Scott Foresman Reading Street

Hottest, Coldest, Highest, Deepest
Group Time

for Fluency

Use Decodable Reader 17.

Word Study/Phonics

LESSON VOCABULARY Use p. 38b to review the meanings of average, depth, deserts, outrun, peak, tides, and waterfalls. Students can blend all of the words. Have individuals practice reading the words from word cards.

DECODING MULTISYLLABIC WORDS Write windiest and model how to read the word. First I look for meaningful parts. If I see a part I know, such as -er or -est, then I look for a base word. I say the parts of the word: wind i est. Then I read the word: windiest.

Use the Multisyllabic Word Routine on p. DI•1 to help students read these other words from Hottest, Coldest : environment, mightier, measured, and temperature. Be sure students understand the meanings of words such as temperature and environment.

Hottest, Coldest, Highest, Deepest, pp. 40–47

BEFORE READING Yesterday we read about how to measure different types of weather, such as rainfall, wind speed, and air pressure. Today we will read about some of the most extreme places on Earth.

Using the Picture Walk Routine on p. DI•1, guide students through the
text by asking questions such as those listed below. Then reread the
question on p. 41. Together, set a purpose for reading.

pp. 44–45 What do you see in these pictures? (deep lake and ocean, high mountain peak) This selection is all about nature's record holders, such as the world's deepest lake and highest mountain.

pp. 46–47 After looking at the pictures, which records do you think these two pages tell about? (hottest place, coldest place, wettest place)

DURING READING Follow the Guiding Comprehension routine on
pp. 42–47. Have students read along with you while tracking print or do a choral reading of the selection. Stop every two pages to ask what they have learned so far. Prompt as necessary.

What did you learn about the Nile?
Did you learn anything new about Mount Everest? What did you learn that you didn't already know?

AFTER READING What have you learned about so far? What do you think you will learn about tomorrow? Reread passages with students for comprehension as needed.

Extend Vocabulary

WORD STRUCTURE Choose and read a compound word, such as hailstorm from p. 12 of Leveled Reader Fastest, Longest, Biggest, Lightest. What does the word hailstorm mean? (storm with hail) How did you determine the word’s meaning? (I divided the compound word into its two small words.) Then have students name additional weather-related compound words. Discuss why word structure is helpful, and remind students to use the strategy as they read Hottest, Coldest, Highest, Deepest.

Hottest, Coldest, Highest, Deepest, pp. 40–47

BEFORE READING Today you will read an expository nonfiction selection. It gives information about the most extreme places on Earth. As you read, think about other record holders you have read about.

Have students write their predictions in their Strategy Response
Logs (p. 40). Encourage them to check their predictions as they read.

CRITICAL THINKING Have students compare the information listed
on p. 43 of the selection with other sources for the same information,
such as a textbook or encyclopedia. Encourage them to think
critically. For example, ask:

Is the author accurate?
Is he a credible source?

AFTER READING Have partners discuss the selection and share their Strategy Response Log entries. Then have them find ten weather records not mentioned in the selection. Students can use an almanac or search the Internet using a student-friendly search engine and the keywords Guinness World Records and weather extremes to get information. Have individuals choose their favorite record and write a short paragraph telling why it is interesting and whether they think the record will be broken.