Scott Foresman Reading Street

For alternate Leveled Reader lesson plans that teach

Cause and Effect, Answer Questions, and Lesson Vocabulary, see pp. LR1–LR9.

Wings
Group Time

Leveled Reader Brave Settlers in a Strange Land

BEFORE READING Have students create T-charts with the labels
Alone and One of Many. This
book tells about immigrants. As
you read, look for facts about what might make an immigrant feel
alone or what might make an immigrant feel like one of many. 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 facts to their T-charts as they read.

AFTER READING Have students compare the facts on their T-charts. Point out that ideas about feeling alone or feeling like part of a group will help them as they read tomorrow's story Wings.

Build Background

DEVELOP VOCABULARY Write the word potential and ask students to define it in their own words. (ability or skill that may develop in the future) Tell something that you have potential for. For example, I have potential as a great cook. Repeat the procedure with the word prejudice and other words from the Leveled Reader Brave Settlers in a Strange 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 Special Talents, Extraordinary Lives for students
to work on throughout the week.

Leveled Reader
Special Talents,
Extraordinary Lives

BEFORE READING Recall the
Read Aloud "Dancing in the
Wings." What is the talent that
made the main character in the
Read Aloud special? (dancing)
Today you will read about many
people who had special talents
that made them one of a kind.

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

Which of the people helped make things easier for the next generation?
What are some of the hardships people with special talents endure?

AFTER READING Have students make a list of synonyms for unique, such as unusual, remarkable, different, interesting, strange. Then list antonyms for unique, such as normal, average, dull, usual. Have students review the lists and then tell how the words portray uniqueness and normalcy in positive or negative ways.