Standards Correlations

R.1, R.2, R.3, R.4, R.7, W.2, SL.1, L.4, L.6

Learning Objective

Students will identify cause-and-effect relationships in a text.

Key Skills

cause and effect, text features, vocabulary, central idea and details, interpreting text, inference, critical thinking, informational writing

Complexity Factors

Purpose: The text tells how a teenager, Laci, became an EMT and learned to handle high-pressure emergencies while gaining confidence.

 

Structure: The text is written from the first-person point of view and includes cause-and-effect relationships.

 

Language: The language is conversational and engaging.

 

Knowledge Demands: Basic understanding of what  first responders do is helpful but not required.

 

Levels

Lexile: 600L-700L 

Guided Reading Level: S 

DRA Level: 40

SEL Connection

This article and lesson promote social awareness and self-awareness skills.

Lesson Plan: The Lifesaver

Essential Questions

  • What can we learn from young people taking on big responsibilities?
  • How do first responders stay calm and make decisions in stressful situations?

Literature Connection

  • Nonfiction: First Responders: A Practical Career Guide by Kezia Endsley

1. Preparing to Read 

Preview Text Features (10 minutes)

Guide students to locate the article in their magazines or at Action Online. Then preview the text features by asking the following questions:

  • Read the article’s title, “The Lifesaver,” and think about the question posed in the subtitle. (“Have you ever seen an ambulance speed by and wondered about the people inside?”) What do you think this article will be about? Make a prediction. Answers to the first question will vary. Sample answer to the second question: The article might tell the story of how Laci became an EMT and the challenges she faces while helping people in emergencies.
  • Look at the photos and captions in the article. One shows Laci with her fellow teen EMTs, and another shows her in ski gear. How do these images help you understand more about Laci? Sample answer: The image shows that Laci is part of a team of teens training as EMTs. The ski patrol photo suggests that she helps people in different settings, not just in an ambulance.

Preview Vocabulary (10 minutes)

  • Point out the vocabulary box. Read the terms (seizure, surreal, stabilize, rewarding, mentor) aloud and discuss their definitions.
  • Play the Vocabulary Slideshow. 

Make a Plan for Reading

Before students start to read, walk them through a reading plan:

  • Set a purpose for reading: Tell students that after reading, they’ll analyze cause-and-effect relationships in the story. Point out the activity at the end of the story. 
  • Encourage students to pause at the end of each section so they can monitor their comprehension. Prompt them to take note of sentences they think tell them important ideas in each section, as well as any words or sentences they don’t understand.

2. Reading and Unpacking the Text

Read the article. (Higher- and lower-Lexile versions are available on the Story page at Action Online. Click Presentation View to access an audio read-aloud.) Then discuss the following close-reading and critical-thinking questions.

Close-Reading Questions (15 minutes)

  • Why did Laci decide to become an EMT? (cause and effect) Laci grew up watching ambulances from her bedroom window and wondered where they were going and who needed help. She learned in middle school that there was a special EMT program for high school students, and she signed up as soon as she was old enough.
  • What does the section heading “Part of the Crew” suggest about Laci’s experience? (interpreting text) The heading suggests that Laci doesn’t work alone and is part of a supportive team. Even though she was nervous when she first became an EMT, she knew there were always experienced EMTs around to help her.
  • Laci says being an EMT is about more than just medical skills. What other skills does she believe are needed? (inference) Laci believes that being an EMT isn’t just about treating people in pain—it’s also about making patients feel safe and comfortable. She understands that staying calm and confident can make a big difference for someone during an emergency.

Critical-Thinking Questions (10 minutes)

  • Laci describes feeling nervous and unsure at first but later growing more confident as an EMT. Why do you think the author chose to include these moments of doubt? The author includes Laci’s doubts to show that learning something new can be challenging, but with practice and support, people can grow more confident. This makes Laci’s story more relatable and inspiring for readers who might also be nervous about taking on big responsibilities.
  • The last section includes this quote from Laci’s mentor: “You’ll be in there someday, saving lives.” What did her mentor mean? How do you think this moment affected Laci? Her mentor meant that one day, Laci might work as a nurse or doctor in the hospital. This moment likely made Laci feel proud and hopeful. It showed that her mentor believed in her, which probably gave her more confidence to keep working toward a career in medicine.

3. Skill Building and Writing

  • Assign students to work in small groups to complete the Spotlight Skill Workout: Cause and Effect activity.
  • Go further: Use our Central Idea and Details Skill Builder, available in higher and lower level versions. (Click here to view all your Skill Builders.)
  • Writing prompt: Laci started her journey unsure of herself but gained confidence over time. Write about a time when you faced a challenge, learned something new, and grew more confident in your abilities. Did someone encourage you? If so, who was it? How did they help you believe in yourself?

Learn-Anywhere Activity

An enrichment activity to extend the learning journey at home or in the classroom

Project the task below on your whiteboard or share it with students in your LMS.

Learn More About EMTs

After reading “The Lifesaver,” read the article “His Job: Saving Lives” about an adult EMT. Then use information from both articles to answer the questions below.

  • What does EMT stand for?
  • What do EMTs do?
  • How do you train to be an EMT?
  • Why might someone decide to become an EMT?
  •  What personal qualities might help an EMT in their work?

Language-Acquisition Springboard

Pre-teach vocabulary to enhance comprehension.

Before reading the article, spend some extra time on the vocabulary words. After you’ve reviewed the definitions in the vocabulary box and the Vocabulary Slideshow, encourage students to use each word in a sentence. If students need help, offer the sentence starters below. (Answers will vary; sample answers are provided in parentheses.)

Possible questions:

  • I was afraid the bookshelf would tip over, so I decided to stabilize it by ______. (bolting it to the wall)
  • When Nina saw a boy having a seizure at the mall, she ______. (called an ambulance)
  • My mom is an experienced teacher who acts as a mentor to ______. (newer teachers)
  • Ryan said that, after years of trying to make it as a musician, it felt surreal to ______. (learn that he had won a Grammy)
  • Violet does many activities every week, but she says the most rewarding one is ______. (volunteering at her local animal shelter)

Looking for more ELL support? Download our full lesson plan and scroll to p. 5 to find questions that will help your ELLs respond to the text at the level that’s right for them.

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