Scott Foresman Reading Street

Word and
Selection Reading

If… students have difficulty reading story words from the Decodable Reader,

then… reteach them by modeling blending or reading multisyllabic words.

If… partners have difficulty reading the Leveled
Reader on
their own,

then… have them follow along as they listen to the Online Leveled Reader Audio.

A Day's Work
Group Time

Leveled Reader Sarah's Choice

REINFORCE CONCEPTS This week's concept is right and wrong. People can choose to do the right thing or the wrong thing. What kinds of right choices have you seen people make? What kinds of wrong choices have you seen?

BEFORE READING Using the Picture Walk routine on p. DI•1, guide students through the text focusing on key concepts and vocabulary. Ask questions such as:

p. 4 This story is about two girls who are friends. Who do you think is talking with the girls in this picture?

pp. 8–9 What are the girls doing in this picture?

Read pp. 3–4 aloud. Then do a choral reading of pp. 5–7. Have students read and discuss the remainder of the book with a partner. Ask: What was Sarah's choice? (to eat the blueberries without asking) Was it the right choice or the wrong choice? Why? (wrong, because she should have asked her mother first)

Preview Decodable Reader 7

BEFORE READING Review the words on Decodable Reader p. 49. Then have students blend these story words: supermarkets, cider, sorting, loaded, and jelly. Be sure students understand the meanings of words such as cider.

Use the Picture Walk Routine on p. DI•1 to guide students through the text.

Preteach Phonics

SYLLABLE PATTERN C + le Write little. If a word ends in a consonant plus -le, those three letters usually make up the last syllable. Which is the first syllable in this word? (lit) Which is the second syllable? (tle) Blend the word: lit tle, little. Have students blend it with you.

Repeat this process with these words: cuddle, poodle, and grumble.