Scott Foresman Reading Street

For alternate Leveled Reader lesson plans that teach

Character and Setting, Story Structure,
and Lesson Vocabulary, see pp. LR37–LR45.

My Rows and Piles of Coins
Group Time

Leveled Reader
One Chili Pepper

BEFORE READING Have
students create a web with the
label market. This book tells
about how a market in Mexico
sells things differently than in the
United States. As you read, look
for key words that relate to
market. Record them in your web.

DURING READING Have
students follow along as you
read pp. 3–9. Then let them complete the book on their own. Remind students to add key words to their webs.

AFTER READING Have students compare the key words on their webs. Point out that key words about a market will help them as they read tomorrow’s story My Rows and Piles of Coins.

Build Background

DEVELOP VOCABULARY Write the word
bargain and ask students to define it in their
own words. (good deal) Tell about a time you got a
bargain. Repeat this activity with the word noisy and
other words from the Leveled Reader One Chili Pepper.
Use the Concept Vocabulary Routine on p. DI•1
as needed.

Independent Extension Activity

ETHNIC FOODS Assign the article on p. 20 of
Pizza with a Twist. Have students research other
ethnic foods using a student-friendly search engine.
Have them write a paragraph on the history of a dish
they recognize and how it is made.

Leveled Reader
Pizza with a Twist

BEFORE READING Recall the
Read Aloud “Village Market.”
Why do you think people go to
a market? (to buy things they
need or want) Today you will
read about how friends imagine
they are traveling around the
world to get ingredients to
make a pizza.

CRITICAL THINKING Have
students read the Leveled
Reader independently. Encourage them to think critically. For example, ask:

Why did the children go to so many different places for their ingredients?

AFTER READING Have students review the selection to find five or more unfamiliar words and determine their meanings by using context clues or by consulting a dictionary. Then ask them to write statements or questions that both include the words and convey their meanings. Have students meet with you to discuss the selection and the statements or questions they wrote.