Scott Foresman Reading Street

For alternate Leveled Reader lesson plans that teach

Draw Conclusions, Ask Questions, and
Lesson Vocabulary, see pp. LR19–LR27.

Night Letters
Group Time

Leveled Reader
The First Year

BEFORE READING Have
students create T-charts with
the heads Sights and Sounds.
This book describes the sights
and sounds of nature in colonial
Virginia. As you read, look for
descriptions of sights and
sounds, and record them
on your chart.

DURING READING Have students
follow along as you read pp. 3–8.
Then let them complete the book on their own. Remind students to add sights and sounds to their charts as they read.

AFTER READING Have students compare the sights and sounds they wrote on their charts. Point out that they will read about one girl’s observations of the sights and sounds of nature in tomorrow’s selection, Night Letters.

Build Background

DEVELOP VOCABULARY Write the word
gurgled and ask students to give an example of
the sound. Where might you hear this sound in
nature? (from a creek or stream) Repeat this activity
with the word sparkled and other words from the
Leveled Reader The First Year. Use the Concept
Vocabulary routine on p. DI•1 as needed.

Independent Extension Activity

NOW TRY THIS Assign “Now Try This” on pp. 22–23 of Follow Me! How People Track Animals for students to work on throughout the week.

Leveled Reader
Follow Me!

BEFORE READING Recall the
Read Aloud “Wildlife Watching.”
What tips did the author give for
staying undetected when
observing wild animals? (stay
downwind, be quiet, keep still)
Today you will read about
scientists whose job it is to
observe and track wild animals.

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

What are the advantages and disadvantages of the various ways of tracking animals?
What animal would you be most interested in tracking? What method would you use?

AFTER READING Have students review the selection to find five or more unfamiliar words and determine their meanings by using context clues or a dictionary. Then have them write a brief paragraph about tracking animals, using the words and conveying their meanings. Have students meet with you to discuss the selection and the paragraphs they wrote.