Scott Foresman Reading Street

For alternate Leveled Reader lesson plans that teach

Cause and Effect, Story Structure, and
Lesson Vocabulary, see pp. LR1–LR9.

The Gardener
Group Time

Leveled Reader
Tulips for Annie’s Mother

BEFORE READING Have students
create a T-chart with the headings
Sad and Happy. This book tells
about a family that lived during
very hard times called the Great
Depression. As you read, look for
reasons that the characters are
sad or happy. Record the
information on your T-chart.

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 details to their T-charts as they read.

AFTER READING Have students compare their T-charts. Point out that learning how flowers can make people happy will help them as they read tomorrow’s selection, The Gardener.

Build Background

DEVELOP VOCABULARY Write the
word encouraging and ask students to
define it in their own words. (when you give someone courage or confidence to do something) When would you be encouraging toward a friend or family member? (when they are afraid to do something new or when they are sad about something) Repeat this activity with the word fresh and other words from the Leveled Reader Tulips for Annie’s Mother. Use the Concept Vocabulary routine on p. DI•1 as needed.

Independent Extension Activity

MAKE A POSTER Assign the article on p. 24 of Nicky’s Meadow. Have students use online or print resources to learn about World War II Victory Gardens. If possible, have them interview older people who actually had a Victory Garden. Then have students create a poster like the one on p. 24, urging people to plant a vegetable garden. Encourage them to include information about specific vegetables. Give them an opportunity to meet with you to discuss the image and slogan they will use.

Leveled Reader
Nicky’s Meadow

BEFORE READING Recall the
Read Aloud “Eat Your
Vegetables.” Dusty’s vegetable
garden was in his yard, near
a big city. Do you think you can
grow a garden anywhere?
Today you will read about a
boy who finds out.

CREATIVE THINKING
Have students read the Leveled
Reader independently.
Encourage them to think creatively. Ask:

What are some other ways that Nicky can have plants around him in New York?
Knowing what you know about Nicky and how he feels about “his meadow,” what do you think he will do while in New York?

AFTER READING Have students review the selection to find five or more unfamiliar words and determine their meanings through context clues or by looking them up in the dictionary. Then ask them to use the words in statements about their own experiences. For example, There is a statue of Abraham Lincoln in the park by my home.