Scott Foresman Reading Street

For alternate Leveled Reader lesson plans that teach

Author’s Purpose, Predict, and Lesson
Vocabulary, see pp. LR28–LR36.

Tops & Bottoms
Group Time

Leveled Reader
Our Garden

BEFORE READING Have
students make three-column
charts with the following
headings: Cleaning Up, Planting,
and Harvesting. This book tells about a community garden started by some children. As you read, record on your charts what the characters did during each stage
of the garden.

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 garden activities to their charts as they read.

AFTER READING Have students compare the activities on their charts. Point out that they will read about two other characters who try to share a garden in tomorrow’s story, Tops & Bottoms.

Build Background

DEVELOP VOCABULARY Write the word
vain and ask students to define it in their own
words. (thinking you look good) What might a vain
person say? (“I am so beautiful!”) Repeat this activity
with the word thrilled and other words from the
Leveled Reader Our Garden. Use the Concept
Vocabulary routine on p. DI•1 as needed.

Independent Extension Activity

MAKE A TRAVEL BROCHURE Assign the article on p. 24 of The Magic of Coyote. Then have students use online or print resources to find out more about Mesa Verde or other national parks and monuments of Anasazi or Pueblo ruins. Encourage students to find out about the park itself and about the ancient people who once lived there. Have them create a travel brochure or poster about the park.

Leveled Reader
The Magic of Coyote

BEFORE READING Recall the
Read Aloud “Why Possum’s
Tail Is Bare.” Today you will
read a story that includes
another Native American tale.
This one tells how Coyote
takes responsibility for
helping people.

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:

How does Coyote in this story compare with Rabbit in “Why Possum’s Tail Is Bare”?
Why do you think the author interrupted the Coyote story and told it in two parts?
Do you or does someone you know fear something, as Henry does? How can this fear be overcome?

AFTER READING Have students review the selection to find five or more unfamiliar words and determine their meanings with context clues or the dictionary. Have them write the words in sentences that convey the words’ meanings. Meet with students to discuss the story. Have them share their sentences.