Scott Foresman Reading Street

For alternate Leveled Reader lesson plans that teach

Draw Conclusions, Ask Questions, and
Lesson Vocabulary, see pp. LR37–LR45.

William’s House
Group Time

Leveled Reader
The Colonial Adventure

BEFORE READING Have
students make a Venn diagram
with the left circle labeled
Elizabeth in Massachusetts
and the right circle labeled
Sarah in Jamestown. This book
tells the story of a young girl
and her family building a new
home in colonial Massachusetts.
It includes letters from her
cousin, whose family has
moved to Jamestown. As you
read, look for how the lives of these girls are both alike and different. Record the differences under each girl’s name and the similarities in the middle section of your Venn diagram.

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 similarities and differences to their Venn diagrams as they read.

AFTER READING Have students compare the similarities and differences in their Venn diagrams. Discuss how the surroundings had some effect on how Elizabeth’s and Sarah’s families lived. Point out that recognizing the problems colonists faced in building their new homes will help students as they read tomorrow’s story William’s House.

Build Background

DEVELOP VOCABULARY Write the word
dwellings and ask students to define it in their own
words. (places that people live in) What kinds of
things do you find in a dwelling? (tables, chairs,
beds, dishes) Repeat this activity with the words
swamps, chores, and other words from the Leveled
Reader The Colonial Adventure. Use the Concept
Vocabulary routine on p. DI•1 as needed.

Leveled Reader
Houses: Past and Present

BEFORE READING Recall the
Read Aloud “Colonial Homes.” In
what ways did the surroundings
affect the kinds of houses that
were built in colonial America?
(In New England winters are
harsh. Colonists built homes
of wood with big fireplaces.
Later they used brick or stone.
In Jamestown the first homes
were open on one side. Later
colonists used thatch and mud.)
Today you will read how climate
and surroundings affected the kinds
of homes people have built
throughout our history.

CRITICAL THINKING/CREATIVE THINKING Have
students read the Leveled Reader independently.
Encourage them to think critically and creatively.
For example, ask:

How did the kinds of housing develop differently
from one area to another and over time?
What must it have been like living in a colonial log
house? a sod house?

AFTER READING Have students review the selection
to find five or more unfamiliar words and determine
their meanings with context clues or the dictionary.
Ask them to write a sentence with each word
explaining how it helps them understand houses
better. Have students meet with you to discuss
the selection and their words and sentences.

Independent Extension Activity

NOW TRY THIS Assign “Now Try This” on pp. 22–23
of Houses: Past and Present for students to work on throughout the week.