Scott Foresman Reading Street

For alternate Leveled Reader lesson plans that teach

Author’s Purpose, Prior Knowledge, and
Lesson Vocabulary, see pp. LR37–LR45.

Me and Uncle Romie
Group Time

Leveled Reader
Bobby’s New Apartment

BEFORE READING Have students
create a time line. Tell them to divide the line into three sections labeled Beginning, Middle, and End. This book tells the story of a family who moves from a house in a small town into an apartment building in a big city. As you read, keep track of the important events that happen at the beginning of the story, in the middle, and at the end. Record them on your time line.

DURING READING Have students follow along as you read pp. 3–7. Then let them complete the book on their own. Remind students to note events on their story time lines.

AFTER READING Have students compare the events on their time lines. Point out that they will learn more about city life and how it feels to change environments when they read tomorrow’s story, Me and Uncle Romie.

Build Background

DEVELOP VOCABULARY Write the word
vendor and ask students to define it in their own
words. (a person who sells something) Where might
you see vendors? (baseball game, carnival, on the
street) Repeat this activity with the word elevator and
other words from the Leveled Reader Bobby’s New
Apartment. 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 Let’s Go Have Fun! for students to work on throughout the week.

Leveled Reader
Let’s Go Have Fun!

BEFORE READING Recall the
Read Aloud “Country Kid, City
Kid.” How is city life different
from country life for a child?
(City kids and country kids
live in different kinds of homes,
shop differently, see different
things, hear different sounds,
do different activities.) Today
you will read about fun in the
city and fun in the country.
Which would you like better?

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

How does the author make you want to go to each place or participate in each activity described?
Which place or activity sounds most interesting to you? Why?
What place or activity do you know that you could add to the book?

AFTER READING Have students select at least five new or interesting words from the selection and determine their meanings with context clues or the dictionary. Have students write a paragraph about the place they would most like to visit or about the place they would add to the book. Ask them to use each of their selected words in a way that conveys its meaning.