Scott Foresman Reading Street

For alternate Leveled Reader lesson plans that teach

Compare and Contrast, Predict, and
Lesson Vocabulary, see pp. LR1–LR9.

Suki's Kimono
Group Time

Leveled Reader
Dressed for School Success

BEFORE READING Have students create time lines that will show how school clothing has changed over time. This book tells how school clothes have changed over the years. As you read, look for the ways children dressed for school at different times in the past. Record the times and the school clothes on your time line, beginning on the far left side.

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 examples to their time lines as they read.

AFTER READING Have students compare the examples on their time lines. Point out that what they learned about different kinds of school clothes will help them as they read tomorrow’s story, Suki’s Kimono.

Build Background

DEVELOP VOCABULARY Write the word
familiar and have students define it and give
examples of clothes they are familiar with. (jeans,
T-shirts) Repeat this activity with the word uniform
and other words from the Leveled Reader Dressed
for School Success. Use the Concept Vocabulary
Routine on p. DI•1 as needed.

Leveled Reader
The Japanese Language

BEFORE READING Recall the
Read Aloud “The Rag Coat.”
How might the children have
been more respectful of
Minna’s clothes? (They
shouldn’t have teased Minna
about her coat because it
looked old and different.

They could have asked her
questions about it instead.)
Today you will read how
Japanese people show respect
to one another.

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

An important ideal in Japanese culture is harmony. How could you apply this ideal to our classroom?
How would you tell your family about your day at school without using the words I or me?

AFTER READING Have students review the selection
to find at least five interesting words and determine
their meanings through context or the dictionary. Then
ask students to write a paragraph with the words that convey their meanings. Have students meet with you
to read their paragraphs and explain why they find the words interesting.

Independent Extension Activity

NOW TRY THIS Assign “Now Try This” on pp. 22–23
of The Japanese Language for students to work on throughout the week.