174
Cold Read WPM: Track Baseline
Hot Read WPM: Aim for +15% WPM
1. Why is Maya feeling distant from Julian?
VD3 | KEY
a He joined the track team and wears a varsity jacket. b They moved to completely different schools. c He ignores her to sit with his new circle of teammates.
TEACHER ANNOTATED EDITION — FOR INSTRUCTIONAL USE ONLY ANSWER KEY FILLED
Tethered Threads (Teacher)
TEACHER GUIDE & KEY
VD4 | VOCAB (5 min): Repeat: estranged! All read aloud: in the text and definition. Think about it, can people become estranged without a fight? (T&T) Repeat protocol for amicable.
| Word | In the text | Definition | Think about it... |
|---|---|---|---|
| estranged | "Now, they seemed estranged, caught in separate orbits." | No longer close or affectionate to someone; alienated. | Yes, distance or busyness can fade relations without arguments. |
| amicable | "Julian would only offer a quick, amicable nod..." | Characterized by friendly goodwill; peaceable; cooperative. | No, it can be a polite mask hiding true distance. |
VD5 | MORPHOLOGY (5 min): Teacher reviews the morphology list then students independently read each word and peel off the root by circling/identifying it.
Directions: Circle the Latin or Greek roots (e.g., path, syn, cred, tract, vol, chron) in the words below.
nonconformist
symphonic
chronological
incredible
extraction
benevolent
synchronize
interactive
VD6 | DECODING (5 min): We know you know all the steps to break down words. Let’s simplify it—if we figure out what the word is, that is the goal.
1. divide out morphemes.
2. separate syllables so each one has a vowel sound and makes sense—be flexible with where you divide until it sounds right.
(In debrief, check that kids can read the words, don’t focus on divisions.)
1. un / syn / chron / ized
2. in / cred / u / li / ty
3. ex / trac / tion
4. be / nev / o / lence
5. a / pa / thet / ic
6. bi / o / de / grad / a / ble
7. in / ter / de / pend / ence
Page 2
TEACHER ANNOTATED EDITION — FOR INSTRUCTIONAL USE ONLY ANSWER KEY FILLED
Tethered Threads (Teacher)
TEACHER GUIDE & KEY
VD7 | ENCODING (3 min): 1. Repeat: synchronize. Spell: syn. Spell: chron. Spell: ize.
2. Repeat: benevolent. Spell: be. Spell: nev. Spell: o. Spell: lent.
1. synchronize
2. benevolent
VD8 | PARTNER ROUND 1 (3 min): This is the same text from yesterday’s Cold and Hot read because repeated practice makes our reading even stronger.
Partner 1 reads their section to Partner 2, then it is partner 2’s turn. Read clearly and loud enough. Partners respectfully give feedback if stuck.
Partner 1:
Maya remembered the day Julian changed. It was sophomore year when he joined the track team. Suddenly, his afternoons were filled with practice, and his weekends were spent at distant meets. Maya was left with her sketchbooks and the quiet hum of her own thoughts. She tried to be happy for him, but the distance between them grew like an unbridgeable chasm, leaving her feeling left behind.
Partner 2:
Julian felt the pressure mounting daily. He had to maintain his track scholarship path while keeping up his grades. He missed his easy, laughing conversations with Maya, but every time he tried to reach out, he felt an awkwardness he couldn't explain. He saw her sketching by the old oak tree and wanted to sit down, but his new teammates were calling him over to the lockers.
1. Why did the distance grow between Maya and Julian?
The distance grew because Julian joined the track team and got busy
VD9 | PARTNER ROUND 2: Now let’s do a partner read to launch today’s independent read. Read your section/listen to your partner’s section. Read so the other can hear and ask for help when stuck.
Partner 1:
One rainy Friday afternoon, Maya dropped her large portfolio in the crowded hallway. Papers scattered like autumn leaves under the stampede of rushing students. Nobody stopped. She felt a wave of intense humiliation, her private sketches exposed to indifferent stares. Then, a hand reached down and grabbed a charcoal drawing of their favorite childhood attic space.
Partner 2:
It was Julian. He didn't say a word, just knelt down in the middle of the hallway and carefully gathered the sheets. The track team was waiting near the main exit, shouting for him to hurry up, but he ignored them. He handed the papers back to her, his eyes carrying a quiet apology that words had failed to deliver for months.
2. What did Julian do when Maya dropped her portfolio?
Julian knelt down and carefully picked up and gathered the sheets
(flip the page) Page 3 (Teacher Edition)
TEACHER ANNOTATED EDITION — FOR INSTRUCTIONAL USE ONLY ANSWER KEY FILLED
Tethered Threads (Teacher)
TEACHER GUIDE & KEY
VD10 | IND INDEPENDENT (15 min): We’ll put all our practice into work now by reading independently in our heads. As you get to a question, answer it. (It is critical teachers silently monitor rather than narrating or explaining text whole group.)
“Thanks,” Maya muttered, her voice barely audible over the loud locker doors slamming around them. Julian smiled, that familiar, lopsided grin that she hadn't seen in nearly a year. “These drawings are amazing, Maya,” he said, pointing to the sketch of the attic. “You still have the details perfect. I miss that old place.” She felt a sudden lump in her throat, unable to speak.
The track captain yelled from the end of the hall, “Hey, Julian! Coach is starting the meeting!” Julian looked toward the doors, then back at Maya. “Go,” she said gently, swallowing her sadness. “Don't be late.” He hesitated, then stood up. “I'll talk to you later, okay?” he promised. Maya watched him jog away, wondering if 'later' was just another empty word people said to be polite.
But that evening, her phone buzzed with a text message from Julian: Stoop in ten? Maya walked down to her front porch, wrapping her thick knit cardigan tight against the autumn chill. Exactly ten minutes later, Julian jogged up, holding two warm cups of hot cocoa. He sat on the wooden stoop and handed her one.
“I'm sorry,” he said simply. “I got caught up in trying to fit in. I missed my best friend.” Maya took a slow sip, the warmth spreading through her. “I missed you too,” she said. They sat in the comfortable silence of old friends. The thread between them had stretched, but it hadn't broken.
1. What did Julian bring to Maya's porch?
VD13 KEY
He brought two cups of hot cocoa / chocolate
2. What does Maya realize about their friendship?
VD12/14 KEY
She realizes that the thread between them had stretched, but it hadn't broken / snapped
Page 4 (Teacher Edition)
Directions: Circle the prefixes (e.g., non, re, un, mis, super, de, inter, mid) in the words below.
nonstop
retake
unfold
misplay
superstar
defend
interlock
midseason
1. d e f e n s i v e
2. r e a l l o c a t e
3. m o m e n t u m
4. m i d s e a s o n
5. i n t e r l o c k
6. n o n f u n c t i o n a l
Page 2
Gridiron Glory
STUDENT PACKET
Partner 1:
Marcus stood in the huddle, his heart pounding. The coach had called a play they had only practiced twice. It was a screen pass to their speediest running back, Leo. Marcus had to fake a handoff to the fullback first, then turn and flip the ball quickly. He looked at Leo, who nodded back confidently.
Partner 2:
Leo was nervous too, but he kept his focus. He knew the offensive line had to block their defenders just long enough for Marcus to get the pass off. If the defense got through too quickly, the play would fail, and they would lose their chance to win the game, ending their playoff hopes.
1. What play did the coach call in the huddle?
The coach called a play they had only practiced
Partner 1:
“Blue forty-two! Blue forty-two! Hut, hut, hike!” Marcus yelled. The ball snapped into his hands. He took three quick steps back, faked the handoff, and saw a huge defender rushing right toward him. He stayed calm, leaped slightly, and tossed the ball over the defender's outstretched arms.
Partner 2:
Leo caught the ball in stride. He saw an opening on the left side of the field and accelerated. His teammates laid down two key blocks, clearing his path. He raced past the twenty-yard line, the ten-yard line, and dived into the end zone for a touchdown, making the crowd go wild.
2. Where did Leo dive with the ball?
Leo dived into the
(flip the page) Page 3
Gridiron Glory
STUDENT PACKET
The crowd erupted in cheers as the referee raised his arms to signal a touchdown. Marcus ran down the field, shouting with joy, and threw his arms around Leo. They had done it. They had tied the game with only seconds left on the clock. But the game wasn't won yet. They still needed to kick the extra point to take the lead.
Marcus was the holder for the kick, and the pressure was back on his shoulders. He looked up at the yellow posts, taking a deep breath to steady his shaking hands. Marcus knelt on the turf, marking the spot where the ball would go. He looked at the kicker, Sam, who was wiping sweat from his forehead. “Just like practice,” Marcus whispered, offering a reassuring nod.
The ball snapped. It was a high, wobbly snap, but Marcus reached up, caught it cleanly, and pinned it to the turf with the laces facing away. Sam kicked it. The ball sailed high and true, splitting the yellow uprights as the final buzzer sounded.
The stadium exploded as teammates rushed the field, lifting Marcus and Leo onto their shoulders. Marcus smiled, holding the game ball tight. He had proved he belonged on the gridiron.
1. Who was the kicker?
The kicker was
2. What did Marcus hold tight at the end?
He held the game
Page 4
1. Why is Marcus playing in today's game?
VD3 | KEY
a He is the team's regular starting quarterback. b The starting quarterback had a minor injury. c The coach wanted to try a completely new quarterback.
TEACHER ANNOTATED EDITION — FOR INSTRUCTIONAL USE ONLY ANSWER KEY FILLED
Gridiron Glory (Teacher)
TEACHER GUIDE & KEY
VD4 | VOCAB (5 min): Repeat: momentum! All read aloud: in the text and definition. Think about it, how does a sports team lose momentum? (T&T) Repeat protocol for huddle.
| Word | In the text | Definition | Think about it... |
|---|---|---|---|
| momentum | "He knew they had lost momentum, but he wasn't..." | The strength or force gained by motion or a series of events. | A team loses momentum when they commit a turnover or fumble. |
| huddle | "His teammates stood in the huddle..." | A close gathering of players to plan a strategy or play. | It allows players to hear the play secretly so the defense doesn't know. |
VD5 | MORPHOLOGY (5 min): Teacher reviews the morphology list then students independently read each word and peel off the prefix by circling/identifying it.
Directions: Circle the prefixes (e.g., non, re, un, mis, super, de, inter, mid) in the words below.
nonstop
retake
unfold
misplay
superstar
defend
interlock
midseason
VD6 | DECODING (5 min): We know you know all the steps to break down words. Let’s simplify it—if we figure out what the word is, that is the goal.
1. divide out morphemes.
2. separate syllables so each one has a vowel sound and makes sense—be flexible with where you divide until it sounds right.
(In debrief, check that kids can read the words, don’t focus on divisions.)
1. de / fen / sive
2. re / al / lo / cate
3. mo / men / tum
4. mid / sea / son
5. in / ter / lock
6. non / func / tion / al
Page 2
TEACHER ANNOTATED EDITION — FOR INSTRUCTIONAL USE ONLY ANSWER KEY FILLED
Gridiron Glory (Teacher)
TEACHER GUIDE & KEY
VD7 | ENCODING (3 min): 1. Repeat: defensive. Spell: de. Spell: fen. Spell: sive.
2. Repeat: momentum. Spell: mo. Spell: men. Spell: tum.
1. defensive
2. momentum
VD8 | PARTNER ROUND 1 (3 min): This is the same text from yesterday’s Cold and Hot read because repeated practice makes our reading even stronger.
Partner 1 reads their section to Partner 2, then it is partner 2’s turn. Read clearly and loud enough. Partners respectfully give feedback if stuck.
Partner 1:
Marcus stood in the huddle, his heart pounding. The coach had called a play they had only practiced twice. It was a screen pass to their speediest running back, Leo. Marcus had to fake a handoff to the fullback first, then turn and flip the ball quickly. He looked at Leo, who nodded back confidently.
Partner 2:
Leo was nervous too, but he kept his focus. He knew the offensive line had to block their defenders just long enough for Marcus to get the pass off. If the defense got through too quickly, the play would fail, and they would lose their chance to win the game, ending their playoff hopes.
1. What play did the coach call in the huddle?
The coach called a play they had only practiced twice / two times
VD9 | PARTNER ROUND 2: Now let’s do a partner read to launch today’s independent read. Read your section/listen to your partner’s section. Read so the other can hear and ask for help when stuck.
Partner 1:
“Blue forty-two! Blue forty-two! Hut, hut, hike!” Marcus yelled. The ball snapped into his hands. He took three quick steps back, faked the handoff, and saw a huge defender rushing right toward him. He stayed calm, leaped slightly, and tossed the ball over the defender's outstretched arms.
Partner 2:
Leo caught the ball in stride. He saw an opening on the left side of the field and accelerated. His teammates laid down two key blocks, clearing his path. He raced past the twenty-yard line, the ten-yard line, and dived into the end zone for a touchdown, making the crowd go wild.
2. Where did Leo dive with the ball?
Leo dived into the end zone / touchdown zone
(flip the page) Page 3 (Teacher Edition)
TEACHER ANNOTATED EDITION — FOR INSTRUCTIONAL USE ONLY ANSWER KEY FILLED
Gridiron Glory (Teacher)
TEACHER GUIDE & KEY
VD10 | IND INDEPENDENT (15 min): We’ll put all our practice into work now by reading independently in our heads. As you get to a question, answer it. (It is critical teachers silently monitor rather than narrating or explaining text whole group.)
The crowd erupted in cheers as the referee raised his arms to signal a touchdown. Marcus ran down the field, shouting with joy, and threw his arms around Leo. They had done it. They had tied the game with only seconds left on the clock. But the game wasn't won yet. They still needed to kick the extra point to take the lead.
Marcus was the holder for the kick, and the pressure was back on his shoulders. He looked up at the yellow posts, taking a deep breath to steady his shaking hands. Marcus knelt on the turf, marking the spot where the ball would go. He looked at the kicker, Sam, who was wiping sweat from his forehead. “Just like practice,” Marcus whispered, offering a reassuring nod.
The ball snapped. It was a high, wobbly snap, but Marcus reached up, caught it cleanly, and pinned it to the turf with the laces facing away. Sam kicked it. The ball sailed high and true, splitting the yellow uprights as the final buzzer sounded.
The stadium exploded as teammates rushed the field, lifting Marcus and Leo onto their shoulders. Marcus smiled, holding the game ball tight. He had proved he belonged on the gridiron.
1. Who was the kicker?
VD13 KEY
The kicker was Sam
2. What did Marcus hold tight at the end?
VD12/14 KEY
He held the game ball / football
Page 4 (Teacher Edition)
