Scott Foresman Reading Street

For alternate Leveled Reader lesson plans that teach

Compare and Contrast, Ask Questions, and
Lesson Vocabulary, see pp. LR10–LR18.

Hottest, Coldest, Highest, Deepest
Group Time

Leveled Reader
Getting the Lay of the Land

BEFORE READING Have students create T-charts with the labels Items and Methods of Measuring. This book tells us how different things in nature are measured. As you read, look for different methods of measuring. Record them in 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 information to their T-charts as they read.

AFTER READING Have students compare the information on their T-charts. Point out that understanding how things are measured will help them as they read about nature’s record holders in tomorrow’s selection Hottest, Coldest, Highest, Deepest.

Build Background

DEVELOP VOCABULARY Write the word
plunge and ask students to define it in their own
words. (to fall) Then ask students to name some
synonyms and antonyms for plunge. (drop, tumble;
rise, jump) Repeat this activity with the word receiver
and other words from the Leveled Reader Getting the
Lay of the Land. 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 Fastest, Longest, Biggest, Lightest for students to work on throughout the week.

Leveled Reader
Fastest, Longest,
Biggest, Lightest

BEFORE READING Recall the
Read Aloud “Animal Olympics.” You learned about animals that
are the fastest swimmers,
fastest runners, strongest weight lifters, and so on. Today you will read about the book Guinness World Records, which contains fun facts and amusing world records.

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

Why do you think people want to set world records?
Why might some records be harder to break than others?

AFTER READING Have students review the selection and make a list of superlatives, such as fastest and coldest. Then have students sort the words into categories, such as temperature, movement, and weight. Meet with students to discuss the selection and the vocabulary words with which they are struggling.