Scott Foresman Reading Street

For alternate Leveled Reader lesson plans that teach

Fact and Opinion, Monitor and Fix Up, and
Lesson Vocabulary, see pp. LR28–LR36.

America’s Champion Swimmer: Gertrude Ederle
Group Time

Leveled Reader
Women Who Made a Difference

BEFORE READING Have students create three-column charts with the labels Babe Didrikson Zaharias, Amelia Earhart, and Eleanor Roosevelt. This book tells about three great women in U.S. history. As you read, look for facts about these women that show how being first was important to them. Record them in your three-column chart.

DURING READING Have students follow along as you read pp. 3–9. Then let them complete the book on their own. Remind students to add facts to their charts as they read.

AFTER READING Have students compare the facts on their charts. Explain that they will read about another famous woman in America’s Champion Swimmer: Gertrude Ederle.

Build Background

DEVELOP VOCABULARY Write the word
magnificent and ask students to define it
in their own words. (really great, wonderful) Name a magnificent sight you have seen. (rainbow, waterfall,
grand slam homerun) Repeat this activity with the word
daring and other words from the Leveled Reader
Women Who Made a Difference. 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 A Time of Change: Women in the Early Twentieth
Century for students to work on throughout the week.

Leveled Reader
A Time of Change: Women
in the Early Twentieth Century

BEFORE READING Recall the
Read Aloud “One Giant Leap:
The Story of Neil Armstrong.”
Neil Armstrong was the first
man to set foot on the moon.
He was a pioneer. Today
you will read about many important women pioneers.

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

How have the lives of women in the U.S.
changed over time?
What change do you believe has been
most beneficial for women in the U.S.?

AFTER READING Have students review the selection to find five or more unfamiliar words and determine their meanings by using context clues or by consulting a dictionary. Then ask them to write statements or questions that both include the words and convey their meanings. Have students meet together or with you to discuss the selection and the statements or questions they wrote.