3. Matt lost his science book. 4. Sue was the nicest girl at Carter High. 5. Matt did not care about Sue’s feelings. 6. Matt did not understand why Sue felt hurt. 7. Matt liked playing baseball. 8. The coach did not look pleased. 9. The coach should have given Matt a late pass. 10. Matt was not worried. 11. Miss Brent was not too strict. 12. Science class was hard.
Your Turn Directions: Think of a topic you know a lot about. Then write a fact and an opinion you have about the topic. Fact: Opinion:
10
The Carter High Chronicles—Too Late
©2004 Saddleback Educational Publishing
Name
Date
Interpretation
•
Support Your Argument
People are more likely to agree with your opinion if you can support it. When you support your opinion, you give reasons for it. For example, someone may not agree with your opinion that the Springfield Cougars are the best baseball team. But fewer people would argue with you if you state that the team hasn’t lost one game this season. Directions: Look at page 10. Choose one opinion that you agree with. Write it below. Then support your opinion by giving reasons why you agree. Opinion: Support:
The Carter High Chronicles—Too Late
©2004 Saddleback Educational Publishing
11
Name
Date
Interpretation
•
Cause and Effect
One event usually causes another event to happen. The first is the cause; the second is the effect. Read the following event: Griff dropped his pencil on his cat, Quirky. Surprised, Quirky jumped. Cause: Griff dropped his pencil on his cat. Effect: The cat jumped. Directions: For each sentence below, write the cause and the effect. Matt did not care if he was late for history class because he did not like the class. Cause: Effect: Sue was worried about Matt because he did not come on time. Cause: Effect: Matt wanted to know if he was the starting pitcher, so he went to talk with Coach Karr. Cause: Effect: Because Matt was late for history class again, he had to stay after school for 30 minutes. Cause: Effect: Matt was late, and he missed the bus to the game. Cause: Effect:
12
The Carter High Chronicles—Too Late
©2004 Saddleback Educational Publishing
Name
Reflection
Date
•
Can You Relate?
When you relate to someone, you feel that you have something in common with him or her. Directions: Think about the story, Too Late. Then write how each event or description from the story is like or unlike your own experience. • Matt is late too often. • Matt didn’t think that Sue would really stop dating him.
• Some teachers start class right on time.
• Matt worked very hard so that he could be the starting pitcher.
• The rules are posted. • Matt said that the coach needed to see him, when actually he just wanted to see the coach. • Finally, Matt stopped making excuses for his lateness.
• Matt thought that baseball practice was more important than history class.
The Carter High Chronicles—Too Late
©2004 Saddleback Educational Publishing
13
Name
Date
Critical Response
•
Be a Critic
Critics read a book to decide how good it is. Then, they write a review telling if they think others should read it and why. Good critics support their opinions with facts from the book. Directions: Write a review of Too Late. Begin your review with a short statement naming the book and its author. Then share your opinions about it. End by telling if you would recommend the book and whom you think would or would not enjoy it.
14
The Carter High Chronicles—Too Late
©2004 Saddleback Educational Publishing
Answer Key p. 5 The –er Suffix locker – something that locks teacher – someone who teaches smarter – more smart madder – more mad pitcher – someone who pitches harder – more hard speaker – someone who speaks later – more late p. 5 Group –er Words One That Does: runner, locker, teacher, pitcher, speaker. Sample responses: spinner, jumper, catcher, singer More: steeper, smarter, madder, harder, later. Sample responses: quicker, higher, stronger, redder p. 6 Antonyms early – late; bad – good; win – lose; loud – quiet; throw – catch; learn – teach; unsure – certain; come – leave p. 6 Synonyms late, tardy, lagging. Sample responses: behind, slower, belated race, rush, quicken. Sample responses: hurry, speed, scurry finish, end, complete. Sample responses: final, stop, settle happy, pleased, joyful. Sample responses: glad, gleeful, cheerful say, tell, declare. Sample responses: speak, express, talk p. 7 Word Scramble already, whistle, starting, pleased, coach, science p. 7 Sentences Sentences will vary. p. 8 Compound Words homework, stopwatch, hallway, girlfriend, overtime, baseball p. 8 Crossword Puzzle Across: 3. homework 4. hallway 5. overtime Down: 1. stopwatch 2. girlfriend
The Carter High Chronicles—Too Late
p. 9 Summary Chart Chapter 1: Matt went out of his way to ask Sue out. Then he was late for history class. Chapter 2: Troy warned Matt not to be late for history class again. Chapter 3: Matt was late for his date with Sue. Chapter 4: Matt was late to history class again because he wanted to find out if he was the starting pitcher. Chapter 5: Coach Karr did not give Matt a late pass. Chapter 6: Because Matt was late again, Sue broke up with Matt. Chapter 7: Matt stayed after school for being late. The coach asked Matt to be the starting pitcher. Chapter 8: Matt missed the bus—and the game— because he was late. He decided to stop being late. p. 10 Fact or Opinion? 1. O, 2. F, 3. F, 4. O, 5. O, 6. F, 7. F, 8. O, 9. O, 10. F, 11. O, 12. O p. 10 Your Turn Answers will vary. p. 11 Support Your Argument Answers will vary. p. 12 Cause and Effect Cause: Matt did not like history class. Effect: Matt did not care that he was late for class. Cause: Matt did not arrive on time. Effect: Sue was worried about him. Cause: Matt wanted to know if he was the starting pitcher. Effect: Matt went to talk with Coach Karr. Cause: Matt was late for history class again. Effect: Matt had to stay after school for 30 minutes. Cause: Matt was late. Effect: Matt missed the bus. p. 13 Can You Relate? Responses will vary. p. 14 Be a Critic Reviews 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.
