Scott Foresman Reading Street

For alternate Leveled Reader lesson plans that teach

Main Idea, Monitor and Fix Up, and Lesson
Vocabulary, see pp. LR19–LR27.

Prudy's Problem
Group Time

Leveled Reader Katy's Last-Minute Book Report

BEFORE READING Have
students create a time line for
the week before Katy's book
report was due. This book tells
how a girl named Katy prepared
her book report. As you read, record what she did each day on your time lines.

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 events to their time lines as they read.

AFTER READING Have students compare the events they noted on their time lines. Point out that seeing how Katy had a problem and decided how to avoid it in the future will help them as they read tomorrow's story, Prudy's Problem and How She Solved It.

Build Background

DEVELOP VOCABULARY Write the word portable and ask students to define it in their own words. (able to be carried or moved.) What are some examples of things that are portable? (mobile phones, purses, wallets, small CD players, MP3 players) Repeat this activity with the word colorful and other words from the Leveled Reader Katy's Last-Minute Book Report. Use the Concept Vocabulary routine on p. DI•1 as needed.

Independent Extension Activity

Assign the article on page 24 of Collecting Dreams.
Have students choose toys they would like to collect
and use online or print resources to find out more
about the toys. Ask them to make posters that include
the name of each toy and, an illustration, and any other information they discovered.

Leveled Reader Collecting Dreams

BEFORE READING Recall the
Read Aloud "The Rampanion."
What idea did Alison have to
help people in wheelchairs?
(to build a portable ramp) Today
you will read about a father and daughter who come up with good ideas for choosing the perfect birthday present.

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:

What are some problems Tina and her father encountered? How did they solve them?
What kind of collection would you consider starting?

AFTER READING Have students review the
selection to find five or more unfamiliar words
and determine their meanings. Ask them to write a sentence with each word that explains how the word helped them better understand the story or the characters. Meet with students to discuss their sentences and their reactions to the selection.