Scott Foresman Reading Street

For alternate Leveled Reader lesson plans that teach

Character, Visualize, and
Lesson Vocabulary, see pp. LR10–LR18.

A Day’s Work
Group Time

Leveled Reader
The Boy Who Cried Wolf

BEFORE READING Have
students create T-charts with
the labels “Actions” and Consequences.” This book tells about the actions of a boy named Daniel. As you read, look for the actions Daniel takes and the consequences, or what
happens as a result, of
each action. Record these
events on your T-charts.

DURING READING Have students follow along as you read pp. 3–7. Then let them complete the book on their own. Remind students to add actions and consequences to their T-charts as they read.

AFTER READING Have students compare the ideas on their T-charts. Point out that looking for actions and their consequences will help them as they read tomorrow’s story, A Day’s Work.

Build Background

DEVELOP VOCABULARY Write the word
victims and ask students to define it in their
own words. (people who are treated badly or who
have bad things happen to them) What are some
examples of victims? (people in a car crash, or who
have had a crime committed against them) Repeat
this activity with the word trust and other words from
the Leveled Reader The Boy Who Cried Wolf. Use
the Concept Vocabulary routine on p. DI•1 as needed.

Leveled Reader
The Song Makers Go
to Salem

BEFORE READING Recall the
Read Aloud “The Honest-to-
Goodness Truth.” What did
Libby learn about telling the
truth? (It’s important to tell the
truth in the right way and for
the right reasons.) Today you
will read about some friends
who also must wrestle with
the best way to tell the truth.

CRITICAL THINKING/PROBLEM SOLVING Have students read the Leveled Reader independently. Encourage them to think critically and in terms of problems and solutions. For example, ask:

Do you think Tabitha and Abbey made the right
decision to have Abbey admit what she had
done? Explain.
What do Tabitha’s actions tell you about the kind
of friend she is?

AFTER READING Have students review the selection
to find five or more unfamiliar words and determine
their meanings. Then ask them to use the words in
statements that deal with doing the right thing or the
wrong thing. For example, John was relieved when
he discovered someone had returned his wallet. Have
students meet with you to discuss the selection and
the statements they wrote.

Independent Extension Activity

WRITE A SONG Assign the article on p. 24 of The
Song Makers Go to Salem. Have students collaborate
to write a song. Encourage them to write lyrics about
telling the truth or choosing between right and wrong.