Scott Foresman Reading Street

For alternate Leveled Reader lesson plans that teach

Draw Conclusions, Summarize, and
Lesson Vocabulary, see pp. LR28–LR36.

Jalapeño Bagels
Group Time

Leveled Reader
Kapuapua’s Magic Shell

BEFORE READING Have students create a web about the feast that Kapuapua had the villagers help him make. The center oval can contain the label Luau; one outer oval can be labeled Soup, with other ovals surrounding it. This story tells about a delicious meal called a luau. As you read, look for the foods that are prepared for the meal. Write them in your web.

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 foods and ingredients to their webs as they read.

AFTER READING Have students compare their webs. Point out that thinking about ingredients that make up a special dish will help them as they read tomorrow’s story, Jalapeño Bagels.

Build Background

DEVELOP VOCABULARY Write the word
grated and ask students to define it in their own
words. (ground up in small pieces) What food have
you eaten with grated cheese? (pasta) Repeat this
activity with the word knead and other words from the
Leveled Reader Kapuapua’s Magic Shell. 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 Mixing, Kneading, and Baking: The
Baker’s Art for students to work on throughout
the week.

Leveled Reader
Mixing, Kneading, and
Baking: The Baker’s Art

BEFORE READING Recall the
Read Aloud “Everybody Cooks
Rice.” Why do you think rice is
used in so many different ethnic
foods? (It is easy to make;
it tastes good and is good for
you; it goes well with a variety
of foods.) Today you will read a
book about another food that
is common to many
cultures—bread.

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

Which text about making bread did you prefer to read—the narrative on pp. 8–14 or Table 2 on p. 11? Why?
Why do you think Claudia says that patience in baking is just as important as fresh ingredients?

AFTER READING Have students review the selection to find four 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. Encourage students to meet with you and discuss the Leveled Reader and the statements or questions they wrote.