TEACHER RESOURCE GUIDE
Back-Up Quarterback 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 Compound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Compound Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Action Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Follow the Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Word Sounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 What’s the Rule? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Multiple Meaning Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Initial Understanding Fact or Opinion? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Your Turn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Prediction Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Interpretation What If . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Pros and Cons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Character Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Reflection Personal Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .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 1-56254-676-7 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.
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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.
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Vocabulary
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Compound Words
What do these words have in common? nobody
keyboard
notebook
They are compound words. Compound words are formed by two words combined. When used together, they have a different meaning than when they stand alone. Directions: Form compound words by pairing words from the lists below. Write at least 12 compound words on the lines. up week foot quarter mother side one
back school ball grand down some touch
yard end mixed high thing any out
Compound Forms Not all compound words are alike. Some are formed by putting two words together with no space between them, such as touchdown. Others connect the words with a hyphen, such as back-up. A few compound words are open, such as end zone. Directions: Use a dictionary to check that you formed each compound word correctly. Rewrite any words that were not written correctly.
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Action Words
Words that show action are called verbs. Action can take place in the past, present, or future. We change verbs to show past action in different ways. I pass the football. I tackle the lineman.
I passed the football. I tackled the lineman.
Pass and tackle are regular verbs. Form the past tense by adding -ed. Just add a -d if the verb ends in e. I carry the football. I hop into the end zone.
I carried the football I hopped into the end zone.
Carry and hop are regular verbs. To form the past, change y to i before adding -ed. If the word ends in a vowel + a consonant, double the consonant before adding -ed. I run with the football.
I ran with the football.
Run is an irregular verb. The past tense is formed in a different way for each irregular verb. Directions: Sort these words into two groups based on how the past is formed. Write the past tense of each word under the correct heading. answer ask
do stop
Regular Verbs
hope hurry
lie run
say surprise
trot try
go date
Irregular Verbs
Follow the Rules Directions: Look at the list of regular verbs above. If you needed to change the ending before you add -ed, circle the verb. Add some verbs from the book to each list. 6
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Word Sounds
Listen to the c sound in these words. Do you notice anything unusual? chip
cap
city
The c stands for a different sound in each word. The letter c can stand for several different sounds. The soft c in celery and city sounds like s. The hard c in cake and cap sounds like k. The letter pair ck, as in dock, also sounds like k. And ch and tch in champ and catch make their own sound. Directions: Read aloud the c-words in the word box. Sort the words into groups, then label each group. Words with more than one c may be sorted into more than one group. Add more c-words to each group. practice coach back
chapter could each
pick office quickly
nice excited exercises
matching care because
face coming welcome
second patch choose
What’s the Rule? Directions: Choose a group that you labeled above. Write a rule to tell how to say the c sound in each word.
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Multiple Meaning Words
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English words can be confusing! Read this sentence: Look at the football fan fan himself with his fan. The word fan appears three times. Each time it means something different. Many words have more than one meaning. A word can be a noun in one sentence and a verb or adjective in another. For example: Bend is a noun in this sentence: The bus came to a bend in the road.
Bend is a verb in this sentence: Curved roads bend around the mountain.
Directions: Read each sentence. Choose the best meaning of the bold word in the sentence. 1. Kirk looked very surprised. A. verb - found suddenly
B. adjective - startled
2. Dan said, "I hear the phone. I’ll be back in a few minutes." A. adverb – to a former location
B. noun – opposite of front
3. Dan worked very hard the first week of practice. A. verb – to work at
B. noun – a time for doing drills
4. The boys threw more passes to each other. A. verb – tosses a ball to a teammate
B. noun – throws
5. It was not fair that a new guy might get the job. A. adjective – lawful, just
B. noun – a carnival
6. Dan said, "I worked hard last year. And in spring practice." A. noun – the season between winter and summer
B. verb – to leap
7. Coach Grant has a letter from Dan’s former coach. A. noun – a note
B. verb – to write
8. Clay doesn’t know all of our plays. A. verb – takes part in a game 8
B. noun – game moves
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Fact or Opinion?
Telling the difference between facts and opinions can be hard. An opinion is a statement of someone’s feelings or beliefs. Opinion: I think the Browns should win the game. A fact is a statement that can be proven. Fact: Many people from Cleveland think the Browns should win. Directions: Read these sentences from the story. On the lines, write F for fact and O for opinion. 1. It was not fair that a new guy might get the job. 2. It is too much work to be the back-up. 3. Clay doesn’t know all of our plays. 4. You have always done your best for the team. 5. Dan knew he was doing the right thing. 6. I don’t want to help him. 7. But practice ended too quickly. 8. The coach did not look pleased. 9. Dan’s friends did not like that Clay was going out for quarterback. 10. This is no fun. 11. All the boys thought Dan would be quarterback. 12. Dan was glad Kirk helped with the team.
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:
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Prediction Guide
A prediction is a guess about the future based on what we know at the time. Directions: Make predictions as you read the book Back-Up Quarterback. Before Reading the Book Look at the cover of the book and the pictures inside. Write a sentence or two telling what you think the book will be about.
During Reading Before reading each chapter listed below, write a phrase or sentence to predict what will happen. Then, after reading the chapter, write a sentence telling what actually happened. Chapter 1 Did Coach Grant call to tell Dan he would be the quarterback? Before Reading After Reading Chapter 3 Will Dan quit the team? Before Reading After Reading Chapter 5 What will happen between Clay and Dan? Before Reading After Reading Chapter 7 What position will Dan play? Before Reading After Reading After Reading the Book Write a sentence or two telling what the book was really about.
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What If . . .
What if one of your false predictions had actually turned out to be true? How would the story have changed? Directions: Choose one of your predictions on page 10 that did NOT happen in the story. Write about what might have changed in the story if your prediction had come true. Or, write a new ending for the story.
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Pros and Cons
Dan may find that there are both pros (advantages) and cons (disadvantages) to becoming the team’s running back. Directions: List the pros and cons of Dan making starting running back on his team. Use your opinions as well as clues from the story. Pros
Cons
Character Web What kind of person is Dan? Think of all the clues about him in the story. Directions: Label this circle “Dan.” Draw lines from the circle. Write words or phrases telling about Dan’s personality, challenges, feelings, and dreams.
help ful
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Reflection
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Personal Response
Think about what Dan went through in the story, Back-Up Quarterback. Directions: Choose a question below that interests you. Underline it. Then write a few sentences in response. Continue on another sheet of paper if you need more space. • How would you feel if you were asked to help Clay? Would you have helped him? • Why do you think it was so important to Dan to be quarterback? • Would you quit an activity if you could not be the star? If so, would you join another club, team, or activity instead? If not, how would you treat the star? • How would you help a friend who was disappointed? • How would you want someone to treat you if you were disappointed? • How would you tell a friend that someone else was better at an activity your friend really enjoyed? Write a script to show how the conversation might go. • How do you think Dan will remember the experience of not making quarterback in a year? What about in five years?
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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 Back-Up Quarterback. Begin your review with a short statement naming the book and its author. Then tell your opinions about it. End by telling if you would recommend the book and whom you think would or would not enjoy it.
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The Carter High Chronicles—Back-Up Quarterback
©2004 Saddleback Educational Publishing
Answer Key p. 5 Compound Words quarterback, back-up, mixed-up, backyard, school yard, high school, weekend, football, grandmother, someone, anyone, anything, outside, something, touchdown, upside, high-end p. 5 Compound Forms Check to make sure that all words are in the correct form (see above). p. 6 Action Words Regular Verbs add –d: lied, surprised, hoped, dated add –ed: asked, answered change i to y, then add –ed: hurried, tried double the last letter, then add –ed: stopped, trotted Irregular Verbs ran, did, said, went p. 6 Follow the Rules Answers will vary.
10. O, 11. O, 12. F p. 9 Your Turn Answers will vary. p. 10 Prediction Guide Answers will vary. p. 11 What If… Stories will vary. p. 12 Pros and Cons Pros may include that at least Dan got to be on the starting team, that he could still be the backup quarterback, and that he may not feel as much pressure in that position. Cons may include that he would not get as much attention, that he’d be embarrassed that he didn’t get the position he expected to, and that he would feel envious of Clay. p. 12 Character Web Character webs will vary.
p. 7 Word Sounds soft c: practice, office, nice, excited, exercises, face hard c: could, care, because, coming, welcome, practice, coach, second; ck pair: back, pick, quickly, ch or tch: coach, chapter, each, matching, patch, choose
p. 13 Personal Response Responses will vary. p. 14 Be a Critic Reviews will vary.
p. 7 What’s the Rule? If a c is followed by an e or i, it makes a soft sound. If a c is followed by an o, a, or a k, it makes a hard sound. If a c is followed by an h, it makes a /ch/ sound. p. 8 Multiple Meaning Words 1. B, 2. A, 3. B, 4. B, 5. A, 6. A, 7. A, 8. B p. 9 Fact or Opinion? 1. O, 2. O 3. F, 4. O, 5. F, 6. F, 7. O, 8. F, 9. F,
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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.
