Scott Foresman Reading Street

Tops & Bottoms
Group Time

for Fluency

Use Decodable Reader 9.

Word Study/Phonics

LESSON VOCABULARY Use p. 226b to review the meanings of bottom, cheated, clever, crops, lazy, partners, and wealth. Students can blend all of the words. Have individuals practice reading the words from word cards.

DECODING MULTISYLLABIC WORDS Write harvesting and model how to decode a word with a verb ending. First I look for meaningful parts. I see the verb ending -ing, so I look for a base word. I see harvest. I can break that into the chunk har and the chunk vest. I say all the parts of the word: har vest ing. Then I read the word: harvesting.

Use the Multisyllabic Word routine on p. DI•1 to help students read these other words from Tops & Bottoms: risky, grunted, profit, radishes, celery, cornstalk, and tassels. Be sure students understand the meanings of words such as risky and tassels.

Tops & Bottoms, pp. 228–237

BEFORE READING Yesterday we read about children who worked together to make a vegetable garden. Today we will read about two funny animal characters that plant vegetables.

Using the Picture Walk routine on p. DI•1, guide students through the text, asking questions such as those listed below. Then read the question on
p. 229. Together, set a purpose for reading.

p. 230 What can you tell about Bear, just by looking at this picture? (He is lazy and messy.) Yes, I think you'll find that Bear's laziness will cause a problem.

p. 234 What are the characters doing in this picture? (The Hare family is busy gardening, while Bear is sleeping.) The Hare and his family seem to be taking responsibility for growing their food.

DURING READING Follow the Guiding Comprehension routine on
pp. 230–237. Have students read along with you while tracking the print or do a choral reading of the selection. Stop every two pages to ask students what has happened so far. Prompt as necessary.

What plan did Hare share with Bear? Why?
How did Hare end up with the best part of the carrots?

AFTER READING What has happened so far? What do you think will happen next? Reread passages with students for comprehension as needed.

Extend Vocabulary

CONTEXT CLUES Write a sentence containing a difficult word
with an antonym as a context clue, such as the following: "Squirrel's
back was scorched, but her tail was unburned." What does the word
scorched mean? (burned) How did you figure out the word's meaning?
(I looked at the words around it and noticed unburned. It probably
means the opposite of scorched because the word but usually signals
an opposite.) A context clue that is an antonym can help you figure out
the meaning of an unknown word. Remind students to use this
strategy as they read Tops & Bottoms.

Tops & Bottoms, pp. 228–237

BEFORE READING In "Why Possum's Tail Is Bare," you read how Rabbit tricked Possum because Possum was vain. Today you will read a story in which a hare tricks a bear because he is lazy. As you read, think about how each character is responsible for what happens to him.

Have students write questions about the story in their Strategy Response Logs (p. 228). Tell them to look for answers to their questions as they read.

CRITICAL THINKING Have students read pp. 228–237 independently. Encourage them to think critically. For example, ask:

What do you think of Hare? What do you think of Bear?
What do you think Hare will plant next?

AFTER READING Have partners discuss the story and share their Strategy Response Log entries. Ask students to write a paragraph contrasting Hare and Bear using antonyms whenever possible. For example: "Hare is clever, but Bear is dumb. Hare is hard-working, but Bear is lazy."