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Learning Activities for Vocabulary

Initial UnderstandingDeveloping Interpretation

Personal Reflection and Response Demonstrating a Critical Stance

Table of Contents To the Teacher .......................................................................... 3Reading Strategies ...................................................................... 4

VocabularyThe –er Suffix ............................................................................ 5Multiple-Meaning Words ........................................................... 6

Initial UnderstandingSequence ................................................................................... 7Summarizing .............................................................................. 8

InterpretationComparison and Contrast .......................................................... 9Fact or Opinion? ...................................................................... 10

ReflectionFacing the Future ..................................................................... 11Shaping the Future ................................................................... 12

Critical ResponseBe a Critic ................................................................................ 13

Answer Key .............................................................................. 14

SADDLEBACK EDUCATIONAL PUBLISHINGwww.sdlback.com

Copyright © 2013 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

Pages labeled © Saddleback Educational Publishing are intended for reproduction. Saddleback Educational Publishing grants to individual purchasers of this book the right to make sufficient copies of reproducible pages for use by all students of a single teacher. This permission is limited to an individual teacher, and does not apply to entire schools or school systems.

ISBN-13: 978-1-62250-777-1ISBN-10: 1-62250-777-0eBook: 978-1-61247-992-7

Printed in the United States of America17 16 15 14 13 1 2 3 4 5

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To the TeacherDistrict 13

In each book of the District 13 series, the main character has to make a choice. Using sports as a backdrop, the characters confront significant issues, such as, coming of age, dating, fitting in, friendship, drugs, self-esteem, and school.

Organization

Note that the books are not sequential, and they may be presented in any order. This teacher resource guide provides ideas and reproducible worksheets to support the concepts introduced in the books. It also provides support for students’ reading skills. The answer key at the end of this guide provides direct concept instruction ideas for teachers in addition to the answers.

Different Ways to Present the Student Readers

Reading the books together as a whole class might be helpful for lower-functioning students and English language learners. Students who are more able should be encouraged to read the book on their own, after reading one or two chapters as a class. If your students are already familiar with the setting and characters within the District 13 series, you might have them use their prior knowledge as a jumping off point to a class discussion.

Although many of the activities are designed for use after reading the student readers, some activities are best completed before students read. A few activities may be used during the reading. All of the activities in the teacher resource guide are designed for a variety of teaching styles and student proficiency levels. You can distribute all of the activities at once, or pick and choose the skills you want to reinforce.

How to Build Connections

Each student reader gives students more insight into the choices teens have to make. Since common themes, such as teen pressure, appear across the stories, you may wish to have students create cause and effect charts, concept webs, or Venn diagrams, and have your students add to them as you read the series together.

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Reading Strategies

The activities in this teacher resource guide focus on giving lower-level readers the tools to construct, extend, and examine the meaning of the text they read. 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 texts, such as sequence of events or main ideas. Without initial understanding, no reader would be able to comprehend the text on a more complex level.

Interpretation

Interpreting a text goes beyond the initial impression to develop a more complete understandingof what was read. The reader must distinguish between and compare separate concepts in a textto extend its meaning. Examples of interpreting skills include differentiating facts from opinions,making comparisons, summarizing, and identifying cause and effect relationships.

Reflection

Personal reflection requires students to relate the choices featured in each student reader to their own choices in life. As students connect their own experiences with what they read, the information becomes clearer. Having internalized ideas, students can more easily express their responses.

Critical Response

Critically responding to text 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 author’s purpose, and critiquing the text in terms of whether it achieved both of these needs.

District 13—A Second Shot © Saddleback Educational Publishing 5

Name ___________________________________________ Date _____________________

Vocabulary • 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 itmeans “someone who…” or “something that…” For example, the –er in pitcher means “someone who pitches.”

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, slower means “more slow.”

Define –er Words

Directions: Write a definition for each word below. Hint: Ask yourself if the wordpart before –er is a verb or an adjective.

player – someone who plays angrier – more angry higher – winner – nicer – louder – runner – locker – catcher – later –

Group –er Words

Directions: Write each of the above words under the correct heading. Then add other–er words that you know.

One Who Does More player angrier

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Name ___________________________________________ Date _____________________

Vocabulary • Multiple-Meaning Words

Words can have more than one meaning. Read this sentence from A Second Shot:

It was Mr. Adams, the basketball coach.

Coach can be both a noun and a verb. Each word part has its own meaning: • noun: a person who trains an athlete or a team

• verb: to act as a coach Nouns and Verbs

Directions: Read each sentence. Choose the best meaning of the bold word in each sentence.

1. He could walk by himself.

A. noun: an act or instance of going on foot B. verb: to travel on foot

2. Wallace’s shot missed the rim by an inch.

A. noun: an attempt to hit a target B. verb: to send forth

3. Wallace and Deron left the store laughing.

A. noun: a turn toward the left B. verb: to go out of or away from

4. “How ’bout we beat down the competition first?” Wallace said.

A. noun: a stroke or blow B. verb: to defeat, as in a competition

5. He has a record too.

A. noun: a documented history B. verb: to set down in writing

Swap the Word Part

Directions: Choose two of the multiple-meaning words. Write two sentences for each, one using the word as a noun and the other using it as a verb.

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Initial Understanding • Sequence

The order in which events happen in a story is called the sequence. Authors often use “state of being” and “action” phrases to describe the sequence of events. Sometimes two events can happen at the same time, or simultaneously. State of Being and Action Phrases (order of steps)

Directions: Read the paragraph from A Second Shot. Then complete the chart to show the sequence of the basketball play between Wallace and Deron. Part of the chart has been completed for you. It was his ball. Quickly, Wallace dodged around Deron. Then he took the ball to the rim for a layup. Deron missed the block. The ball went in. Wallace dropped his hands to his knees. He was panting. He was also still losing.

First… Next…

Wallace took the ball to the rim, and Deron missed the block.

Then… Finally…

Timeline

You can use state of being and action phrases to create a timeline showing a sequence of events.

Directions: Complete a timeline about playing a favorite game. Write a sequence of events using the four boxes. Make sure that at least one box contains two events that occurred simultaneously. When you are finished, write out the sequence of events on the lines below using state of being and action phrases in your sentences.

First… Next… Then… Finally…

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Name ___________________________________________ Date _____________________

Initial Understanding • Summarizing

When you list the main points of a text in your own words, you are summarizing. Summaries are always shorter than the original text. Summarize the Main Ideas

Directions: Read the paragraph from A Second Shot. Then list the main ideas. Wallace was worried. This was nothing like his old school. He wasn’t giving up basketball. Not for bullies. Not for anyone. He messed up at his old school. This was his last shot. He’d just have to watch his back.

Main Ideas1.

2.

3.

Directions: Now use the main ideas to write a short summary in two or three sentences.

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Chapter Closer

As you finish reading each of the first nine chapters of A Second Shot, take time to summarize what you have read in that chapter.

Directions: Complete the closer about Chapter 10 of A Second Shot when you finish reading it.

In Chapter 10 the main idea was _____________________________________________.

This is important because __________________________________________________

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I learned that ___________________________________________________________.

District 13—A Second Shot © Saddleback Educational Publishing 9

Name ___________________________________________ Date _____________________

Interpretation • Comparison and Contrast

Motive

As readers, examining motive can help us connect to the themes, or principle ideas, found in a text. Read the sentences from Chapter 7 of A Second Shot. Then they heard the sirens. The police were very close. Wallace was stunned. He just stood there. Deron panicked. “I can’t. I can’t get caught with this.” He stuffed the shoes and pot into the bag. He tossed the bag to Wallace. He got in his car. “I’m sorry, bro. This is my future.” Then he drove off.

Directions: In Chapter 9 of A Second Shot, Deron arrives at the police station to “own up.” Re-read Chapter 9. Using the paragraph above and your reading of Chapter 9, write a short summary comparing and contrasting Deron’s motives in each instance. Then identify two themes that helped you connect as a reader.

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Name ___________________________________________ Date _____________________

Interpretation • Fact or Opinion?

An opinion is a statement of someone’s feelings or beliefs about an issue. An opinion is not a fact. Read these sentences from A Second Shot: Miles stood at the bus stop. He grinned at Wallace. He thought he was so smart.

A fact is a statement that can be proven. Read the sentences again from A Second Shot:

Miles stood at the bus stop. He grinned at Wallace. He thought he was so smart.

Telling the Difference

Directions: Read these sentences from the story. On the lines, write F for fact or O for opinion.

______ 1. “His name is Deron Ford.”

______ 2. Tasha giggled.

______ 3. She was even prettier when she smiled.

______ 4. “Deron is this year’s LeBron.”

______ 5. None were as pretty as Tasha.

______ 6. “He averages 30 points and six assists.”

______ 7. He was covered in sweat.

______ 8. Deron was six feet ten inches tall.

______ 9. “I’ve forgotten more hot stuff than you’ll ever see.”

______ 10. “They are bad news.”

______ 11. Practice had run late.

______ 12. He didn’t seem to think Wallace was guilty.

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Name ___________________________________________ Date _____________________

Reflection • Facing the Future

In A Second Shot, Wallace faces serious consequences that will affect his future if he chooses to remain silent in order to protect Deron. No one can predict the future, but everyone has some degree of influence over the way events might turn out. What Can Wallace Influence?

Directions: Re-read Chapter 8. Review the numbered list of things you think Wallace can and can’t influence regarding his future. Then place the numbers into the correct circle. Don’t be surprised if you find more events in one circle than the other. When you have completed the circles, write a short summary of what you think Wallace should do and why.

Wallace should ... because ...

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1. going to juvie 5. going to trial

2. what happens to Deron 6. what Emmitt and Jordan will do

3. what his mom and stepdad will do 7. his own future

4. what Officer Baker thinks 8. what Deron will do

Wallace Can Influence Wallace Can’t Influence

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Name ___________________________________________ Date _____________________

Reflection • Shaping the Future

The decisions we make shape our future in ways we might or might not realize at the time. There are times when we make decisions based on what we believe other people might think of us. There are also times when we make decisions because of how we think other people might react. What we think we should do and what we know we should do can create feelings of conflict. As a result, we are uncertain about what to do. This places us in what is known as a “dilemma.”

Shaping Your Future

Directions: Think about some times when making a decision was difficult because you were concerned about the possible consequences. Complete your own graphic organizer. Then write a short summary about what you have learned and how you can use this to help shape your future.

The Situation Possible Result(s)

1. _____________________________________

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4. _____________________________________

1. _____________________________________

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3. _____________________________________

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I learned that …

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Critical Response • Be a Critic

Book critics read a book to decide how good it is. Then they write a review telling if they think others should read the book and why. Good critics support their opinions with facts, either from the book, or from their experience.

Book Review

Directions: Write a book review of A Second Shot. Begin your review with a shortstatement naming the book and its author. Then tell us what you think of the book.End by telling whether you would or would not recommend the book to friends andfamily and why.

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Vocabulary • The –er SuffixTo the TeacherPoint out that adding –er to a verb changes it to a noun—a person, place, thing, or idea. Point out that adding –er to an adjective not only shows quantity, as in “more,” but still answers the “what” question and often compares things: “The catcher is nicer than the runner.”Define –er words:higher – more highnicer – more nicerunner – someone who runscatcher – someone who catcheswinner – someone who winslouder – more loudlocker – something that lockslater – more lateGroup –er Words:One Who Does: player, runner, catcher, winner, locker. Sample responses: rider, jumper, pitcher, mover.More: higher, nicer, angrier, louder, later. Sample responses: quicker, bluer, stronger, lazier.

Vocabulary • Multiple-Meaning WordsTo the TeacherExplain that students can identify whether thebold word is a noun or a verb in two ways: First, look at its position in the sentence. Nouns often come at the beginning and ending of a sentence. Verbs come in the middle of a sentence. The second way is by the adjectives and adverbs around it: Adjectives often end in –y, –er, or –est, while adverbs mostly end in –ly. Adjectives describe nouns and adverbs describe verbs.Nouns and Verbs:1. B2. A3. B4. B5. ASwap the Word Part: Answers will vary, butstudents should change each noun to a verb and vice-versa, then use each word in a sentence.

Initial Understanding • SequenceTo the TeacherHave students focus on state of being and action phrases such as it was, Wallace dodged, took the ball, went in, and was panting when completing the sequence chart. Remind students about state of being and action, and how these can be used to order sequence. Explain that the sequence chart shows the order of the Wallace’s actions as described in the sentences. State of Being and Action Phrases (order of steps): First—Wallace dodged Deron; Next—Wallace took the ball to the rim, and Deron missed the block; Then—the ball went in; Finally—Wallace dropped his hands to his knees and was panting.Timeline: Answers will vary, but at least one box should contain two events. Sentences should show the correct use of state of being and action phrases to illustrate simultaneous events.

Initial Understanding • SummarizingTo the TeacherPoint out to students that sentences six and seven can be stated as a single statement about cause and effect. Point out that the main idea chart has three points, and that students’ summaries should be no more than three sentences long.Summarize the Main Ideas:1. Wallace was worried.2. He wasn’t giving up basketball.3. This was his last chance.Summary: Two sentence example: Wallace was worried, but he wasn’t giving up basketball. He’d messed up at his last school, and this was his last chance.Chapter Closer: Answers will vary, but students should generally identify the main idea as “doing the right thing creates positive results.” Students should then explain why this is important, and state what they learned.

Answer Key

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Interpretation • Comparison and ContrastTo the TeacherLead students in a discussion about motive: what it is and how it can be used to define or develop a character. Point out that motive can be used to advance the plot of a literary text. Remind students that by examining motive, readers develop a deeper understanding of the text and can connect to the main themes and big ideas contained in a story. If time allows, engage students in a discussion about literary themes and big ideas.Motive: Answers will vary, but should focus on Deron’s concern that speaking out or owning up will have serious consequences that could jeopardize his future. Themes that student answers identify may vary, but should center around friendship, justice or injustice, and right action.

Interpretation • Fact or Opinion?To the TeacherPoint out that opinions often use emotive language and express emotion to make them sound more believable. Facts often use plain language.Telling the Difference:1. F 2. F3. O4. O5. O6. F7. F8. F9. O10. O11. F12. O

Reflection • Facing the FutureTo the TeacherLead students in a discussion about the past, the present, and the future. Prompt students to examine how events in their past affect their lives in the present, and how their actions in the present might have an impact on events or opportunities in their future.What Can Wallace Influence? (Note: student answers will vary according to their personal opinions, but should generally align with the following): Wallace can influence: 1, 2, 4, 5, 7Wallace can’t influence: 3, 6, 8Wallace should … because ... : Students’ summaries will vary, but should show a clear link between whether the student believes Wallace should remain silent or speak on his own behalf and why. This is also an opportunity to engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) under the SL Standards.

Reflection • Shaping the FutureTo the TeacherExplain to students that they will now reflect upon situations where they faced a dilemma. Discuss the meaning of “dilemma.”Shaping Your Future: Student summaries will vary, but should identify two or more situations where the student found a decision difficult to make because they were worried about what other people might think or do. Student answers should state what they have learned from these situations and how they can apply that knowledge in their life today.

Critical Response • Be a CriticTo the TeacherDisplay and read book reviews with the class as a way of introducing this genre. Be sure to point out each of the parts of a book review: title and author, reviewer’s opinion of the book, recommendation to read/not read the book.Book Review: Students’ answers will vary, but they should list the title and author, their opinion of the book, and their recommendation to read or not read the book.

Before the SnapDerrick was a bag of nerves the next day. He kept dropping passes at practice. Amber Linn’s news really rattled him. Needless to say, Colton was thrilled. “What’s the matter, Big D? Can’t hold onto the ball today?”

Down and OutTerrance thought about football. He was sore from practice. That was good. Coach Fisher said his blocks were better. He’d get to play in the game! Coach was right about football. You’ve got to have something to work for. It makes you work for everything.

Fighting the Legend No one ever caught Ty in the open. Ty jogged back to the huddle. His teammates slapped his back. Ty was their star running back. But he hadn’t been running well lately. At the snap, Ty broke right again. But he tripped and fell. The ball bounced away.

The HandoffAll Xavier heard was two laps. He just started running. He ran the first two laps as fast as he could. He passed everyone! But by the second lap, he was winded. It was hard to breathe. He had no energy. Everyone passed him.

Hit Just RightThe pitching machine hurled the first pitch. It was just like at the cages! Carlos was comfortable. He lifted his left leg slightly. Then he turned his hips to the ball. He swung the bat. Crack!

Line Up Jamal ran around the hurdles. Daniel wanted to jump them. Hurdles are smaller than trash cans. He cleared one. Then another. Then another. Line up. Jump. Clear. Just like basketball. But easier. Jamal won. But it was okay.

No Easy RaceCentral Avenue was close now. Victor knew he had to dig in. There was a place deep inside him. It’s where his speed came from. He didn’t understand it. But he trusted it. He finished one-step ahead of Marcos.

A Second ShotWallace was worried. This was nothing like at his old school. He wasn’t giving up basketball. Not for bullies. Not for anyone. He messed up at his old school. This was his last shot. He’d just have to watch his back.

Taking ControlThey all walked to the court. Uncle Robert passed the ball to Patrice. She stepped toward the baseline. She looked so natural. She shot the ball. Nothing but net. Akil’s jaw dropped. “Can you do that again?” The answer was yes.

Wings Angel never forgot a batter’s swing. Angel watched the pitch. Crack! The ball flew into the night sky. Angel called it right away. “I’ve got it,” he thought. He felt connected to it. He had a way of judging fly balls. Coach Benson said he “had the gift.”

District 13

ISBN-13: 978-1-62250-777-1ISBN-10: 1-62250-777-0