Scott Foresman Reading Street

Jalapeño Bagels
Group Time

for Fluency

Use Decodable Reader 24.

Word Study/Phonics

LESSON VOCABULARY Use p. 222b to review the meanings of bakery, batch, boils, braided, dough, ingredients, knead, and mixture. First have students blend the decodable words bakery, batch, boils, braided, dough, knead, and mixture. Then say and spell the nondecodable word ingredients. Have individuals practice reading the words from word cards.

DECODING MULTISYLLABIC WORDS Write slotted and model how to look for meaningful parts in the word to read it. First I look for meaningful parts. If I see a part I know, like -ed or -ing, then I look for a base word. I see -ed, and I see the base word slot. The final t was doubled when -ed was added. I say the parts of the word: slot ted. Then I read the word: slotted.

Use the Multisyllabic Word Routine on p. DI•1 to help students read these other words from Jalapeño Bagels: international, whatever, turnovers, spooning, customers, pumpernickel, cigarlike, overlapping, and quantities. Be sure students understand the meanings of words such as international and overlapping.

Jalapeño Bagels, pp. 224–231

BEFORE READING The World of Bread! told us about different kinds of bread made in various cultures. Today we will read about one family's bakery and the different foods they make there.

Using the Picture Walk Routine on p. DI•1, guide students through the
text by asking questions such as those listed below. Then read the
question on p. 225. Together, set a purpose for reading.

pp. 226–227 Where are the boy and his parents going? (to a bakery) Do you think they are going to buy baked goods or to work? (work)

pp. 228–229 What do you think the woman is doing?

DURING READING Follow the Guiding Comprehension routine on
pp. 226–231. Have students read along with you while tracking print or do a choral reading of the story. Stop every two pages to ask what has happened so far. Prompt as necessary.

What is the deal that the boy, Pablo, and his mother make?
What does Pablo help make after filling the turnovers?

AFTER READING What has happened so far? What do you think will happen next? Reread passages with students as needed.

Extend Vocabulary

CONTEXT CLUES Choose and read a passage or sentence containing a difficult word, such as these sentences from p. 9 of the Leveled Reader Mixing, Kneading, and Baking: The Baker’s Art: “Yeast is a tiny, live organism. It eats the sugars that are part of the dough.” What does the word organism mean? (a living thing) How did you determine the word’s meaning? (I used the context clues. Those clues told me that yeast is an example of an organism, and yeast is a living thing that eats.) Discuss why context clues are helpful, and remind students to use the strategy as they read Jalapeño Bagels.

Jalapeño Bagels, pp. 224–231

BEFORE READING Today you will read a piece of realistic fiction about a family and the bakery they own. As you read, think about other stories you have read about baking.

Have students write their predictions in their Strategy Response Logs
(p. 224). Encourage them to add, check, and revise their predictions if necessary as they read.

CRITICAL THINKING Have students read pp. 224–231 independently.
Encourage them to think critically and creatively. For example, ask:

Why is it necessary for bakers like Pablo’s parents to work so early in the morning? Would you want to be a baker?
If you were Pablo, would you have as hard a time deciding which food to bring to school for International Day as he? Why or why not?

AFTER READING Have partners discuss the story and share their Strategy Response Log entries. Encourage them to think of the first three ethnic foods described so far and write a short description of each one as if it were in a menu. Have students meet with you to discuss the story and menu entries they wrote.