Scott Foresman Reading Street

Boom Town
Group Time

for Fluency

Use Decodable Reader 1.

Word Study/Phonics

LESSON VOCABULARY Use p. 14b to review the meanings of boom, business, coins, fetched, laundry, mending, pick, skillet, and spell. Have students blend the decodable words boom, coins, fetched, laundry, mending, pick, skillet, and spell. Then say and spell the nondecodable word business. Have individuals practice reading the words from word cards.

DECODING MULTISYLLABIC WORDS Write stagecoach and model how to read the word. First I ask myself if I see any parts that I know. I see stage at the beginning of the word, and coach at the end. I know that stage is "a raised platform," and that coach is "a carriage used to carry passengers." So I think stagecoach is "a raised carriage."

Use the Multisyllabic Word Routine on p. DI•1 to help students read these other words from Boom Town: lonesome, excitement, furrows, and grumbled. Be sure students understand the meanings of words such as lonesome and furrows.

Boom Town, pp. 16–27

BEFORE READING Yesterday we read a letter about Uncle Zach's experiences during the California Gold Rush. Think about what he experienced as you read Boom Town, a story about a young girl who moves to a California boom town.

Using the Picture Walk Routine on p. DI•1, guide students through the text by asking questions such as those listed below. Then reread the question on p. 16. Together, set a purpose for reading.

pp. 20–21 This is Amanda and her family. Where do you think this story takes place? (in the wilderness)

pp. 24–25 This is Amanda's brother Billy whacking her pie with a stick. How do you think Amanda feels about that? (She looks mad.)

DURING READING Follow the Guiding Comprehension routine on
pp. 16–27. Have students read along with you while tracking print or do a choral reading of the selection. Stop every two pages to ask what has happened so far. Prompt as necessary.

When does this story take place?
What was Amanda's problem in the beginning of the story? How was Amanda able to solve her problem?

AFTER READING What has happened in the selection so far? What do you think will happen next? Reread passages as needed.

Extend Vocabulary

CONTEXT CLUES Choose and read a sentence or passage
containing a difficult word, such as this passage from p. 5 of
Mr. Post’s Class: “Everyone in Mr. Post’s third-grade class was curious about their new teacher because it was his first year at James Madison Elementary. He printed his name very neatly on the chalkboard, and the students waited anxiously for him to begin speaking….” What does the word anxiously mean? (nervously) How did you determine the word’s meaning? (I used context clues curious and waited.) Discuss why context clues are helpful, and remind students to use the strategy as they read Boom Town.

Boom Town, pp. 16–27

BEFORE READING Today you will read a story about a girl who has a plan to help her family. As you read, think about other stories that you have read in which children have ideas about helping their communities.

After previewing, have students write questions about the selection in their Strategy Response Logs (p. 16). Encourage them to review and answer their questions as they read.

CREATIVE THINKING Have students read pp. 18–27 independently.
Encourage them to think critically and creatively. For example, ask:

Why might you call Amanda a hard-working business woman?
Is a pie business one that a new town would need? Why or why not?

AFTER READING Have partners discuss the selection and share their Strategy Response Log questions and answers. Then have students make a list of businesses that people would need immediately if moving to a small town today.