Scott Foresman Reading Street

America's Champion Swimmer: Gertrude Ederle
Group Time

for Fluency

Use Decodable Reader 19.

Word Study/Phonics

LESSON VOCABULARY Use p. 88b to review the meanings of celebrate, continued, current, drowned, medals, stirred, and strokes. Students can blend all of the words. Have individuals practice reading the words from word cards.

DECODING MULTISYLLABIC WORDS Write reporter and model how to use meaningful parts to read it. This is a three-syllable word formed from the base word report and the suffix -er. First I cover the suffix and read the base word: re port, report. Then I blend the base word and the suffix to read the whole word: report er, reporter. The suffix -er means "someone who does something," so reporter means "someone who reports."

Use the Multisyllabic Word Routine on p. DI•1 to help students read these other words from America's Champion Swimmer: photographer, determined, editorial, lanolin, foghorns, and athletic. Be sure students understand the meanings of words such as determined and athletic.

America’s Champion Swimmer,
pp. 90–97

BEFORE READING The English Channel explained the difficulties swimmers face trying to swim across this body of water. Consider that as you read America's Champion Swimmer: Gertrude Ederle.

Using the Picture Walk Routine on p. DI•1, guide students through
the text asking questions such as those listed below. Read the question
on p. 91. Together, set a purpose for reading.

pp. 92–93 What is unusual about one of the swimmers in this illustration? Why do you think she needs the rope?

pp. 96–97 How is the water different in these illustrations? (choppy on
p. 96; calm on p. 97) If I were going to swim the English Channel, I would
much rather swim in the calm water than in the choppy.

DURING READING Follow the Guiding Comprehension routine on
pp. 92–97. Have students read along with you while tracking the print
or do a choral reading. Stop every two pages to ask what has happened
so far. Prompt as necessary.

What were some of Gertrude Ederle's early accomplishments?
What was a big disappointment for Gertrude Ederle?

AFTER READING What has happened so far? What do you think may happen next? Reread passages for comprehension as needed.

Extend Vocabulary

CONTEXT CLUES Choose and read a sentence or passage
containing a word with multiple meanings, such as this sentence
from p. 15 of A Time of Change: Women in the Early Twentieth Century: This was the first time a President named a woman to his cabinet. Cabinet means “a piece of furniture.” But that meaning doesn’t make sense in this sentence. Cabinet can also mean “a group of advisors chosen by the head of a government.” That meaning makes sense. When you read a word that has more than one meaning, use nearby words to figure out its meaning.

America’s Champion Swimmer:
Gertrude Ederle, pp. 90–97

BEFORE READING Today you will read a biography of Gertrude Ederle, a famous American athlete. As you read, look for how she prepares to achieve her goal.

Have students write their predictions for the selection in their
Strategy Response Log (p. 90). Have children check their predictions
as they read.

CRITICAL THINKING Have students read pp. 90–97 independently.
Encourage them to think critically and creatively. For example, ask:

Gertrude Ederle thought she could swim across the English
Channel. Do you think she can do it? Why?

AFTER READING Have partners discuss the selection and share their Strategy Response Log entries. Have them predict the outcome of Trudy’s second attempt to swim the Channel. Then have individuals write a newspaper article for the sports pages of a Friday, August 6, 1926, newspaper describing Gertrude Ederle, her accomplishments, and the likelihood of her completing the swim. Remind students that sportswriters use vivid language to describe their subjects.