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

Retell Leveled Reader Getting the Lay of the Land

Have students use subheads
and photographs as guides to
summarize the important facts
they learned from each section
of the book. Prompt as needed.

What did you learn from reading this selection?
What was the author trying to teach us?

for Fluency

MODEL Read aloud p. 3 of the Leveled Reader
Getting the Lay of the Land. Then read the same
pages silently. Have students note that a good silent
reader finds a quiet place to read and blocks outside
stimuli. Discuss how students should read with accuracy and self-correct when necessary.

PRACTICE Have students reread passages from Getting the Lay of the Land with a partner or individually. For optimal fluency, they should reread three or four times. As students read, monitor fluency and provide corrective feedback. Students in this group are assessed in Week 3.

Revisit Leveled Reader Fastest, Longest, Biggest, Lightest

RETELL Have students retell the Leveled Reader Fastest, Longest, Biggest, Lightest.

NOW TRY THIS Have students complete their projects. You may wish to review their sources
to see whether they need any additional supplies or resources. Have them present their projects.

for Fluency

PRACTICE Have students reread passages
from the Leveled Reader Fastest, Longest,
Biggest, Lightest with a partner or individually. As students read, monitor fluency and provide corrective feedback. If students read fluently on the first reading, they do not need to reread three to four times. Students in this group were assessed on Week 1.